The program is accredited by the American Psychological Association as a Clinical Psychology Program. The program was accredited in 2008 for the maximum seven-year period, and the next site visit will be conducted in 2015.
Office of Program Consultation and Accreditation
American Psychological Association
750 First Street NE, Washington, DC, 20002-4242
The program is registered with the New York State Education Department and its graduates are eligible for licensure for clinical psychology in New York and other states. It is a member of the Council of University Directors of Clinical Psychology Programs (CUDCP) and the National Councils for Professional Schools of Psychology.
The Clinical Psychology PsyD Program at Yeshiva University’s (YU) Ferkauf Graduate School of Psychology was established in 1979 and has been fully accredited by the American psychological Association (APA) since 1985. The program was established and has been maintained in the Scholar-Practitioner tradition and is designed to educate students in the conceptual and empirical foundations of clinical psychology. Students receive extensive training in a variety of assessment, research, and therapeutic approaches. Students are exposed to a curriculum that integrates relevant research and the theoretical foundations of psychology with practical experiences and a wide range of psychological services. The program includes a strong research emphasis. Students receive a broad understanding of the scientific foundations of psychology, which enables them to understand, critically evaluate, and conduct research.
The clinical program prides itself on the broad scope of its clinical training, including two to three years of practicum experiences at variety of the New York area’s most prestigious sites, as well as four years of training at the Parnes Clinic, our on-site university clinic. Students also have access to YU's Albert Einstein College of Medicine's extensive network of educational and research facilities. Students are trained comprehensively in both the cognitive-behavioral and psychodynamic traditions and have the option of honing their skills in either or both orientations, which is a unique aspect of the training at the clinical program at Ferkauf. The clinical program also offers specialized training in couples and family therapy, and in the treatment of older adults through our Gero-psychology track. Other areas of specialization (either through research, clinical training, or both) are also available to students and include couple and family therapy, anxiety and depressive disorders, emotional regulation, positive psychology, stigma, psychotherapy process, trauma and neuropsychology.
A unique aspect of our program is that every assessment, therapy, and research didactic course, across all four academic years, offers an adjunctive weekly, two-hour intensive lab. These labs constitute extensive additional training in each area and offer the opportunity to review and apply the knowledge and skills gained in didactic coursework. Each lab group consists of no more than five students and meets weekly for two hours. Hands-on practice and direct supervision of intakes and assessments are provided in assessment labs. In research labs, students learn and apply basic and advanced research skills and develop their doctoral research projects. Finally, psychotherapy labs include group supervision of therapy sessions conducted at the university clinic and build on the weekly, individual therapy supervisions.
The goals, objectives, and expected competencies of our program follow directly from the program philosophy of training and are listed below.
Goal 1: Scientific General and Clinical Psychology. The program seeks to educate psychologists who demonstrate an understanding and competence in the breadth of scientific general and clinical psychology, including its history of thought and development, its research methods, and its applications.
Objective 1-1: To acquire knowledge of lifespan development, cognitive, affective, social, and biological bases of behavior, history and systems of psychology, and research methods of scientific inquiry. In doing so, students master a strong theoretical foundation in the scientific foundations of psychology. They acquire the needed ability for data collection, data analysis, research methodology, and critical thinking. Students also acquire the ability to think and be disciplined as scientists when investigating clinical phenomena.
Objective 1-2: Students acquire a solid and comprehensive understanding of the relevant body of knowledge of clinical psychology including the full range of human psychopathology, concepts of psychotherapy, individual differences, multicultural diversity, and ethical, legal, and professional issues in clinical psychology as well as the current research and theoretical foundations of clinical psychology.
Goal 2: Integrating Clinical Practice, Theory, and Research. The goal is to educate psychologists to think in a scientific, systematic, and disciplined manner about clinical practice, be open to alternative viewpoints, (orientations, modalities, and populations) and to value and integrate clinical practice, theory, and research.
Objective 2-1: Students acquire the ability to engage in systematic, critical thinking, and problem solving, to evaluate various theories and intervention strategies as they pertain to clinical research and practice. Students are encouraged to develop attitudes for life-long learning, scholarly inquiry, and professional problem solving.
