Doctoral Program in Clinical Psychology
The Clinical program has been accredited by the Commission on Accreditation of the American Psychological Association since 1981. Our next site visit is scheduled for 2021.
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
Phone: (202) 336-5979
The U.S. Department of Education requires that all higher education institutions advise students as to whether their curriculum provides them with the eligibility to apply for a professional license and/or certification in the state for which they plan to practice.
As such, please review UNC Greensboro’s status by state for the Clinical Psychology program. You should note whether the program either “meets”, “does not meet”, or if there “has not been a determination” of the program’s status in the state for which you plan to practice. You should contact the program at firstname.lastname@example.org with any questions regarding this data.
Click to go to:
- Student Admissions, Outcomes, and Other Data
- Program Overview: Mission and Aims
- Statement about Diversity and Inclusiveness
- Clinical Psychology Grad School Fact Sheet
- Faculty Listing
- Running Start
- Program curriculum
- Financial assistance
- NextGen Research Scholar Program
- Frequently Asked Questions
- Application Information
- Student selection process
- Professional Licensure Disclosure State by State – Doctoral Program in Clinical Psychology
- CUDCP Policy Statement
- Job placements of Alumni
- Clinical Psychology Graduate School Information
Clinical Application and Admissions Updates (for 2022-2023):
The Clinical Program is not requiring GRE scores as part of the admissions process this year. As such, GRE scores will not be considered as part of our admissions decisions rubric.
Clinical Faculty planning to accept a student for matriculation in Fall 2022: Drs. Eddington, Jensen, Mendez Smith, Fields-Olivieri, Stein, Vrshek-Schallhorn, and Wisco
Note: Please check back here for more details about when invitations to interview for admission to the program will be extended as well as the format of this year’s interviews.
The clinical program at UNCG is historically grounded in a scientist-practitioner model of training. As such, we seek to conduct state-of-the-art research and apply this knowledge in practical settings that benefit our clients and our communities. We use a competency-based approach to ensure that all students meet minimum levels of achievement in: foundational knowledge, advanced integrative knowledge, research, and clinical skills prior of conferral of the doctoral degree. Consistent with UNCG’s status within the Carnegie Foundation as 1 of only 40 institutions recognized for both high research activity and community engagement, our clinical program embraces research and community engagement within our program’s mission and aims. Additionally, as one of the most diverse institutions within the UNC System and as a Minority Serving Institution, our training focuses intentionally on diversity, inclusion, and multicultural competence within all aspects of our training.
Accordingly, the overarching mission of our program is:
The UNCG Clinical Psychology program produces clinical psychologists who are professionally and culturally competent in the science and practice of psychology, and who recognize their responsibility as Health Service Providers to actively contribute, through research and practice, to issues facing their communities. Our faculty and training program promote the development of critical thinking, innovation, discovery, community engagement, and adherence to evidence-based clinical practice among our trainees. We are also guided by our core values of collaboration, mutual respect, and equity, and by our commitment to diversity and inclusion, alongside high ethical standards.
To achieve this mission, two related aims guide our approach to training our students. We seek to:
- Produce Health Service Psychologists with demonstrated knowledge and competence in psychology research, the practice of clinical psychology, and their integration and
- Prepare socially responsible clinical psychologists who will contribute to the field and their community while demonstrating ethical behavior and respect for individual and cultural differences in all aspects of their professional behavior.
Each aim has associated goals for all students that are embedded with our training program. These goals are derived from the foundational and functional competencies outlined in the “Competency Benchmark Document”, produced by the APA Board of Educational Affairs in collaboration with the Council of Chairs of Training Councils (CCTC; June 2007), and the Committee on Accreditation Implementing Regulations for APA- accredited program. Broadly, our goals reflect our strong research training, our commitment to evidence-based principles of clinical practice, and our program’s commitment to diversity and inclusion. Thus, we provide all students training opportunities with clinical populations reflecting sociocultural and economic diversity, multicultural coursework, alongside a vast array of didactic and research experiences with a range of diverse populations. Six specific goals are outlined for each student:
- To gain breadth of knowledge about the discipline of Psychology (Discipline-specific knowledge) and advanced integrative training across multiple areas within Psychology
- To gain depth of knowledge in Clinical Psychology (Profession-Wide Competencies), and demonstrate competence in using evidence-based practice with a cultural lens allowing students to effectively serve a wide range of clients
- To gain competency in the formation of research questions, selection of methods, analysis of data, interpretation of results, and dissemination strategies.
