How to Apply

The following labs will be recruiting applicants for admission into the PhD program for the upcoming academic year (to begin Fall 2025). More labs will be added as final decisions are made, so please check this website frequently. Only faculty listed below will be recruiting for this upcoming season. Please do not contact faculty not listed below to ask them if they will be recruiting or to express interest in their lab. 

Dr. Molly Losh: Dr. Losh directs the Neurodevelopmental Disabilities Lab, which focuses on understanding how language is impacted in autism and related genetic conditions, such as fragile X syndrome. Current projects in the lab are focused on understanding how speech-related characteristics and prosody (e.g., how we use intonation, rate, and rhythm in our speech to express and understand meaning) influence broader ASD language profiles. We are studying how such features aggregate in families and cross diagnostic boundaries, as well as potential links with specific neurocognitive and neurophysiological underpinnings. Students with a background in autism and/or fragile X, and with speech and language development would be an excellent match for the lab. Experience with eye tracking and/or EEG would also be beneficial. Additional experience and attributes include (1) strong organizational and time management skills, (3) prior research experience, including authorship on research publications and/or presentations, and (4) research coordination skills including database management (e.g., REDCap) and working as part of a multidisciplinary research team.

Dr. Andrea Graham: Dr. Andrea Graham. Her research lab studies the design, optimization, and implementation of digital interventions for eating disorders and weight-related issues, primarily binge eating, leveraging human-centered design, optimization, and implementation science methods. Dr. Graham is Co-Director of the Center for Behavioral Intervention Technologies (CBITs), whose mission is to conduct research that will lead to broad and sustainable implementation of effective digital mental health interventions in our healthcare systems and communities and to train the next generation of digital mental health investigators.

Dr Mashana Smith and Dr David Johnson: Dr Mashana Smith and Dr David Johnson are jointly recruiting a student to join the Center for Childhood Resilience (CCR) which focuses on the development and evaluation of efforts to engage schools – administrators, educators, staff, and clinicians – in addressing the impact of trauma and violence and in promoting the mental health, wellness, and agency of children and young people. CCR is currently engaged in a wide range of research on approaches to supporting student mental health, including an effort to build statewide infrastructure in Illinois to support K-12 schools to create resilience-supportive school environments through intentional, data-driven planning and decision making. Dr. Smith is the Associate Director of School Mental Health at the CCR, and her research focuses on implementation science that assesses the effectiveness of trauma-responsive programs on school climate and culture, teacher retention and practice change and student attendance, academic and behavioral outcomes.  She and colleagues use a team science approach to study facilitators and barriers to implementation of evidence-informed and multi-tiered trauma-responsive practices as well as the short and long-term impact of these practices on students and educators.  Dr. Smith also participates in state level advocacy and policy committees that advance the state’s educational agency and other state-level, coordinated responses to prevent trauma and support healing. Dr. Johnson’s current research projects include evaluating Chicago Public Schools’ (CPS) revamped framework and ongoing implementation of a recently adopted whole school safety policy, which emphasizes holistic, student-centered approaches to physical and emotional safety, as well as relational trust.  Dr. Johnson is also assessing fidelity of implementation and impact of the Behavioral Health Team (BHT) model, a framework of resources and supports for cross-functional teams of adults in schools to identify and respond to student mental health needs.  Applicants with a strong interest and previous experience in school-based mental health, childhood trauma, and advocacy and policy are an excellent match for our projects.

Dr. Faith Summersett Williams: Dr. Summersett Williams will prioritize applications demonstrating a commitment to I+HEAL's mission (i.e., promotion of health equity and health justice to dismantle dehumanizing systems of oppression, to create a more just healthcare system in the US and abroad) through past research and applied experiences. Applications highlighting interest or experience in community-based participatory research and adolescents from minoritized backgrounds will also be prioritized. In addition, students interested in pursuing a career in adolescent mental health, pediatric psychology, intervention adaptation, and implementation science would be an excellent match for I+HEAL. Additional experience and attributes include: 1) strong interpersonal, organizational, and time management skills, 2) prior independent research experience (e.g., senior thesis, research project, and/or first-authored posters, oral presentations, or publications), and 3) research coordination skills including database management (e.g., REDCap) and Institutional Review Board documentation (e.g., study procedure manual). 

Dr. Cindy Veldhuis: Dr. Cindy Veldhuis is PI of the SOQIR Lab (Study on Queer Intimate Relationships) funded by an NIH K99/R00 and a newly funded R01 focused on the impacts of intersectional structural stigma on queer and trans families. Dr. Veldhuis’ research is mixed methods leveraging both qualitative and quantitative data to provide deep context on stressors and strains—and strengths—among queer and trans couples. Our work additionally examines manifold levels of influence (social, psychological, socioenvironmental) on wellbeing and is informed by multiple theoretical frameworks, including intersectionality. Key areas of focus include mental health, suicide risks, intimate partner and other forms of violence, reproductive choice/family planning, impacts of sociopolitical environments on LGBTQ+ people, as well as a specific focus on cisgender queer women’s health and wellbeing broadly.

