psych phd boston university

Meet the Team

MICHAEL W. OTTO, PH.D.

E. MARIE PARSONS, PH.D., RESEARCH ASSISTANT PROFESSOR

Marie is a Research Assitant Professor in the Department of Psychological and Brain Sciences at Boston University. Her research interests focus on the examination of transdiagnostic mechanisms and the evaluation of interventions that target these mechanisms, with a particular interest in the transdiagnostic impact of shame. Marie’s research also focuses on increasing the accessibility of evidence-based treatments through digital intervention. Before arriving at Boston University, Marie received her Ph.D. from Miami University and completed her predoctoral internship at VA Boston Healthcare System.

Laura is a Postdoctoral Associate in the Department of Psychological and Brain Sciences at Boston University. Her research focuses on resilience and recovery from anxiety and related disorders. She is interested in protective factors, such as hope and optimism, that promote wellbeing and act as mechanisms of change during transdiagnostic cognitive-behavioral treatments for emotional disorders. Before arriving at Boston University, Laura received her Ph.D. from University of Houston and completed her predoctoral internship at the Warren Alpert Medical School of Brown University.

HAYLEY FITZGERALD, M.A., DOCTORAL STUDENT

Hayley is currently a sixth-year graduate student in the Translational Research Program. Her research aims to advance evidence-based treatments for anxiety and fear-based disorders. Hayley is particularly interested in studying underlying mechanisms (e.g., anxiety sensitivity) and using translational research methods (e.g., fear conditioning) to work towards this goal. She is currently working on her dissertation study which is a three-day fear conditioning study that is designed to investigate two mechanisms: mood and stimulus valence.

REBECCA LUBIN, M.A., DOCTORAL STUDENT

Rebecca is a third-year doctoral student in the clinical psychology program under the mentorship of Dr. Michael Otto. Her research interests include examining the mechanisms of therapeutic change for anxiety and fear-based disorders in order to inform novel interventions and optimize evidence-based treatments. Before joining the program at Boston University, she received her undergraduate degree in psychology from Harvard College and worked as a research coordinator on projects investigating anxiety disorders, PTSD, and pathological grief, most recently at NYU School of Medicine.

NADINE TAGHIAN, B.S., DOCTORAL STUDENT 

Nadine is a second-year doctoral student in the clinical psychology program under the mentorship of Dr.Michael Otto. Her research interests include examining the mechanisms that contribute to the development and maintenance of substance use disorders, as well as researching the predictors of relapse after long-term sobriety. Previously, Nadine received her B.S. in Neuroscience from Trinity College and worked as a clinical research assistant at McLean Hospital in the Division of Drugs, Alcohol, and Addiction.

MICHELE HISERODT, M.A., LAB MANAGER

I’m an under graduate research assistant studying psychology with a minor in philosophy, expecting to graduate in 2024. My interests lie  in trauma and stressor-related disorders, substance abuse, and counseling. Outside of the Translational Research Program, I play piano in the BU Jazz Combo and volunteer in BU Alzheimer’s Buddies. In my free time, I enjoy finding new music and watching Boston sports.

Carole Palumbo, PhD Director, Behavioral Neuroscience PhD Program

Research Associate Professor of Neurology, BU School of Medicine

Research Associate Professor Environmental Health, BU School of Public Health

Deputy Associate Chief of Staff, Research & Development, VA Boston Healthcare System

Core Faculty

Stacy Anderson-Toomey, PhD Assistant Professor of Medicine, Boston University School of Medicine

Andrew E. Budson, MD Professor of Neurology, Boston University School of Medicine Associate Director for Research, Boston University Alzheimer’s Disease Center

Laura Grande, PhD, ABPP/ABCN Assistant Professor of Psychiatry, Boston University School of Medicine Director, Clinical Neuropsychology, VA Boston Healthcare System

Terence Keane, PhD Professor of Psychiatry and Clinical Psychology, Boston University School of Medicine Director, Behavioral Science Division, National Center for Post-Traumatic Stress Disorder                  Associate Chief of Staff for Research and Development at VA Boston Healthcare System

Maxine Krengel, PhD Assistant Professor of Neurology (Neuropsychology), Boston University School of Medicine   

Paula Martin, PhD Research Assistant Professor of Neurology, Boston University School of Medicine                                                                Research Regulatory Specialist, VA Boston Healthcare System

Marcia Ratner, PhD Assistant Professor, Department of Pharmacology & Experimental Therapeutics, Boston University School of Medicine 

Robert Stern, PhD Professor of Neurology and Neurosurgery, Boston University School of Medicine Co-Director, Center for the Study of Traumatic Encephalopathy Director of the Clinical Core of the NIH-Funded BU Alzheimer’s Disease Center

