Clinical Psychology - Doctor of Philosophy (Ph.D.)

Program details

The Clinical Psychology Ph.D. program subscribes to a clinical science model of clinical training. As such, students seeking strong research training, in conjunction with empirically-based practicum experiences, would be the most desirable students for the program.

Program highlights

  • Unique programmatic focus areas: health psychology, severe mental illness, and substance use
  • High publishing productivity of students and faculty
  • Cutting edge, grant-funded research
  • We are located on the primary academic health sciences campus for the state of Indiana, with active collaborators and clinical supervisors in the IU School of Medicine and nearby hospitals
  • Our students receive prestigious recognitions and awards
  • Diverse range of community-based clinical practicum opportunities, tailored to your interests
  • 100% of our students match to APA-accredited internships (in the past 8 year years compared to 84% national average of Clinical Ph.D. programs in 2017)
  • We emphasize diversity, equity, and inclusion in our community and in our research
  • Nestled in the urban city of Indianapolis, low cost of living (12% below national average) allows you to enjoy great restaurants, parks, museums, and events on a graduate student budget
  • Welcoming culture of collaboration and collegiality among students and faculty

The program requires a full-time commitment for 6 years of study (5 years on the IUPUI campus and a 1 year internship), including completion of 6 academic semesters of course work, a minimum 800 hours of practicum experience, a master's thesis, a preliminary examination to admit a student to doctoral candidacy, a dissertation, and a one-year internship. In addition to the basic coursework, students take additional courses, gain focused research experience, or gain practicum experience specific to one of our three areas of emphasis: clinical health psychology, severe mental illness/psychiatric rehabilitation, or substance use. The program is APA accredited and is a member of the Council of Clinical Health Psychology Training Programs.

The Ph.D. Program in Clinical Psychology was designed to integrate the assessment and intervention strategies of empirically-based clinical psychology with health/rehabilitation psychology's emphasis on optimizing the adaptation of persons with chronic, disabling medical conditions. Our program addresses the psychological and social consequences of mental and physical health conditions. As scientists, we study behaviors, experiences, and attitudes of persons with mental and physical health conditions and their families, and prevention of health conditions. Additionally, we evaluate the effectiveness of treatment interventions. The program emphasizes the acquisition of the methods, theories, and knowledge of behavioral science along with the practitioner skills of clinical psychology. As practitioners, we assess individuals and their environment, plan and implement psychosocial interventions, and monitor their progress over time. Our program focuses on a wide variety of social, psychological, and practical problems, such as social functioning, emotional well-being, family relationships, activities of daily living, employment, and independent living.

The program embraces a series of 3 overarching goals and 7 subsidiary objectives for training. The goals and objectives are outlined below. Upon graduating from the program, students will be able to demonstrate a high level of competence in each of these areas.

Goal 1: To produce graduates who are capable of making independent contributions to the scientific knowledge base of clinical psychology

  • Objective 1A: Students will demonstrate knowledge in the breadth of scientific psychology, including historical perspectives of its foundations and development.
  • Objective 1B: Students will demonstrate knowledge in the theory, methodology, and data analysis skills related to psychological research
  • Objective 1C: Students will demonstrate the ability to generate new scientific knowledge and theory related to the field of psychology.

Goal 2: To produce graduates who can competently integrate the science and practice of clinical psychology and can provide evidence-based services

  • Objective 2A: Students will acquire knowledge and skills in the assessment of individual strengths and weaknesses, as well as the diagnosis of psychological problems and disorders.
  • Objective 2B: Students will acquire knowledge and skills in the conceptualization, design, implementation, delivery, supervision, consultation, and evaluation of evidence-based psychosocial interventions for psychological problems and disorders.

Goal 3: To produce graduates who demonstrate they can conduct themselves in culturally sensitive and ethical ways in the science and practice of clinical psychology

  • Objective 3A: Students will demonstrate sensitivity, knowledge, and skills in regard to the role of human diversity in the research and practice of clinical psychology.
  • Objective 3B: Students will demonstrate a working knowledge of the APA ethical code and will demonstrate their ability to apply ethical principles in practical contexts.

