Undergraduate applications should be submitted to the Office of Admissions.
Students interested in applying to the Psychology Graduate Program must complete the application process through the Graduate School. The application will not be open for submission until September 1st. Please note that the Department of Psychology’s deadline for submission is December 1st.
Clinical training occurs in the following manner. In the second year, students see clients at the University Counseling Services in the fall and spring semesters (Psychology 546) as well as perform psychological assessments (e.g., ADHD and LD evaluations with college students) in the Psychology Clinic (Psychology 545). In years three and beyond, students have some flexibility in tailoring their clinical training to their areas of interest. Beginning in the spring semester of the second year, students are asked to select one or more of the on campus practica (e.g., Psychology Clinic Assessment and Therapy Practicum, Medical Psychology Practicum, and Advanced Counseling Services Practicum). Students nearly always receive their first choice.
Unless granted an exception, all students beyond the second year must be involved in one of these practica placements. Students who would like to be involved in more than one of the above placements must receive approval from the clinical faculty to take the second practicum. Students must also be involved in at least one psychotherapy practicum each semester in years three and four.
Students in the fourth year can also select a secondary practicum at an externship site (e.g., Veterans Hospital in Spokane). Involvement at an externship site requires approval by the clinical faculty. Students who wish to take a secondary practicum at an externship site must write a formal letter to the clinical faculty detailing their anticipated time commitment and training plans (including plans for receiving supervision).
Students are required to be involved in summer practicum each summer starting in the summer after the second year. Students may request exceptions to this policy in order to take part in summer clinical externships or research activities in other cities.
My research addresses the challenges of sustaining health and of advancing opportunity and equity. In the area of health psychology, I examine the long-term adjustment, health and well-being of survivors of childhood cancer and their families. In 2015, I received a grant from the Association for Research of Childhood Cancer to support my research in this area. In the area of multicultural psychology, I have studied the unique social and ecological circumstances and the corresponding developmental competencies of racial/ethnic minority and/or first-generation students. I also serve on the advisory board for the Center for Mestizo and Indigenous Research and Outreach at Washington State University which advances interdisciplinary research on social, economic, educational and political issues faced by Latino/Mestizo and Native/Indigenous communities.
Bauman, S. S. M., Acker‐Hocevar, M., Talbot, D. L., Visaya, A., Valencia, M., & Ambriz, J. (2019). Exploring and Promoting the College Attendance and Success of Racial/Ethnic Minority Students. Journal of Multicultural Counseling and Development, 47, 37-48.
Bauman, S., Acker-Hocevar, M., & Talbot, D. (2012). Heuristic understanding as a component of collaborative, interdisciplinary, social justice advocacy research. Journal for Social Action in Counseling and Psychology, 4, 59-84.
I am currently using latent variable modeling procedures (e.g., confirmatory factor analysis, structural regression analysis, latent growth analysis, item response theory) to study ADHD, Sluggish Cognitive Tempo, and ODD within and across countries. Current projects focuses on the usefulness of the sluggish cognitive tempo symptoms to improve understanding of ADHD (e.g., longitudinal research with Spanish colleagues on the development of SCT and ADHD-IN symptom dimensions in Spanish children). Students who work with me have the opportunity to examine ethnic and cultural differences in child behavior problems as well as learn advanced measurement and analytic procedures.
Burns, G. L., Servera, M., Bernad, M. M., Carrillo, J., & Cardo, E. (in press). Distinctions between Sluggish Cognitive Tempo, ADHD-IN and Depression Symptom Dimensions in Spanish First-Grade Children. Journal of Clinical Child and Adolescent Psychology.
McBurnett, K., Villodas, M., Hinshaw, S. P., Beaulieu, A., & Pfiffner, L. J. (in press). Structure and Validity of Sluggish Cognitive Tempo Using an Expanded Item Pool in Children with Attention-Deficit/Hyperactivity Disorder. Journal of Abnormal Child Psychology.
Lee, S.Y., Burns, G. L., Snell, J., & McBurnett, K. (2013). Validity of the sluggish cognitive tempo symptom dimension in children: Sluggish cognitive tempo and ADHD-Inattention as distinct symptom dimensions. Journal of Abnormal Child Psychology. Advance online publication. doi: 10-1007/s10802=-013-9714-3. 17 January 2013.