Mieke Verfaellie, PhD Professor of Psychiatry, Boston University School of Medicine Research Career Scientist, VA Boston Health Care System

Rhoda Au, PhD Professor of Neurology, Boston University School of Medicine Collaborator, Framingham Heart Study

Sanford H. Auerbach, MD Associate Professor of Neurology and Psychiatry, Boston University School of Medicine Director, Sleep Disorders Center, and Director, Sleep Medicine Fellowship Training Program, Boston Medical Center

Marlene Oscar Berman, PhD Professor of Anatomy & Neurobiology, Professor of Psychiatry, Professor of Neurology, Boston University School of Medicine Director, Laboratory of Neuropsychology, Boston University School of Medicine Research Career Scientist, Boston VA Medical Center

Michael Esterman, PhD Associate Professor of Psychiatry, Boston University School of Medicine Co-director, Boston Attention and Learning Laboratory Associate Director, Functional Neuroimaging, Boston VA Neuroimaging Center, Boston VA Healthcare System

Vinoth Jagaroo, PhD Associate Professor, Department of Communication Sciences and Disorders, Emerson College

Ann C. McKee, MD Professor of Neurology and Pathology, Boston University School of Medicine

Margaret Naeser, PhD Research Professor of Neurology, Boston University School of Medicine Research Speech Pathologist/Linguist, Boston VA Medical Center

Thomas Perls, MD Professor of Medicine, Boston University School of Medicine

Ann Rasmusson, MD Professor of Psychiatry, Boston University School of Medicine

Kimberly Sullivan, PhD Research Associate Professor of Environmental Health, Boston University School of Public Health

Associated Faculty

Deborah Brief, PhD Assistant Professor of Psychiatry, Boston University School of Medicine

Erin Hisey, PhD Assistant Professor of Psychiatry, Boston University School of Medicine

Robert Joseph, PhD Associate Professor of Anatomy & Neurobiology, Boston University School of Medicine

Francesca LaVecchia, PhD Adjunct Assistant Professor of Psychiatry, Boston University School of Medicine  

Elizabeth Leritz, PhD Assistant Professor of Medicine, Harvard Medical School

Alan Mandell, MD Assistant Professor of Neurology and Psychiatry, Boston University School of Medicine Staff Neurologist, Bedford VA Medical Center and Boston VA Medical Center

Brian Marx, PhD Professor of Psychiatry, Boston University School of Medicine

Neal McGrath, PhD Assistant Clinical Professor of Rehabilitation Medicine, Boston University School of Medicine Neuropsychologist, Private Practice, Sports Concussion New England

William P. Milberg, PhD Adjunct Assistant Professor of Neurology, Boston University School of Medicine Professor of Psychology, Harvard Medical School

Mark Miller, PhD Professor of Psychiatry, Boston University School of Medicine

Clare O’Callaghan, RN, EdD Clinical Neuropsychologist and Psychiatric Nurse, Private Practice

Dorene Rentz, PsyD Professor of Neurology, Harvard Medical School

Kathleen S. Rockland, PhD    Research Professor of Anatomy & Neurobiology, Boston University School of Medicine

Douglas L. Rosene, PhD Professor of Anatomy & Neurobiology, Boston University School of Medicine

Rani Sarkis, MD, MS Assistant Professor of Neurology, Harvard Medical School Neurologist, Brigham and Women’s Hospital, Boston, MA

David Salat, PhD Associate Professor in Radiology, Harvard Medical School

Denise Sloan, PhD Professor of Psychiatry, Boston University School of Medicine

Jean-Jacques Soghomonian, PhD Associate Professor of Anatomy & Neurobiology, Boston University School of Medicine

Kevin M. Spencer, PhD Associate Professor of Psychiatry, Harvard Medical School

Chris Streeter, MD Associate Professor of Psychiatry and Neurology, Boston University School of Medicine

Eve Valera, PhD Associate Professor of Psychiatry, Massachusetts General Hospital

Roberta White, PhD Emeritus Professor, Department of Environmental Health, Boston University School of Public Health EmeritusProfessor of Neurology (Neuropsychology), Boston University School of Medicine

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Phd in developmental science at boston university.

Explore Developmental Science at BU!

Faculty members with the graduate program in Developmental Science (DS) at Boston University are seeking talented and motivated students to join their labs. The DS program, which offers students the opportunity to earn a PhD, is part of the Psychological & Brain Sciences Department, one of the fastest-growing and most innovative departments in the country.  Applications are currently being accepted for Fall 2021 . You can find the full list of lab openings below.