Guidelines for the Ph.D. program in Clinical Psychology »

Melissa Cyders, Ph.D., Director of Clinical Training

Emphasis: Substance Use

My primary research area is the role of emotional experiences and impulsivity in risk processes for a wide range of maladaptive health behaviors, including alcohol use, drug use, gambling, risky sexual practices, sexting, and eating disorders.


John C. Guare, Ph.D., Assistant Director of Clinical Training

Emphasis: Health Psychology

As the Assistant Director of Clinical Training, I oversee the clinical training for the program, including practicum development, placement, and quality control. Although I do not maintain a program of research, my interests are in health psychology, diabetes, and obesity.


Adam Hirsh, Ph.D.

Emphasis: Health Psychology

My lab conducts research on the biopsychosocial aspects of pain and functioning in humans. We study providers of pain care, patients who experience pain, and healthy laypersons.

I am accepting students for Fall 2022 admission.


John H. McGrew, Ph.D., Emeritus

Emphasis: Severe Mental Illness

My current interests can be broadly classified into three areas: evidence-based community treatments for persons with severe mental illness, mental health system change and assessment, and autism.


Kyle S. Minor, Ph.D.

Emphasis: Severe Mental Illness

My focuses on identifying clinical risk markers of psychosis and implementing interventions for individuals at risk for or diagnosed with Schizophrenia-spectrum disorders. The long-term goals of my research program are to develop instruments that accurately assess psychotic symptoms and create interventions to improve the lives of people with psychosis.

I am accepting students for Fall 2022 admission.


Catherine Mosher, Ph.D.

Emphasis: Health Psychology

My primary research interests are: (1) developing, evaluating, and disseminating psychosocial interventions for cancer patients and their family caregivers; and (2) identifying demographic, medical, and social predictors of physical and psychological health outcomes in cancer patients and their family caregivers. My recent projects have focused on novel applications of Acceptance and Commitment Therapy for these populations.

I am accepting students for Fall 2022 admission.


Kevin Rand, Ph.D.

Emphasis: Health Psychology

Currently, my research is focused in several health-relevant populations, including people with cancer, people experiencing clinical pain, and women experiencing pelvic health concerns (e.g., dysmenorrhea, pelvic organ prolapse, hot flashes). I am interested in understanding how people cope with their illnesses and how these coping efforts influence psychological adjustment (especially symptoms of depression and anxiety) and future treatment decisions. More generally, I investigate how people think about and pursue goals in their lives, how they cope with goal disruptions, and how these goal pursuits influence people's mental and physical health. I am a core faculty member of the RESPECT center, which is a collaborative, interdisciplinary group of researchers and clinicians who are interested in the science of palliative and end-of-life care across the lifespan.

I am accepting students for Fall 2022 admission.


Michelle P. Salyers, Ph.D.

Emphasis: Severe Mental Illness

My broad area of research interest is psychiatric rehabilitation, focusing on skills and supports to help adults with severe mental illnesses achieve recovery goals. I am currently working on projects related to two main areas: 1) shared-decision making to help people collaborate more effectively with their treatment providers; and 2) enhancing well-being of treatment providers to help reduce burnout and turnover, while also improving quality of care.


Jesse Stewart, Ph.D.

Emphasis: Health Psychology

I conduct research examining the influence of negative emotions (e.g., depression, anxiety, and hostility/anger) on the development of cardiovascular diseases, such as heart disease and hypertension. I also investigate the role of cardiovascular responses to stress in the development of cardiovascular diseases.


Tamika Zapolski, Ph.D.

Emphasis: Health Psychology

My primary research focus is on understanding important factors related to risk of drug use among youth and developing interventions to help mitigate risk for future use among youth. Although many of the findings based on the research from my lab are universal, applicable across ethnic groups, I do pay particular focus on understanding cultural factors that are influential in elevating risk of drug use among African American youth.


Wei Wu, Ph.D.

I am interested in developing, improving, and evaluating statistical methods that are useful in clinical research. My research has been primarily focused on the methods to analyze missing data such as multiple imputation methods for continuous and categorical data, and methods to analyze change such as growth curve modeling, as well as methods to probe possible causal effects such as cross lagged panel models. I am also interested in efficient designs for longitudinal research.