Objective 2-2: Students acquire the ability to think about and integrate in a meaningful and creative way, the mutually enriching relationship between theory, research, and practice.
Goal 3: Ethics and Diversity. The goal is to educate psychologists with a commitment to and appreciation of complex issues related to diversity, social responsibility, rights, and ethical practices in general and as it applies to all other program goals.
Objective 3-1: Students will acquire knowledge and proficiency of the ethical practices of professional psychologists along with the ability to apply them in daily professional activities and will have an appreciation for the rights of others and issues of social responsibility.
Objective 3-2: Students will acquire competence in, knowledge of, and sensitivity to individual differences and complex issues related to multicultural diversity along with other forms of diversity (including but not limited to age, gender, socioeconomic status, sexual orientation, disability, national origin) and the appreciation of their significance to the functioning of professional psychologists in all areas of study and training at the school.
Goal 4. Competence in Relationships. The goal is to educate psychologists who have the capacity to develop and maintain a constructive working alliance with clients, peers, colleagues, students, supervisors and members of other disciplines and organizations. In all stages, the program seeks to develop an understanding of multicultural diversity and other forms of diversity (age, gender, sexual orientation, disability, socioeconomic) issues as they pertain to developing and maintaining relationships.
Objective 4-1: To acquire the capacity to develop and maintain an ethical and working alliance with all clients.
Objective 4-2: To acquire the capacity to self-reflect and be self-aware, and interact appropriately and professionally with peers, faculty, supervisors, and colleagues.
Objective 4-3: To acquire the capacity to understand the importance of, and sensitivity to, issues of multicultural diversity and other forms of diversity in establishing a therapeutic relationship with clients.
Objective 4-4: To develop knowledge and proficiency in building empathy, rapport, and respect for others, and a belief in the capacity for change in human attitudes and behavior.
Goal 5: Competence in Assessment. The program seeks to educate psychologists who are competent in assessment, diagnosis, and case conceptualization of problems and issues in practice and research. In all stages, the program seeks to develop an understanding of multicultural diversity and other forms of diversity (age, gender, sexual orientation, disability, socioeconomic) issues as they pertain to assessment.
Objective 5-1: To develop knowledge of and proficiency in normal and abnormal behavior, case conceptualization, and integration of the biopsychosociocultural environment in the assessment of abnormal behavior.
Objective 5-2: To develop knowledge and proficiency in clinical interviewing, diagnosis of mental illnesses, and conducting mental status examinations.
Objective 5-3: To develop knowledge of and proficiency in the selection, administration, scoring, psychometric concepts, and interpretation of a wide variety of assessment tools and measures.
Objective 5-4: To be able to interpret, integrate, and effectively communicate assessment results and recommendations in written and oral form.
Objective 5-5: To acquire the ability to link assessment data to intervention, and to use assessment findings to inform clinical practice and research.
Goal 6. Competence in Intervention. The program seeks to educate psychologists who are competent in theoretical foundations and clinical applications of a variety of treatment orientations and modalities, including empirically supported treatments, in order to promote psychological well-being and functioning in a variety of populations. In all stages, the program seeks to develop an understanding of multicultural, age, sexual orientation, disability, and socioeconomic diversity issues as they pertain to intervention.
Objective 6-1: The ability to learn theoretical principles and foundations underlying clinical practice.
Objective 6-2: The ability to receive training and exposure to varied theoretical orientations (i.e. psychodynamic, cognitive-behavioral, systems).
Objective 6-3: The ability to receive training and exposure to varied modalities (i.e. individuals, families, and groups).
Objective 6-4: The ability to receive training and exposure to varied ages (i.e. adults, older adults, and children).
Objective 6-5: The ability to be knowledgeable of the literature on empirical findings, and receive training in empirically supported treatments.
Objective 6-6: The ability to use theoretical constructs and research to effectively formulate a treatment plan, implement, evaluate, and revise treatment strategies.
Objective 6-7: The ability to consider the effects of multicultural diversity and other forms of diversity in planning and evaluating a course of treatment.