BU’s comprehensive DS doctoral program, which covers the depth and breadth of the entire discipline, provides students advanced training in developmental psychology, with an emphasis on early childhood. Faculty members are nationally and internationally renowned, with projects funded by the National Institutes of Health and the National Science Foundation, as well as by prestigious foundations such as the Simons Foundation and Templeton Foundation. The program features one of only three Autism Centers of Excellence in the country.

The DS graduate program offers unique research opportunities across different developmental domains using multiple methodologies. Robust collaborations—local, national, and international—help drive the program’s progress and innovation. Researchers also work across DS labs and departmental programs, as well as with colleagues in other schools at the University. This distinguishing feature means that DS students gain particularly broad, hands-on training.

Boston University  is located in the heart of the historic and culturally vibrant city of Boston, the epicenter of higher education, cutting-edge technology, and pioneering medicine.

The application deadline is Dec. 1, 2020. Information on how to apply can be found  here . Please note that submitting GRE scores is optional. Interested students are encouraged to contact potential faculty mentors soon. If you have specific questions about the DS graduate program, please email Amanda Tarullo at  [email protected] . For general PhD inquiries, please contact Joanne Hebden Palfai, director of academic affairs for the Department of Psychological & Brain Sciences, at  [email protected] . General information on the Child Development Labs at Boston University is available at  http://www.bu.edu/cdl/ .

Below is the full list of DS faculty.  Faculty who are accepting new students are marked with an *

* Peter Blake  directs the  Social Development & Learning Lab  and studies social cognitive development with a particular focus on how children navigate social interactions in a material world. Research topics include altruism, ownership, cooperation and competition, fairness and other social norms, and social learning and cultural differences. He can be reached at  [email protected] .  

* Deborah Kelemen  studies cognitive development and directs the  Child Cognition Lab . Her interests include how children and adults categorize and reason about the artificial and natural worlds; conceptual constraints on intuitive, religious, and scientific theory formation; the development of social and moral cognition; and cultural and individual differences in cognition. She can be reached at  [email protected] . 

* Melissa Kibbe  studies how infants, children, and adults represent objects, number, and people, the kinds of computations we can do with these representations, and the ways in which these representations may support formal learning. She directs the  Developing Minds Lab  and can be reached at  [email protected] . 

* Kimberly Saudino  is the director of the  Boston University Twin Project . She uses twins to study how genetic and environmental factors influence the development of multiple facets of child behavior, including child temperament, parenting, behavior problems, and social cognition. She can be reached at  [email protected] . 

* Helen Tager-Flusberg  directs the  Center for Autism Research Excellence  where she studies language and early development in autism spectrum disorder. Her research addresses questions about the mechanisms underlying language and social communicative impairment using multiple methodologies including EEG/ERP and fNIRS, as well as novel approaches to assessment and intervention. She can be reached at  [email protected] .

* Amanda Tarullo  studies the effects of early-life stress and adversity on neural and behavioral development. Her interests include understanding how parents help young children to regulate stress, the interplay of infant and maternal biological stress, and identifying neural markers of risk in early childhood. She directs the  Brain & Early Experiences Lab  and can be reached at  [email protected] .

* Nicholas Wagner  examines the enduring impact of early experiences and relationships (e.g., parent-child relationships, sibling relationships) on children’s social and emotional development.

He is particularly interested in the processes through which psychobiological and environmental factors promote psychosocial adaptation or contribute to the emergence of psychopathology. He directs the  Biobehavioral and Social Emotional Development Lab  and can be reached at  [email protected] . 

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PhD in Clinical Psychology

Graduate admission.

• Maura Sullivan, Graduate Admission Counselor
• 617-573-8302
• [email protected]
• 73 Tremont St. 6th floor Boston, MA 02108

Clinical Program Director

• Dr. David Langer
• 617-573-8570

Our program requirements reflect our adherence to the scientist-practitioner model and emphasize the value we place on evidence-based clinical work and practice-informed research. We are committed to fostering diversity, equity, and inclusion in our program and in the broader community and we strive to prepare students to respectfully and effectively work with diverse individuals and groups.

Question & Answer Session with Clinical Faculty

Download video transcript [PDF]

View the curriculum

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 Email: [email protected]

Program Information

Clinical psychology doctoral program manual.

Our  Clinical Psychology Doctoral Program manual [PDF]  is available for download and contains detailed information regarding our program and faculty.

Admission Information

For details on application deadlines, application materials, tuition and program costs, and faculty mentors, please see our  Admission page .