- To integrate science and practice through the use of evidence-based approaches, including an iterative evaluation process in ongoing therapy, to provide effective treatment for psychological and other health-related problems, and to understand the application of research findings to practice or policy.
- To demonstrate respect for individual and cultural difference in the practice of clinical psychology as a researcher, educator, and clinician
- To engage in professionally responsible and ethical behavior as a life-long learner and member of a professional community
Our evaluation tools assessing minimum competencies in research, clinical and professional behavior domains, modeled after the Competency Assessment toolkit (Kaslow et al 2009), reflect these goals. Our program prepares all students to be internship-ready, which in turn, facilitates readiness for post-doctoral training and a transition to successful career in health service psychology (HSP).
Statement about Diversity and Inclusion
The clinical program is committed to promoting diversity and inclusiveness in research, service and practice. We define diversity broadly including race, ethnicity, sex, sexual orientation, gender, age, national origin, disability, socioeconomic status, and other attributes that contribute to one’s social identity, which we recognize as being shaped by individual historical experience. We strive to create an environment that welcomes diverse perspectives and fosters engaged conversations about how best to address multiculturalism and diversity in research and clinical work. These conversations and training are evident across our coursework and through invited speakers, workshops, and research presentations. For example, recent trainings included working with immigrant populations and culturally competent counseling with LGBTIQ+ people. Our community mental health training clinic serves a diverse population, including families across the socioeconomic spectrum and from a variety of racial, ethnic, and immigrant groups (UNCG Psychology Clinic). Our community outreach programs to Newcomer’s School and our federally-funded training (HRSA) collaborations with Cone Health System, Triad Adult and Pediatric Medicine (a federally Qualified Health Center), the Durham VA and the Program for All-Inclusive Care for the Elderly (PACE) also make significant contributions to our diversity training. We have four faculty with expertise in multicultural issues to help foster student growth in these areas (Drs. Herndon, Jensen, Mendez Smith, and Stein), and specialty training in bilingual mental health provision in Spanish (Drs. Jensen and Stein). We also recognize that research questions are enhanced when diversity is considered in conceptualization, design, and analyses. Students are exposed to this perspective across their coursework and in their research requirements. These experiences prepare students to work with a wide range of populations in both their clinical work and research.
We are also committed to creating a vibrant diverse environment. We actively recruit for diversity in faculty, staff and graduate students; our efforts in this latter domain are enhanced through Provost-funded initiatives like the Running Start program. We recognize that a diverse workforce is essential for serving the needs of our diverse state and nation.
To complement these experiences, the Diversity Club at UNCG is a student-led group devoted to celebrating diversity and raising awareness about inequalities and individual differences among all people. The club organizes several experiences and community outings each year where students, faculty and staff meet to expand their multicultural awareness.
- Intercultural Resource center
- Office of intercultural Engagement Program and Activities
- Safe Zone
- LGBTIQ+ community
The Clinical Psychology Area includes eight tenure track faculty members who maintain active research laboratories. These faculty are: Dr. Susan Phillips Keane, Professor and Director of Clinical Training; Dr. Kari Eddington, Associate Professor and Dr. Gabriela Livas Stein, Associate Professor, both who serve as Associate Directors of Clinical Training; Dr. Rosemery Nelson-Gray, Professor; Dr. Julia Mendez Smith, Professor; Dr. Suzanne Vrshek-Schallhorn, Assistant Professor Dr. Blair Wisco, Assistant Professor, Dr. Michaeline Jensen, Assistant Professor. In addition, Dr. Jason Herndon serves as Director of the UNCG Psychology Clinic and holds an Academic Professional position. Faculty interests and contact information are provided below. Click here for a link to the UNCG Psychology Clinic.
Kari Eddington, Ph.D., is an Associate Professor and Licensed Psychologist in UNCG’s Department of Psychology. She received her Ph.D. from Indiana University and completed a clinical internship at the University of Wisconsin Department of Psychiatry. Dr. Eddington’s research has been supported by grant funding from NIMH and involves collaboration with other researchers both within and outside of UNCG. Dr. Eddington is the Director of the Depression Treatment and Research Program (DTRP). The DTRP is dedicated to improving the lives of people suffering from depression through innovative research and clinical services. Specifically, her research focuses on cognitive and motivational processes in depression and how different types of therapy can help people recover. You can follow her research activities by visiting her profile on ResearchGate or on Google Scholar or visit her lab web site. Clinically, Dr. Eddington provides supervision of assessment and therapy with adult clients. Dr. Eddington is currently serving as an Associate Director of Clinical Training.