Dr. Darius Tandon: Dr. Tandon directs the Mothers and Babies lab, which focuses broadly on improving the health and well-being of pregnant individuals, new parents, and their children. Much of the work in the lab aims to deliver and test various adaptations and delivery modalities of the Mothers and Babies intervention, which is an evidence-based cognitive-behavioral intervention aimed at the prevention of postpartum depression. We are also conducting studies that deliver behavioral lifestyle interventions to pregnant individuals and new parents enrolled in home visiting programs. While students with broad interest in perinatal health and mental health are welcome to apply to join the lab, we are currently prioritizing students with interest and expertise in two areas. First, we are increasingly conducted work using digital intervention (e.g., apps, web-based) to deliver the Mothers and Babies intervention and are seeking individuals with interest in contributing to this work. Second, we are starting a multi-year Food as Medicine project that is providing medically-tailored meals to pregnant individuals enrolled in home visiting programs, as a strategy to address gestational diabetes. **Given the short notice, Dr. Tandon's name will not appear in the application drop-down menu. Please select any name from the drop-down to proceed to the next page of the application. You may then add Dr. Tandon as a write-in option on the "Faculty Member" section of the application.

The PhD program engages in a holistic review process when considering applicants. The criteria listed below are balanced across experience, attributes and academic metrics, considering how specific individuals may contribute to the program as well as the broader field of clinical psychology. Background, opportunity and evidence of compensatory factors are used to contextualize both strengths in the application, as well as weaknesses. Most students admitted to our program have 1 or more years of post-baccalaureate research experience; very few students are admitted directly from their undergraduate institution. 

• Overall academic preparation, including consideration of the following:
  • Undergraduate grade point average 
  • Undergraduate and/or master’s major and/or quality of course work consistent with a major in psychology, including basic psychological science (affective, biological, cognitive, developmental and social aspects of behavior), abnormal psychology, statistics and research design
  • Awards, honors, leadership positions, attainment of competitive grants
  • Quality of completion of the graduate application form
• Research preparation
  • The duration, type and quality of prior research experiences
  • Research productivity (presentation, publications)
• Clinical preparation
  • Exposure to clinical populations
• Alignment with the mission and aims of the PhD program
• Alignment with the interests and goals of specific faculty members and their labs
  • We are especially interested in students whose experiences as well as interests align with specific faculty members and their labs.
• Quality of the student’s academic and personal statements
• Letters of reference
• For international students, evidence of English language proficiency

We value individual and cultural diversity in our incoming classes. We especially encourage members of groups that are underrepresented within the field of psychology to apply to our program. It is the policy of Northwestern University not to discriminate against any individual on the basis of race, color, religion, national origin, sex, sexual orientation, marital status, age, handicap or veteran status in matters of admissions, employment, housing or services or in the educational programs or activities it operates, in accordance with civil rights legislation and university commitment. Any alleged violations of this policy or questions regarding the law with respect to non-discrimination should be directed to:

Director of Equal Employment Opportunity
Affirmative Action and Disability Services
720 University Place
Evanston, IL 60208-1147
847-491-7458

Office of the Provost
Rebecca Crown Center
633 Clark St., Evanston, IL 60208-1101.

Northwestern University reserves the right to change without notice any statement in this application concerning, but not limited to, rules, policies, tuition, fees, curricula and courses.

The Clinical Psychology PhD Program offers five Major Areas of Study. Major Areas of Study provide coursework, clinical, and research training in a recognized clinical specialty. The PhD program offers Major Areas of Study in the following areas: 

• Behavioral Medicine or Health Psychology
• Clinical Adult Psychology
• Clinical Child Psychology
• Clinical Neuropsychology
• Forensic Psychology

You will be required to select one of these Major Areas of Study in your application (see "Area of Specialization" question in the online application).  You can learn more about the Major Area of Study in our FAQ.  

We also offer Focus Areas in the PhD program, which are opportunities for focused learning in areas that our not recognized specialties or subspecialties in Health Service Psychology.  For example, students can pursue opportunities for in-depth education and training in Focus Areas such as Policy, Data Analytics, and Dissemination and Implementation Science. The online application does not ask about Focus Areas and applicants will be required to indicate their Area of Specialization using the Major Areas of Study listed above, regardless of their interest in pursuing an additional Focus Area. Applicants can indicate an interest in a Focus Area in their Academic Statement. 

You can learn more about education and training in specialties and subspecialties in Health Service Psychology by reviewing the Council of Specialties in Professional Psychology website and APA's taxonomy for specialties and subspecialties.  

