Student Admissions, Outcomes, and Other Data
Applicant Data and accepted admission Since 2007
Time To Completion
We left off the columns for specific years blank as some years we had a single graduate so providing that information would have been a violation of FERPA laws.
Students admitted with prior graduate coursework in psychology will need to negotiate credits by providing evidence that the coursework essentially fulfilled our requirements. This negotiation is ad hoc with the clinical training faculty, who have the final say.
Funding
The tuition costs represent what students would have to be pay if they were admitted without funding. This never happens, however. We do not admit a student unless we can commit to full funding (including tuition and stipend) for five academic years, including summer stipend for four years. Support comes from university fellowships and teaching assistantships, national research fellowships, and faculty grants. Continuation of support from year to year requires that a student be in good academic standing.
Find more information on costs on the website of The Graduate School.
Attrition
Internships
*Cells only include students who applied for internships and are included in applied cell count from "Internship Placement- Table 1"
Licensure
Scientific Research
Our faculty are recruited to be international leaders in their research areas. (Chances are, if you are considering applying to our graduate program, you know this.) Furthermore, we also recruit faculty who will be excellent and enthusiastic mentors to students. We encourage prospective graduate students who have been invited for interviews to closely question our current graduate students about their training. (Unfortunately, we cannot generally meet with prospective students before they have been invited for interviews.) We are confident that we provide excellent research training.
The predominant goal of the clinical program is to train graduate students who will produce important scientific research relevant to clinical psychology, broadly construed. To be important, research must be rigorous, thoughtful, and informed by current research. Thus, our training is focused on these goals. Contents-focused courses, including psychopathology and psychotherapy, focus on the most important and current research paradigms. (We should note that we do not prefer research paradigms just because they are current, and some very important paradigms that are taught are relatively old.) Methods-focused courses, especially statistics, teach students the necessary tools to plan studies and analyze their results.
Our goal for graduate students Is that they will ultimately have jobs emphasizing research and teaching, and to a large extent we succeed. But we are also proud of our graduates who have predominately clinical jobs. Providing clinical services in a rigorous, empirically supported, and effective manner is very important.
In the table below we have listed the current positions of all our program graduates starting in 2000, omitting names for the sake of privacy.
| Graduated | Current position | Current employer | |
|---|---|---|---|
| 2000 | Clinical Psychologist | Private Practice, Palo Alto, California | |
| 2000 | Clinical Assistant Professor | Kansas University Medical Center | |
| 2001 | Associate Professor | Bar-Ilan University (Israel), Department of Psychology | |
| 2001 | Clinical Psychologist; Lecturer | Private practice; Penn State University, Department of Psychology, State College, Pennsylvania | |
| 2001 | Professor | Rush Medical College, Department of Psychiatry | |
| 2001 | Sleep Disorders Specialist and Consultant | The Center for Sleep and Wake Disorders, Baltimore Maryland | |
| 2002 | Professor | Rush Medical College, Department of Psychiatry | * |
| 2003 | Clinical Psychologist, Assistant Professor of Clinical Psychiatry | Boston University School of Medicine | |
| 2003 | Associate Professor | Hebrew University (Israel), Department of Psychology | |
| 2003 | Associate Professor | Queens University, Canada, Department of Psychology | |
| 2004 | Associate Professor | Florida State University, Department of Psychology | * |
| 2006 | Associate Professor | University of Notre Dame, Department of Psychology | |
| 2006 | Clinical Psychologist | Manchester VA Medical Center | |
| 2007 | Clinical Psychologist | Hines VA Hospital | |
| 2007 | Clinical Education and Resources Coordinator | MST Team, National Center for PTSD | |
| 2008 | Clinical Psychologist | Private Practice, Chicago, Illinois | |
| 2009 | Associate Professor | Olin College of Engineering, Department of Psychology | |
| 2009 | Clinical Psychologist | Private Practice, Nashville, Tennessee | |
| 2010 | Assistant Professor | Departments of Medical Social Sciences and Neurology, Northwestern University | |
| 2011 | Core Faculty of Psychology | Adler School of Professional Psychology, Chicago | |
| 2011 | Assistant Professor | University of Toronto, Scarborough, Department of Psychology | |
| 2012 | Clinical Psychologist | Kaiser Permanente | |
| 2012 | Postdoctoral fellow | University of Minnesota | |
| 2013 | Clinical Psychologist | The Anxiety Treatment Center of Greater Chicago | |
| 2013 | Assistant Professor | University of North Carolina, Asheville | |
| 2013 | Clinical Psychologist | DBT Center, Evidence Based Treatment Centers of Seattle | |
| 2013 | Postdoctoral Research Scientist | Columbia University Mailman School of Public Health | |
| 2014 | Postdoctoral fellow | Case Western University | * |
| 2015 | Director of Research | Eating Recovery Center | |
| 2015 | Postdoctoral fellow | VA Palo Alto Health Care System | |
| 2016 | Postdoctoral fellow | University of Illinois at Chicago, School of Public Health and Department of Psychiatry | |
| 2016 | Postdoctoral Research Associate | University of North Carolina at Chapel Hill | |
| 2016 | Post-Doctoral Clinical Psychology Resident | Kaiser Permanente | |
*These individuals completed the clinical psychology program successfully but elected not to complete a clinical psychology internship.
Note that Postdoctoral fellows are commonly taken before academic positions.
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