Clinical2 Clinical psychology is the science of behavior for the promotion of human betterment and relief of suffering; it is characterized both by its integration across many fields (medicine, public health) and by its specializations, such as neuropsychology. The Clinical Psychology Program at Georgia State is based on the scientist-practitioner model and is designed to train clinical psychologists who take a scientific approach for contemporary and innovative careers in research, practice, and/or teaching.

The Clinical program area directs the Clinical Psychology (CLG) concentration and co-directs the Clinical-Neuropsychology (CLN) concentration with the Neuropsychology and Cognitive Neuroscience program area and co-directs the Clinical-Community (CLC) concentration with the Community program area.

Student Admissions, Outcomes and Other Data
CUDCUP Policy on Offers and Acceptances
APA-Accredited Internship Match Rates by Program (2011-2014)

Additional Information about the Clinical Psychology Program

  • APA-Accredited since November 28, 1973
  • 14 Full-time Clinical faculty
  • Faculty conduct research both in the university lab and in community settings; emphasis on applied research
  • Multiple theoretical orientations (cognitive-behavioral, interpersonal, mindfulness-based, neuropsychological)
  • On campus clinical training at the Psychology Clinic for Assessment, Therapy, and Research and at the Regents Center for Learning Disorders, which share space
  • Off-campus “real world” clinical training at over 35 external practicum sites in the Atlanta area, supervised and sanctioned by the clinical program
  • Training in multicultural competence across all professional activities
  • Opportunities for research and clinical work with diverse groups across multiple identities (age, gender, nationality, race, ethnicity, disability)
  • Collaboration is a hallmark of the program
  • Located in the heart of a thriving, diverse, metropolitan city
Associated faculty have their primary appointments in other programs and/or departments but participate in and contribute to the research and educational activities of the clinical program. Associated faculty are also part of the graduate faculty and like core faculty, may serve as advisors or co-advisors for graduate students in the clinical area.  Associated faculty who have mentored clinical students in recent years include:

Sarah Cook
Ciara Smalls Glover
Gabriel Kuperminc
MaryAnn Romski
Rose Sevcik
Kevin Swartout
Jessica Turner

Interdisciplinary Initiatives

Brains and Behavior
Center for Behavioral Neuroscience
Center for Advanced Brain Imaging
CRADL: Center for Research on Atypical Development and Learning
Atlanta Autism Consortium
Center for Translational Social Neuroscience
Partnership for Urban Health
Center for Research on Interpersonal Violence

The program is accredited by the Commission on Accreditation of the American Psychological Association. Inquiries may be directed to: Office of Program Consultation and Accreditation The American Psychological Association 750 First Street, N.E. Washington, D.C. 20002-4242 Phone: (202) 336.5979 E-mail: Web address:

Program Goals and Training Objectives

The Clinical Psychology Program is aligned with the scientist-practitioner model of training, which emphasizes the integration of science and practice in professional work.  Our students are trained as scientists who can critically evaluate and integrate information, generate hypotheses or alternative explanations that are grounded in the research literature, develop methods to evaluate those hypotheses or explanations, and communicate effectively in scholarly and lay contexts.  With support from the Program faculty, students are expected to take responsibility for and ownership of their own learning and success throughout the program.

Professional Competences

The Clinical Psychology Program recognizes that a competent, effective clinical psychologist must demonstrate a range of skills across various domains.  These skills are fundamental and serve as the basis for all effective professional behavior in the field of clinical psychology.  We believe that a core scientific approach is manifested in both foundational and functional competencies. These competencies are (1) a prerequisite for advanced activities in clinical psychology (foundational), and (2) skills-based and demonstrated in professional domains (functional). We believe that demonstration of these collective competencies is fundamental to the effectiveness of a clinical psychologist.

core approach sample

The core scientific approach demands that students demonstrate empirically driven skepticism, logical discipline, tolerance of ambiguity, persistence, intellectual curiosity, and quantitative reasoning skills. This approach reflects skills and acumen that clinical psychologists must utilize across all professional settings.  Indeed, the core scientific approach is the bedrock of all subsequent competencies as these skills are not specific to clinical psychologists; rather, they are vital to the effectiveness of scientists generally.  This approach encompasses (1) the ability to apply current ethical and professional standards to a range of professional settings and situations; (2) an understanding of the knowledge and skills that underlie cultural humility and an ability to apply that understanding in professional situations;  (3) effective and clear written and oral communication skills; (4) the ability to integrate and synthesize information across professional domains; (5) resourcefulness and the capacity to seek out information necessary to answer relevant professional questions; and (6) the ability to engage in scholarly discourse.  This approach demands creativity, self-reflection, initiative, and an eagerness to engage, with increasing independence and in a flexible, scientifically-informed manner, with diverse ideas, people, and contexts.

Foundational competencies are the basis of the practice of psychology.  These include (1) knowledge about the biological, cognitive, affective, social, and life span developmental bases of behavior, (2) knowledge about psychological research methods and techniques of data collection, hypothesis testing, and data analysis, and (3) knowledge about psychological clinical research findings fundamental to the delivery of health care services.  Foundational competencies also include (4) the ability to conceptualize and apply this scientific knowledge across research, practice, and other domains.  Finally, these competencies include the ability to (5) use empirical evidence, theoretical frameworks, and critical reasoning to guide professional decision making (which includes evidence-based practice), and (6) demonstrate knowledge of the history of one’s field of study.

Functional competencies emphasize the functional aspects of the practice of psychology.  These include (1) the ability to engage responsibly, respectfully, and professionally with supervisors, colleagues, and clients; (2) the application of knowledge to evidence-based practice; (3) the ability to effectively use evidence-based assessment methods to answer diagnostic questions and develop case conceptualizations rooted within the empirical literature while recognizing the strengths and limitations of a chosen approach; (4) the ability to effectively implement evidence-based interventions, evaluate treatment progress with established outcome measures, and modify treatment plans with developmentally appropriate clinical skill; and (5) knowledge of the unique features as of a psychologist’s various professional roles (e.g., clinician, supervisor, supervisee, consultant, teacher) and the ability to use existing scientific literature to inform one’s decision making in these roles.  Despite the applied nature of these competencies, they reflect the knowledge base and skills used by psychologists across professional domains.

We recognize that the acquisition of these professional competencies occurs over time and unfolds across progressive developmental stages.  Thus, it is not appropriate to assess all competencies at one time point.  Instead, these professional competencies are assessed throughout students’ training and across multiple settings, including courses, clinical practica, annual review, and the clinical internship.  When competency-related concerns accumulate, faculty will discuss remediation as well as other potential courses of action with regard to fitness for a doctoral degree.  Faculty will evaluate whether remediation is appropriate or criteria for probation/dismissal have been met as specified in the Graduate Program Handbook.