Khadka, G., & Burns, G. L. (2013). A measurement framework to determine the construct validity of ADHD/ODD rating scales: Additional evaluations of the Child and Adolescent Disruptive Behavior Inventory. Journal of Psychopathology and Behavioral Assessment, 35, 283-292.
Burns, G. L., Walsh, J. A., Severa, M., Lorenzo-Seva, U., Cardo, E., & Rodríguez-Fornells, A. (2013). Construct validity of ADHD/ODD rating scales: Recommendations for the evaluation of forthcoming DSM-V ADHD/ODD scales. Journal of Abnormal Child Psychology, 41, 15-26.
Shipp, F., Burns, G. L., & Desmul, C. (2010) Construct validity of ADHD-IN, ADHD-HI, ODD toward Adults, academic and social competence dimensions with teacher rating of Thai adolescents. Journal of Pyschopathology and Behavioral Assessment, 32, 557-564.
Moura, M. A. & Burns, G. L. (2010). Oppositional defiant disorder toward adults and oppositional defiant disorder toward other children: Evidence for two separate constructs with mothers’ and fathers’ ratings of Brazilian children. Journal of Child Psychology and Psychiatry., 51, 23-30.
Severa, M., Lorenzo-Seva, U., Cardo, E., Rodríguez-Fornells, A., & Burns, G. L. (2010). Understanding trait and source effects in ADHD and ODD rating scales: Mothers’, fathers’ and teachers’ ratings of children from the Balearic Islands. Journal of Clinical Child and Adolescent Psychology., 39, 1-11.
I have established collaborative relationships with researchers from 22 countries, with data collected in Europe, Asia, South America, and Africa, focused on the development of temperament in early childhood. Carmen Gonzalez-Salinas, Ph.D., University of Murcia, Spain and Helena Slobodskaya, M.D., Ph.D., Novosibirsk State University and Research Institute of Physiology and Basic Medicine, Russia, were my first international collaborators, exchanging visits and pursuing a variety of projects. Most recently, along with these two collaborators and others from 11 sites around the world, as well as help of Routledge (New York), we published a book addressing cross cultural differences in family dynamics/parenting, toddler temperament, and emerging behavior problems: “Temperament, Parents and Culture: Findings from the Joint Effort Toddler Temperament Consortium (JETTC)”. Drs. Gonzalez-Salinas and Slobodskaya continue to be my key collaborators in cross-cultural work, as well as Dr. Samuel Putnam (Bowdoin College), as we pursue our common interests in untangling the role of biology and culturally-driven contextual factors in temperament development, and the cascade of risk and protection with respect to developmental psychopathology that ensues.
Gartstein, M.A., Slobodskaya, H.R., Kinsht, I.A. (2003). Cross-cultural differences in the first year of life: United States of America (U.S.) and Russian. International Journal of Behavioral Development, 27, 316-328.
Montirosso, R., Cozzi, P., Putnam, S. P., Gartstein, M. A., (2010). Studying cross-cultural differences in temperament in the first year of life: United States of America (US) and Italy. International Journal of Behavioral Development, 35, 27-37.
Gartstein, M.A., Knyazev, G.G., & Slobodskaya, H.R. (2005). Cross-cultural differences in the structure of infant temperament: United States of America (U.S.) and Russia. Infant Behavior and Development, 28, 54-61.
Gartstein, M.A., Gonzalez, C., Carranza, J.A., Ahadi, S.A., Ye, R., Rothbart, M.K., & Yang, S.W. (2006). Studying the development of infant temperament through parent report: Commonalities and differences for the People’s Republic of China, the United States of America, and Spain. Child Psychiatry and Human Development, 37, 145-161.
Kolmagorova, A.B., Slobodskaya, E. R., Gartstein, M.A. (2008). Adaptation of the Russian version of a questionnaire designed to measure temperament in early childhood. Psychology Journal, 29, 121-136.
Gartstein, M.A., Peleg, Y., Young, B.N., & Slobodskaya, H.R. (2009). Infant temperament in Russia, United States of America, and Israel: Differences and similarities between Russian-speaking families. Child Psychiatry and Human Development, 40, 241-256.