You will complete a minimum of 90 semester hours of graduate work.

Clinical Psychology (34 credit hours)

Courses include two semesters each of intervention and assessment, coursework in ethics and multicultural counseling, psychopathology, and the proseminar, and four advanced courses chosen from such topics as (1) health psychology, (2) neuropsychology, (3) schizophrenia, and (4) psychopharmacology.

General Psychology Core (12 credit hours)

One course in each of the four core areas (biological, cognitive-affective, social, and psychopathology).

Statistics and Methods (12 credit hours)

Two courses in basic statistical techniques and one course each in measurement theory and research design.

Clinical Practicum (12 credit hours)

A minimum of 800 hours of supervised training in local clinical and healthcare settings with hands-on experience in assessment and intervention.

Electives (9 credit hours)

Three courses of the student’s choice from the psychology department or from other departments within the university, pending approval of the student’s plan of study committee.

Master's Thesis (3 credit hours)

Dissertation (9-18 credit hours)

Clinical Internship (0-2 credit hours)

A minimum of 2000 hours of supervised training at an approved site.

Teaching Experience (1-2 credit hours)

A teaching seminar and supervised experience.

Degrees are conferred through the Purdue University system. Entering students must meet the minimum admission requirements of the Graduate School of Purdue University and departmental requirements.

We are particularly interested in receiving applications from persons with a strong commitment to research, scholarly work, and a scientific perspective. Previous research experience or the completion of an undergraduate research project is seen as particularly positive (but not required). We value a broad liberal arts or science-based undergraduate education as the foundation for graduate study. We take a balanced approach to admission, and relative weaknesses in one area may be balanced by strengths in others. The clinical psychology program is committed to creating a diverse, equitable, and inclusive learning environment for its students; persons with disabilities and underrepresented individuals are encouraged to apply.

Admission to the program is competitive and only under unusual circumstances will students be considered for admission who fail to meet these standards:

Bachelor's degree

All applicants must have a bachelor's degree from an accredited institution. You do not need a master's degree to apply.

GPA

An undergraduate and graduate grade point average of 3.2 or higher on a 4-point scale. The mean GPA of students admitted since 2007* is 3.72.

GRE

Scores are used in the overall evaluation process by the area to determine preparation for graduate training, but there is no minimum score required and all credentials are considered by the admissions committee. Only valid GRE scores are accepted; test scores are valid for five years after the testing year in which you tested (July 1-June 30).

Due to the limited access to taking the GRE during the COVID-19 pandemic, the GRE test is optional for the Fall 2022 admission cycle. Applications with and without GRE scores will be given equal consideration.

Psychology GRE

The Psychology GRE is optional, but not required.

*Per APA requirements, we provide information on the past 7 years.

Prerequisites

All applicants must have a bachelor’s degree from an accredited institution. You do not need to major in psychology to apply; however, except in unusual circumstances, students admitted to the program are expected to have completed at least 15 credit hours in psychology prior to admission. Graduate courses will assume basic understanding in key areas. Students without preparation in these areas may be asked by their instructors to complete remedial activity prior to enrolling in the graduate course (e.g., reading an undergraduate text or taking an undergraduate course):

  • tests and measurement
  • statistics
  • human physiology or physiological psychology
  • abnormal psychology

International students English proficiency requirements

As an international applicant, you must take the Test of English as a Foreign Language (TOEFL) unless you have a bachelor's degree from a predominantly English-speaking country. You must have a minimum total score of 80 on the internet-based test (subscore minimums must also be met: Reading-19, Listening-14, Writing-18, Speaking-18). Additionally, you must meet Purdue eligibility standards for admission. For more information, visit the Office of International Affairs website.

Application deadline

December 1st (Students admitted for fall enrollment only). To be considered for admission, all application materials must be received by the deadline.

