PhD in Clinical Psychology

Suffolk’s PhD in Clinical Psychology program involves systematic and cumulative training in both psychological research and practice in order to prepare students for careers in practice, research, or academic settings. Our curriculum will help you examine the brain, the person, and the cultural context of individual development—all within a career-oriented program.

Whether working in one of our research labs or with one of our faculty members, you will be able to expand your expertise into a variety of areas, such as emotion, body image, bullying, anxiety disorders, and mindfulness.

Our PhD in Clinical Psychology program seeks to prepare students to be competent clinical psychologists who function with ethical and cultural awareness in academic, research, clinical, or community settings. Suffolk students are taught the processes underlying adaptation and maladaptation within a cultural and biopsychosocial frame. Throughout all aspects of training, the program encourages an awareness of and respect for diversity.

Our faculty approach intervention and psychotherapy from a variety of perspectives, including behavioral, cognitive-behavioral, developmental, psychodynamic, systemic, humanistic, and integrative/eclectic. Our intent is to enable students to take a creative, empirical, and ethical approach to diagnostic and therapeutic problems among diverse populations.

Program Information

Please see our Admission and Aid page for more details. 

Application Deadline

For Fall 2020 Matriculation: December 3, 2019

Application Materials

  • Completed online application
  • $50 application fee
  • Resume
  • Goal statement (essay)
  • Two letters of recommendation (Learn more)
  • Official GRE scores
  • Official TOEFL, IELTS, or PTE-Academic scores (international students only)
  • Official Transcripts from all post-secondary work
  • Interview by invitation
  • PhD In Clinical Psychology Supplemental Application

Faculty Accepting New Students for Fall 2020

For a full list of department faculty, please visit our Faculty & Staff page.

The Program in Clinical Psychology was initially accredited by the Commission on Accreditation of the American Psychological Association in 2000. In 2018 the CoA conferred three-year full accreditation status to the doctoral program. Our next accreditation site visit is scheduled for 2020. 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. They can be reached by phone at 202-336-5979 or by email. You can also visit their webpage.

This program meets the Association of State and Provincial Psychology Boards/National Register of Health Service Providers in Psychology “Guidelines for Defining ‘Doctoral Degree in Psychology.'” Further, we have made every attempt to design the program to comply with all the regulations of the Massachusetts Board of Registration of Psychologists at the time of program admission so that, with completion of sufficient clinical hours, students may sit for the state licensing examination in clinical psychology. Therefore, graduates of this designated program who decide to apply for licensing as a psychologist typically will meet the educational requirements for licensing. Our courses are consistent with Massachusetts licensing requirements. However, in each jurisdiction there may be additional requirements that must be satisfied. Furthermore, requirements for licensing do change over time. For exact information about current requirements, please contact the state or provincial licensing board in the jurisdiction in which you plan to apply early in your first year of study, and work with the DCT or Director of Undergraduate and Graduate Studies to tailor your coursework accordingly.

With licensure, graduates are eligible to apply for credentialing as a Health Service Provider in Psychology. Graduation from a designated program ensures that the completed program meets the educational requirements for listing in the National Register. However, there are additional requirements that must be satisfied prior to being listed in the National Register of Health Services Providers in Psychology. For further information, consult the National Register’s website. Students may wish to consider the issue of mobility between states. ASPPB provides a credentials bank service to help psychologists become licensed in new states.

The overarching aim of our program is to prepare students for entry-level practice in clinical psychology. We draw from a scientist-practitioner model that emphasizes the reciprocal relationship between science and practice and underscores the value of holding a scientific orientation toward psychological knowledge and methods. 

In pursuit of this aim, we have developed measurable goals that students in our program must meet in order to successfully complete the program. The required coursework, training, and experiential activities we offer to help students meet these learning goals as well as their relationship to The American Psychological Association’s Profession Wide Competencies [PDF].

Our aims/goals are that students will:

Aim (Learning Goal) 1: Acquire and demonstrate substantial understanding of, and competence in, the provision of clinical service. 

