clinical psychology phd stanford

To date, the Department of Psychology has been successful in providing financial support for graduate students in the form of a living stipend, tuition and health insurance through summer quarter of their fifth year. This support can be obtained from different sources of funding. Department financial aid assignments are made at the beginning of each academic year.  Continued financial support is contingent upon satisfactory academic progress. 

Department Funding

Research and teaching assistantships.

Stanford University sets a minimum level of support for assistantships each year.  Assistantships cover salary, tuition, and health insurance.

Students with assistantships are paid their salaries through bimonthly paychecks from the Stanford Payroll Office. Students are strongly encouraged to sign up for direct deposit online via AXESS. Usual paydays are the 7th and the 22nd of every month. Student assistantship salary is taxable income, and applicable taxes and deductions will be withheld in accordance with the W-4 Tax Data form completed by each student. This form and other payroll forms will be provided to new students during the orientation in Autumn Quarter.

Pay Periods

Pay periods within each quarter are based on a calendar year, not the academic year. Pay cycles run one week behind the actual pay date. Therefore, a student's first Autumn Quarter paycheck is issued on October 22nd (for work completed during the pay period of October 1st to the 15th). Thereafter, students are paid every 7th and 22nd of the month.

• Autumn Quarter pay periods run from October 1 – December 31
• Winter Quarter pay periods run from January 1 – March 31
• Spring Quarter pay periods run from April 1 – June 30
• Summer Quarter pay periods run from July 1 – September 30

Students who secure external fellowships usually are paid via quarterly stipend rather than assistantship salary. When awarded, fellowship stipends are disbursed on the first day of each quarter provided that students enroll in the required number of units by the published deadline. Students must register in exactly 10 units in Autumn, Winter, Spring, and Summer Quarters (note that students in TGR status must be enrolled in the 0-unit PSYCH 802 course and no more than 3 additional units). If the enrollment deadline is missed, stipends are disbursed a few business days after the student eventually meets the enrollment requirements. Mandatory charges on the student bill, including rent for campus housing, will be deducted from the stipend before it is issued. No taxes are withheld, but stipends are reportable as taxable income. (Fellowship tuition and tuition allowance are not taxable in most cases.)

Banking Funding for Off-Campus Summer Internships

If a student chooses to pursue an internship or similar off-campus opportunity during the summer in years 1-4, the student forfeits their summer funding package (per University policy) and does not enroll in units during the internship. The forfeited summer funding is "banked" and applied to the summer after 5th year, if needed. Funding is banked only if the student is not enrolled and not participating in Stanford research or courses during the summer internship. Students are only eligible to bank ONE quarter of summer funding, and that funding can ONLY be applied to the fifth summer.

Research Support Funding

Departmental funding is also available to specifically support research initiatives by courtesy of generous donors. Click on each link for more information:  

• Norman H. Anderson Research Fund

Outside Funding: Fellowships and Grants

The Department depends on a number of our students receiving outside awards (either external or internal to Stanford). We strongly encourage all students to apply for these funding opportunities.  This spreadsheet  lists some of the funding opportunities available to our students. This resource is a living document that our student and faculty communities are invited to update whenever they learn about relevant opportunities. Current students and faculty have direct access to the spreadsheet; if you are a current student with questions about how to access this document, please contact the Student Services Manager. The Department is deeply grateful to PhD student Julie Cachia for her work in compiling the original resource. 

Clinical Psychology Ph.D. Program Guide

Maura Deering

Contributing Writer

Learn about our editorial process .

Updated August 30, 2024 · 5 Min Read

Courtnee James

Reviewed by

Megan Pietrucha

Contributing Reviewer

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Are you ready to discover your college program?

What does a clinical psychologist do? Should you enroll in a Ph.D. or a Psy.D. program? Do you need a license to practice?

Explore this guide for answers to these questions and to learn about the benefits of earning a doctoral degree in clinical psychology. We cover common curricula, the advantages of American Psychological Association (APA) accreditation, and potential career paths.

Earning a Ph.D. vs. a Psy.D.

Two types of doctorates in clinical psychology can prepare you for careers and licensure as a clinical psychologist: a doctor of philosophy (Ph.D.) and a doctor of psychology (Psy.D.). The differences between the two degrees include academic focus, length of time to completion, and admission criteria.

Ph.D. programs typically prepare students for teaching and research positions in clinical psychology, while Psy.D. options train students for counseling practice. Ph.D. programs take 5-8 years to complete and require a dissertation, while. Psy.D. programs can take 4-6 years, including internships and a dissertation.

Admission tends to be more competitive for Ph.D.s and often requires a higher GPA.

Degree Snapshot

• Typical Admission Requirements: A master's degree in psychology or a related field; an admission essay; letters of recommendation; 2.7-3.0 GPA (Psy.D.) or 3.0-3.5 GPA (Ph.D.); GRE scores
• Time to Completion: 4-8 years
• Common Courses/Subjects: For Ph.D.s: psychology of personality, psychological tests and measures, and qualitative and quantitative research methods; for Psy.D.s: advanced psychotherapy, lifespan development, and personality assessment

Online Psychology PhD Programs

Figuring out where to apply? These top, accredited schools offer a variety of online degrees. Consider one of these accredited programs, and discover their value today.

Why Get a Doctorate in Clinical Psychology?

State licensure, high salaries, career stability, meaningful work, example clinical psychology ph.d. program courses.

A doctorate in clinical psychology program offers coursework that prepares graduates for clinical practice or teaching and research, depending on whether they pursue a Psy.D. or a Ph.D.

Psy.D. curricula focus on individual and group behavior, assessment and evaluation, and professional practice ethics and standards. Ph.D. courses cover topics, such as applied research, fundamentals of psychology, and statistics.

Core courses common in both types of degree programs may include cognitive foundations, psychobiological foundations, and foundations of human development.

Clinical psych Psy.D. courses include:

• Advanced Psychotherapy: Topics include advanced counseling theories; assessment and treatment planning for individuals, families, and groups; categories of mental health disorders; clinical interventions; psychopathology; and therapeutic relationships.
• Personality Assessment: Students learn to administer personality assessments; examine appropriate applications in terms of language, gender, and cultural bias; score and interpret results; and prepare clinical reports.

Clinical psych Ph.D. courses include:

• Psychology of Personality: This course offers an introduction to the applications, issues, methods, research, and theories of personality psychology, along with the role of culture in personality processes.
• Psychological Tests and Measures: With the goal of understanding the methods and theories of psychological testing, students practice writing essays and objective questions for achievement, aptitude, intelligence, and personality tests.

