Faculty members in the Clinical Training Program are committed to the clinical scientist model of training, with a clear emphasis on the word "scientist." We also emphasize the development of strong evidence-based clinical skills as an essential part of our training, and seek to train students who are fully capable of and interested in integrating science and practice.
The program requires a minimum of five years of full-time study -- four years plus a full year internship. The curriculum has been designed to ensure students' active participation in clinical research as well as complementary experience with the assessment and treatment of clinical problems throughout their programs of study. Our clinical training program is designed to provide students with the broad skill set needed to offer the most widely-used and research-supported assessment and therapy approaches for working with clinical problems, including Axis I and II disorders, as well as problems in living and relationships. The training sequence includes theoretical and applied training in how to provide therapy for adults, children, families and couples. The clinical faculty has practice expertise across a variety of different theoretical orientations (e.g., cognitive-behavioral, interpersonal, psychodynamic), recognizing that not all problems or clients respond to a single type of therapy. Thus, students are trained to use an individual case conceptualization along with the research literature to guide the choice of therapy approach for a given client.
We do not believe that our students need to choose whether they will be either scientists or practitioners; they must see these activities as being inherently intertwined, and they must be able to function in both roles. We emphasize research and academic career goals for our students consistent with our training goals. However, a number of students elect careers in applied settings and use their clinical scientist skills in clinical, administrative or policy work.
This program is accredited by the American Psychological Association and also by the Psychological Clinical Science Accreditation System(PCSAS). It is aimed at a select group of students: those who believe that clinical psychology should be firmly grounded in the basic science of our field. The Clinical Training Program is a member of The Academy of Psychological Clinical Science, which is a coalition of doctoral training programs that share a common goal of producing and applying scientific knowledge to the assessment, understanding, and amelioration of human problems.
Student Admissions, Outcomes, and Other Data: Description of recent experiences of students in the clinical program, including internship application success rates, time in the program and funding expectations. (Document is presented in format mandated by APA)
For prospective applicants: Is a PhD in clinical psychology the right choice for you?
More information about clinical psychology and application tips can also be found at clinicalpsychgradschool.org, offered by CUDCP.
Great advice from a distinguished UNC professor on the nature of clinical psychology and the application process. Mitch Prinstein is a Bowman and Gordon Gray Distinguished Term Professor in the Clinical Psychology Program at the University of North Carolina at Chapel Hill, and has held many national leadership positions in clinical science and has a longstanding record of service to promoting professional development. Here's a bio: http://expertfile.com/experts/mitch.prinsteinphdabpp
The following faculty hope to admit graduate students to
the Clinical area for 2017-18:
Joseph Allen, James Coan, Melvin Wilson, Bethany Teachman, and Eric Turkheimer.