Graduates from our program will be able to meet the following learning objectives:

  1. Evaluate, select, administer, interpret, and communicate psychological assessments in a manner that is informed by knowledge of the psychometric and empirical underpinnings of different methods and relevant diversity characteristics of the service recipient.
  2. Establish and maintain effective relationships with the recipients of psychological services.
  3. Develop, evaluate, and implement treatment plans that reflect both knowledge of empirically-based principles and an appreciation for individual client characteristics and contextual factors
  4. Evaluate intervention effectiveness and adapt intervention goals and methods consistent with ongoing evaluation.
  5. Demonstrate knowledge of models and methods of clinical supervision and consultation.

Aim (Learning Goal) 2: Acquire and demonstrate substantial understanding of, and competence in, research.

Graduates from our program will be able to meet the following learning objectives:

  1. Demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertation, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base.
  2. Conduct research or other scholarly activities.
  3. Critically evaluate and disseminate research or other scholarly activity via professional publication and presentation at the local, regional, or national level.

Aim (Learning Goal) 3: Acquire and demonstrate substantial understanding, knowledge, awareness, sensitivity, and skill when working with diverse individuals and communities who embody a variety of cultural and personal backgrounds and characteristics across all professional roles and activities.

Graduates from our program will have developed the skills needed to meet the following learning objectives:

  1. Understand how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
  2. Demonstrate knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
  3. Demonstrate the ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities), including the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
  4. Demonstrate the requisite knowledge base and ability to articulate an approach to working effectively with diverse individuals and groups and apply this approach effectively in their professional work.

Aim (Learning Goal) 4: Acquire and demonstrate substantial understanding of, and competence in, ethical and legal standards applicable to the science and practice of clinical psychology

Graduates from our program will have developed the skills needed to meet the following learning objectives:

  1. Be knowledgeable of, and act in accordance with, the current version of the APA Ethical Principles of Psychologists and Code of Conduct; relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and relevant professional standards and guidelines.
  2. Recognize ethical dilemmas as they arise and apply ethical decision-making processes in order to resolve the dilemmas.
  3. Conduct themselves in an ethical manner in all professional activities.

Aim (Learning Goal) 5: Acquire and demonstrate substantial understanding of, and competence in, the professional values, attitudes and skills required of clinical psychologists.  

Graduates from our program will have developed the skills needed to meet the following learning objectives:

  1. Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others.
  2. Engage in self-reflection regarding one’s personal and professional functioning and activities aimed at maintaining and improving performance, well-being, and professional effectiveness.
  3. Actively seek and demonstrate openness and responsiveness to feedback and supervision.
  4. Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
  5. Demonstrate knowledge and respect for the roles and perspectives of other professions
  6. Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
  7. Demonstrate effective interpersonal skills and the ability to manage difficult communication well.

Please visit the Academic Catalog to view Program Requirements.

Earning a degree from the Clinical Psychology Doctoral Program requires mastery of a coherent body of knowledge and skills. Doctoral students must acquire substantial competence in the discipline of clinical psychology as specified in the American Psychological Association (APA) Standards of Accreditation and must be able to relate appropriately to clients/patients, fellow students, faculty and staff members, and other health care professionals.

Combinations of cognitive, behavioral, emotional, intellectual, and communication abilities are required to perform these functions satisfactorily. These skills and functions are not only essential to the successful completion of the Clinical Psychology Doctoral Program, but they are also necessary to ensure the health and safety of clients/patients, fellow students, faculty and staff members, and other health care providers.

In our APA-accredited program, we are committed to a training process that ensures that graduate students develop the knowledge, skills, and attitudes to work effectively with members of the public who embody intersecting demographics, attitudes, beliefs, and values. When graduate students’ attitudes, beliefs, or values create tensions that negatively impact the training process or their ability to effectively treat members of the public, the program faculty and supervisors are committed to a developmental training approach that is designed to support the acquisition of professional competence. We support graduate students in finding a belief- or value-congruent path that allows them to work in a professionally competent manner with all clients/patients.

For some trainees, integrating personal beliefs or values with professional competence in working with all clients/patients may require additional time and faculty support. Ultimately though, to complete our program successfully, all graduate students must be able to work with any client placed in their care in a beneficial manner. Professional competencies are determined by the profession for the benefit and protection of the public; consequently, students do not have the option to avoid working with particular client populations or refuse to develop professional competencies because of conflicts with their attitudes, beliefs, or values.