Margaret Fields-Olivieri, Ph.D., is an Assistant Professor who received her degree in Clinical Psychology with a specialization in child clinical psychology from Penn State University. She completed her predoctoral internship and postdoctoral fellowship at the Louisiana State University Health Sciences Center School of Medicine, where she received specialized training in infant and early childhood mental health. Broadly, Dr. Fields-Olivieri’s research investigates the intersection of early emotional and verbal communication and development. In particular, Dr. Fields-Olivieri is interested in whether and how young children’s emotion expressions and emotional traits influence– and are influenced by– patterns of parent-child emotional and verbal communication. Dr. Fields-Olivieri’s research incorporates novel methods (e.g., ambulatory recording and automated processing tools) to facilitate continuous, naturalistic sampling and dynamic measurement of communication between parents and their young children. Dr. Fields-Olivieri is interested in understanding a) how emotional and verbal parent-child communication patterns develop in the context of socioeconomic or psychosocial risk and b) how these patterns may confer risk for the development of emotional or self-regulatory problems. Dr. Fields-Olivieri enjoys spending time with her family, exploring new food and restaurants, and spending time outdoors.
Jason L. Herndon, Ph.D., MSPH is the Director of the Psychology Clinic at UNC Greensboro. Dr. Herndon oversees the day-to-day functioning of the psychology clinic, its budget, and clinical service delivery. He received his doctoral degree in clinical psychology with a specialization in child clinical psychology from Saint Louis University. He completed his pre-doctoral clinical internship at the University of Louisville School of Medicine and his postdoctoral fellowship at Children’s Hospital Colorado. He has broad experience working within integrated primary care settings and currently supervises student program development and evaluation projects within integrated primary care settings. He has collaborated on a variety of oral and poster presentations related to integrated primary care. Dr. Herndon is also adept with developing, implementing, and evaluating integrated primary care programs. Clinically, Dr. Herndon is a licensed psychologist and health services provider in North Carolina and provides supervision of assessment and therapy across the lifespan. He enjoys traveling with his wife, Chavanne, and looking for new hobbies.
Susan Phillips Keane, Ph.D. received her degree from Purdue University in 1983. She completed her pre-doctoral internship in Pediatric Psychology at the University of Maryland Hospital in Baltimore, Maryland. Dr. Keane’s research focuses on understanding the development of internalizing and externalizing symptoms in children and adolescents, with a particular focus on the role of parents and peers in this process. She has served as co-I of the RIGHT-Track longitudinal project (PI: Susan Calkins; 1999-2015), an NIMH-funded project examining the role of self-regulation in development, which followed a large cohort of children from 2 years to 17 years. She currently serves as co-I on the RIGHT-Track Health project (PI: Laurie Wideman; 2014-19), also funded by NIMH. This grant follows the RIGHT-Track participants into early adulthood and expands the original RIGHT-Track research questions to study health outcomes, including obesity and cardiovascular risk. Learn more about her research on her Research Gate page. In addition to her research interests, Dr. Keane has been PI of the HRSA-funded Graduate Psychology Education Program (GPE) clinical training grant since 2004. The current grant cycle (2016-2019) extends the clinical training focus to serving underserved populations within a Behavioral Health/Primary care integration setting. She serves as a supervisor in the UNCG Psychology Clinic, specializing in child assessment and diagnosis and treatment of child internalizing and externalizing problems. Dr. Keane is the founder of DREAM CAMP, a summer day camp program for children on the Autism Spectrum, focusing on emotion regulation and social skill development. She is licensed as a Health-Service Provider-Psychologist (HSP-P) in NC. Since 2006, she has served as the Director of Clinical Training. Dr. Keane loves to travel with her husband, Tom, and spend time with her children and grandchildren. Click here for her CV.