Application review & selection process

Completed applications received by the application deadline are reviewed in December or early January by the Admissions Committee, consisting of the core faculty. After the folders are reviewed individually by a subset of the Committee, a meeting is scheduled in which an initial pool of 15 to 20 candidates is selected. Candidate selections are made using the following criteria: research experience, GPA, strength of undergraduate education, GRE scores, and letters of recommendation. The compatibility of student interests with those of the faculty and the program emphasis (i.e., health psychology, severe mental illness, substance use research) is also considered.

Candidates are then interviewed by faculty and staff during a day-long onsite visit to the campus, usually scheduled in early spring. Candidates also meet individually and as a group with current graduate students. Videoconference or Zoom interviews may be conducted if the applicant is unable to attend the interview day. The Department Graduate Coordinator, Program Director, and a core group of student volunteers coordinate the Interview Day.

Following the interviews, the Committee meets again to make final selections. The candidates are then rank-ordered with primary selections and alternates. Recommendations by the Admissions Committee are then contacted by telephone and/or email, with acceptance letters sent to the applicants.

Each year approximately 5-7 applicants are admitted by the Admissions Committee, with all the faculty committee members participating in the selection process. The exact number of admitted students is determined by a consideration of (1) qualifications of applicants; (2) capacity to provide quality training to all students; (3) capacity to provide assistantships or other sources of support for all new and current students. Because more qualified applicants apply to the program than can be admitted, the first criterion has not been the limiting factor. The second criterion assumes a ratio of no more than 6 students to each core faculty. With 10 current core faculty who mentor research, the maximum capacity is approximately 60 students. As a practical matter, financial support is currently the most salient limiting factor. Taking into consideration fellowship, grant, and departmental support, we anticipate 5-7 students can be brought in annually.

The final selection of candidates is made shortly after the Interview Day from a list of rank-order applicants that would be admitted given available slots. Following American Psychological Association Guidelines, applicants must communicate whether they accept the offer for admission by April 15. The rank-order list of accepted applicants provides the next individual who will be offered acceptance into the program if an initial offer is rejected. Finally, the selections are sent to the Graduate School at West Lafayette for final approval.

Offers & acceptances policy

The Clinical Psychology Program follows the policy of the Council of University Directors of Clinical Training (CUDCP).


The program provides training emphases in three areas: clinical health psychology, severe mental illness/psychiatric rehabilitation, substance use. This is accomplished by completing advanced courses, selecting targeted practicum experiences, and engaging in research in these areas. The Department of Psychology, the IUPUI campus, and the city of Indianapolis provide numerous research and clinical opportunities and a rich environment to pursue these interests. The Department of Psychology has ongoing funded projects in all three areas and provides for a vibrant climate of scholarly activity. Superb practicum placement opportunities are also readily available in all three areas and complement the vigorous research experiences and the advanced courses offered.

Clinical Health Psychology

Clinical health psychology is both an applied and a basic science, traditionally focusing on four areas: health promotion and maintenance, prevention and treatment, etiology and correlates of health, illness, and dysfunction, and the health care system and the formulation of health care policy. A clinical health psychologist is a clinical psychologist who specializes in the application of psychological knowledge to the understanding of health and illness through basic and clinical research, education, and clinical service activities. Related areas are behavioral medicine and health psychology. This training emphasis area will prepare students to enter the field as researchers, practitioners, and/or administrators in a variety of settings, including universities, medical schools, hospitals and medical centers, clinics, private practice, and government agencies.

Severe Mental Illness/Psychiatric Rehabilitation

This training emphasis focuses on risk factors, early identification, and interventions for individuals with severe psychiatric disorders (such as schizophrenia and bipolar disorder) and who have ongoing problems in community functioning. Psychiatric rehabilitation refers to a set of practices aimed at assisting such individuals to achieve personal life goals and full integration into the community. Students in this training emphasis are exposed to new research and clinical training related to evidence-based practice and have an opportunity to work with nationally recognized leaders in the field. Students often participate in research collaborations and practicum training through the ACT Center of Indiana, the Roudebush VA, PARC center for early psychosis, and other leading centers.