For students to be successful in our PhD program, it is necessary for them to have proficiency in understanding, reading, writing, and speaking in English. An English proficiency score is required for applicants whose first/primary language is not English. English proficiency scores may not be self-reported; these must be submitted officially via the appropriate testing organization as part of the application.

For admission into the PhD program, you must certify your proficiency in the English language in one of the following three ways:

• Providing official scores for either the TOEFL, IELTS, or MET exam. The test must be taken no more than two years before the intended quarter of entry (e.g., if you are applying for fall 2024 entry, test scores must be no older than September 2021). For the TOEFL, you must score 577 or higher on the paper-based test, 233 or higher on the computer-based test, 90 or higher on the internet based test. For the IELTS, you must receive a score of 7.0 or higher. For the MET, you must receive a score of 61 or higher. We do not accept DuoLingo or TOEFL Essentials to meet the requirement.
• Providing transcripts verifying an undergraduate degree from an accredited four-year institution or equivalent, where the language of instruction is English. For your application, only unofficial transcripts are required. If you receive an offer of admission to our program, official transcripts will be required.
• Providing official transcripts verifying a graduate degree from an accredited institution where the language of instruction is English. For your application, only unofficial transcripts are required. If you receive an offer of admission to our program, official transcripts will be required. 

For more information on English proficiency requirements, please see: https://www.tgs.northwestern.edu/services-support/international-student-services/language-testing-support.html

All students admitted to the Clinical Psychology PhD Program in the Department of Psychiatry and Behavioral Sciences will receive a Research Assistant Scholarship or equivalent award that provides 100 percent tuition remission and a monthly stipend (at least $40,000 annually) for five years while in the program. We also offer fully subsidized university health insurance while students are funded and on campus. As part of the acceptance of the financial support, students are required to apply for external funding. The Clinical Psychology PhD Program does not provide funded teaching assistantships.

More information can be found on the financial aid pages of The Graduate School’s website.

The American Psychological Association of Graduate Students (APAGS) has created this fees tool for prospective students to evaluate the cost of attending graduate programs and financially plan for their education.

Travel Grants

All students in the Clinical Psychology PhD Program qualify for a limited number of travel grants to present research at academic conferences. These travels grants are provided by the Department of Psychiatry and Behavioral Sciences and The Graduate School.

Financial Aid

Students have full access to Northwestern’s Student Financial Services to assist with direct loans for tuition and cost-of-living expenses. For more information on student loans,visit The Graduate School website.

Application for admission to the Northwestern University Clinical Psychology PhD Program has three major components:

1. Online Application

Complete the online application (with payment) by Dec. 1st for enrollment in the following Fall quarter.

The application process opens in September. In the Personal Information section on Page 1, choose “Clinical Psychology: PhD (C30PH)” as your Academic Program from the pull-down menu. The nonrefundable application fee must be paid via credit card at the time of application submission; the application will not be processed without payment of the fee. The application fee cannot be waived by the PhD program; however, eligible students can apply for a fee waiver. Find additional information regarding the application fee. The online application will require you to select a Major Area of Study and preferred faculty mentor. If you do not indicate the faculty member(s) by name, there may be a delay in reviewing your application.

2. Essays, Recommendations, Transcripts, and Writing Samples

You will also need to submit the following supporting materials to complete your application. All of the supporting documents must be submitted online; paper or "hard" copies will not be accepted for the application. Please include the following supporting documents in your online application: 

• Three letters of recommendation from professors or supervisors who are familiar with your academic, research, and/or clinical work (preferably from psychologists). Letters from faculty who know you and your unique characteristics in great depth will be valued more heavily than letters from faculty who know you less well.  These must be submitted online by your recommenders. Instructions are available on the online application.

• Transcripts from each postsecondary institution you attended. You must upload scanned versions of your unofficial transcripts through the online application. If you are accepted, you will then need to submit official paper copies of your transcripts.

• An Academic Statement covering the following (~1000 words; Please follow guidance below for content rather than the guidance provided in the online application):
  • Why you want to become a clinical psychologist; include how your background, life experiences, educational preparation, research experience and clinical exposure have contributed to your decision to pursue a career in clinical psychology.
  • Why you are specifically applying to the Clinical Psychology PhD Program at Northwestern University Feinberg School of Medicine.
  • Your research interests and aspirations (include the Major Area of Study for which you are applying, how your research experiences have shaped your research interests, your research goals, indicate by name the specific faculty member(s) you would like to work with and why you would like to work with them/how your research interests and experiences fit with the specific lab or mentor).
  • Your clinical interests and aspirations (include your clinically-relevant experiences — paid or volunteer — and how they have shaped your clinical interests). 