Degree Requirements

There are 24 (3-credit) courses and two required labs to be completed within the first three years of the program for full-time students. A full-time course load is 12 credits, and students must maintain an overall GPA of 3.0 (B). To successfully complete required classes a minimum grade of B- or a pass for pass/fail is also required. Students who transfer credit for previous coursework may need to complete up to 78 credits of coursework to maintain full-time status throughout the first three years of study.

Two years of practicum experience are required of our doctoral students beginning in their second academic year; a third year is optional, but recommended. Students receive weekly supervision by professionals at their practicum sites and attend a weekly practicum seminar at Suffolk where they are able to integrate their practical experiences and educational training within the program. Students receive extensive individual supervision that is consistent with the student’s level of training, contact hours, and case load.

The curriculum requires all students to participate as Teaching Apprentices (TAPS) for the first two semesters of their graduate study. TAPS are paired with advanced graduate student lecturers and professors to receive mentorship and experience in a broad-range of teaching-related skills. Students are not paid to serve as TAPS; the responsibilities associated with the position are designed to prepare students for potential careers as instructors/professors or other forms of scholarship. In addition, there are orientation and teacher training seminars offered during the first semester of graduate studies which all TAPS must attend. The seminars are designed to provide instrumental and interpersonal support for students as they build teaching, public speaking, and presentation skills.

Students are not admitted into the Clinical Psychology Program for a terminal master’s degree. A master’s degree is granted, however, usually after the second year, once the student has completed 48 credits of course work and the Early Research Project. This project provides students with an opportunity to apply the knowledge gained in their research and statistics courses by pursuing research under the supervision of a faculty member who serves as the research mentor; on the recommendation of this mentor, students will deliver an oral presentation to the department and submit a written report on their research project. These typically occur at the end of the second year.

Students’ attainment of clinical competencies are systematically evaluated through coursework and biannual student practicum evaluations. The systematic evaluation of clinical competencies occurs along with student completion of their CEP, which is designed to provide a repository within the department for some of each student’s exemplar clinical work. Clinical competency evaluation and the CEP are intended to ensure that students clinical work is based on a sound foundation of 1) ethical reasoning, 2) judgment and understanding, and 3) skills, in relation to diagnostics, case conceptualization, therapy, and assessment. This CEP involves students completing a minimum number of assessment reports, case conceptualizations, treatment plans, oral case presentations, therapy write-ups, and peer consultations through planned, developmentally appropriate course assignments in their first three years of graduate training. The CEP also includes activities related to applying for the Pre-Doctoral Clinical Internship (i.e., submitting a mentor-approved draft of the Theoretical Orientation essay when submitting the Intent to Apply for Internship form and completing a mock-interview with a member of the Clinical Program Doctoral Faculty).

The dissertation is conceptualized as an original empirical project that makes a substantive contribution to the knowledge base of clinical psychology. Dissertation committees, which must include at least three members, supervise the dissertation. Two committee members must be members of the Doctoral Program faculty, with one serving as the chair and primary mentor of the student. The third member of the dissertation committee will be either a member of the Doctoral Program faculty, a tenured or tenure-track member of the Psychology Department faculty who is not affiliated with the Doctoral Program, or someone external to the Psychology Department with demonstrated expertise in domains relevant to the proposed research. The committee is responsible for approving the proposal, overseeing data collection and analysis, and reviewing the final written draft. The doctoral committee must approve the formal dissertation and a departmental oral defense must also be completed. The oral proposal meeting must be successfully completed and the proposal document must be approved by the doctoral committee for students to receive permission to apply for internship.

Doctoral students shall complete an APA (or CPA) and APPIC approved pre-doctoral internship. These are typically one year of full time training (at least 1600 hours). In order to apply for a pre-doctoral internship, students must have successfully completed the Early Research Project, submitted the dissertation literature review, passed the clinical comprehensive examination, and successfully completed the dissertation proposal. Additionally, a minimum of 72 credits, including all required courses, must have been completed before the student may apply for a pre-doctoral internship, as well as the additional intervention and diversity requirements. The pre-doctoral internship may take place at an APA-approved site or at a site that has written approval of the director of clinical training and meets all of the requirements as defined in the Program Manual.