Substance Use

Substance Use Disorders are of high public health concern: they are common, are associated with high mortality rates and societal costs, and are often difficult to treat. Substance use is often co-morbid with health problems and severe mental illness, making this research area nicely integrated into the Clinical Psychology program. This research area focuses on training and research concerning factors contributing to the risk for a wide range of substance use and risk-taking behaviors, including alcohol and drug use, risky sexual practices, smoking and e-cigarette use, and other forms of risk-taking. We also study how to best intervene to reduce or mitigate such problematic behaviors. Our research spans from neuroimaging, neurocognitive measurements, neuroendocrine measurements, laboratory-based oral and intravenous alcohol studies, school-based interventions, and large scale longitudinal survey methods. Students in this research area benefit from collaboration with the Indiana Alcohol Research Center, Indiana School of Medicine Adolescent Division, the Addiction Neuroscience Program, the Indiana University Addictions Grand Challenge Program, and a T32 training grant housed in the Department of Psychology focused on training on research in alcohol use.

The IUPUI campus and the city of Indianapolis provide a rich environment for clinical practica.

A clinical practicum is a supervised training and educational experience conducted in a university, hospital, or community health care setting. Generally, the sites for these practica are located in the Indianapolis area, but other locations are also possible. Training stresses the integration of scientific method, critical thinking, and evidence-based knowledge into professional practice. Practicum training helps students increase their basic clinical skills and confidence and acquire increased understanding of professional responsibility and ethics, as well as the many roles that psychologists can perform.

Practica are organized on a one or two semester-long basis and are usually one or two days each week. An important feature of the practicum experience at IUPUI is a high degree of access to many different clinical settings and client populations within and across specializations. In addition, most practicum sites involve professional psychologists who provide on-site supervision and serve as mentors. Health professionals including psychiatrists and others also function in supervisory and mentoring roles. The Assistant Director of Clinical Training meets individually with students to identify practicum sites based on student interest, skills, and site availability. Close liaison is maintained between the Assistant Director of Clinical Training and each practicum site to ensure that the practicum experience is meeting the training needs and educational objectives of the student. Most students complete 4-5 different placements.

Examples of potential practicum sites

General training sites
  • Indiana University Medical Center – Outpatient Psychiatry Clinic
  • Roudebush VAMC Hospital – Mental Health Unit
  • Riley Hospital for Children – Tic and Anxiety Clinic
  • Carmel Psychology (children/adolescents)
  • Marian University Counseling Center
Health sites
  • Indiana University (IU) Health – Primary Care
  • Indiana Polyclinic (chronic pain clinic)
  • Indiana University Medical Center – Diabetes Clinic
  • Riley Hospital for Children – Pediatric Pain Clinic
  • Riley Hospital for Children – Gender and Adolescent Health Program
  • Riley Hospital for Children – Pediatric Behavioral Sleep Medicine
  • Riley Hospital for Children – Pediatric Psycho-oncology
  • Roudebush VAMC Hospital – Pain Clinic
  • Roudebush VAMC Hospital – Primary Care Clinic
  • Roudebush VAMC Hospital – Palliative Care
  • Indiana University Medical Center – Digestive and Liver Disorders Division
  • Methodist Hospital – Addiction and Treatment Recovery Center
  • Methodist Hospital – Choice Program (Primary Care)
  • Charis Center for Eating Disorders
Neuropsychology/Assessment sites
  • Indiana University Medical Center – Neuropsychology Clinic
  • Meridian Psychological Associates
  • Roudebush VAMC Hospital – Neuropsychology Clinic
  • Eskenazi Hospital – Sandra Eskenazi Center for Brain Excellence
  • Neuropsychology Associates
  • Beacon Psychology Services (children/adolescents)
  • Juvenile Detention Center (children/adolescents)
Severe Mental Illness/Psychiatric Rehabilitation sites
  • Eskenazi Hospital – Midtown Community Mental Health Center
  • Eskenazi Hospital Midtown Westside –Borderline Personality Disorder Clinic
  • Eskenazi Hospital – Midtown Prevention and Recovery Clinic (PARC)
  • Roudebush VAMC Hospital – Psychosocial Rehabilitation and Recovery Center (PRRC)
  • Roudebush VAMC Hospital – Psychiatric Inpatient Unit

The Department of Psychology provides financial support for Ph.D. students throughout their graduate education. We make the commitment to support students in good standing for 5 years. Although the availability of student funding fluctuates, we have been able to provide financial support (stipend + tuition scholarship for the maximum remittable portion of tuition) for all of our doctoral students for five years. Stipend rates for students in good standing within the Clinical Psychology program will receive a minimum stipend of $19,000.

