Listing of doctoral psychology programs meeting designation criteria

Within the Brogden Psychology Building, research programs utilize many other small animal species. Our program continues to grow and incorporate new perspectives. The University of Wisconsin provides a diverse and stimulating academic environment for training in Biological Psychology. The training model for the UW—Madison doctoral program in clinical psychology is that of a scientist—practitioner.

Based on the program's endorsement of a scientist—practitioner model, the educational plan focuses on two major and interrelated goals that integrate science and practice:. The program uses a mentor model for research training; applicants are admitted to the program based in part on how closely their research interests are aligned with that of current faculty.

The close working relationship between the faculty mentor and the graduate student is one of the mechanisms that serves to integrate theory and research with the applied training. Coursework and practicum experiences comprise the other mechanisms that foster the integration of science and practice.

The interests of and methods utilized by faculty vary widely but all share the common goal of pursuing innovative, cutting edge analyses of major forms of psychopathology. The program also offers excellent clinical training and in the course of their tenure in the program, graduate students in clinical psychology develop expertise in both assessment and treatment of psychopathology. However the student who is not deeply committed to research and scholarship will, in all likelihood, not be satisfied with the Wisconsin Clinical Program.

The required curriculum may take more than five years to complete. The clinical program is situated in a world-class department that includes area groups in biology of brain and behavior, cognitive and cognitive neuroscience, developmental, perception, and social and personality. In addition, an Emotion Training Program within the department cuts across all other area groups and is supported by an NIMH training grant.

Many clinical students and faculty are involved in various aspects of the Emotion Training Program. A major goal of the program is to integrate students' clinical and research activities. Students begin their clinical practicum in the Psychology Department Research and Training Clinic during their third year in the program and typically continue such practicum training throughout the remainder of their graduate careers.

An important component of clinical training is the "Small Group Practicum" in which various clinical professors supervise practicum activities on topics related to their own areas of interest. In the summer following the third academic year, the student is appointed to a clerkship in one of the several agencies that cooperate with the department in providing practicum training.

Finally, all clinical students obtain at least one full year of full-time clinical experience in an approved internship facility. Whereas many students obtain internships at various of the better-known training centers around the country, other students complete their internships at one of the excellent local sites. Virtually all clinical graduate students have received financial support while in residence in the graduate program.

The study of cognition and perception has undergone explosive growth during the past decade with exciting developments in psychology and related fields and with new techniques for studying mind and brain.

The cognitive and perceptual sciences CPS area group provides a unique and stimulating graduate school experience for students interested in an interdisciplinary approach to cognition and perception.

Faculty members combine expertise in cognition and perception with a broad arsenal of methods including experimental, developmental, computational, and biological approaches. This breadth in methodologies is paralleled by breadth across disciplines of communicative disorders, educational psychology, and neuroscience.

Areas of exceptional strength in cognition include language development, speech perception, neural representation of language and memory, gesture, higher-level comprehension, music cognition, problem solving, and embodied cognition. Research in hearing and vision includes perceptual development, perception of complex sounds, perception of 3-D layout and auditory space, attention, and neural processing of auditory and visual objects and events.

Laboratory facilities are comprehensive and fully state of the art, enhanced by unique opportunities for training in neuroimaging at the Keck Laboratory for Functional Brain Imaging and in developmental methods at the Waisman Center.

The program is committed to maintaining a collegial environment in which students collaborate with faculty in developing their research programs. Graduates with a Ph. Research in the developmental area group focuses on the interrelationships of biological, environmental, and behavioral processes throughout the life span, and on the mechanisms and processes of change.

The program emphasizes interdisciplinary studies, and allows graduate students flexibility in designing a program of study consonant with their goals and interests. One central part of the developmental program is a weekly lunch meeting, in which students and faculty present ongoing research and discuss current topics in the field.

Students in the program focus on cognitive, emotional, language, perceptual, personality, social development, or relations between these areas. Within these content domains, students and faculty conduct research on both typical and atypical development, and work with individuals representing a wide range of ages, including infants, preschool and school-age children, adolescents, adults, and the elderly.

Specific faculty research interests include the development of mathematical reasoning and problem solving, development of visual perception and attention, developmental behavioral genetics, gender role development, developmental psychopathology, resiliency in adulthood and aging, and language acquisition. Participants in research studies are drawn from an unusually wide variety of sources, including local preschools and day care centers; public, and private schools in the Madison area; the Dane County Division of Children, Youth, and Families; the Wisconsin Longitudinal Survey; University of Wisconsin Hospitals and Clinics; and the Institute on Aging.

Many developmental faculty are affiliated with the Waisman Center on Human Development, which provides a database of typically developing infants and children with developmental disabilities. The program is designed to train students for research on the cutting edge of the fields of social and personality psychology. The curriculum consists of a series of courses and seminars designed to provide students with a thorough introduction to the fields of social and personality psychology.

An advanced degree in psychology is needed for students to work as researchers, clinicians, or academics. The APA provides guidance for applying to graduate school and tools to find accredited psychology programs in the United States. The association also provides other vital information for doctoral students, including:. A division of the APA, the APAGS is building a better future for the psychological field by working as a united voice to advocate for and to enrich graduate student development.

APAGS is the largest group of organized graduate students of psychology in the world. Membership benefits for students include:. APS is the premier international association that is dedicated to advancing the science of psychology across geographic and disciplinary borders.

Applicants must demonstrate a formal foundation for the acquisition of the neuropsychological skill set. Experiential or informal training models will be considered only for those trained prior to ; detailed documentation of those experiences will be helpful in the credential review. Specific postdoctoral training criteria are described below. These services must be integrative i. Applicants who completed their postdoctoral training in Canada should refer to our Canadian Guidelines for additional information.

For applicants completing their doctoral degree or respecialization program:. If you have specialty specific questions, you may contact us. Click here to view more information about the written examination, the upcoming schedule of exams, and registration deadlines. Once the written examination is passed, the candidate is invited to prepare two practice samples for review. Optional supplementary materials may also be submitted in the form of a 3 page document double-spaced in 12 point font.

For detailed information regarding the format and content of the Practice Sample submission, please review the guidelines. Once received, practice samples are forwarded to three ABCN Specialists who evaluate whether the clinical practice can be defended at the oral examination. An affirmative decision by at least two reviewers is required to pass the candidate to the oral examination.

When practice samples are accepted, the candidate is scheduled for oral examination. Oral examinations are typically held twice per year in Chicago, in the spring and fall. Click here for the schedule of oral examinations.

The three portions of the examination include:. Immediately following the examination, the examiners meet to discuss how well each candidate was able to demonstrate his or her scientific knowledge, clinical expertise, ethical practice, and professional commitment.

Candidates do not pass or fail individual portions of the examination. Counseling Psychology Model Training Program. The Counseling Psychologist , 46, Smith, A. A qualitative investigation into bridging the gap between religion and psychology to improve rural mental health. Journal of Rural Mental Health 42 1 , Syme, M. The Journal of Sex Research, Bullock, V. A history and future of social interest. Career satisfaction and depression among rural veterans. Faires, A.

How does psychological flexibility get along with gratefulness and mindfulness? George, D. Are we doing this right? Harris, K. Traversing the long slow road of gender equity in American K education. Heidel, S.