• A Personal Statement according to the instructions provided on the online application. For more information on the differences between the Academic and Personal Statements, see https://www.tgs.northwestern.edu/admission/application-procedures/application-requirements/essays.html 

• You are welcome to submit a writing sample if you would like. This is fully optional and not required.

3. Supplemental Data

To facilitate our holistic review of your application, particularly given that we are not collecting or examining GRE data, we are requiring all applicants to complete a Supplemental Application Survey.  In addition to submitting your application, please complete the Supplemental Application Survey. The link to the Survey will be sent directly to you in the email provided in your submitted application.  Please note that there may be a delay in receiving the link after submitting your application. 

Some applicants to doctoral programs in Clinical Psychology may consider national rankings when deciding where to apply for graduate school. Applicants are encouraged to carefully review the methodology used by any national ranking system. For example, the approach used by the U.S. News and World Report relies simply on rankings of programs by the chairs of psychology departments and directors of clinical training (click here for their methodology). As such, their rankings rely purely on the subjective estimation of the reputation of programs by the individuals completing the survey; no specific metrics or objective data are used in the rankings (see additional critiques of these national ranking systems by Malcolm Gladwell and John Byrne).

Only 18% of chairs and directors completed the last iteration of this reputational survey, the lowest of any health profession. As such, the rankings are not representative of the opinions of chairs and directors. The low rankings are due, in part, to the training council representing scientist practitioner and clinical scientist doctoral programs in clinical psychology, the Council of University Directors of Clinical Psychology (CUDCP), passing a resolution in 1995 encouraging programs not to participate in the survey:

“Be it resolved that CUDCP encourages its member programs to refuse to complete the U.S. News & World Report reputational survey for 2001; that CUDCP requests that the U.S. News & World Report magazine develop mechanisms to provide more information for decision-making of prospective applicants for clinical psychology training; and that CUDCP offers its assistance to U.S. News & World Report in developing these mechanisms and accessing necessary information.”

Given these concerns, we strongly encourage applicants – and others – to ignore national rankings when considering the quality of a doctoral program in Clinical Psychology.

Even with improved methodology, national rankings are likely to be of little use to applicants in identifying their best programs. Instead, applicants need to consider if a program’s goals and objectives align with their goals and objectives. A national ranking system will never be able to capture the individualized strengths and weakness of programs for unique applicants.

Please note that every clinical psychology program accredited by the American Psychological Association must post data on admissions and outcomes, including time to completion, program costs, internship placement, attrition, and licensure. CUDCP programs are also encouraged to provide information on their selectivity/yield (e.g., # of applicants, offers, matriculated students) and number of students with funding.

The Clinical Psychology PhD Program in the Department of Psychiatry and Behavioral Sciences at Northwestern University provides education in Clinical Psychology that is compliant with national standards. The practice of psychology, however, is regulated at the state level, and may require training experiences and examinations beyond the educational and training requirements provided by the PhD program.

Northwestern University, to the best of its ability, determined that the curriculum offered by our Program meets – or does not meet – the educational requirements for licensure or certification to practice psychology in each of the 50 states in the United States. You can access our consumer information disclosure here.

You are also encouraged to review the Association of State and Provincial Psychology Boards’ online tool, PsyBook (https://www.asppb.net/page/psybook), which summarizes requirements for most states and territories, and to contact the licensing authorities directly in the state for which you hope to get licensed.

The PhD Program in Clinical Psychology in the Department of Psychiatry and Behavioral Sciences is grounded in the scientist-practitioner model of education and training. This model reflects the combination of clinically relevant research and specialized clinical activities that characterizes most clinical psychologists in academic medical centers and similar settings.

Our program agrees with – and in many ways reflects – the mission and goals of PCSAS; however, PCSAS only accredits programs that adhere to a clinical science model of education and training. Although we believe there is little practical difference between clinical science and scientist-practitioner programs in clinical psychology, at the end of the day, we are a scientist-practitioner program. As such, our program is accredited by the American Psychological Association and we are not seeking PCSAS accreditation.

We believe there is no benefit to having PCSAS accreditation in addition to APA accreditation given that our program is based in a scientist-practitioner model of training. We are unaware of any specific disadvantages to not having PCSAS accreditation. Indeed, our graduates who have chosen to pursue exclusively research-based careers have not experienced any challenges with graduating from a program with only APA accreditation. In our experience, pursuit of an exclusively research-based or teaching career is almost entirely influenced by an individual’s demonstration of excellence (i.e., productivity, impact, evaluations) in research and training, not by the type of accreditation of their graduate program. Given that nearly all of our graduates pursue careers that combine clinical and research activities, we prefer APA accreditation, especially given that PCSAS accreditation is currently only recognized by licensing boards in 10 states (see https://pcsas.org/faqs/).