Gartstein, M.A., Slobodskaya, H.R., Putnam, S.P., Kinsht, I.A. (2009). A cross-cultural study of infant temperament: Predicting preschool effortful control in the United States of America (U.S.) and Russia. European Journal of Developmental Psychology, 6, 337-364.
Gartstein, M.A., Slobodskaya, H.R., Żylicz, P.A., & Nakagawa, N. (2010). A Cross-cultural Evaluation of Temperament Development: Japan, United States of America, Poland and Russia. International Journal of Psychology and Psychological Therapy, 10, 55-75.
Gaias, L.M., Räikkönen, K., Komsi, N., Gartstein, M.A., Fisher, P.A., & Putnam, S.P. (2012). Cross-cultural temperamental Differences in Infants, Children, and Adults in the United States of America and Finland. Scandinavian Journal of Psychology, 53, 119-128.
Cozzi, P., Putnam, S.P., Menesini, E., Gartstein, M.A., Aureli, T., Calussi, P., & Montirosso, R. (2013). Studying cross-cultural differences in temperament in toddlerhood: United States of America (US) and Italy. Infant Behavior and Development, 36, 480–483.
Gartstein, M.A., Slobodskaya, H.R., Putnam, S.P., & Kirchhoff, C. (2013). Cross-cultural differences in the development of behavior problems: Contributions of infant temperament in Russia and U.S. International Journal of Developmental Science, 7, 95-104.
Slobodskaya, H.R., Gartstein, M.A., Nakagawa, A., & Putnam, S.P. (2013). Early temperament in Japan, US and Russia: Do cross-cultural differences decrease with age? Journal of Cross-Cultural Psychology, 44, 438 – 460.
Sung, J., Beijers, R., Gartstein, M.A., de Weerth, C., & Putnam, S. (2015). Exploring temperamental differences in infants from the United States of America (US) and the Netherlands. European Journal of Developmental Psychology, 12, 15-28.
Gartstein, M.A., Putnick, D.L., Kwak, K., Hahn, C., Bornstein, M.H. (2015). Stability of temperament in South Korean infants from 6 to 12 to 18 Months: Moderation by age, sex, and birth order. Infant Behavior and Development, 40, 103-107.
Gartstein, M.A., Carranza, J.A., González-Salinas, C., Ato, E., Galián, M.D., Erickson, N.L. & Potapova, N. (2016). Cross-cultural comparisons of infant fear: A multi-method study in Spain and the US. Journal of Cross-Cultural Psychology, 47, 1178-1193.
Gartstein, M.A., Meehan, C., & Bogale, W. (2016). Adaptation of the Infant Behavior Questionnaire-Revised for use in Ethiopia: Expanding cross-cultural investigation of temperament development. Infant Behavior and Development, 45, 51-63.
Desmarais, E., Majdandzic, M., Gartstein, M.A., Bridgett, D.J., French, B. (2017). Cross-cultural differences in temperament: Comparing paternal ratings of US and Dutch infants. European Journal of Developmental Psychology. doi: 10.1080/17405629.2017.1356713
Krassner, A., Gartstein, M.A., Park, C., Wojciech, D., Lecannelier, F., & Putnam, S. (2017). East-West, collectivist-individualist: A cross-cultural examination of temperament in toddlers from Chile, Poland, South Korea, and the U.S. European Journal of Developmental Psychology, 14, 449-464.
Putnam, S.P. & Gartstein, M.A. (2017). Aggregate temperament scores from multiple countries: Associations with aggregate personality traits, cultural dimensions, and allelic frequency. Journal of Research in Personality, 67, 157-170.
My research centers on examining the role of culture and diversity on mental health service delivery and psychological well-being. My current project looks at stigma towards mental health and help-seeking across cultures, with an attempt to connect the stigma framework to indigenous cultural concepts. In a related project, I am examining how status-based rejection sensitivity (i.e., sensitivity toward rejection due to their stigmatized group status) and ideological preference (e.g., malleable vs. fixed lay theory) would predict stigmatized individuals’ adjustment and well-being. I am also interested in examining psychological assessments and structures across cultures, particularly in the areas of stigma and vocational interests. (See Dr. Liao’s lab for more information)
Vogel, D. L., Strass, H. A., Al-Darmaki, F. R., Armstrong, P. I., Baptista, M. N., Brenner, R. E., Gonçalves, M., Heath, P. J., Lannin, D. G., Liao, H.-Y., Mackenzie, C., Mak, W. W. S., Rubin, M., Topkaya, N., Wade, N. G., Wang, Y.-F, & Zlati, A. (2017). Stigma associated with seeking mental health services: Examination across ten countries/regions. The Counseling Psychologist, 45(2), 170-192.
