Professional Development

Graduate education in psychological clinical science is a time of enormous professional and scholarly expansion and refinement, during which students actively engage with mentors to develop advanced skills in their transformation into independent clinical scientists. As a doctoral program in clinical science, superior science-based professional development is strategically interwoven throughout all aspects of the program in order to ensure that graduates enter the clinical science marketplace with an attitude toward lifelong learning and the core foundation, advanced training, requisite skills, and professional savvy, responsibility, and humility to competitively pursue positions of advanced leadership.

Training Objectives:

Professional development has been designed to provide a combination of didactic, experiential, structured, and semi-structured training opportunities in the practical aspects of scholarly productivity to facilitate the competencies needed for professional advancement. Critical areas emphasized include:

  • Developing effective time management skills
  • Attaining an optimal work-life balance that can set the stage for a personally rewarding and professionally satisfying career
  • Understanding the professional opportunities afforded by a doctorate in clinical psychology,
  • Distinguishing professional opportunities from professional distractions
  • Building a linear program of research
  • Securing funding for one’s research
  • Writing effectively
  • Navigating the peer review process
  • Navigating the IRB process
  • Communicating effectively with colleagues and supervisors
  • Building a competitive curriculum vitae
  • Developing professional networks
  • Understanding the clinical internship match process
  • Developing strategies for effective interviewing
  • Preparing a job talk
  • Understanding considerations of ethics and diversity as they interface with research, practice, and professional advancement.

Upon completion of the doctoral program, students are expected to demonstrate at minimum an Intermediate level of competence in each domain.