Focus Your Experience

The graduate psychology program at Suffolk University offers an elective Clinical Child experience within its APA-accredited doctoral program in clinical psychology. Child-relevant training experiences occur in the context of primary mentoring relationships, coursework, clinical training/practicum experiences, and opportunities for research collaboration with members of the core faculty. Core courses and clinical electives provide exposure to several different frameworks for understanding clinical child psychology. Through our advanced clinical courses, diverse practicum placements in child and pediatric settings, as well as careful research mentorship by faculty in the areas of child and adolescent psychology, students are afforded opportunities to explore content areas of interest in greater depth. These training experiences are designed to provide a solid foundation in child psychopathology, assessment, and intervention with the goal of developing strong candidacy for child-relevant internship programs in which to further refine student expertise.

Clinical Child Psychology

To establish a career as a clinical child psychologist, it is beneficial to gain research and clinical experience during graduate school that provides exposure to relevant theories and methodologies. Typically, research expertise develops within the context of a constructive relation with a research mentor, collaborating on research (e.g., dissertation, presentations, publications), and working with relevant populations. Clinical expertise develops during practicum training, the predoctoral internship, or a postdoctoral fellowship. 

Affiliated Faculty

Dr. Rosemarie DiBiase
Dr. Gary Fireman
Dr. Amy Marks
Dr. Sarah Schwartz
Dr. David Langer 

Clinical Practica

Practicum I and II Sites
Newton Public Schools
2-4 students are placed at elementary or middle schools within the Newton Public School System. Students provide services to school-aged children with behavioral and emotional issues, issues related to academic performance, autism-spectrum disorders as well as children in need of assessment for learning disabilities. Depending on the site, students conduct some mix of individual assessment, individual psychotherapy and/or implement group/classroom intervention and prevention programs aimed at topics such as relational and physical aggression and acceptance of diversity.

New England Center for OCD and Anxiety (NECOA)
NECOA is a specialty outpatient clinic that provides evidence-based care and consultation services for children, adolescents and adults struggling with OCD and Anxiety Disorders. outpatient treatment facility. Students receive training and experience as a behavioral coach using Exposure and Response Prevention (ERP) and engage with patients using motivational interviewing and Acceptance and Commitment principles. Students may also have the opportunity to conduct assessments, run groups, and conduct co-therapy with experienced therapists.

Bradley Hospital – Child and Adolescent Inpatient Units

Practicum students train as part of a multidisciplinary team on an inpatient psychiatric unit treating high-risk children ages 3-12 or adolescents ages 13-18. Trainees conduct brief intakes, provide short-term, skills-focused psychotherapy, and run groups. Trainees also attend a team meeting with psychiatrists, nurses, psychologists, and social workers where they discuss current treatment plans and the status of each patient. There are opportunities to engage with a wide range of issues, including depression, PTSD, substance abuse, aggression, eating disorders, and psychosis, providing a diverse experience in conceptualization and treatment.

Recent Advanced Practicum Placements
Boston Child Study Center

The Boston Child Study Center specializes in the delivery of Evidence-Based services to children, adolescents, young adults, and their families. Practicum students are provided with opportunities for assessment (intake interviews, structured diagnostic clinical interviews, writing reports, giving feedback to clients), individual, family and group psychotherapy. Trainees attend weekly consultation team meetings, grand rounds, and biweekly staff seminars.

Pediatric Psychology Training at Hasbro Children’s Hospital

Practicum students are part of an interdisciplinary team at Hasbro Children’s Hospital and gain training in pediatric psychology with children and adolescents with comorbid medical and psychological diagnoses. Practicum students have opportunities for training in the following rotations: Sibling Group Rotation, Pediatric Weight Management, Pediatric GI Disorders Rotation, Child and Adolescent Forensics, Hasbro 6 inpatient psychiatric medical unit, and the Hasbro Partial Hospital Program.

The Manville School at Judge Baker Children’s Center, Center for Effective Child Therapy

The Center for Effective Child Therapy at Judge Baker Children’s Center (JBCC) is an outpatient mental health service program that serves children and adolescents ages 2 – 19. Practicum students are trained in utilizing evidence-based treatments for anxiety, depression, traumatic stress, and disruptive behavior. Professional training at CECT focuses on assisting trainees in the use of effective, sustainable treatments that have withstood rigorous clinical testing (e.g., Cognitive Behavioral Therapy, Behavioral Parent Training) as well as measuring patient progress during treatment to inform therapeutic decision.