Liao, H.-Y., Spanierman, L. B., Harlow, A. J., & Neville, H. A. (2017). Do parents matter? Examination of White college students’ intergroup experiences and attitudes. The Counseling Psychologist, 45(2), 193-212.
Liao, H.-Y., Hong, Y.-y., & Rounds, J. (2016). Perception of subtle racism: The role of group status and legitimizing ideologies. The Counseling Psychologist, 44(2), 237-266
Yeh, C. J., Liao, H.-Y., Ma, P.-W. W., Shea, M., Okubo, Y., & Kim, A. B., & Atkins, M. S. (2014). Ecological risk and protective factors of depression and anxiety among low-income Chinese immigrant youth. Asian American Journal of Psychology, 5(3), 190-199.
No, S., Hong, Y.-y., Liao, H.-Y., Lee, K., & Wood, D., & Chao, M. M. (2008). Lay theory of race affects and moderates Asian Americans’ responses toward American culture. Journal of Personality and Social Psychology, 95(4), 991-1004
Liao, H.-Y., Rounds, J., & Klein, A. G. (2005). A test of Cramer’s (1999) help-seeking model and acculturation effects with Asian/Asian American college students. Journal of Counseling Psychology, 52(3), 400-411.
I am interested in native language and ethnicity as a factor in the social and academic development of children. Consistent with this objective, we explore differential outcomes for preschoolers from Spanish- and English-speaking homes that participate in structured learning environments. Results of our investigations suggest differences in how the two groups make sense of emotionally powerful stimuli, how they participate in small-group learning activities, and how teachers evaluate them. Such differences may account for differential educational outcomes across ethnic groups. These investigations are in the service of developing instructional curricula that improve the social and academic performances of preschoolers at risk for school failure.
Strand, P.S., Cerna, S., Downs, A. (2008). Shyness and Emotion Processing Skills in Preschoolers: A 6-month Longitudinal Study. Infant and Child Development, 17, 109- 120.
Downs, A. Strand, P., & Cerna, S. (2007). Emotion Understanding In English- and Spanish-speaking Preschoolers Enrolled in Head Start. Social Development, 16, 410-439.
Strand, P.S., Cerna, S., & Skucy, J. (2007). Assessment and decision-making in early childhood education. Journal of Child and Family Studies, 16, 209-218 Downs, A. & Strand, P.S. (2006). Using assessment to improve the effectiveness of early childhood education. Journal of Child and Family Studies, 15, 671-680.
The completion of a full-time 12-month internship is a requirement for graduation from the clinical program. The Ph.D. degree is awarded only when both the internship and dissertation are completed. Students are expected to begin the internship at the start of their fifth or sixth year. Students usually apply for internship in the fall semester of their fourth or fifth year. Students are not allowed to apply for internships until they have passed their preliminary examination and their committee approves their dissertation proposal. Students need the approval of the clinical faculty to apply to internship. With rare exceptions, students only complete internships in agencies accredited by the American Psychological Association (or Canadian Psychological Association). Below is a list of the settings where our students have gone on internship in recent years.
The courses required for the clinical program are noted below. Popular elective courses are listed as well. This curriculum was developed to be consistent with our training model and to meet APA accreditation requirements. Although it meets the licensure requirements for most state psychology boards, there is no guarantee that it will meet the requirements for all states. Information about specific licensure requirements by state may be found at Association of State and Provincial Psychology Boards (ASPPB).