Frequently Asked Questions About Clinical Psychologists

What is the difference between a psychologist and a clinical psychologist.

Clinical psychology is a specialization area within the broad field of psychology. While many areas of psychology practice require a master's degree, clinical psychologists typically need a doctorate.

What's the difference between a psychiatrist and a clinical psychologist?

Psychiatrists earn a doctor of medicine, while clinical psychologists obtain a psychology doctoral degree. Both treat patients for mental health disorders with therapy, but psychiatrists also use medication and medical interventions.

What is the best degree for clinical psychology?

If you want to practice clinical psychology and work directly with patients, a Psy.D. may be your best choice. Psy.D.s generally take less time to complete than academia-focused Ph.D.s.

How long does it take to earn a doctorate in clinical psychology?

Ph.D. programs can take 5-8 years to finish, including residencies and dissertations, while Psy.D. students usually complete their coursework, internships, and a thesis in 4-6 years.

Are clinical psychology degrees offered online?

Yes, you can find online and hybrid Psy.D.s and Ph.D.s with in-person practicums and internships . Many state licensure boards require degrees from APA-accredited programs , and the APA does not accredit fully online programs.

Do all clinical psychologists need a license?

Clinical psychologists who want to diagnose and treat patients independently need a license.

What Can You Do with a Doctorate in Clinical Psychology?

Graduates of clinical psychology doctorate programs can become licensed clinical psychologists working directly with clients or seek employment in workplaces that may not require a license, such as clinics, correctional facilities, group practices, hospitals, and schools. Licensed clinical psychologists can open their own independent practices.

Universities employ clinical psychology Ph.D.s as professors and researchers. Private and government laboratories also hire researchers.

Clinical psychologists can also specialize in areas like forensic psychology, industrial-organizational psychology, and school psychology. They can also focus on a population, such as children, families, or the LGBTQ+ community.

Career Advancement

Becoming a clinical psychologist can advance your career to the top of the profession. If you wondering what can you do with a phd in clinical psychology, a Ph.D. or a Psy.D. qualifies you to become licensed. Professional organizations offer networking, certification, and continuing education resources.

Each state has its own licensure board with requirements for becoming a licensed clinical psychologist. Typical requirements include a doctorate in clinical psychology from a regionally accredited school and an APA-accredited program.

Candidates must pass the Examination for Professional Practice in Psychology and log 1,500-6,000 supervised post-doctorate clinical experience hours.

Professional Organizations

• American Academy of Clinical Psychology : AACP members can network at an annual conference, publish in its journal, and earn free continuing education credits.
• American Board of Professional Psychology : The ABPP provides board certification in clinical psychology.
• American Psychological Association : The APA offers free continuing education credits, science training sessions, and networking opportunities, including a clinical psychology division .

Take the Next Steps

Hopefully, this guide has answered many of your questions about clinical psychology doctorates . Take the next step and start researching programs .

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Olivia Altamirano, PhD

• Clinical Assistant Professor, Psychiatry and Behavioral Sciences
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Dr. Altamirano is a Clinical Psychologist at Stanford University’s INSPIRE Training Program, specializing in CBT for Psychosis (CBTp). She works in outpatient and inpatient settings and her primary clinical appointments are in the INSPIRE Clinic and La Clínica Latina, where she blends her expertise in psychotic-spectrum disorders and clinical presentations influenced by Latinx/a/o culture (she is a native Spanish-speaker). Her main research/clinical interests lie in cultural adaptations to psychosocial treatments for psychotic spectrum disorders (e.g., Culturally Informed Therapy For Schizophrenia: A Family-Focused, Cognitive Behavioral Approach). She is involved in EPI-CAL, an initiative aimed broadly at creating a network of early psychosis programs across the state of California. Dr. Altamirano additionally co-teaches the undergraduate "Destigmatizing Psychosis... I thought I heard my name" course, and advises graduate students in the PGSP-Stanford PsyD Consortium.

Clinical Focus

• Clinical Psychology

Academic Appointments

Professional education.

• Fellowship: Stanford University Adult Psychology Postdoctoral Fellowship (2023) CA
• Internship: Sacramento VA Medical Center Psychology Training Program (2022) CA
• PhD Training: University of Miami Office of the Registrar (2022) FL
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• (650) 498-9111 (office)

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Current Research and Scholarly Interests

Culturally Sensitive Therapy is a group psychotherapy for people with early psychosis and their families. Study aims are to understand if this treatment is compatible with this population, to assess improvements in family functioning and mental health symptoms, to assess mediating factors (e.g., increased usage of adaptive religious and other cultural beliefs/values), and to assess longevity of improvements. Last, we aim to qualitatively understand participants’ experiences with this treatment.

2024-25 Courses

• I thought I heard my name... Destigmatizing psychosis PSYC 11Q (Aut)

2023-24 Courses

All publications.

View details for DOI 10.1037/scp0000308

View details for Web of Science ID 000884484400001

Schizophrenia is one of the most disabling disorders with the poorest outcomes. Cross-cultural research indicates an association between perceived racial discrimination and depression, anxiety, general psychological distress, and psychotic-spectrum disorders. Studies also find that coping moderates the relationship between discrimination and depression. Assessing subclinical symptoms may be useful in prevention efforts.The study aims to (1) assess if perceived racial discrimination is associated with psychosis subclinical symptoms among a non-clinical sample and (2) examine the role of maladaptive coping and depression, anxiety, and stress.The sample consisted of 261 ethnic minority undergraduate students. A structural equation model using a subclinical psychosis latent variable within a moderated mediation model assessed relationships between racial discrimination, maladaptive coping, depression, anxiety, and stress, and subclinical psychosis.Perceived racial discrimination was associated with greater subclinical symptoms of psychosis through increased depression, anxiety, and stress at greater levels of maladaptive coping.Knowing risk factors that can be targeted, such as perceived discrimination and maladaptive coping, may have implications for vulnerable populations.