Boston University CARD, Child and Adolescent Program

Practicum students are an integrated part of this training clinic run by the doctoral program at Boston University. Trainees conduct diagnostic interviews and provide individual and group therapy with children, adolescents, and their parents. Trainees also attend didactic seminars and case conferences.

Cambridge Health Alliance, Child and Adolescent Inpatient Program

This advanced training opportunity is an inpatient setting for acutely distressed children and adolescents with diagnoses including PTSD, attachment, mood, anxiety, autism spectrum, and psychotic disorders. Trainees develop skills in the area of assessment, individual, group, and family psychotherapy, as well as working within an interdisciplinary team and providing consultation to other professionals.

McLean 3 East Outpatient DBT Program for Adolescents and Young Adults

The 3 East Outpatient DBT program offers care to suicidal teens and their families. Client population is varied by age, identified gender, SES, and comorbid diagnoses. As part of an interdisciplinary team, trainees gain experience conducting structured clinical interviews, administering and scoring self-report measures, giving feedback to clients, providing family and group psychotherapy, and providing consultation to other professionals. Trainees attend weekly McLean Hospital Grand Rounds, Borderline Case Conference meetings, and DBT Didactics.

Curriculum

PSYCH 705 - Assessment I
The seminar aims to introduce you to the theory and practice of evidence-based social, emotional and behavioral assessment. To this end, specific issues we will cover include psychometric theory, cognitive abilities/intelligence testing, some classic assessment controversies, strengths and weaknesses of various assessment approaches, ethical and cultural issues, and the psychological assessment of children.

PSYCH 748 - Developmental Psychopathology
Examines child and adolescent psychopathology from an empirically-based developmental perspective. Reviews major developmental theories to elucidate the role of development in understanding the etiology and diagnosis of DSM-IV-TR disorders. Also focuses on theoretical and empirical literature in developmental psychopathology. Changes in the incidence rates of internalizing (e.g., depression, anxiety) and externalizing disorders (e.g., conduct disorder, attention deficit/ hyperactivity disorder) are addressed. Disorders affecting both behavioral and mental functioning (e.g., autism) are included. Family, peer, and contextual/environmental influences are also covered.

PSYCH 749 - Lifespan Development

Examines development across the lifespan, including biological, cognitive, social, and emotional development, with attention to the role of culture and context. Reviews major theories of development and how such theories provide conceptual frameworks for understanding the development adaptive and maladaptive behaviors and trajectories. Also addresses implications for treatment and prevention. Normally offered yearly.

Links

APA's Division 7: Developmental Psychology
APA's Division 53: Society of clinical Child and Adolescent Psychology
Mitch Prinstein's Advice for Applying to Graduate School in Child Clinical and Adolescent Psychology

The graduate program at Suffolk University offers a neuropsychology experience within its APA-accredited doctoral program in clinical psychology. The neuropsychology experience offers elements of the Houston conference guidelines for training students in neuropsychology. It also contributes to course requirements for board certification in clinical neuropsychology (i.e., ABPP-CN).

Clinical Neuropsychology 

Clinical neuropsychology is the science of brain-behavior relationships, and clinical neuropsychologists specialize in the assessment and treatment of individuals of all ages with dysfunction of the central nervous system. Biological bases of behavior is one of the most productive research areas with applications in education, vocational, rehabilitation, medical, psychiatric, and forensic settings.

Clinical Practica in Neuropsychology

Practicum I and II Sites 
Beth Israel Deaconess Medical Center, Department of Psychiatry

Practicum students are placed in the Department of Psychiatry at this major Boston teaching hospital. Trainees develop and refine skills in neuropsychological assessment of adult outpatients. Trainees get experience assessing a range of psychiatric and neurological conditions, including dementia, degenerative disorders, ADHD, learning disabilities, development disorders and traumatic brain injury. The practicum students gain skills in all areas of neuropsychological evaluation, including interviewing, testing, scoring, report writing, and giving feedback to patients. In addition to individual supervision, training occurs through didactic seminars.