Rosemery Nelson Gray, Ph.D. received her training in the early years of the development of behavior therapy. She was awarded a Fulbright Scholarship to study with Hans Eysenck at the Institute of Psychiatry in London where she learned about early classic behavior therapy techniques and an emphasis on individual differences stemming from Eysensk’s personality theory. She was awarded the Ph.D. degree in 1972 from Stony Brook University which was one of the earliest programs teaching behavior therapy in the United States. Dr. Gray was the only female member of her class at Stony Brook, and it was not surprising that there were all male faculty at the three academic institutions where she interviewed. Dr. Gray chose UNCG because of the positive attitude to diversity: three female faculty were hired simultaneously, plus several diverse graduate students were admitted over the next several years. Dr. Gray remained at UNCG for the remainder of her 45+ year career, in part due to the continued welcoming attitude to diversity. She has held numerous national offices, the most notable being the first female president of ABCT (1981-82). She served as Director of Clinical Training at UNCG from 1979-2002, including guiding the program to its initial APA accreditation in 1982. She has authored four books and about 150 peer-reviewed journal articles, and chaired over 70 dissertations. Consistent with her past training with Hans Eysenck, she has examined the role of personality variables (BIS-BAS model) in psychopathology and in typical behavior, and is currently focusing on various processes within borderline personality disorder. You can find her vita here and learn more about her current program of research here or on her Research Gate page. Dr. Gray has been co-I on HRSA-funded Graduate Psychology Education Program (GPE) clinical training grant for the last three grant cycles. The current grant cycle (2016-2019) extends the clinical training focus to serving underserved populations within a Behavioral Health/Primary care integration setting. She serves as a supervisor in the UNCG Psychology Clinic, and co-directs with Dr. Keane, DREAM CAMP, a summer day camp program for children on the Autism Spectrum, focusing on emotion regulation and social skill development. She is licensed as a Health-Service Provider-Psychologist (HSP-P) in NC. For either or both professional and personal reasons, she has visited 30 different countries. Her favorite professional work is coordinating and supervising psychological services by our clinical students at Newcomers School, a local public school for newcomers and refugees. Her pastimes include activities with her husband and two sons, gardening, and sports.
Michaeline Jensen, Ph.D. Dr. Jensen is an Assistant Professor who completed her Ph.D. in Clinical Psychology at Arizona State University, where her training emphasized child/family and preventive intervention. She completed her predoctoral internship at Morrison Child and Family Services (a community mental health clinic in Portland, OR), followed by a postdoctoral research training fellowship with the Carolina Consortium on Human Development at the University of North Carolina’s Center for Developmental Science. Dr. Jensen’s research leverages novel methodological techniques and mobile communication technologies to better understand the role of social relationships in the development of adolescent mental health and substance use. Her research concentrates most closely on parent-child interactions and the cultural environments within which families are embedded. See her lab website for more information about her research (or her Research Gate or Google Scholar pages). Her preferred domains of clinical practice include parent training, family therapy, Spanish language services, and work with adolescents. In her free time, she enjoys hiking, biking, and reading science fiction.
Julia Mendez Smith, Ph.D. is a Professor in the Department of Psychology at UNCG. As a clinical-community psychologist, she has expertise in understanding the mental health and wellbeing of young children. Specifically, Dr. Mendez Smith is interested in how programs and policies support child development and learning opportunities in the family, school, and community settings. She conducts research in community settings on parent engagement in diverse schools. She is also presently a co-investigator for the federally-funded National Research Center on Hispanic Children and Families, which conducts research on early care and education opportunities for Hispanics in the U.S. For more information about see her Research Gate and Google Scholar pages. At UNCG, Dr. Mendez Smith has been an active contributor to community-engaged research projects and diversity and equity initiatives at the department, college, and university levels. She has worked with Guilford County Schools to develop a Parent Academy for assisting families with receiving support and information regarding their children’s academic and social development. Her teaching portfolio includes graduate level courses on Multicultural Issues, and Health and Education Disparities, clinical supervision, and an undergraduate internship course. She is interested in contributing to a campus climate at UNCG that maximizes opportunities for faculty, staff and students to engage with each other to promote learning in today’s multicultural society. Dr. Mendez Smith currently serves as the Chancellor’s Fellow for Campus Climate in the Office of the Chancellor. She enjoys mentoring graduate and undergraduate students interested in working with underserved youth in school and community settings and collaborating with faculty colleagues on diversity and inclusion initiatives. She has served as a faculty liaison to the Diversity Club in the Department of Psychology and was the inaugural Chair of the Psychology Diversity Committee.