Licensure is required for independent practice as a clinical psychologist/ health service provider. Although completion of an APA accredited doctoral program in clinical psychology may assist students in the pursuit of licensure, program completion does not lead to licensure upon graduation. States and countries vary in licensure requirements and state laws, regulations, and policies may change at any time. Depending on where you reside, in addition to completion of an accredited educational program, applicants for licensure may be required to obtain additional supervised experience (e.g., a post-doctoral fellowship), complete an exam (e.g., the  Examination for Professional Practice in Psychology (EPPP) ; the  MA Board of Registration of Psychologists Jurisprudence Exam ), receive endorsements by other licensed professionals, or complete additional requirements.

We advise all applicants to contact the applicable state credentialing authority in the state you intend to reside in order to familiarize yourself with its specific requirements and determine if our program meets its eligibility criteria. Another potentially helpful resource is the Association of State and Provincial Psychology Boards . Students currently in the doctoral program in clinical psychology are welcome to discuss questions you have about career planning with your research mentor and the DCT.

State Licensure

Suffolk University’s Ph.D. in Clinical Psychology currently meets the educational requirements qualifying graduates to be licensed to practice as a clinical psychologist in the following states, subject to satisfactorily meeting all other requirements for licensure in each state:

• Alabama; Alaska; Arizona; Arkansas; Colorado; Connecticut; District of Columbia; Delaware; Florida; Georgia; Hawaii; Idaho; Illinois; Indiana; Iowa; Kansas; Kentucky; Louisiana, Maine, Maryland; Massachusetts; Minnesota; Mississippi; Missouri; Montana; Nebraska; Nevada; New Hampshire; New Mexico; New York; North Carolina; North Dakota; Ohio; Oklahoma; Oregon; Pennsylvania; Rhode Island; South Carolina; South Dakota; Tennessee; Texas; Utah; Vermont; Virginia; Washington; West Virginia; Wisconsin; and Wyoming

Suffolk’s program does not meet the educational requirements for licensure in the following states: California, Michigan, and New Jersey. Students interested in obtaining a license to practice as a clinical psychologist in California, Michigan, or New Jersey should contact the Board of Psychology in each of these states to determine what additional educational requirements will need to be completed in order to obtain a license to practice as a clinical psychologist in California, Michigan or New Jersey, subject to satisfactorily meeting all other requirements for licensure in that state.

Program Aims

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 practice that is evidence-based, and evidence that is practice-informed.

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 are outlined in Appendix A of Clinical Program Student Manual.

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:

• 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.
• Establish and maintain effective relationships with the recipients of psychological services.
• Develop, evaluate, and implement treatment plans that reflect both knowledge of empirically-based principles and an appreciation for individual client characteristics and contextual factors
• Evaluate intervention effectiveness and adapt intervention goals and methods consistent with ongoing evaluation.
• Demonstrate knowledge of models and methods of clinical supervision and consultation.
• Demonstrate ability to apply supervision models to practice and reflect and self-evaluate experience.

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

• 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.
• Conduct research or other scholarly activities.
• 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:

• Understand how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
• 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.
• 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.
• 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

• 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.
• Recognize ethical dilemmas as they arise and apply ethical decision-making processes in order to resolve the dilemmas.
• 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.  

• 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.
• Engage in self-reflection regarding one’s personal and professional functioning and activities aimed at maintaining and improving performance, well-being, and professional effectiveness.
• Actively seek and demonstrate openness and responsiveness to feedback and supervision.
• Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
• Demonstrate knowledge and respect for the roles and perspectives of other professions
• Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
• Demonstrate effective interpersonal skills and the ability to manage difficult communication well.

Program Requirements

Please visit the Academic Catalog to view Program Requirements.

Student Admissions, Outcomes, and Other Data

Please download our Student Admissions, Outcomes, and Other Data [PDF]  for more details.

Focus Your Experience

The clinical child experience.

The graduate psychology program at Suffolk University offers experiences in two specialty areas: Clinical Child Psychology and Neuropsychology. As defined by APA in their policy on Taxonomy for Health Service Psychology Specialties, experiences at the doctoral level include at least one or two specialized classes along with the opportunity to pursue practicum training in the area. See APA Education and Training Guidelines for more information about taxonomy in education and training.

Child-relevant training experiences occur in the context of primary mentoring relationships with faculty members whose research focuses on clinical child, required and elective coursework, and clinical training/practicum experiences.

Clinical Child Psychology

Clinical child is an area within in clinical psychology focused on the development and application of scientific knowledge to the delivery of clinical services to infants, toddlers, children and adolescents within their social context.

Affiliated Faculty

Dr. Gary Fireman Dr. Sarah Schwartz Dr. David Langer

Examples of Recent Clinical Practica

Please note that practicum training opportunities may change from year to year. Application to advanced practicum training sites is competitive and placements are not guaranteed.