Recent Advanced Practicum Placements
VA Boston Healthcare Center, Neuropsychology Rotation

Practicum students typically see 1 patient per week for neuropsychological evaluation and gain experience in interviewing, test administration, scoring, interpretation, report preparation and feedback to patients, patient families and referral source. The primary clinical setting is the neuropsychology consult service. Students attend weekly case conferences, monthly Neurobehavioral Rounds, and Neuropsychology didactics.

Massachusetts General Hospital (MGH) Psychology Assessment Center

This advanced clinical neuropsychology practicum is a one-year program designed to provide extensive clinical training in neuropsychology. Students are provided with supervised training in neuropsychological test administration and scoring and provides an opportunity for students to formulate cases and participate in report writing, and provide feedback to clients within the context of working within multidisciplinary teams within the hospital. The population includes adult and pediatric populations with a variety of neurological, psychological, developmental and medical conditions.

Beth Israel Deaconess Medical Center, Behavioral Neurology Unit

Practicum students are involved in the neuropsychological evaluation of adult patients with a variety of neurological problems including learning and attention disorders, head injury, stroke, multiple sclerosis, epilepsy, and neurodegenerative disorders. The practicum students will gain skills in all areas of neuropsychological evaluation, including interviewing, testing, scoring, report writing, and feedback to patients. Additional experience may be obtained in running cognitive remediation groups, presenting patients at weekly rounds, and participation in didactic seminars.

Neurobehavioral Clinic at Spaulding Rehabilitation Hospital

As part of an interdisciplinary team, neuropsychology practicum students gain experience conducting intake interviews, cognitive assessments, and neuropsychological assessments with adults who have moderate to severe acquired brain injury. Students also gain experience writing reports and giving feedback to clients. Weekly didactics are offered through the neurobehavioral clinic.

Neuropsychology Division, Edith Nourse Rogers, Memorial VAMC

Practicum students work with veterans who present with suspected memory disorders. Students learn to administer and interpret the results of a wide variety of neuropsychological instruments over the course of the year. The neuropsychology service utilizes a flexible battery approach and, as such, students have the opportunity to learn which instruments are appropriate for answering a variety of referral questions. Students will also participate in patient feedback with the aid of their supervisor.

Research

All students in the doctoral program at Suffolk University are required to complete both an Early Research Project (similar to a master's thesis) and doctoral dissertation. For those students in the neuropsychology concentration, both thesis and dissertation are expected to be on a topic in neuropsychology under the mentorship of one of the two Suffolk neuropsychology faculty. For a description of the diverse research interests of the two neuropsychology faculty at Suffolk, click on the following links:

David Gansler, Ph.D., ABPP/ABCN
Dr. Matthew Jerram, Ph.D. 

Curriculum

PSYCH 706 - Assessment II

The goal of this course is to serve as a foundation for clinical practice and research activity in the important area of clinical neuropsychological assessment and psychological assessment. It serves to introduce the student to the techniques, methods and theories relevant to the practice of neuropsychological and psychological assessment.

PSYCH 792 - Introduction to Neuropsychology and the Clinical Neurosciences

Basic introduction to the specialty of neuropsychology. The scope of neuropsychology, the difference between neuropsychology and related difference and subspecialties, different historical and theoretical approaches to neuropsychology, as well as credential requirements for the practice of neuropsychology. Introduction to research techniques used to investigate brain-behavior relationships, ethical issues, and the role of the neuropsychologist in clinical and rehabilitation settings. By the end of the course, students will demonstrate a basic knowledge of the nervous system, the role of neurotransmitters, brain structures and associated functions, an understanding of how different instruments are used to assess those functions, and how neuropsychological interventions are formulated and implemented. 

Useful Links in Neuropsychology

Neuropsychology Central
APA Division 40 (Clinical Neuropsychology)
International Neuropsychological Society (INS)
National Academy of Neuropsychology (NAN)
Massachusetts Neuropsychological Society (MNS)
Houston Guidelines for Eligibility for Special Certification in Clinical Neuropsychology
Association of Neuropsychology Students in Training (ANST)

Courses & Requirements

Learn more about the classes, requirements, and different options available to complete the program.

Clinical Psychology
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