Gabriela Livas Stein, Ph.D. received her doctoral degree in clinical psychology with a specialization in child and family psychology from UNC Chapel Hill in 2007. She completed her pre-doctoral clinical internship at University of California, San Diego/VA Consortium followed by a postdoctoral fellowship position at Duke University. Broadly, her research uses developmental psychopathology and cultural-ecological frameworks to investigate the impact of culturally relevant factors on the development of psychopathology for ethnically diverse samples. The CAMINOS lab is committed to community engaged research and has active partnerships across the state (i.e., school districts, mental health clinics). Dr. Stein’s research has been funded by NIDA, PCORI, and NIMH. See more about her research on her ResearchGate or Google Scholar pages. She is currently the Vice President of Programming for the Society of Research on Adolescence, and serves on the Ethnic-Racial Issues Committee of the Society for Research on Child Development (SRCD). She is currently an Associate Editor for Journal of Research on Adolescence. She is a past Chair of SRCD’s Latino Caucus. Clinically, Dr. Stein is licensed HSP-P in NC and provides supervision on assessment and therapeutic work with children, adolescents, and their families. She specializes in the provision of therapeutic services to Latinx families, and provides training in Spanish. Dr. Stein enjoys being a mom, going on food adventures, and continuing to learn from books, family, and friends.
Suzanne Vrshek-Schallhorn, Ph.D. completed dual undergraduate degrees in Psychology and Biology at Florida State University, followed by a PhD in Clinical Psychology at the University of Minnesota, and postdoctoral training at Northwestern University’s Department of Psychology. Dr. Vrshek-Schallhorn’s lab investigates pathways from life stress to depression. The lab uses several strategies to probe (1) who is most vulnerable to stress, and (2) the mechanisms by which stress leads to depression. Using both interview-assessed naturalistic stress and brief lab-induced stress, the lab examines vulnerability-stress interactions, including gene-environment interactions. This gene-environment interaction work focuses on genetic variants in systems for serotonin, dopamine, and the hypothalamic pituitary adrenal (HPA) axis. In addition, the lab examines how brief lab-induced stress influences cortisol reactivity, cardiovascular reactivity, affect, and cognitive performance. See her Research Gate or Google Scholar pages for more information. Dr. Vrshek-Schallhorn enjoys cooking, photography, and spending time with her family.
Blair Wisco, Ph.D. is an assistant professor and the director of the Cognitive, Psychopathology, and Emotion (CoPE) lab. She received her doctoral degree from Yale University in 2011 and completed her predoctoral internship at the Boston Consortium. Prior to starting her position at UNCG, she completed a postdoctoral fellowship in traumatic stress research at the National Center for PTSD, VA Boston Healthcare System/Boston University School of Medicine. Her research examines cognitive and emotion regulation processes in emotional disorders, with a special focus on posttraumatic stress disorder (PTSD). To learn more about her research see her Research Gate and Google Scholar pages. She was recognized for her research accomplishments as a 2016 “Rising Star” by the Association for Psychological Science. She is a licensed health-services provider-psychologist in the state of North Carolina and serves as a clinical supervisor in our training clinic. She has served as a Co-Investigator on UNCG’s HRSA-funded Graduate Psychology Education Program (GPEP) training grant since 2016. Dr. Wisco is a self-described “foodie” and loves cooking and trying new restaurants.
Clinical Area Contact Person: Dr. Susan Keane, (336) 256-0569, email@example.com
HIPAA Compliance Officer: Dr. Jason L. Herndon
To give incoming students a jump start on their research, we developed a summer research experience called “Running Start.” Each incoming student is paired with a peer research mentor, typically a senior student from the faculty mentor’s lab, who meets with the student to introduce him/her to lab data collection procedures and lab data. The peer mentor and the student, in concert with the faculty advisor, discuss ideas for a first research project. The student then works to conduct a literature review, refines the question and “meets” electronically with the mentors to further develop their idea.
While a recent addition to our program (first offered in 2015), this program has produced successful first-year projects as well as presentation submissions and presentations at national conferences. We look forward to congratulating students as they move toward publication of their findings.
What are the philosophy and goals of the clinical training program?