Goal 7: Competence in Research and Evaluation. The program seeks to educate psychologists who are competent in research scholarship. Students will be educated to achieve competence in critically evaluating and in conducting research.
Objective 7-1: To be knowledgeable of statistical and methodological issues in the conduct of research.
Objective 7-2: To demonstrate an understanding of research methodology, the design and performance of psychological research, and issues in the application of research in applied settings, including program evaluation and an awareness of ethical issues in research.
Objective 7-3: To be knowledgeable consumers of research, to read and critically evaluate the significance of research findings in the literature, and to understand the implications for practice.
Objective 7-4: To understand the importance of considering multicultural and diversity issues in the application and development of research and to demonstrate the ability to assess critically the application of research findings to diverse ethnic and cultural groups.
Objective 7-5: To be able to develop, conduct, and analyze research in clinical psychology.
Objective 7-6: To be able to demonstrate scientific, professional writing skills in critically evaluating research literature and conducting clinical research.
Goal 8: Consultation, Education, Supervision, and Management. The program seeks to educate psychologists who are competent in a variety of other roles beyond direct service, clinical service, and teaching such as consultation, education, supervision, and management.
Objective 8-1: To be able to work within complex institutional systems such as University and medical centers, as well as in community centers, clinics, and private practice settings.
Objective 8-2: To be able to adapt to different roles (as educator, scholar, consultant, advocate, supervisor, and practitioner).
Objective 8-3: To acquire the knowledge of issues related to consulting with professionals and management across mental health disciplines and other disciplines.
Objective 8-4: To acquire knowledge of issues related to inter-agency consultation, hospital-based consultation-liaison, consultation with primary care departments, and legal systems.
Objective 8-5: To acquire knowledge of the roles of supervisees, supervisors, management, and administrative issues in service systems and private settings.
Objective 8.6: To provide leadership as a professional psychologist; to develop strategies for service delivery; to assist professional personnel to meet the challenges of clients in times of crisis and in everyday situations.
Here are the latest figures (PDF) for our program, including internship statistics, licensure data, and tuition figures.
The Clinical Psychology Program is committed to providing a supportive, student-centered training environment to ensure that students are able to smoothly navigate their graduate experience. There are a variety of formal structures and processes in place to guide students as they proceed through the program, including one-on-one academic advisement, clinical advisement (assessment and therapy), and research advisement. Students also receive one-on-one and group mentorship from senior students. The director of externship and internship training also provides extensive guidance and mentorship (one-on-one and in a weekly professional seminar) on externship and internship placement and training. Finally, the program director oversees the advisement and mentorship process and also offers one-on-one advisement to students and the clinical program provides a number of ways for students to become involved and provide feedback including class representative, the Organization of Psychology Students (OPS), and teaching assistant positions. Read more about these opportunities.
The program is committed to the goal of diversity. We value diversity in all forms, including, but not limited to, culture, race, sexual orientation, theoretical orientation, geography, socioeconomic status, disability and age. The program's focus on multiculturalism and diversity is embedded throughout all course work and practica. Several required courses specifically focus on these issues and other electives may be taken to strengthen students' knowledge and skills. We have been successful in attracting diverse students, and 64 countries are currently represented in the student body of the Ferkauf Graduate School of Psychology.
There are now more than 600 alumni of the Clinical Program. The Clinical Program has an ever increasing number of applications (293 applicants for the 2011 incoming class) and an increasing percentage of accepted applicants who enroll each year. Our applicants are among the most competitive in the country, representing the top universities in the country. Our students have a median of scoring in the 80th percentile on both the Verbal and Quantitative sections of the GRE and a GPA of 3.5. Our internship rates have consistently been higher than the national match rate average. For example, the match rate for the 2011 Class was 96%, compared to a national average rate of 77%.
If you have any questions, please contact Program Director Lata K. McGinn at email@example.com; 718.430.3965.
More Program Info
View the following PDFs to learn more about the Clinical Psychology Program:
500 West 185th Street
New York, NY 10033
500 West 185th Street
New York, NY 10033
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