Curriculum
Skills Courses
PSYCH 517: Clinical Skills (1-hour course; 2 semesters) – Required
PSYCH 505: Teaching Introductory Psychology – Required before teaching
PSYCH 510: Introduction to Online Instruction – Required before teaching Global Campus courses
History and Systems of Psychology
PSYCH 504: History of Psychology: Theoretical and Scientific Foundations – Required (but may possibly be met if previously taken at the undergraduate level)
Research Methodology and Techniques of Data Analysis
PSYCH 511: Analysis of Variance and Experimental Design – Required
PSYCH 512: Correlation, Regression, and Quasi-Experimental Design – Required
PSYCH 516: Applied Structural Equation Modeling with Current Software- Elective
Social Aspects of Behavior
PSYCH 550: Social Psychology- Required
Biological Aspects of Behavior
PSYCH 575: Foundations of Neuropsychology – Required (this course also meets the Advanced Integrative Knowledge of Basic Discipline-Specific Content requirement)
PSYCH 574: Clinical and Experimental Biopsychology – Elective
Note: Students with interests in clinical neuropsychology should take PSYCH 574 and PSYCH 575.
Cognitive and Affective Aspects of Behavior
PSYCH 592: Cognition and Affective Basis of Behavior – Required* * Students have to earn a B- or better on the cognitive and the affective components of the course (graded separately) respectively.
Developmental Aspects of Behavior
PSYCH 518: Lifespan Developmental Psychology – Required
Professional Standards and Ethics
PSYCH 530: Professional, Ethical, and Legal Issues – Required
Individual Differences in Behavior
PSYCH 533: Adult Psychopathology – Required
Measurement Theory and Individual Assessment
PSYCH 535: Personality Assessment and Diagnosis – Required
PSYCH 539: Cognitive and Neuropsychological Assessment – Required PSYCH 514: Psychometrics- Required
Diversity Issues in Psychology
PSYCH 552: Diversity Issues in Psychology – Required
Individual and Group Intervention
PSYCH 520: Adult Psychotherapy – Required
PSYCH 543: Developmental Psychopathology and Evidence-Based Assessment for Children – Required
PSYCH 542: Evidence-Based Therapy for Children and Adolescents – Elective (expected for students interested in clinical child and adolescent psychology)
PSYCH 544: Clinical Health and Primary Care Psychology – Elective (expected for students interested in clinical health/primary care psychology)
Clinical Practica (18 credits minimum required)
PSYCH 546: Counseling and Psychological Services Practicum (6 credits)
PSYCH 537: Psychology Clinic Assessment Practicum (6 credits)
PSYCH 545: Psychology Clinic Assessment and Psychotherapy Practicum (6 credits)
Clinical Externship
PSYCH 548: Clinical Externship
Note: If students are involved in clinical work at a practicum other than the WSU Psychology Clinic or WSU Counseling and Psychological Services, then students need to register for PSYCH 548. The DCT will advise on practicum/externship registration. Most students complete two practica placements each semester, as well as practicum during the summer months (course enrollment not required during summer), to obtain the necessary hours for their internship applications. Students must be involved in a minimum of one practicum placement each semester in the program at the start of the second year.
Independent Study
PSYCH 600: Independent Study
Note: You may sign up for 600 credits when you are working on research projects with a faculty member.
Thesis
PSYCH 700: Master’s Research, Thesis, and/or Examination
Note: You need a minimum of 4 credits of PSYCH 700. You must sign up for a minimum of 1 credit each semester until the master’s thesis is completed and 2 credits in the semester you have the final defense of the master’s thesis. Also, please note that the number of credits that you list on your program of study will be the number the Graduate School will require you to take; thus, the department recommends listing only 4 credits on your Program of Study to avoid complications. Students who enter the program with a master’s degree but who did not have an approved empirical master’s thesis must register for PSYCH 700 and complete a master’s thesis at WSU (and will obtain a second master’s degree en route to the Ph.D.). Because PSYCH 700 course requirements involve activities in the Major Professor’s lab beyond the individual student’s Master’s project, a related contract outlining these additional responsibilities is developed by the Major Professor and reviewed with the student every semester (See Appendix B for an example contract).
Dissertation
PSYCH 800: Doctoral Research, Dissertation, and/or Examination
Note: You need a minimum of 20 credits of PSYCH 800 and should begin accumulating these credits after completing your master’s thesis. You do not need to complete your preliminary examination before registering for PSYCH800credits. After completing your master’s thesis,you must sign up for a minimum of 1credit of PSYCH 800 each semester until the dissertation is completed. Because PSYCH 800 course requirements involve activities in the Major Professor’s lab beyond the individual student’s Master’s project, a related contract outlining these additional responsibilities is developed by the Major Professor and reviewed with the student every semester (See Appendix B for an example contract).