View details for DOI 10.1080/09638237.2020.1793120

View details for Web of Science ID 000548940500001

View details for PubMedID 32662709

Prevalence rates for dementia are expected to rise exponentially as the elderly population rises. With this comes a corresponding increase in the number of family members who will become dementia caregivers. Caregivers of people with dementia often experience a deterioration in mental health. Identifying factors that relate to caregiver mental health is necessary to develop appropriate interventions. The current study explored how family functioning (measured with a latent variable that includes family cohesion, family balance, and family communication), caregiver expressed emotion (EE), and patient symptom severity related to caregiver mental health (measured with a latent variable that includes depression, anxiety, and stress). Participants included 107 dementia caregivers. The following specific hypotheses were tested: lower levels of both (1) EE and (2) patient symptom severity, and (3) higher levels of family functioning would be related to better caregiver mental health. Results produced a well-fitting model: X2 (18) = 14.858, p = .672; CFI = 1.00; RMSEA = .00; SRMR = .037. Moreover, results indicated that better family functioning (Ɣ = -3.54, SE = 1.34, p = .008), lower levels of caregiver EE (β = .36, SE = 0.07, p < .01), and higher patient symptom severity (β = -3.03, SE = 0.88, p = .001) were related to better caregiver mental health. Results from this study suggest that efforts to bolster family functioning (i.e., enhance communication, promote cohesion, encourage flexibility) could help improve caregiver mental health.

View details for DOI 10.1111/famp.12569

View details for Web of Science ID 000545408800001

View details for PubMedID 32619332

View details for DOI 10.1007/978-3-319-72589-5_6

View details for Web of Science ID 000447921900006

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PAU - Stanford PsyD Consortium Program Frequently Asked Questions

1.     I am interested in applying to both Palo Alto University’s PhD Clinical Psychology  program and the PAU-Stanford PsyD Consortium.  Do I need to submit two different Statements of Purpose?

Yes, although both programs are committed to training clinical psychologists, the programs have different strengths, training missions, structure, and faculty. When applying to the Consortium please ensure that you have provided a personal statement referencing the specific aspects of the PAU-Stanford PsyD Consortium that will help you realize your career goals.

2. How many admissions offers are made? How many applicants do you admit? 

This information can be found on the data table below.

3. Do PAU-Stanford PsyD students have access to the specialty tracks in the PhD program (e.g., Forensic, Neuropsychology, Meditation, Psychology and the Law)?

The PGSP-Stanford PsyD Consortium is a rigorous full-time program with three years of full-time coursework. As such, it is a rare exception that a student is in the position to take extra coursework outside of the PsyD curriculum.

5.     Does the PAU-Stanford PsyD Consortium have electives? 

Yes, even though the program follows a cohort model in general, students have an opportunity to take electives in their third year. Adult or child-focused electives are available. See our Course Descriptions  for details.  

6.     Does the PAU-Stanford PsyD Consortium offer fellowships?

Yes, we have a limited number of fellowships that we distribute based on several broadly defined criteria including merit, diversity, and financial need. More information will be provided upon recieving an interview. 

7.     What is the difference between the Early Consideration and General Consideration application process?

There is no difference in the application process itself aside from the application deadlines. Applicants who do complete their materials in time to make the Early Consideration deadline may be invited to interview and extended an offer of admission prior to the April 1 deadline, however, and it is strongly recommended that applicants who consider the Consortium to be their top-choice program apply by the Early Consideration deadline.

8.     Are there teaching or research assistantships available to students?

The program does have several teaching assistantships available to students after they complete the first year of the program. Teaching assistantships are granted on a course-by-course basis, and students may apply for more than one during their time in the program. Unlike traditional PhD programs, we do not offer formal research assistantships. Several faculty in the program have research grants, though, and do hire student assistants as part of their ongoing research projects. Students interested in pursuing this type of experience are encouraged to contact the faculty member they want to work with to determine availability.

9.    I have a masters degree. Do you have a transfer credit policy?

TRANSFER CREDIT POLICY

Graduate Level: Only graduate-level courses are acceptable for transfer credit. A graduate-level course is any course for which a student received graduate credit at their previous institution(s). This may include graduate-level courses the student took as an undergraduate.

Acceptable Grades: A grade of “B” or better is required in the graduate-level course to be eligible for transfer credit.

Accreditation: Previous graduate work must have been completed at a regionally accredited institution.

Deadline for Requesting Transfer Credit: Requests for review of transfer credit must be submitted by Aug 1 of the year the student plans to enroll in the Consortium

Maximum Credit Awarded: A maximum of eight (8) units per quarter may be transferred, for a maximum of 24 units transferred into the Psy.D. program.

Transfer Unit Equivalencies: A student will be awarded the number of units the transferred course is equal to at Palo Alto University, which uses a quarter system. A transferred course must equal or exceed the number of units of the corresponding PsyD course. Multiple courses and their syllabi may be combined to meet eligibility for a Consortium course if the total units earned and content covered are determined equivalent.

Time Limit for Transfer Credit: In order to be eligible for transfer credit, the course must have been completed within five years of the student’s matriculation at Palo Alto University.

Transferable Courses: Only foundational courses are eligible to be met by approved transfer credit. Students applying for review of transfer coursework should indicate which course(s) they are applying to waive.

Appeals and Exceptions: A student may appeal transfer credit decisions in writing to the Curriculum Committee. Appeals must be submitted within one week after the incoming student is notified of the outcome of their transfer credit application.

Please note that because the PsyD program is billed on a flat rate, quarterly tuition schedule, transfer, or waiver of units will not result in a reduced tuition rate. Additionally, because of our cohort model with required courses in each quarter, your time to completion of the program will not be reduced; however, students who are allowed to waive required coursework will have the luxury of more time available for supplemental practica, research assistantships, paid employment, etc.

Stanford HAI Welcomes 2024-25 Graduate and Postdoc Fellows

Newly appointed graduate fellows and postdoctoral fellows will help to shape the future of human-centered AI.

The Stanford Institute for Human-Centered AI is pleased to announce 29 scholars will join as graduate fellows and postdoctoral fellows for the upcoming academic year 2024-25. These scholars represent a diverse range of research, from education data science to digital health innovation, AI safety and ethical development, energy science, psychology, geophysics, AI literacy, and precision medicine.

The  Stanford HAI fellowship programs  seek to support scholars who are working at intersections often overlooked by traditional academic departments. Fellows will work with Stanford faculty and research teams on interesting challenges in human-centered AI.  

“Each year, our fellows have a unique opportunity to learn from HAI’s leading faculty, as well as to collaborate with each other,” says HAI Director of Research Programs Vanessa Parli, who oversees both fellowship programs. “The primary goal is to develop a vibrant community of researchers who are passionate about keeping humans at the center of AI exploration and development."