The Doctoral Program in Clinical Psychology is based on the scientist-practitioner model. Consistent with this model, our overarching goal is to foster the development of students as psychologists first, and secondarily as clinical psychologists. Two broad goals guide our training: 1) To produce psychologists with demonstrated knowledge and competence in the science of psychology and the practice of clinical psychology and 2) To prepare socially responsible clinical psychologists who will contribute to the field and demonstrate ethical behavior and respect for individual and cultural differences in all aspects of their professional behavior. To reach these goals, we focus on a student’s competence in several domains: broad and general foundational knowledge in psychology and advanced integrative training across multiple areas within Psychology, design and conduct of research, provision of evidence-based practice, engagement in responsible and ethical behavior, and knowledge of how culture impacts research questions, findings, and clinical practice. Also emphasized in our training model is the idea that a complete and thorough understanding of abnormality and psychopathology cannot be achieved in the absence of understanding the normal variations in human behavior that occur across development both within the individual and across different social contexts. Thus, students in our program receive integrative training in other domains of psychology, including cognitive, developmental, social, and biological areas. Students in our program also learn about individual and cultural diversity through their courses, their practicum training, and their interactions with students and faculty from diverse backgrounds.
Is the clinical program accredited by the American Psychological Association and what are the implications of accreditation?
The clinical program is accredited by the American Psychological Association. APA accreditation reflects: (a) that training in clinical psychology received at UNCG is compatible with other APA approved programs both in terms of training models and curriculum; and (b) that the institutional setting, faculty (both clinical and non-clinical), and facilities are adequate to meet and support the student’s academic needs. In terms of a student’s career development, graduation from an APA approved clinical program is often a prerequisite for certain block-time internship placements and/or job opportunities. This credential also eases the licensure process and entry into some professional organizations. This next site visit is scheduled for 2021. 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
Phone: (202) 336-5979 / E-mail: firstname.lastname@example.org
What is the curriculum of the clinical program?
The Ph.D. curriculum for clinical students consists of clinical courses and seminars, courses and seminars in other areas of psychology, courses in statistics and research methods, practicum and internship training, and 24 credit hours of research including the thesis and dissertation. The program is structured so that it can be completed in five or six years, depending on the progress of the individual student, plus a required year of pre-doctoral internship. All students entering the Ph.D. Program with a BA/BS degree earn an MA degree (45 credits) as part of their PhD requirements 105 credits, which includes those required for the MA). Students who are accepted into the program and who hold an MA degree from another institution will have their coursework and research experiences evaluated for comparability with our program requirements by the DCT and at least 1 other faculty member. Students will not be required to complete courses that are deemed comparable. Similarly, if an empirical thesis has been completed and favorably reviewed by UNCG faculty, completion of another thesis will not be required.
During the first year, clinical students typically take courses in adult and child psychopathology, in intervention with adults and youth and their families, in graduate research methods and statistics, and courses in other foundational and/or advanced integrative areas within psychology (e.g. biological, cognitive, developmental, social). Foundational competencies are determined through an individualized educational plan that establishes what foundational knowledge has been met prior to admission, how it can be evaluated at the graduate level, and what integrative and graduate level experiences will build on that foundation. During the second year, clinical students typically take courses (combining theory and methodology) in assessment and begin their formal practicum training in the UNCG Psychology Clinic. Second-year students also take a course on ethics and another foundational/integrative course. The Master’s thesis should be completed during the first 2 or 2 1/2 years. During the third year, clinical students take additional advanced integrative courses or seminars and/or advanced statistics and conduct independent doctoral research. Students complete a total of 200 direct client contact hours of supervised practicum training in the UNCG Psychology Clinic during their second and third years. During the remaining two or three years, clinical students complete a preliminary examination, complete any remaining course work and seminars in clinical or in other areas of psychology, complete 350 direct client contact hours of advanced practicum in the UNCG Psychology Clinic or in conjunction with other community clinical settings, and complete a 2,000 hour block-time APA-approved internship.
What practicum opportunities do you offer?
Clinical practicum and internship is required of all clinical students. In the first and second years, students enroll in assessment and intervention courses that include a methodological component. In these courses, basic clinical skills (e.g., interviewing, testing, cognitive therapy, systematic desensitization) are introduced. In the second year, students carry a small caseload. By the end of the third year, students typically will have completed 200 client contact hours in the UNCG Psychology Clinic where they are supervised by clinical faculty, all of whom are licensed psychologists. The client population at this facility is diverse, both in terms of presenting problems and other demographic variables. Students fluent in Spanish are able to obtain bilingual supervision and training working with Latinx families. In the 4th and 5th years, students complete their advanced practicum training of 350 supervised client contact hours. The skills learned during advanced practicum are designed to augment those achieved during earlier practicum years with a broader range of presenting problems and severity. Advanced Practicum primarily occurs in the UNCG Psychology Clinic. Advanced Practicum training can also be obtained at program-approved placements, including the UNCG Counseling Center, El Futuro or Wake Medical Weight Management Center. Some of these external sites require students to be licensed at MA level (LPA). All students are expected to obtain LPA licensure, including taking the EPPP exam; the Clinic provides financial support for licensure costs.
