Clinical Psychology @ Queens College
Admissions, Outcomes & Other Data
There is a single application form for admission to the all programs of the Graduate Center at CUNY.
The application can be found at the Graduate Center website: click here. This application also includes supplemental application materials for International Students and Financial Aid.
On page 2 of the application, applicants should select one Doctoral Program: “Clinical Psychology at Queens College”. Students are not permitted to apply to more than one program within the CUNY Psychology doctoral programs.
The program is open to full-time students only. Students cannot attend on a part-time basis.
Admission is for the fall semester only.
The application deadline is typically around December 1. The precise deadline for this year can be found here.
Following review by the admissions committee, a select number of applicants are invited to the Queens College campus for an interview. In-person or phone/Skype interviews are required for students applying to the PhD Program in Clinical Psychology at Queens College.
The Program receives approximately 50 applications per year from which five or six students are admitted.
The average GPA for students enrolled in the Ph.D. Program in Clinical Psychology at Queens College during 2008-2013 was 3.59. Based on the pre-2011 scoring, the average GRE score during that period was 1280 (verbal GRE=602; quantitative GRE score=678).
For calculation of tuition rates, students are classified according to level of doctoral work. Tuition rate will also vary according to whether the student is a New York State resident.
See the Graduate Center webpage for the most up-to-date-information on tuition rates and fees.
Financial support is based primarily on merit, as determined by factors such as academic credentials (GRE, undergrad GPA) prior to enrollment, and progress in meeting requirements, research productivity, and course grades after enrollment. Additional factors (e.g., service to the Program and need) may be considered. Decisions about financial aid are made by the Admissions and Awards Committee in accordance with guidelines set by the Executive Committee.
Financial support has been provided by the GC via Science Fellowships, Chancellor Teaching Fellowships, Graduate Research Fellowships, Writing Fellowships, University Tuition Fellowships, Stafford Loan Program, Federal Work-Study Program, Presidential Travel Awards, Tithe funds and Doctoral Student Council Research Grants, and these sources of support continue for many students. In 2012 the GC established a goal of providing financial support to all entering students and all 6 entering students in 2013 received a financial aid package from the GC ranging from 5-years full tuition remission (n = 4) to the new Graduate Center Fellowships, which provide $25,000/year for 5 years plus full tuition (n = 2). The Graduate Center also provides federally subsidized loans via the Stafford Loan program and participates in the Federal Work-Study program. In order to be eligible for any assistance from the Graduate Center, students must submit required forms to the GC.
The other main source of institutional funding is for teaching at Queens College. Many undergraduate courses are taught by doctoral students based at Queens College. Students may be hired on Graduate Assistant (teaching) lines or on Adjunct Instructor lines. Students who wish to teach at Queens College must successfully complete the Psychology Department's Teaching Apprenticeship Program. In addition to a salary ($64.84/hour) students in years 1-6 of the program will receive in-state tuition waivers and eligibility to enroll in low cost student health insurance during the terms that they teach.
Another important source of funds for students comes from employment provided through faculty grants and research opportunities at other institutions. Notices of such opportunities are often sent to the Director of Clinical Training and distributed to students via e-mail.
Students are encouraged to seek out other sources of financial support. Information on external support resources can be found at the GC website. Other information sources for financial aid opportunities can be found at the APA website, and website of the American Psychological Foundation of APA .
When deemed appropriate, based upon a review of the course curricula and requirements, students are allowed to transfer-in a maximum of 30 credits from another graduate program, although it is rare that more than two or three courses are eligible for transfer.
The decision as to how many graduate credits may be transferred from coursework completed prior to admission to the Program is made by the Director of Clinical Training along with the instructor of the specific course, subject to approval by The Graduate Center. The policy governing this decision is that, in general, courses taken elsewhere, with a grade of B- or better, that are judged to be equivalent in content and quality to specific courses offered in the Program are given credit, and the student is not permitted to take these specific courses for credit at CUNY.
Students will not be allowed to transfer credits for Core Clinical courses from other institutions; 77100 (Ethics and Legal Issues for Psychologists), 75500 (Psychopathology), 76601 (Psychodiagnostics I: Intelligence Testing), 78703 (Systems of Psychotherapy I), 76701 (Psychodiagnostics II: Personality Assessment); 84400 (Diversity Issues in Clinical Psychology), 82908 (Systems of Psychotherapy II), 85400 (Professional Issues in Psychology), 76101 (Neuropsychological Assessment), 83908 (Advanced Seminar in Psychotherapy), and 85408 (Supervision & Consultation); as it is critical for students to be trained according to the Program model and training philosophy, which includes the requirement that students receive training in a sequential, programmatic manner.* Even with maximal transfer credits, students will not be able to complete the program in under 5 years.
A year-long internship in Clinical Psychology is required for the doctorate. Below are data reflecting our student’s success rates in obtaining internships over the past six years.
As can be seen in the table below, attrition from the program is quite modest.