Graduate Fellows

Khaulat Abdulhakeem: Khaulat, currently pursuing her master’s in education data science, is committed to empowering young professionals in the workforce. Prior to coming to Stanford, she founded a company focused on helping people navigate technology careers.

Joel Adu-Brimpong: Joel is a third-year MD/MBA student interested in developing learning health systems and digital health innovation. Prior to medical school, he served as a research fellow at the National Institutes of Health, working with policy advisors to inform the development of the All of Us Precision Medicine Initiative and researching the social and biological determinants of obesity and cardiovascular disease.

Malika Aubakirova: Malika is pursuing a joint MBA/master’s in public policy. Previously, she worked in the cybersecurity space as a senior software engineer, who helped launch the Google Chronicle Detect product across its Cloud Platform. Malika aims to explore the safety, security, and broader societal impacts of increasingly autonomous AI entities, with a keen interest in ensuring AI safety and ethical development.

Parnian Azizian: Parnian is a PhD student in mechanical engineering who is deeply committed to advancing human-centered AI for neurodevelopmental health care. Her current research focuses on developing human-in-the-loop, movement-based behavioral phenotyping AI models for scalable, expert-free diagnostics of neurodevelopmental conditions, such as autism and ADHD.

Nicholas Broadbent: Nicholas is pursuing a PhD in mechanical engineering at the Dynamic Design Lab and Center for Automotive Research. His research focuses on the development of AI and machine learning algorithms for automated racing and drifting applications to enhance the safety and performance of autonomous vehicle control. He is interested in exploring new paradigms for ensuring the reliability and robustness of AI deployed in safety-critical systems, at the interface of control theory, social philosophy, and legal principles.

Martin Juan José Bucher: Martin is a PhD student of civil and environmental engineering, who works in the Gradient Spaces Lab. His research interests lie at the intersection of deep generative modeling, representation learning, and computer vision — primarily centered on leveraging generative models and scene synthesis for a circular built environment. This endeavor is shaping a new frontier that he envisions as computational circularity.

Derek Chong: Derek is pursuing a master’s in computer science in the Natural Language Processing Group. His research focuses on the technical advancement and societal impact of large language models (LLMs). Derek is committed to driving positive change through the thoughtful application of technology, a passion he has pursued throughout a diverse career in technology consulting and entrepreneurship. 

Samin Khan: Samin is passionate about equitable AI research and development in education and social science research. He is a graduate student researcher in the EduNLP Lab within the Graduate School of Education   and affiliated with Stanford SPARQ.

Tasha Kim: Tasha’s research focuses on developing algorithms and computational frameworks that can enhance purposeful, human-centered cooperation with AI agents. She is currently a graduate student in the Department of Computational and Mathematical Engineering.

Ivan Lopez: Ivan is an MD/PhD student in biomedical data science. With a foundation in physiological sciences, he actively pursues research at the intersection of data science and medicine. Ivan's research interests are focused on the application of deep learning techniques to develop innovative algorithms and tools that enhance health care delivery. Currently, Ivan is collaborating with health care leaders to develop a novel AI tool that empowers crisis counselors to provide more effective, timely, and consistent support to patients in crisis.

Alice Nuz:  Alice is a PhD student in energy science and engineering, who works on inverse modeling for carbon capture, utilization, and storage (CCUS). In this role, she simulates subsurface injection to understand how a CO2 plume travels under various geologic conditions with limited data. By leveraging machine learning models, she aims to enhance the safety, efficiency, and economics of monitoring carbon storage projects.

Carlota Parés-Morlans: Carlota is a computer science PhD student whose research interests lie at the intersection of robotics, computer vision, and machine learning. She previously earned her master’s in electrical engineering from Stanford in 2023, supported by a fellowship from La Caixa Foundation. Carlota received the Dean's Graduate Student Advisory Council Exceptional Master's Student Award for her outstanding contributions. Her work has been published in respected venues, and she actively promotes STEM education through mentoring programs.

Joshua Rines: Josh is a student in the geophysics department, where his research focuses on leveraging machine learning to advance our understanding of the cryosphere under a warming climate. In particular, he employs deep learning methods to enhance datasets of meltwater features across the Greenland Ice Sheet, with the goal of providing higher-fidelity data to forward models to reduce uncertainties  in predicting glacial mass loss. 

Alvin Tan:  Alvin is a PhD student in psychology. He is interested in the role of environmental input on language learning in young children and the ways in which child language learning differs from machine language learning.

Merve Tekgürler: Merve is a PhD candidate in history and an MS student in symbolic systems. Merve's dissertation, tentatively titled “Crucible of Empire: Danubian Borderlands and the Making of Ottoman Administrative Mentalities,” focuses on the Ottoman-Polish borderlands from the mid-18th century to the early 19th century, examining the changes and continuities north of the Danube River in relation to Russian and Austrian expansions. Merve, who studies the Ottoman news and information networks in this region and their impact on production and mobilization of imperial knowledge, is currently working on training a neural machine translation model for translating Ottoman Turkish into English.

Sam Young: Sam is a second-year physics PhD student, specializing in experimental particle physics. He graduated summa cum laude and Phi Beta Kappa with bachelor's and master's degrees in physics from the University of Pennsylvania in 2023. His current research, conducted at SLAC National Accelerator Laboratory, focuses on developing novel artificial intelligence techniques to model and analyze peta-scale datasets in neutrino experiments. By combining particle physics with artificial intelligence techniques, Sam hopes to uncover truths about the fundamental building blocks of our universe.

Harrison Zhang: Harrison is an MD/PhD trainee in the School of Medicine, where he is building a future in which artificial intelligence and biotechnologies standardize more personalized, accessible, and equitable health care. He is especially interested in developing machine learning approaches that advance genome science and precision medicine.

Postdoctoral Fellows

Ibrahim (Joba) Adisa:  Ibrahim is working on the CRAFT AI project, a teaching resource for K-12 teachers, at the Graduate School of Education. His postdoctoral research lies at the intersection of learning sciences, computing education, and AI literacy. He is focused on creating pedagogical tools and resources that enhance data literacy and promote creativity, computational thinking, and collaborative problem-solving with AI in K-12 education. Ibrahim received his PhD in learning sciences from Clemson University, where he supported several NSF-funded projects on STEM, data science, and AI literacy. Before graduate school, he worked as a digital learning specialist at Tek Experts, a global digital tech talent corporation.