Practicum I and II Sites

Newton public schools.

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)

Students receive training and experience providing evidence-based care and consultation services for children, adolescents and adults struggling with obsessive-compulsive disorder and anxiety disorders in an outpatient treatment. 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

Students conduct brief intakes, provide short-term, skills-focused psychotherapy, and run groups as part of a multidisciplinary team on an inpatient psychiatric unit treating high-risk children ages 3-12 or adolescents ages 13-18. 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 Elective Practicum Placements

Boston child study center.

Students are provided with opportunities to provide evidence-based assessment (intake interviews, structured diagnostic clinical interviews, writing reports, giving feedback to clients), individual, family and group psychotherapy to children, adolescents, young adults, and their families.

Pediatric Psychology Training at Hasbro Children’s Hospital

Students gain training in pediatric psychology with children and adolescents with comorbid medical and psychological diagnoses. Training rotations include: 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

Students are trained in using evidence-based treatments for anxiety, depression, traumatic stress, and disruptive behavior in an outpatient mental health service program that serves children and adolescents ages 2-19.

Boston University CARD, Child and Adolescent Program

Students conduct diagnostic interviews and provide individual and group therapy with children, adolescents, and their parents.

Cambridge Health Alliance, Child and Adolescent Inpatient Program

As part of an interdisciplinary team, students provide assessment, individual, group, and family psychotherapy in an inpatient setting for acutely distressed children and adolescents with diagnoses including PTSD, attachment, mood, anxiety, autism spectrum, and psychotic disorders.

McLean 3 East Outpatient DBT Program for Adolescents and Young Adults

Students conduct assessments and deliver psychotherapy to suicidal teens and their families. Client population is varied by age, identified gender, SES, and comorbid diagnoses.

Sampling of Elective Courses

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 774 – Child Therapy

Examines the principles and practice of psychotherapy with children and adolescents. Delineates the similarities and differences between evidence based intervention approaches with youth as well as the various theoretical perspectives to which they are related.

PSYCH 784 – Seminar: the Development of Infants & Children in Poverty

Introduces students to the special issues that children growing up in poverty face. Theory and empirical research will be explored as well as specific contexts common to disadvantaged children (e.g., homelessness and abuse). In addition, we will examine individual resilience and the impact of environmental support in mitigating deleterious effects.

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 Neuropsychology Experience

The graduate psychology program at Suffolk University offers experiences in two specialty areas: Clinical Child Psychology and Neuropsychology. As defined by APA in their policy on Taxonomy for Health Service Psychology Specialties, experiences at the doctoral level include at least one or two specialized classes along with the opportunity to pursue practicum training in the area. See  APA Education and Training Guidelines  for more information about taxonomy in education and training.

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 consultation 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.

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 faculty focused in neuropsychology:

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

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 Information Request

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Boston College Psychology and Neuroscience is an inclusive department that values diversity. We welcome all applicants, and strongly encourage students from underrepresented groups and first-generation students to apply to our program.

Our doctoral program is a five-year, full-time, fully funded, research-oriented program that features setting up a research program, coursework, and a close relationship with a faculty advisor. The number of graduate students admitted is limited. Currently, the ratio of faculty to doctoral students is approximately 1 to 1.

Our program is aimed at students who intend to become research psychologists and neuroscientists, participating in the basic search for knowledge about the human mind and brain. The focus throughout the stay at Boston College is on original research. Students publish papers, apply for grants, and attend professional conferences as part of their training.

Students apply to one of the Psychology Department's five areas of concentration and receive a Ph.D. degree in that area. Students may also participate in one of the department's interdisciplinary programs.

Application Deadline

December 15.

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The admissions process is described on the Boston College Morrissey College of Arts and Sciences website.

Students are admitted to work with a particular faculty member and within one of our five areas. Please visit the concentration page for a list of faculty members who serve as advisors in each area. Admission is selective and requires approval of the advisor and of the department's Graduate Admissions Committee. We recommend that applicants reach out to potential advisors well in advance of the application deadline to determine whether they plan to accept a Ph.D. student that year. Not all faculty accept students each year.

Guidelines for admissions to the graduate program:

• Admission to the program normally requires an overall and major GPA of 3.33.
• To ensure prospective graduate students are well prepared to TA in their area of specialization—Developmental, Social, Cognitive, Neuroscience, or Quantitative—they are also expected to have received at least a B in all courses within this area.
• Graduate students must have been in good academic standing for the last two years.  

Faculty members will invite top applicants to interview by February. Applicants will be notified of admissions decisions shortly thereafter.