After completing the other Ph.D. requirements, clinical students must also complete a 2,000 hour, block-time internship that is approved by the American Psychological Association. A list of accredited program is available at:
It is expected that students will complete their dissertation data collection and the majority of their dissertation document preparation before leaving for internship.
The clinical program also sponsors DREAM Camp, a summer day camp for children with Autism Spectrum Disorder, and the Depression Treatment and Research Program, a specialized practicum and research program providing empirically-based assessment and treatment approaches for clients with mood disorders.
How is research training conducted in the clinical program?
Research training in UNCG’s clinical program is based on a mentorship model. Training begins in the summer prior to the first year with the Running Start program. In some cases, students complete a project that can lead to a national presentation or publication in their first year. During the first year, students complete course work in research methodology and in statistics. Students also begin working with their mentor and research lab on research projects. Many students also conduct research as part of a departmental research assistantship responsibility. During the first year, students begin to develop a thesis research project through the research methods course and under the direction of their faculty mentors. All second-year students make a presentation at the Graduate Research Conference, scheduled early in the fall term. The thesis is typically completed during the second or third year. An independent doctoral research project, which is often pilot work for the dissertation, is generally completed during the third or fourth years, and the doctoral dissertation during the fourth or fifth years.
Students also have the opportunity to participate in non-required research throughout their training. Students are encouraged to co-author papers for publication and presentation at professional meetings, as well as to have involvement in grant preparation. All students are encouraged to focus on problems of fundamental importance to the field of psychology. To this end, the Department supports students who want to develop research programs with both clinical and nonclinical faculty; many ongoing collaborations among faculty exist to support students in this endeavor. All clinical students must demonstrate research competence prior to graduation.
What is the attrition rate among clinical students?
Our attrition is listed in the Student Outcome table: https://psy.uncg.edu/graduate/clinical-psychology/student-admissions-outcomes-and-other-data/
What is the student selection process?
Applications for admission to the Clinical program are due December 1st and are reviewed for admission into the program for the following Fall semester. Only one annual admission cycle is offered. Typically, around 200 applications are received for each admission cycle. We admit between 5-8 students each year. An admissions committee consisting of at least 2 clinical faculty members reviews applicants to the clinical program. Please see the Student Admission Outcomes and Other Data section (https://psy.uncg.edu/wp-content/uploads/2020/09/Student-Admissions-Outcomes-and-Other-Data-1.pdf) for more specific information about incoming student credentials and progress through the program.
UNCG’s Clinical PhD program will no longer be posting GRE scores of enrolled students due to the fact that we use a holistic admissions process to determine admissions status. We do not use a GRE or GPA cut-off score, but rather we use a holistic assessment approach to determine admission status. In addition to GPA and GRE, we examine letters of recommendation, courses taken, research engagement and experience- including post-baccalaureate research work, research presentations or publications, personal attributes such as overcoming adversity, applicant’s understanding of our rigorous scientist-practitioner program, and their desire to fully engage in clinical and research training. However, our most important criteria is fit with the potential advisor’s program of research. Due to COVID-19, for the 2020-2021 admission cycle, we will not be requiring the GRE.
Successful candidates show evidence of knowledge of psychology through their previous coursework and work/research experience, show evidence of success in managing the demands of academic coursework through a strong GPA and history of good grades, have scholarly interests that are a good “fit” with one or more of our core clinical faculty members, and are committed to diversity and inclusion in their endeavors as psychologists. They also show evidence of a commitment to a career in clinical psychology based on their previous academic and work experiences. Students typically have career goals consistent with our program philosophy and training model ( see for job descriptions of most recent Alumni ) and have experience with, and continued interest in, contributing to the research literature. Although clinical/applied experience is not a requirement for admission, we seek to admit students who understand and value the importance of evidence-based practice.