Vasiliki (Vicky) Bikia: Vicky received her advanced diploma in electrical and computer engineering from the Aristotle University of Thessaloniki (AUTH) and her PhD in biomedical engineering from Swiss Federal Institute of Technology of Lausanne (EPFL). Her doctoral research focused on addressing the clinical need for non-invasive cardiovascular monitoring tools, utilizing machine learning and physics-based numerical modeling. Currently, Vicky's work centers on developing large multimodal models to enhance biomarker identification and predict patient outcomes. She is also passionate about developing patient-facing chatbots to help individuals better understand imaging results and hospital discharge instructions. Her overarching goal is to improve patient outcomes while making health care more accessible and effective for everyone.

Sarah H. Cen:  Sarah is working with Professor Daniel Ho and Professor Percy Liang in Stanford's RegLab and HAI. She received her PhD from MIT EECS, where she was advised by Professor Aleksander Mądry and Professor Devavrat Shah. Sarah's work uses methods from machine learning, statistics, causal inference, and game theory to study the design of responsible AI and AI policy. Previously, she has written about social media, trustworthy algorithms, algorithmic fairness, and more. She is currently interested in AI auditing, AI supply chains, and the impact of generative AI on IP.

Yiwen Dong: Yiwen’s research is pioneering the development of health-aware environments through ambient vibration sensing and physics-informed machine learning. Her innovative approach fuses interdisciplinary knowledge from engineering and medicine, making real-world impacts by providing accessible gait health monitoring for children with muscular dystrophy and cerebral palsy. In addition to improving human health, Yiwen’s research has enabled pig health monitoring in collaboration with the USDA. Her work has garnered recognition through publications in top-tier conferences and journals across engineering and medicine, earning her multiple best paper and presentation awards. 

Jane E:  Jane will be an incoming assistant professor at the National University of Singapore in fall 2025. Previously, she was a postdoc at The Design Lab at UCSD, and she earned her PhD in computer science from Stanford. Jane’s research lies at the intersection of human-computer interaction, computer graphics, and AI, with a focus on designing computational guidance to support novices in developing their own creative expertise. Her work takes inspiration from cognitive science and education theory to design computational tools that scaffold novices’ creative processes.

Basil Halperin: Basil is a postdoc in the Stanford Digital Economy Lab. In fall 2025, he will join the University of Virginia as an assistant professor of economics. Basil's research focuses on topics in monetary economics, macroeconomic growth, and AI. Basil received his PhD in economics from MIT in 2024. In past lives, he has worked as a data scientist at Uber and as a quant at AQR Capital Management. Basil did his undergrad at the University of Chicago.

Andreas Haupt: Andreas is a final-year PhD candidate in engineering-economic systems at the CS and AI Laboratory within the College of Computing at MIT. He studies how the design of economic institutions that try to learn what participants want is affected by large-scale estimation. Advisors Alessandro Bonatti, Dylan Hadfield-Menell, Eric Maskin, and David Parkes are guiding him through this adventure.

Wanheng Hu:  Wanheng is an Embedded Ethics fellow, jointly appointed by the McCoy Family Center for Ethics in Society, the Institute for Human-Centered Artificial Intelligence (HAI), and the Computer Science Department. He is currently an affiliate at the Data & Society Research Institute. Wanheng received his PhD in science and technology studies from Cornell University, where he also completed a minor in media studies and remains an active member of the Artificial Intelligence, Policy, and Practice (AIPP) initiative. His research lies at the intersection of social studies of science, medicine, and technology; critical data/algorithm studies; media studies; and public engagement with science.

Julia Irwin: Julia researches the history and philosophy of artificial intelligence as a lens for understanding contemporary issues of AI safety, values alignment, and human-computer interaction. Her scholarship uncovers the ways twentieth-century theories of human perception and reason have shaped the development of AI and how machine capabilities have likewise informed our theories of human intelligence and social organization. She holds a PhD in film and media from UC Berkeley and a master’s from NYU Tisch’s Interactive Telecommunications Program.

Jonas Kloeckner: Jonas is a postdoctoral fellow at the Stanford Doerr School of Sustainability. His research focuses on forecasting and exploring Earth’s resources to support sustainable energy production while examining environmental and societal impacts. Jonas specializes in developing data-driven methodologies for uncertainty quantification, prediction, and decision analysis in subsurface systems. He earned his PhD and master’s in mineral resources engineering and a bachelor’s in mining engineering. Currently, he is focused on leveraging AI to enable smarter, more responsible exploration practices that prioritize sustainability and minimize critical mineral extraction's environmental and social impacts.

Subigya Nepal: Subigya received his PhD in computer science from Dartmouth. His research integrates ubiquitous computing, AI, and computational social science to gain insights into human behavior. Subigya leverages AI and passive sensing to assess well-being, develop just-in-time interventions, and enhance productivity across diverse settings. He has conducted extensive longitudinal studies, including a groundbreaking four-year study tracking over 200 Dartmouth students — the longest continuous mobile sensing study to date. His research spans clinical contexts, supporting patients with serious mental illness, and non-clinical environments like college campuses and workplaces, aiming to positively influence individual and societal well-being.

Jiaxin Pei: Jiaxin is affiliated with the Digital Economy Lab and the NLP group, working with Alex "Sandy" Pentland, Diyi Yang, and Erik Brynjolfsson. He obtained his PhD from The Blablablab, UMSI (University of Michigan School of Information) advised by David Jurgens. Jiaxin's work has won a Best Student Paper Award at the ACM Conference on Equity and Access in Algorithms, Mechanisms, and Optimization (EAAMO), an Honorable Mention Award at the International Conference on Computational Social Science (IC2S2), and a Best Paper Award at the Workshop on Social Influence in Conversations.

Veronica Rivera: Veronica is an Embedded Ethics postdoctoral scholar, working with the Empirical Security Research Group, the Institute for Human-Centered AI, and the Center for Ethics in Society. Her research sits at the intersection of human-computer interaction and computer security. She studies tech-facilitated abuse, focusing on how technology-enabled harms occur between and beyond digital platforms and how to protect users. As part of Stanford's Embedded Ethics program, Veronica also develops and teaches ethics curriculum to prepare engineering students to consider the social impact of their work. 