Research Areas

Ph.D. students are fully funded, and tuition is waived. Students serve as Teaching Assistants during the course of the program.

• Advisor and Thesis Committee
• Second-Year Research Project
• Years Three, Four, & Five
• Five-Year Time Limit

Each student is accepted to work with a primary advisor. By the end of the first semester, the student, along with the advisor, selects two additional faculty members to serve on a thesis committee.

The Ph.D. student's initial task is the production of a second-year research project. Work on this task begins on day one of the first year. During the first year, a topic is selected, background reading carried out, a research program designed and piloted, and a proposal (written much like a grant proposal) is submitted to the student's three-person committee. The proposal is defended orally in front of the committee, and must have final approval by the committee by the end of September of Year Two.

In the second year, any further pilot work needed is carried out, IRB approval is obtained, the data gathered and analyzed, and the second-year research project written and defended (by March 31 of Year Two).

The research project reports original empirical research initiated and carried out while in our program. Students may not bring previously collected data and use these data for the project. Although the entire project is carried out in close collaboration with the advisor, the student should be the major contributor. Thus the student should qualify for senior authorship on the project when it is submitted for publication (which we strongly encourage).

The project is to be in the form of an article publishable in a good journal in the student's area. Evaluation is based on the criterion of publishability, with the exception that results need not have turned out statistically significant.

The second period in your graduate program is characterized by a shift to more independent work and an even more intensive focus on research. The third year focuses on two requirements that you work on simultaneously, the third year Literature Review and the Dissertation Proposal. The fourth year focuses on dissertation research. Even more than in the first two years, however, meeting the formal requirements is the minimum. The student’s principal job is carrying out research and building up a CV.

Early in the third year, students meet with their committee to form a tentative plan for Years Three and Four. This plan should be formalized and signed by the committee (Form 5) by December 1 of Year Three. Students are encouraged to begin pilot research for their dissertation, if they have not already done so, during the first semester of Year Three.

Students must attend this program on a full-time basis. The program is designed to be completed within five years.

Pre-Doctoral Mentorship Program

The Pre-Doctoral Mentorship Program (PDMP) is a student-run initiative that offers mentorship to prospective applicants to psychology and neuroscience doctoral programs. The goal of this program is to offer one-on-one mentorship and institutional knowledge to applicants who may not have access to such advantages.

How does it work?

Participants in the program will be matched with current graduate students or postdocs in the department who will mentor them on the process of applying to psychology and neuroscience Ph.D. programs. Participants and their mentors will work together to decide how and when to be in contact (e.g., email, Slack, Zoom, phone call, small groups) to discuss topics such as how to refine research interests, how to craft a CV, how to write a compelling personal statement, or any other aspect of the application process about which participants have questions.   

Who should apply for the program?

The program is open to everyone. We especially encourage people who do not have access to mentorship for their doctoral applications to apply. We expect this program to be particularly valuable for those who do not expect to receive feedback on their graduate applications from two or more faculty members.

Please note that participation in this program is NOT a requirement for application or admission to the program, NOR will it be factored intothe admissions decisions made by the department. Your official application will NOT indicate whether you participated in this program.  

When does it take place?

We invite prospective applicants to apply until November 15 to ensure sufficient time to provide substantive mentorship before the doctoral program's application deadline on December 15.

Anything else I should know?

This program is designed to be fun, flexible, interactive, inclusive, and minimally time-consuming. We know that the application process can be challenging to navigate, so we want to offer whatever assistance we can, while ensuring that we don’t use up more of your time than is helpful.

How do I apply?

Please complete this sign-up form and we will reach out to you within a week.

Mentorship Program Application

Pre-Doctoral  Mentorship Program

November 15.

Please direct any questions to boston-college-pdmp-ggroup@bc.edu

Department of Psychology and Neuroscience McGuinn 300

617-552-4100

• All Faculty
• Brain, Behavior, & Cognition Faculty
• Clinical Faculty
• Developmental Science Faculty