Clinical Internship
PSYCH 595: Clinical Internship in Psychology
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Note: You will enroll in two credits of PSYCH 595 during the spring semester prior to the start of the internship year. To reduce the number of credits required and for which you must pay over the internship year, a grade of X will be assigned for the course until you complete the internship. You should file the internship leave approval form the semester before leaving for internship http://gradschool.wsu.edu/facultystaff- resources/18-2/. Enrolling in the spring and completing the leave form will allow you to waive student service fees during the year you are on internship. Once internship is successfully completed, a change of grade form will be submitted to change the PSYCH 595 grade from X to S (satisfactory, or pass).
Thank you for your interest in our graduate program. The Clinical program leads to a Doctor of Philosophy (Ph.D) degree and is designed to prepare the student for a career in research, teaching, and/or professional service. The Clinical program is accredited by the American Psychological Association. As part of the program the student completes a Master’s thesis and earns a Master’s degree; however, this degree is designed to be part of the overall doctoral training program, and has very different requirements than would be found in a terminal Master’s degree program. As such, our Master’s degree cannot function as a terminal degree. Neither do we offer a Psy.D. degree.
The APA-accredited Clinical Psychology Doctoral Program has strong emphases in both research and clinical training, consistent with the scientist-practitioner model. The program offers both adult and child-focused training with emphases in Adult Psychopathology, Clinical Child and Family Psychology, Behavioral Medicine, and Neuropsychology. Students are given extensive research opportunities typically resulting in publications and presentations. The program is highly successful in placing students at top internship sites nationwide. Clinical Program graduates are employed in a variety of professional settings including university and medical center faculty positions and independent practice. The program employs a mentoring model under which the student works closely with a faculty member. While it is expected that one faculty member will assume responsibility for guiding the student to degree completion, the student has the option of studying with multiple faculty, and has the freedom to switch advisors should his/her interests change during the course of his/her studies. The program also offers opportunities for teaching experience.
For information about our accreditation status, you can contact the Commission on Accreditation of the American Psychological Association, which can also be reached at:
Office of Program Consultation and Accreditation
750 First Street, NE
Washington, DC 20002-4242
Phone: 202-336-5979
TDD/TTY: 202-336-6123
Fax: 202-336-5978
apaaccred@apa.org
Admission to our program is competitive. Applicants must have a minimum 3.00 cumulative undergraduate GPA, a minimum of 3 letters of recommendation (at least 2 of which must come from a faculty member in a university or medical setting), and at least 18 hours of psychology (or 12 hours of psychology and 6 hours from a related discipline, the appropriateness of which will be reviewed by the admissions committee after the application deadline). A statistics course is required. If you do not meet these requirements you will not be considered for admission regardless of circumstances. For those who meet these requirements, evaluation of the application is based on: undergraduate GPA; graduate GPA (if any); GRE scores (see the Student Admissions, Outcomes, and Other Data page for average GRE scores of admitted students; the subject test is not required and will not be reviewed); letters of recommendation; clinical, research and/or teaching experience; the variety and difficulty of coursework completed; extracurricular activities and jobs related to psychology; and a demonstrated ability to function independently and responsibly. The department actively recruits students from cultural groups that have been under-represented in professional psychology. To be considered for admission to the Department of Psychology’s Graduate Program, your completed application materials must be received by our December 1st deadline. (The GRE is being waived for the 2024 admission cycle.)
The Clinical Program, which receives approximately 300 applications each year, admits 5-8 students. There are typically 30 clinical graduate students on campus at any one time. The clinical training program takes approximately 4-5 years to complete the academic requirements, followed by a one-year, APA-accredited clinical internship. Invitations to interview are usually made by mid-January; offers of admission are usually made by the end of February. Upon selection for admission to the graduate program, a member of our faculty will contact you to make a verbal offer. The faculty member will provide details about the program, including information about financial support (usually in the form of an assistantship appointment), and answer any questions you may have. A letter will be sent to confirm the details of the offer and you will have until April 15 to accept or decline in writing and through myWSU.
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Applications are accepted September 1 – December 1 for fall admission.