Stefan Stojanov: Stefan is a postdoctoral researcher interested in building computer vision systems guided by our knowledge about the generalization, adaptability, and efficiency of human perception and its development. He is also interested in applying advanced computer vision techniques to automate and scale analyses in developmental psychology. Stefan completed his PhD at the Georgia Institute of Technology, where he worked on self-supervised and data-efficient computer vision algorithms.

Philip Trammell: Philip is an incoming postdoc at the Stanford Digital Economy Lab. He is completing his Doctor of Philosophy in economics at Oxford and is a research affiliate at GPI, an Oxford research institute. His research touches decision theory, game theory, and growth theory. He graduated with distinction from the MPhil, where he won the prize for best thesis, and he has undergraduate degrees in economics and mathematics from Brown, where he also won the prize for best economics thesis.

Alan Wang: Alan is affiliated with the departments of computer science and psychiatry and behavioral sciences. Previously, he completed his PhD at Cornell University and Cornell Tech. Before that, he studied computer engineering at the University of Illinois at Urbana-Champaign (UIUC). His research interests are at the intersection of machine learning and medical imaging. In particular, he is interested in developing deep learning algorithms for medical imaging and health care, with an emphasis on improving interpretability, robustness, and fairness of deep learning models in these contexts.

Angelina Wang: Angela’s research focuses on machine learning fairness and algorithmic bias. She has been recognized by NSF GRFP, EECS Rising Stars, Siebel Scholarship, and Microsoft AI & Society Fellowship. She earned her PhD in computer science from Princeton University and a BS in electrical engineering and computer science from UC Berkeley.

Ge (Tiffany) Wang: Tiffany's research focuses on the intersection of human-computer interaction (HCI), human-centered artificial intelligence (HAI), and usable security and privacy, with a special emphasis on vulnerable populations including children, teenagers, and other marginalized communities. Before joining Stanford, Tiffany received a PhD in computer science from the University of Oxford, where she also completed a bachelor’s degree in physics.

Peter West: Peter’s research focuses on the interaction between AI, language, and scale. His recent research has explored hidden capabilities and limits in large language models (LLMs), developing methods to unlock abilities in compact models and characterizing challenges that even the largest models continue to face. Peter completed his PhD at the University of Washington and his bachelor’s degree at the University of British Columbia (UBC), both in computer science. He has conducted research at the Allen Institute for AI and Microsoft Research and has published work in optical physics and machine learning systems. Peter will begin a faculty position at UBC in 2025.

Lio Wong: Lio received a PhD in brain and cognitive sciences from MIT and will affiliate with the psychology department at Stanford. Lio’s research seeks to computationally model the astonishing breadth and versatility with which language informs what we know and believe as well as to answer key questions by integrating empirical evidence from how people use and understand language with computational tools from cognitive science and AI. 

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Philip G. Zimbardo, one of the world’s most renowned psychologists, died Oct. 14 in his home in San Francisco. He was 91.  

Broadly, Zimbardo’s research explored how environments influence behavior. He is most known for his controversial 1971 study, the Stanford Prison Experiment, with W. Curtis Banks, Craig Haney, and David Jaffe. The study, intended to examine the psychological experiences of imprisonment, revealed the shocking extent to which circumstances can alter individual behavior. To this day, it is used as a case study in psychology classes to highlight both the psychology of evil as well as the ethics of doing psychological research with human subjects.

Yet Zimbardo’s research went far beyond the prison experiment. In a career that spanned over five decades, Zimbardo examined topics including persuasion, attitude change, cognitive dissonance, hypnosis, cults, alienation, shyness, time perspective, altruism, and compassion. 

“Phil Zimbardo is one of the most prolific and influential psychologists of his generation – a true pioneer of the field of social psychology,” said Claude Steele, the Lucie Stern Professor in the Social Sciences, Emeritus, and professor of psychology. “Virtually all of Phil’s research shows how important phenomena of real-life human behavior can be studied scientifically. For a young science like social psychology, this has been an especially important contribution.” 

Situational forces: Stanford Prison Experiment

Zimbardo first received national attention for his 1969 study that examined the causes of vandalism. He believed that anonymity and a lack of community could lead to antisocial behavior. 

Zimbardo then examined the influence of the situation on human behavior in his now-notorious Stanford Prison Experiment. While he wanted to know more about the dynamics of prison life, Zimbardo was particularly interested in the influence of social roles on human behavior.

“Most people go about their daily life assuming that they have more control over their behavior than they actually do,” said Zimbardo in a 1971 Stanford News Service press release written at the onset of the experiment. He went on: “We are often unaware of the tremendous power which social situations exert upon us to shape, guide, and manipulate our behavior.” 

In the study, Zimbardo and a team of Stanford graduate students created a mock prison in the basement of the Department of Psychology building. Some two dozen participants – young, healthy college-aged men – were recruited to spend two weeks in the prison as either prisoners or guards. (Roles were decided by a coin toss.) 

Zimbardo was the prison superintendent – a role he was criticized for assuming because he was no longer a neutral observer but an active participant in the study.

As the experiment progressed, conditions rapidly deteriorated, and the line between role-playing and reality collapsed. The outcome, as Zimbardo later acknowledged, was “ shocking and unexpected ” and “ out-of-control .” Some guards became tyrannical and abusive in their behavior toward prisoners. For the prisoners, the experience led to acute anxiety, emotional depression, crying, and rage. 

The experiment, intended to last two full weeks, was shut down after six days due to the psychological abuses that transpired.

Philip Zimbardo in 1994 | L.A. Cicero

Shyness as imprisonment 

Zimbardo saw aspects of prison behavior mirrored in other areas of life, from schools to marriages to even emotions like shyness, which he studied after the Stanford Prison Experiment.  

In an article he co-authored in 1975 , Zimbardo described how “shyness becomes a form of imprisonment, in which the person plays both the role of guard who constantly enforces restrictive rules and the role of prisoner who sheepishly follows them (and is thus not respected by the guard).” 

He founded the Stanford Shyness Clinic and wrote prolifically on the topic, and in 1977 he authored Shyness: What It Is, What To Do About It . That same year, Newsweek described Zimbardo’s research into this topic as “pioneering,” and two decades later, he was credited with launching a whole new area of psychological study . 

Monsters and heroes 

Zimbardo was also considered one of the leading experts on the bystander effect – the theory that in the presence of others, individuals are less likely to step in and help someone in need. Much like the Stanford Prison Experiment, Zimbardo attributed behavior to situational and systemic forces. 