Peter Blake

Associate Professor

Timothy A. Brown

Catherine Caldwell-Harris

Chandramouli Chandrasekaran

Assistant Professor

Research Assistant Professor

James Cherry

Alice Cronin-Golomb

Rachel Denison

Brett DiBenedictis

Senior Lecturer

Tracy Dunne

Todd Farchione

Research Full Professor

Alyssa Farley

Anne Gehrenbeck-Shim

Michael Hasselmo

Ellen S. Hendriksen

Clinical Assistant Professor

Marc Howard

Kathleen Kantak

Deborah Kelemen

Melissa Kibbe

Sylvia Krinsky

Clinical Associate Professor

Ovsanna Leyfer

Kristin Long

Tara Mandalaywala

Joseph McGuire

Samuel Meisel

Diane Mello-Goldner

Andrea Mercurio

Rachel Merson

Heidi Meyer

Research Associate Professor

Michael Otto

Tibor Palfai

Marie Parsons

Irene Pepperberg

Research Professor

Donna Pincus

Steve Ramirez

Robert M. G. Reinhart

Mark Richardson

Margaret Ross

Kimberly Saudino

Benjamin Scott

Clinical Professor

David Somers

Amelia Stanton

Chantal Stern

Professor and Chair

Helen Tager-Flusberg

Amanda Tarullo

Martha Tompson

Rosemary Toomey

Nicholas Wagner

Erika Wells

Robert Wozniak

Arash Yazdanbakhsh

David Barlow

Professor of Psychology and Psychiatry Emeritus

Deborah Belle

Professor Emerita

Leslie Brody

Daniel Bullock

Professor Emeritus

Jean Berko Gleason

Stephen Grossberg

Frances Grossman

Michael Lyons

Kathleen Malley-Morrison

Henry Marcucella

Joint Appointments

• Deborah Brief, Assistant Professor of Psychiatry (MED)
• Jerry Chen, Associate Professor of Biology
• Kathleen Corriveau , Associate Professor of Human Development (SED)
• Michael Eastman, Associate Professor of Psychiatry (MED)
• Daniel Fulford , Assistant Professor Occupational Therapy (SAR)
• Simone Gill , Associate Professor of Occupational Therapy (SAR)
• Carolyn Hodges-Simeon, Assistant Professor of Anthropology
• Jana Iverson , Christopher A. Moore Professor in Pediatric Rehabilitation (SAR)
• Terence Keane , Professor of Psychiatry (MED)
• Brett Litz , Professor of Psychiatry (MED)
• Susan McGurk , Associate Professor of Occupational Therapy (SAR)
• Mark Miller, Assistant Professor of Psychiatry (MED)
• Kim Mueser , Professor of Occupational Therapy (SAR)
• Steven Sandage , Danielsen Professor of Psychology of Religion and Theology (STH)
• Karin Schon , Assistant Professor of Anatomy and Neurobiology (MED)

Adjunct Faculty Appointments

• Lindsay Butler-Trump, Adjunct Research Assistant Professor
• Jonathan Comer, Adjunct Professor
• Holger Dannenberg,  Adjunct Assistant Professor
• Joseph DeGutis, Research Associate Professor
• Elizabeth Eustis , Adjunct Research Assistant Professor
• Fabio Idrobo, Adjunct Assistant Professor of Psychology
• David Langer , Adjunct Research Associate Professor
• Ruth McKenzie, Adjunct Research Assistant Professor
• Sandra Neargarder,  Adjunct Research Professor
• Yakeel Quiroz, Adjunct Associate Professor
• A.J. Rosellini , Adjunct Associate Professor (Clinical)
• Jason Sherfey, Adjunct Research Assistant Professor
• Arthur Wingfield, Adjunct Research Professor
• Jeremy Wolfe,  Adjunct Research Professor
• Bonnie Wong, Adjunct Assistant Professor

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UMass Boston

• Developmental & Brain Sciences PhD

Acquire advanced skills to unravel the mysteries of the developing brain.

UMass Boston's Developmental and Brain Sciences (DBS) PhD is a research-intensive program focused on understanding cognition, perception, and behavior when underlying neural and hormonal mechanisms are developing. Core faculty engage in lab work ranging from cognitive development and psychophysics to neuroendocrinology and behavioral genetics. Students may follow a cognitive specialization, investigating functional changes in perceptual and cognitive abilities; or a behavioral specialization, investigating neural and hormonal correlates of behavior.

In this program, you will:

• Gain advanced knowledge of developmental theories, cognitive processes, and brain development, exploring the intricate relationship between brain structure, function, and human behavior across different stages of development
• Acquire expertise in research methodologies and data analysis techniques, allowing you to design and conduct cutting-edge studies that advance our understanding of developmental and brain sciences, and contribute to the field through scientific inquiry
• Develop critical thinking, communication, and collaborative skills, enabling you to effectively communicate complex concepts, engage in interdisciplinary research, and foster collaborations that bridge developmental and brain sciences with other fields

Start Your Application

Career Possibilities

Conduct research in academic or research institutions, investigating various aspects of developmental and brain sciences. Teach and mentor students at the university level while conducting research and contributing to the academic community—or investigate the neural mechanisms underlying cognitive processes, such as attention, memory, and decision-making as a neuroscientist.

