M.S., Ph.D.


Faculty: Professor Morokoff, chair. Professors Biller, Boatright-Horowitz, Brady, Bueno de Mesquita, J.L. Cohen, Collyer, Faust, Florin, Gorman, Harlow, Laforge, Prochaska, Quina, Rogers, Rossi, L. Stein, Stevenson, Stoner, Velicer, Weyandt, Willis, and Wood; Associate Professors Flannery-Schroeder, S. Harris, Robbins, and Walls; Assistant Professors Loftus and Mena; Adjunct Professors T. Malloy and Redding; Adjunct Associate Professors D. Miller and Varna-Garis; Adjunct Assistant Professors Anatchkova, Boekamp, Clair, Correia, Evers, Frenzel, Golembeski, Goodwin, Kollman, Little, Machan, Marrs Garcia, Paiva, Plante, Reiter, and Silver; Professors Emeriti Grebstein, Gross, A. Lott, B. Lott, Merenda, Silverstein, N. Smith, Valentino, and Vosburgh.


Programs are offered in behavioral science, clinical, and school psychology. Within each program students can adopt one of the following focus areas: health psychology, research methodology, child/developmental/family; multicultural psychology; or neuropsychology. Students in the school psychology program may also focus their interests in one or more of the roles and functions of school psycholo­gists emphasized in the program such as assessment, intervention, consultation, prevention, reading and literacy, decision-making, early intervention and school readiness, cross-cultural development, and multicultural competence. Students in the behavioral science program are expected to be engaged in research for a substantial portion of their program, and tailor their own program. Additional individual specialties can be developed within each of the program areas. For more information, go to

Master of Science (School Psychology Only)

Admission requirements: GRE (verbal and quantitative), advanced test recommended. Undergraduate major in psychology or education recommended. Applicants are admitted for the fall semester only. The completed application package must be postmarked by January 15.

Program requirements: Nonthesis; internship; minimum of 60 credits leading to eligibility for school psychologist credential at state and national levels; and a written comprehensive exam consisting of the ETS Praxis exam in school psychology, plus a comprehensive case study.  Coursework includes content in psychological and educational science, research methods, and applications, as well as supervised field experiences.  Required courses include PSY 532, 540, 544, 550, 600, 603, 615, 647, 660, 661, 663, 668, 690, 681, 690, as well as EDC 502 or 503.

The program is approved by the National Association of School Psychologists and the Rhode Island Department of Education.

Doctor of Philosophy (Clinical, Behavioral Science, and School Psychology)

Admission requirements: GRE (verbal and quantitative); evidence of research experience; personal statement addressing research and professional experience, interests, and goals; and curriculum vita. All graduate students in the Department of Psychology are expected to be full- time students. Applicants are admitted for the fall semester only. The completed application and all supporting materials must be postmarked or electronically submitted by December 1 for clinical, December 15 for School, and January 6 for behavioral science. See program websites for details. The formal application materials can be obtained from the Graduate School website, and the completed application package must be submitted online. Applicants are evaluated on the basis of previous academic achievement, GRE scores, previous research and professional experience, letters of recommendation (three required), and match between applicant and program goals. For more information, go to Finalists in the school and clinical programs must participate in a personal interview to complete the evaluation process.

Program requirements: Completion of a minimum of 90 credits (66 course work, 6 thesis, 18 dissertation). Students entering with an approved master’s degree may transfer 30 credits. Research course requirements: a minimum of two courses in statistics (STA/PSY 532, PSY 533) and a research methods course (PSY 611). In addition, all students must complete a multicultural competency requirement, and four courses from among those numbered 600-609. Each of the three program areas (i.e., clinical, behavioral science, and school) also include specific research, content, and application requirements that are specified on their individual Web pages. The research competency requirement may be met by successfully defending a master’s thesis or by successfully completing a research competency project under the direction of the major professor. The research competency project option is limited to those who have nonthesis master’s degrees in psychology. Students who successfully complete the thesis option will earn a Master of Arts degree in psychology. A Ph.D. qualifying examination is required of all doctoral students entering without the master’s degree. This requirement is met by completing, with a grade of B or better, four courses from STA/PSY 532, PSY 533, 611, and those numbered 600-609. These courses are usually completed prior to earning 24-30 credits. For students in the applied areas (clinical and school), course work must be completed in each of the following content areas of psychology: biological bases of behavior; cognitive and affective bases; social bases; individual differences; and history and systems of psychology; as well as psychological assessments, interventions, human development/personality, multicultural psychology, and psychological ethics.

Both the clinical and the school psychology programs are accredited by the American Psychological Association. (Commission on Accreditation, American Psychological Association, 750 First Street NE, Washington, D.C. 20002-4242; phone 202.336.5979). Both programs ascribe to the scientist-practitioner model of training. Program requirements generally include courses in foundations of psychological science, professional practices, research, and completion of an approved supervised internship. Practicum and individual research projects can be specifically tailored to help the student prepare for the professional role of his or her choice. These programs also have a strong experiential base, including field activity in each year. Students are expected to be involved in research for a substantial portion of their program.