Zimbardo’s pursuit of understanding how external forces shape human behavior led him to also explore mind control and the appeal of cults, including the Peoples Temple and its leader Jim Jones, who orchestrated what is now known as the Jonestown Massacre.

While curious about how situations can draw out the worst in people, Zimbardo also wondered about how they can bring out the best. He believed that inside everyone there exists an “ordinary hero.” In a 2006 news article Zimbardo co-authored with Zeno Franco , he asked: “Is it also possible that heroic acts are something that anyone can perform, given the right mindset and conditions?”

The question inspired Zimbardo to establish the Heroic Imagination Project , a nonprofit organization that seeks to prepare people for a moment to help others in a time of need. 

Personal life, professional accomplishments  

Philip George Zimbardo was born March 23, 1933, in New York City.

He grew up in poverty in the Bronx – an upbringing he said influenced his outlook. He was the eldest of four children.

In high school, he established a lifelong friendship with fellow classmate Stanley Milgram , who also went on to become a well-known psychologist. 

Zimbardo attended Brooklyn College and went on to do his graduate work in psychology at Yale University where he earned a master’s degree in experimental psychology in 1955 and a doctorate in social psychology in 1959. 

Zimbardo joined the Stanford faculty in 1968 after having taught at New York University and Columbia University. He was known for his inspiring teaching and mentorship. 

“Phil was a highly decorated teacher,” said Mark Lepper, the Andrew Ray Lang Professor of Psychology, Emeritus, and former chair of the Department of Psychology. “In quarters when he taught Introduction to Psychology , lines formed around the Main Quad with students wanting to take his course.”

Another colleague, Ewart Thomas, professor emeritus of psychology and former dean of the School of Humanities and Sciences , noted that Zimbardo was “famous for inspiring many of his students to pursue research and teaching careers in which they, like their mentor, were recognized for their distinguished teaching.” 

In 2002, he was elected president of the American Psychological Association, and in 2012, the association awarded him its Gold Medal Award for Life Achievement in the Science of Psychology. Among his many awards are the 2006 Havel Foundation Prize  for his lifetime of research on the human condition and the 2015 Kurt Lewin Award for his contributions to the social sciences.

Zimbardo retired in 2003. The Stanford Alumni Association named Zimbardo the 2007 recipient of the Richard W. Lyman Award for exceptional volunteer service to the university. 

Zimbardo is survived by his wife of 52 years, Christina Maslach Zimbardo; his son Adam (C. Jezzie, Jessi) from his first marriage to the late Rose Zimbardo and daughters Zara (Patrick Reinsborough) and Tanya (Michael Doyle); and four grandchildren he adored: Clay Doyle, Philip and Victoria Zimbardo, and Taylor Epstein-Bliss.

For more information

In lieu of flowers, donations in Zimbardo’s name can be made to the nonprofits Heroic Imagination Project and the Social Psychology Network . The Zimbardo family invites sharing tributes on Zimbardo’s Legacy web page and visiting philipzimbardo.com . Learn more about Zimbardo in his own words through his interview with the Stanford Oral History Project. Stanford Libraries houses his papers .

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Home   /  Education   /  Clinical Psychology Postdoctoral Fellowship Program   /  Adult Program

Postdoctoral Fellowship in Clinical Psychology (Adult Program)

Important dates for applicants to our 2025-2026 cohort: Application deadline: January 3, 2025 Notification of interview invitations: January 7-9 Interview dates: January 17, 30, 31

Program Description

Stanford University Department of Psychiatry and Behavioral Sciences anticipates multiple openings for postdoctoral fellows in our APA-accredited clinical psychology fellowship for the 2025-2026 academic year.  The Adult Clinical Psychology Fellowship is designed to provide both breadth and depth of training, with opportunities for postdoctoral fellows to gain supervised training in the assessment and treatment of adults presenting with a wide variety of psychological disorders, while also allowing for focused training in specific areas of interest.

Our postdoctoral fellowship is a good fit for students who have trained in scientist-practitioner and clinical scientist graduate programs, as well as those from practitioner scholar programs where there was a strong emphasis on evidence-based treatment.  Candidates with practicum and internship training experience in the specialty area(s) to which they are applying are a particularly good fit.

The mission of the Clinical Psychology Fellowship is to train highly skilled, ethical psychologists who contribute to the field of psychology through clinical work, research and/or education.

Program Goals and Competencies

The primary goal of the program is to provide advanced training in the areas of clinical service, scholarly inquiry, professionalism and ethical decision-making. The program design is based on seven core competencies. Postdoctoral fellows participate in a number of training experiences based on these competencies throughout the year.

• Integration of Science and Practice Fellows will develop competence in the integration of research and practice and they will systematically evaluate the effectiveness of their clinical work (e.g., monitoring patient outcomes). For those with protected research time, fellows will develop and implement a research project and prepare it for publication.
• Ethics and Legal Matters Fellows will demonstrate knowledge of ethical principles and state law.
• Individual and Cultural Diversity Fellows will continue to develop in their awareness and appreciation of cultural and individual differences and will demonstrate sensitivity to patient diversity.
• Theories and Methods of Diagnosis and Assessment Fellows will develop advanced competencies in differential diagnosis and the psycho-diagnostic evaluation of patients.
• Theories and Methods of Effective Psychotherapeutic Intervention Fellows will develop advanced competence in the use of empirically-supported, evidence-based treatments.
• Professional Conduct and Interpersonal Relationships Fellows will demonstrate professionalism in their relationship with clients, faculty, and other mental health professionals, and they will demonstrate responsibility with respect to consultation, workflow and management, and program evaluation.
• Dissemination Beyond Clinical Care Fellows will deepen their work in research, supervision, or teaching by choosing one area of concentration.

On this page

Additional links.

Postdoctoral Fellowship Handbook

Postdoctoral Residency Admissions, Support, and Initial Placement Data

Commitment to Diversity, Equity, and Inclusion (DEI)

The Postdoctoral Fellowship Program at Stanford is committed to providing an environment which is diversity, equitable and inclusive for all who train and work in the program. We actively engage in DEI centered work through didactics, clinical experience and additional training opportunities as well as in our recruitment and retention of fellows and faculty.

Fellows have the opportunity to participate in the  Leadership Education in Advancing Diversity (LEAD)  program during the training year. The 10 month program is designed to develop leadership and scholarship skills in addressing issues related to equity, diversity and inclusion, to produce leaders in academic medicine dedicated to DEI, and to improve the culture of medicine. Additionally, fellows have the opportunity to be involved in additional committees at the department and division level.