Stipend support typically comes from teaching or research assistantships, for 20 hours/week, 10 months of the year (with summer funding often available). Teaching assistantship activities may include grading, coaching students, teaching labs, and guest lecturing. Advanced students often have the opportunity to be the instructor of record for a number of different courses, including on-line options. Research assistantships typically involve working with the student's primary mentor (and/or collaborators) on funded research studies. Activities may include project management, recruiting and interviewing clinical participants, data analysis, manuscript writing, and grant writing.

The Clinical Program sets aside at least 25% of our annual budget to go directly to students to support travel and research projects. The past few years, we have been able to support over $15,000 worth of student requests annually. In addition, research grants and dissertation fellowships are available on a competitive basis, and our students have been successful in obtaining these. The departmental or school provides licenses for major research software, and student licenses for other software are available for low cost. The Clinical Program also purchases clinical manuals and library resources each year.

If you are from a qualifying Midwest state, you may be eligible for the Midwest Exchange Program.

The program is accredited by the American Psychological Association (APA).

Questions related to the program's accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation
American Psychological Association
750 First Street NE
Washington, DC 20002

Phone: (202) 336-5979
Email: apaaccred@apa.org

accreditation.apa.org
accreditation.apa.org/contact

Interested in our program but need to develop your skills and preparedness? Apply for the IUPUI Post-Baccalaureate Research Education Program (IPREP).

Graduate students in our Clinical Psychology Ph.D. program are competitive in obtaining external grants, fellowships, and awards. Our students have been successful in receiving various campus-wide university fellowships, research/travel awards and other awards including the Sherry Queener Graduate Student Excellence Award and Elite 50. In addition, our students have obtained pre-doctoral internship placements at many excellent clinical and research facilities around the country.

Here are a few of the most recent accomplishments of our current students.

External Research Grants & Fellowships

  • Danielle Able, CTSI TL1 Fellowship Award (2021)
  • Tracy Anastas, F31 Ruth L. Kirschstein National Research Service Award, National Institute on Minority Health and Health Disparities (NIMHD)
  • Eva Argyriou,F31 Predoctoral Training Award,
  • Devin Banks, F31 Ruth L. Kirschstein National Research Service Award, National Institute on Drug Abuse
  • Ellen Krueger, T32 Predoctoral Training Award, Interdisciplinary Training in Behavioral Oncology, NCI
  • Loretta Hsueh, Predoctoral Fellowship, Indiana Clinical and Translational Sciences Institute (CTSI), National Institutes of Health (NIH)/National Center for Advancing Translational Sciences (NCATS)
  • Matthew MarggrafPredoctoral Fellowship, Indiana CTSI, NIH/NCATS
  • Danielle TometichF31 Ruth Kirschstein National Research Service Award, National Cancer Institute (NCI); T32 Predoctoral Fellowship, Interdisciplinary Training in Behavioral Oncology, NCI; R25 Predoctoral Fellowship, Training in Research for Behavioral Oncology and Cancer Control Program, NCI
  • Miji UmF31 Ruth L. Kirschstein National Research Service Award, National Institute on Alcoholism and Alcohol Abuse (NIAAA); T32 Predoctoral Fellowship, Training grant on genetic aspects of alcoholism, NIAAA