• Research Scientist
• University Professor
• Neuropsychologist
• Developmental Psychologist
• Cognitive Neuroscientist

Plan Your Education

How to apply.

Applicants must meet general graduate admission requirements in addition to the following program-specific requirements:

• Successful applicants typically have a BS degree in psychology, biology, or cognitive science. Students with degrees in other fields (e.g. physical sciences, mathematics, engineering, computer science) and a strong interest in the foundations of neuroscience and behavior may also be considered for admission.
• We require a minimum of a BA/BS with a B (3.0) average or above in undergraduate and/or graduate-level coursework.
• With respect to the required Statement of Intent and Interest, in addition to a general statement of your research interests and aptitudes and how they constitute a good match to the DBS program, please be sure to list up to three faculty members you would like to work with, and why; indicate which specialization you would like to pursue (developmental behavioral neuroscience or developmental cognitive neuroscience); list any special honors or awards you have received for academic achievement; detail your relevant research experience (especially your role in the research and any specific contribution toward any resulting publications); touch on your career objectives.

Evaluation of applications is the responsibility of an Admissions Committee composed of DBS program core faculty members. All graduate admissions are handled according to university, Office of Graduate Admissions, and DBS Program guidelines and procedures. From our applicant pool, we undertake an extensive review of applications and will select approximately 10-20 people for interviews. Unfortunately, it is not feasible to interview more than this number, and faculty may not conduct interviews with applicants who have not undergone our review process and been officially selected for an interview.

Deadlines & Cost

Deadlines: January 1 (priority), February 1 (final) for fall

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: Bursar's website

For detailed course descriptions, please visit the university catalog for Developmental and Brain Sciences PhD .

Required Core Courses (21 Credits)

• PSYDBS 601 - Grant Writing and Research Ethics 3 Credit(s)
• PSYDBS 613 - Behavioral Neuroscience 3 Credit(s)
• PSYDBS 623 - Cognitive Neuroscience 3 Credit(s)
• PSYDBS 693 - Seminar in Development and Brain Sciences 3 Credit(s)
• PSYCLN 670 - Advanced Statistics 3 Credit(s)
• PSYCLN 891 - Teaching Seminar 3 Credit(s)

Concentration Core Course (3 Credits)

Complete one from below.

• PSYDBS 715 - Developmental Behavioral Neuroscience 3 Credit(s) or
• PSYDBS 725 - Developmental Cognitive Neuroscience 3 Credit(s)

Electives (6 Credits)

Complete two from below.

Students may also elect to take an independent study course or a course offered by another UMass Boston PhD program. In all cases, independent studies must first be approved by the DBS graduate program director and the student’s advisory committee.

• PSYDBS 762 - Knowledge Acquisition 3 Credit(s)

Mentored Research Course (6 Credits)

• PSYDBS 690 - Mentored Research 1-9 Credit(s)

Dissertation Research Course (24 Credits)

• PSYDBS 899 - Dissertation Research 1-12 Credit(s)

Graduation Criteria

Complete 60 credits from twelve courses including seven required core courses, one concentration core course, two electives, one mentored research course, and 24 credits of dissertation research.

First-year report: Completion of an oral presentation to the student’s advisory committee. It should contain both a review of the student’s research accomplishments during his/her first year (including background, results, and significance) and a proposal for the work that will comprise the mentored research project (see below). Students are required to complete this milestone by the end of the second semester (late May). There is no written component for the first year report; however, students will be required to apply for a grant of relevance to their research, such as an NRSA (http://grants.nih.gov/training/nrsa.htm) or GRFP (http://www.nsfgrfp.org).

Mentored research project: Completion of a research project culminating the student’s first two years of research. The MRP requires both an oral defense as well as a written component that should follow the format of an NRSA proposal. It is understood that elements of the student’s grant proposal and first-year report research will be incorporated into the MRP. Students are required to complete their mentored research project by the end of the 4th semester.

Doctoral candidacy: Passage of a take-home exam, based on questions that require the student to engage critically with the literature. Typically, students will select questions from a set developed by program faculty. Students are required to take the qualifying exam by the end of their 5th semester.

Dissertation: Completion of a dissertation representing an original and thorough body of research. Multiple formats for the dissertation may be acceptable, at the agreement of the student and the dissertation committee. For instance, a dissertation that encompasses three independent projects each with the scope (and expectation of submission) of a journal article may be acceptable instead of one large-scope project with multiple related experiments. Students are expected to complete their dissertation by the end of the 4th year.

Statute of limitations: Eight years.

Graduate Program Director Richard Hunter [email protected] (617) 287-3198

Learn more about UMass Boston's Psychology department, our research, and our faculty.

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