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To apply to the Washington State University Department of Psychology Graduate Program you must complete the Washington State University Graduate School Application Process
*Please note that your references are required to submit letters of recommendation by the December 1 deadline. Please send the link to your letter writers through the application portal, so they can meet the application deadline.
Also, please contact the faculty member(s) you wish to work with to ensure that they are recruiting students next fall semester.
Questions concerning this process, please contact Stacy Gessler, Program Coordinator, Psychology Department at psych.grad.adm@wsu.edu.
To make your application more competitive, your personal statement should be single spaced, no longer than 2 pages, and include the following:
Note to potential applicants: A previous felony conviction could prevent obtaining the predoctoral clinical internship required for a Ph.D. in clinical psychology, as well as future licensure as a psychologist. In addition, drug screenings and a background check may be required prior to the start of your first semester and through completion of the program.
Typically, a graduate student admitted to our graduate programs with an offer of support will receive a half-time (20 hrs/week), 9-month (academic) assistantship appointment beginning in August 16 and ending in May of each academic year. Financial support can also be provided in the form of fellowships or grant-supported research assistantships.
Assistantship appointments also include tuition waivers. To be eligible for a waiver, graduate students MUST BE: living in the State of Washington, enrolled for a minimum of 10 credit hours per semester, on an appointment of 50 percent or greater, make satisfactory progress within the program, fulfill the duties of their assistantship adequately, and remain in good standing academically (3.0 cumulative GPA).
Current tuition costs can be found here: Tuition & Expenses | Student Financial Services | Washington State University (wsu.edu) The expectation is that application for residency in the State of Washington will be made at the end of the first year.
Tuition and Waiver information can be found here: gradschool.wsu.edu/documents/2022/05/tuition-cost-assistantship-2022-2023.pdf/
Finally, graduate student medical insurance is included as a benefit paid by the university. Supplemental student insurance is available for family members at a reasonable rate through the university.
Drs. Burns, Gartstein, Kwon, and Strand have research and clinical interests in the area of the psychology of diversity.
Please see Diversity and Clinical Psychology for a description of their interests and the training opportunities.
The goal of the Clinical Psychology Graduate Program is to provide broad clinical training. Students thus receive training in a wide range of areas during their years on campus prior to the 12-month internship. The program does, however, have several interest areas in which students can receive in-depth research and clinical training. These interest areas center on the research and clinical interests of the faculty. Use the links under Interest Areas (located on the left) for descriptions of each of these areas
The Clinical Psychology Graduate Program utilizes a mentorship model in which students have an identified research mentor. The degree of fit between the applicant’s research interests and the research interests of their potential faculty mentor(s) is an important consideration in admissions. Therefore it is to your advantage to articulate clearly how your research interests coincide with the research interests of your potential mentor(s). It is important to contact the individual or individuals on the clinical faculty that most match your research interests to find out more about their research program as well as if the faculty member plans to sponsor any new students. The Student Admissions, Outcomes, and Other Data Section provides more specific information on the characteristics of students admitted to the program and their progress through the program.
Regional Campuses
It is important for applicants to understand that the curriculum for the Clinical Psychology Program is located on the Pullman campus. While the Clinical Psychology Program is located on the Pullman campus, faculty on the regional campus (WSU-Spokane, a 1 ½ hour drive; WSU-Tri-Cities, a 3 hour drive; WSU-Vancouver, a 5-6 hour drive) may also serve as research mentors for clinical psychology graduate students at times (i.e., approximately one student of six in each entering class may have a research mentor at one of the regional campuses). A student’s research mentor serves as the chair of the student’s thesis and dissertation research.
Clinical students are required to spend a minimum of three years on the Pullman campus in order to complete the clinical curriculum. If the student has a mentor on the WSU-Tri-Cities campus, the student may then move to the WSU-Tri-Cities campus in his or her fourth year to work more directly with the mentor on research. Prior to the move in the fourth year, the Psychology Department’s videoconference facilities allow students to have weekly meetings with their mentor on the regional campus.
Students with research mentors on the WSU-Spokane campus—because this is only a 90-minute drive—are able to work with their mentors face-to-face starting in the first year. Under special circumstances, Vancouver faculty may co-mentor clinical student research, and requests will be taken on a case-by-case basis. Students working with a mentor in Vancouver may spend their fourth or fifth year in Vancouver.