Stanford University is committed to sustaining an environment that is diverse, equitable and inclusive for all who work and train at the institution. The School of Medicine defines diversity as a  core value  which is reflected throughout the school. The  Office of Postdoctoral Affairs at Stanford  is committed to recruiting and supporting students from diverse backgrounds and offers numerous resources for fellows during their training.

Fellows at Stanford are encouraged to explore and connect with the many affinity groups and organizations throughout the School of Medicine dedicated to creating a sense of community for all members of the Stanford community including:

• Stanford University Postdoctoral Association
• Stanford LGBTQ+ Postdocs  
• Stanford Black Postdoc Association  
• Stanford Latinx Postdoc Association 
• Stanford First Generation Mentorship Program  
• Leadership Education in Advancing Diversity Program

Structure of the Program

The fellowship is structured to provide fellows with a balance of direct clinical training, supervision, educational programming, and professional development opportunities; fellows spend 50% of their time, or 20 hours, in the provision of direct clinical service, with the remaining time comprised of supervision, didactics and non-direct clinical service.  Each fellow’s training year is individually tailored to provide supervised training in general adult psychology as well as in the chosen subspecialty. Fellows receive intensive supervision, including a minimum of two hours of individual supervision, with many fellows receiving additional supervision from our clinical faculty.  Fellows spend a minimum of two to four hours a week in didactics.  The balance of training activities allows residents to gain supervised training in evidence-based practice and prepare them for autonomous practice.

Clinical Subspecialties

The Clinical Psychology Fellowship (Adult Program) is designed to provide both breadth and depth of training, with opportunities for postdoctoral fellows to gain supervised training in the assessment and treatment of adults presenting with a wide variety of psychological disorders, while also allowing for focused training in specific areas of interest.

Stanford offers fellowships in Clinical Psychology in one of the following three subspecialty tracks (please follow the links for more information):

• General Adult Psychology (subspecialty psychotherapy; 8 - 10 positions)
• Behavioral Sleep Medicine (2 - 4 positions)
• Pain Medicine (1-3 positions)

Supervision

Fellows receive a minimum of four hours of supervision each week. Two hours of weekly individual supervision are provided by our faculty and fellows also receive two hours of group supervision through participation in the weekly didactics.

Didactic Training

Stanford University is a rich learning environment and, as such, fellows participate in many didactic opportunities throughout the year. Below is a list of didactics offered through the fellowship.

Professional Development Seminar

This weekly seminar, led by Drs. Norah Simpson and Janie Hong, explores topics relevant to professional development, including careers in psychology, models of supervision, consultation and liaison work, current developments in evidence-based treatments, and innovative research. In addition, this seminar includes monthly case consultation and journal club presentations by fellows.

Clinical Seminar

In addition to the Professional Development Seminar, adult fellows will spend an additional hour each week in a didactic series that runs quarterly and includes the following seminars:

• Supervision Seminar
• Diversity, Equity, and Inclusion Seminar
• Ethics Seminar

Additional Opportunities

In addition to the above seminar training opportunities, the Department of Psychiatry has Grand Rounds every Thursday at noon between October and June. Fellows are welcome to attend a weekly two-hour seminar led by Dr. David Burns on skills training in cognitive behavioral therapy. Interested fellows may also attend a weekly two-hour seminar in biostatistics led by Dr. Booil Jo.

Successful Completion of the Postdoctoral Fellowship

All fellows receive written feedback from their primary supervisors twice yearly: once at the mid-point of the academic year and again at the end of the year. Evaluation is seen as a mutual process, whereby fellows also provide their supervisors with written feedback at the same two time intervals.

In order to successfully complete the postdoctoral fellowship, fellows will attain competency at the beginning licensure level across all seven competencies. In addition, fellows are expected to attend all mandatory didactics, to engage in ethical, professional behavior throughout their time in the fellowship, and to complete the full year of the fellowship.

In the event of a grievance, fellows have access to the due process procedures outlined in our Grievance Resolution Procedure for Postdoctoral Scholars document.

Program Duration

The Clinical Psychology Fellowship is a one-year position. It starts at the beginning of September and ends on August 31st the following year.

When available based on research funding, two-year clinical research fellowship positions are offered in both Adult and Child Psychology. At least 50% of time in the fellowship is dedicated to clinical service provision and training, with the remaining time (<50%) supported by research funding. These positions are associated with specific clinical research initiatives and identified on our website when they are available. They are part of the APA approved clinical psychology fellowship program, and typically also start on September 1st.

Salary and Start Date

Stipend minimum is $73,800 + generous benefits. Benefits include vacation days, sick leave, statutory holidays, as well as a generous health plan. Complete Funding Rates and Guidelines:  Office of Postdoctoral Affairs

The postdoctoral fellowship year is anticipated to be 9/4/25 – 8/31/26.

Application Requirements, Process, and Dates

Application requirements.

All applicants must have completed:

• An APA- or CPA-accredited graduate program in clinical or counseling psychology
• An APA- or CPA-accredited internship
• All requirements for their PhD or PsyD, including dissertation, prior to beginning their appointment.

Positions are contingent upon funding. Minority candidates are strongly encouraged to apply.

Application Process

Please apply using the APPIC Psychology Postdoctoral Application system. You will need the following information when completing the online application:

• A cover letter specifying the position to which you are applying and your aims
• Three letters of recommendation
• If at the time of application your dissertation has not been completed, please submit a letter from your dissertation chair documenting the timeline for completion of the dissertation.

Application Dates

Applications are due by January 3, 2025.

For questions please contact Karen Saltzman ( [email protected] ).

Positions are contingent upon funding.

Stanford University School of Medicine is committed to fostering a diverse community in which all individuals are welcomed, respected, and supported to achieve their full potential. Our program emphasizes recruitment and acceptance of a diverse class of fellows. We invite applicants to share any information that would be helpful in their application to our program.

Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law. Stanford welcomes applications from all who would bring additional dimensions to the University’s research, teaching and clinical missions.  

Offers will be made in accordance with APPIC recommendations.  For more information, please see the APPIC Postdoctoral Selection Guidelines .

Accreditation

The fellowship is accredited by the APA Commission on Accreditation, 750 First St. NE, Washington, DC 20002-4242, (202) 336-5979. Email:  [email protected]