National Awards

  • Tracy Anastas, Junior Investigator Research Award, Pain & Disparities Special Interest Group, American Pain Society
  • Kelli Chinh,Meritorious Student Abstract Award and Citation Abstract (2021), Society of Behavioral Medicine
  • Alexis Grant,Interfaith Leadership Grant (2021), Interfaith Youth Core
  • Loretta Hsueh, Meritorious Student Abstract, Society of Behavioral Medicine
  • Lauren Mehok,Meritorious Student Abstract Award and Best Trainee Abstract Winner (2021), Society of Behavioral Medicine
  • Jay Patel,Citation Poster (2021), American Psychosomatic Society
  • Brittany Polanka, Minority Initiative Award, American Psychosomatic Society
  • Christiana Prestigiacomo,Student Merit Award (2021), Research Society on Alcoholism
  • Alia Rowe, Student Poster Contest Finalist, Early Career Preventionist Network
  • Ekin Secinti,Distinguished Student Award (2021), Society of Behavioral Medicine
  • Danielle Tometich, 1st Place Award for Student Research, Pain Special Interest Group, Society of Behavioral Medicine
  • Michelle Williams,Honorable Mention (2021), Ford Fellowship
  • Miji Um, Honorable Mention, National Science Foundation - Graduate Research Fellowship Program, University Distinguished Master's Thesis Award, IUPUI, Distinguished Master's Thesis Award, Midwest Association of Graduate Schools

School Awards

  • Tracy Anastas,IUPUI Elite 50 (2020)
  • Richelle Clifton,IUPUI Elite 50 (2021), IUPUI Premier 10 (2021)
  • Alexis Grant,IUPUI Elite 50 (2021), Prevention Insight Big Idea Challenge (2021)
  • Annalee Johnson-Kwochka,IUPUI Elite 50 (2020)
  • Lauren Mehok,IUPUI Elite 50 (2020)
  • Jessica Mickens,Racial Justice Research Award (2021)
  • Sarah Rogers,IUPUI Elite 50 (2021)
  • Ekin Secinti,IUPUI Elite 50 (2020), IUPUI Premier 10 (2020), Women’s History Month Leadership Award (2021)

Internship Match (past 3 years, 2019-2021)

  • Tracy Anastas, VA Puget Sound, Seattle, WA
  • Devin Banks, Charleston Consortium, Medical University of South Carolina, Charleston, SC
  • Shaun Davis, Vanderbilt University Medical Center, Nashville, TN
  • Kelly Chinh, UC San Diego, San Diego, CA
  • Ian Fischer, VA Maryland HCS/University of Maryland School of Medicine, Baltimore, MD
  • Melanie Fischer, VA Maryland HCS/University of Maryland School of Medicine, Baltimore, MD
  • Loretta Hsueh, Department of Psychiatry, University of Illinois at Chicago, Chicago, IL
  • Matt Marggraf, VA Maryland Health Care System/University of Maryland School of Medicine, Baltimore, MD
  • Lauren Mehok, Southwest Consortium, Albuquerque, NM
  • Brittany Polanka, University of Florida Health Science Center, Gainesville, FL
  • Jay Patel, Rush University Medical Center, Chicago, IL
  • Alia Rowe, Atlanta VA Health Care System, Decatur, GA
  • Ekin Secinti, Charleston Consortium, Medical University of South Carolina, Charleston, SC
  • Mackenzie Shanahan, University of Florida Health Science Center, Gainesville, FL
  • Danielle Tometich, Department of Psychiatry, Yale University, New Haven, CT
  • Miji Um, University of Washington, Seattle, WA
  • Yue Yu, Charleston Consortium, Medical University of South Carolina, Charleston, SC

Past student accomplishments and outcomes (2019) »