Successful applicants are notified by April 1 of each year. The selection process is usually completed by April 15 of each year. Please review the CUDCP Clinical Psychology Grad School Fact sheet and the CUDCP Policy Statement on Grad School offers and acceptances which are posted at https://psy.uncg.edu/wp-content/uploads/2020/09/Student-Admissions-Outcomes-and-Other-Data-1.pdf
We do not admit part-time students. Professionals in the Greensboro area wishing to complete a doctoral degree are welcome to apply, but they will be evaluated according to the same rigorous standards as other applicants and must be prepared to do full-time training. Except in extraordinary circumstances, we do not offer clinical retraining of persons with a Ph.D. in another area of psychology. Qualified persons may take specific graduate courses in the department (e.g., Psychological Disorders of Adults or of Children) without admission to the program. Interested students should contact the Graduate School for admission as a non-degree student. The assessment, intervention, and practicum courses are open only to clinical psychology graduate students.
Program costs are listed here:
The Department has a limited pool of funds that cover the costs out-of-state or in-state tuition. We make every effort to provide Out of State (OS) students the funds to cover the cost of out-of-state tuition. In fact, we have been able to provide OS tuition costs for every student in the program over the past 10 year. We do expect that all Out of State students make reasonable efforts to secure in-state status upon their arrival.
In-state (IS) tuition funds are also available to students. Over the past 10 years, we have provided funds to cover the cost of IS tuition to all IS and OS students.
Tuition funds do not cover any student fees that may be charged by the University. Current student fee costs are found here https://csh.uncg.edu/wp-content/uploads/2020/08/Fall-2020-Fee.pdf
Competitive Fellowships. The Alumni / Excellence / Hayes Fellowships are the largest and most prestigious awards offered by the Graduate School. Recipients receive a $22,000 stipend, health insurance, and tuition waivers. Nominees must be full-time doctoral students newly admitted for the Fall semester. See https://psy.uncg.edu/graduate/1934-2/graduate-student-awards/
The NextGen Scholarship (https://psy.uncg.edu/graduate/next-gen/)
is a competitive Department Award. Next Gen Scholars will receive a small add-on to their regular stipend in their first year of the program and, in the second year, they will receive a $24,000 stipend that will be paid as a research assistantship rather than a teaching assistantship.
The Duffy scholarship (https://psy.uncg.edu/graduate/1934-2/graduate-student-awards/)
is awarded annually to a female doing graduate work in the Department of Psychology. The Duffy Award is made from the earnings of the Elizabeth Duffy Graduate Scholarship Fund each Spring semester, to female Psychology students based on their outstanding records of research and scholarship. The award amount for 2020 was 16,000.
State Funded assistantships: State funding provided by the department typically provides students who are in good standing in the program with stipend support for a TA assignment (the commitment includes no more than 20 hours a week, with 10 hours a week devoted to TA duties and 10 hours a week devoted to research duties). Typically, students in their first 2 years are supported by state funds; at times, students in the third year also receive this form of stipend support. Currently state funded students receive a minimum stipend of $15,000 while working toward the MA degree/ $16,000 post receipt of the MA degree. Competitive awards received by students (i.e. Lyon, Inclusiveness, UNC Campus Scholarship, Greensboro Graduate Scholarship, Minerva, Weil, Hester, Highsmith, thesis and dissertation awards) supplement this minimum. A list of recent student awards in the Psychology department is found here https://psy.uncg.edu/graduate/1934-2/graduate-student-awards/
Additional information about eligibility to retain for tuition waivers and stipends is found in the Graduate Handbook- Clinical ( https://psy.uncg.edu/graduate/clinical-psychology/)
What are the job placements of your alumni?
Our alumni are employed in a variety of positions. Over the past 10 years, approximately 37% of our alumni work in hospitals, academic medical centers or VA Centers, 32% are employed in community mental health centers or are in independent private practice, 7% are employed in Academic Teaching positions, 7% are employed in research positions (including on who is doing pharmaceutical research) and 4% are in other Integrated Health care settings (including 1 in a pediatric practice). Thirteen percent (13%) are completing post doctoral fellowship positions.
As a member of the Council of University Directors of Clinical Training (CUDCP), the Clinical Psychology program at UNC Greensboro adheres to CUDCP’s policies and guidelines for graduate school admissions, offers and acceptance. For additional information about these policies, please visit clinicalpsychgradschool.org. You will also find a lot of information about clinical psychology as a field, application tips and a directory of Post Baccalaureate RA positions here.