  • Kelley Chin, Ph.D. 2021. Postdoctoral Fellow, VA Puget Sound, Seattle, WA
  • Jay Patel, Ph.D. 2021. Postdoctoral Fellow, Mayo Clinic, Rochester, MN
  • Miji Um, Ph.D. 2021. Postdoctoral Fellow, VA Puget Sound, Seattle, WA
  • Devin Banks, Ph.D. 2020. Assistant Professor, University of Missouri, St. Louis, MI
  • Shaun Davis, Ph.D. 2020. Assistant Professor, University of Maryland School of Medicine, Baltimore, MA
  • Loretta Hsueh, Ph.D. 2020.
  • Matt Marggraf, Ph.D. 2020.
  • Brittany Polanka, Ph.D. 2020. Postdoctoral Research Fellow, Johns Hopkins University School of Medicine
  • Danielle Tometich, Ph.D. 2020.
  • Yue Yu, Ph.D. 2020. Postdoctoral Fellow, UC Davis MIND Institute
  • Allie Hershberger, Ph.D. 2019Clinical Psychologist, Lexington VA Medical Center, Lexington, KY
  • Lauren Luther, Ph.D. 2019Postdoctoral Fellow in T32 Stuart T. Hauser Clinical Research Training Program in Biological and Social Psychiatry, Harvard Medical School, Boston, MA
  • Megan Miller, Ph.D. 2019Postdoctoral Fellow, Department of Psychology at IUPUI & Riley Children's Hospital, Indianapolis, IN
  • Kaitlin Touza, Ph.D. 2019Clinical Pain Psychology Postdoctoral Fellow, Division of Pain Medicine, Stanford Medical School, Stanford, CA
  • Kelsey Bonfils, Ph.D. 2018VA Advanced Postdoctoral Fellow in Mental Illness Research & Treatment, VA Pittsburgh Healthcare System, Pittsburgh, PA
  • Kim Dreison, Ph.D. 2018Postdoctoral Fellow, Children's Resource Group, Indianapolis, IN
  • Dominique White, Ph.D. 2018PSR Postdoctoral Fellow, VA Long Beach Health System, Long Beach, CA
  • Davis VanderVeen, Ph.D. 2018Postdoctoral Fellow, Physical Medicine and Rehabilitation, University of Michigan, Ann Arbor, MI
  • Elizabeth Vrany, Ph.D. 2018Postdoctoral Fellow, General Internal Medicine, Johns Hopkins University, Baltimore, MD
  • Samantha Meints, Ph.D. Clinical Psychologist and Instructor of Anesthesiology, Harvard Medical School

The IUPUI Clinical Psychology Program is committed to promoting a diverse faculty and student body. Diversity enriches the graduate education experience, and we strive to create and maintain a welcoming environment for students, staff and faculty, including those from minority and underrepresented groups.

Diversity is a campus-wide value as well. IUPUI ranks in the top 20 non-Historically Black Colleges and Universities in the US for minority students. The School of Science in particular embodies a clear commitment to inclusion and diversity.

Our faculty members conduct research involving diversity issues, including minority health and health disparities. For example, Dr. Adam Hirsh conducts research examining the mechanisms that give rise to disparities in pain care for African American and low socioeconomic patients. Dr. Jesse Stewart is interested in studying how race and ethnicity moderate the relationships between psychosocial factors and health-related outcomes, including cardiovascular disease, obesity, and diabetes. Dr. Tamika Zapolski studies substance abuse and related problems among African Americans, particularly problematic drinking. Dr. Michelle Salyers’ research focuses on adults with severe mental illness who are often socially disadvantaged and stigmatized. In addition, she is working with colleagues on cultural adaptations to an illness management program for people with severe mental illness in Kenya.

We are actively engaged in mentoring graduate students from underrepresented groups and to foster successful careers in academia and beyond. For example, some of our doctoral students are Southern Regional Education Board (SREB) Scholars. The SREB Doctoral Scholars Program is designed to address the shortage of minority faculty members at institutions of higher education by providing mentorship, networking, and training in conducting research, securing faculty positions, and progressing in academia.

Our faculty members are also actively engaged in mentoring undergraduate students from underrepresented groups in conducting research and pursuing graduate education. For example, we currently have undergraduate students participating in the Diversity Scholars Research Program and the Olaniyan Scholars Program. The campus is also a host to a postbaccalaureate program (IPREP) to prepare under-represented post-baccalaureate students for careers in academia; several of our faculty mentor students in this program. These students actively participate in our labs and enrich the research training and experience of our graduate students.

Our commitment to diversity is also clear in our training approach. We offer a specific course on diversity and integrate issues of cultural relevance and adaptation throughout our other coursework (e.g., intervention, assessment, research methods). Students receive clinical training working with diverse client populations given the rich variety of community practicum training sites. As our department now offers a doctoral program focused on issues of diversity in Applied Social and Organizational Psychology, we look forward to increased opportunities for our students to have additional electives and research collaborations in this critical area.

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