Back to Counseling & Clinical Psychology
The Master of Arts degree in Psychology in Education is designed to provide students with a foundational knowledge of psychopathology, treatment theories, and research methods. The program also provides focused engagement with specific content areas in clinical psychology in the form of areas of focus, which are suites of 4 courses that students may take to deepen their understanding of a specific content area.
The program is appropriate both for students who have obtained undergraduate degrees in Psychology and for those with a more limited background in the field. Students will have the opportunity to develop the critical thinking skills needed to interpret scientific knowledge, to review traditional and contemporary treatment models, to engage in innovative research, and to seek out fieldwork and research opportunities throughout New York City.
The program features several area of focus in topic areas relevant to clinical psychology including Research Methods; Child and Family; Spirituality Mind Body; Community Psychology and Mental Health Services; Psychotherapy and Psychoanalytic Perspectives; Global Mental Health and Trauma; and Sexuality, Women, and Gender; Forensic Psychology; and Health Psychology. Each area of focus is headed by a faculty member who serves as an informal advisor to students in that area of focus. Areas of focus also have student ambassadors, who help with the coordination of the area's activities.
During their tenure, students are closely guided by the master's program advisors. Advisors are doctoral-level students who provide guidance and support to M.A. students in course selection, the development of their integrative projects, clarifying students’ academic goals, the application process for doctoral programs, and professional development.
It is important to know that graduates of this academic M.A. program are not trained for the independent practice of psychotherapy or psychological assessment. For this, a doctoral degree is typically required. Our graduates are very successful in gaining admission to Ph.D. and Psy.D. programs across the United States, and often find employment in research centers, social service agencies, non-profits, community colleges, and hospitals.
While areas of focus are not mandatory, they are helpful for streamlining the academic experience. Students may take the majority of their courses in the following areas of interest:
Child and Family
Community Psychology and Mental Health Services
Global Mental Health and Trauma
Neuropsychology and Neuroscience
Psychotherapy and Psychoanalytic Perspectives
Sexuality, Women and Gender
Spirituality Mind Body Practices
Technology and Clinical Psychology
For a complete listing of degree requirements, please continue on to this program's "Degrees" section in this document.
The Clinical Psychology Program offers a course of scientist-practitioner education leading to the degree of Doctor of Philosophy (Ph.D.). The Master of Science (M.S.) and Master of Philosophy (M.Phil.) degrees are earned en passant.
Graduates from this program seek positions in teaching, research, policy, administration, and psychotherapy. Completing a 95-point doctoral degree, including an internship, typically takes five to seven years. Practicum work is done in the Teachers College Dean Hope Center for Psychological and Educational Services (Director: Dr. Dinelia Rosa).
Our scientist-practitioner model means that we are dedicated to training students to generate empirically-based knowledge in clinical psychology and to perform clinical work that is constantly informed by traditional and emerging scholarship in the field. We fully expect our students to learn to expertly produce, analyze, and present scientific material. We also expect our students to become proficient at providing clinical services to a diverse population. Furthermore, we expect our students to learn to integrate these goals. Finally, we are committed to the belief that training as a clinical psychologist must be deeply rooted in psychology itself, its body of knowledge, methods, and ethical principles that form the basis and context of clinical research and practice.
Thus, the primary goal of the Clinical Psychology Program is to provide rigorous training in both contemporary clinical science and clinical assessment and intervention. The research programs of our faculty span a wide range, including studies of clinical intervention in diverse sociocultural and geographic contexts; religious and spiritual development; altruism and caregiving; emotion and coping with trauma; suicidality; adolescence; and psychotherapy process and outcome (see individual faculty web pages). Our on-site clinic, The Dean Hope Center, now functions as both a research and clinical training center. The Center is currently participating in a nationwide study of client demographics, risk factors, and mental and physical health status.
Our clinical training has an ongoing psychodynamic tradition with increasing opportunities for additional specialization in the areas of CBT and IPT therapies, child and adolescent therapy, family systems, and neuropsychological assessment. This training emphasizes intervention and assessment across the lifespan within the context of schools, families, and communities. We are committed to an enhanced focus on ethnic, cultural, and theoretical diversity not only in our curriculum and clinical training but also among our students, faculty, and clinical supervisors. Numerous practica and externship opportunities are available throughout the New York area, and our students commonly secure placement at the most competitive internship sites. It should be noted, however, that those students whose career goal is full-time private practice without a significant research commitment will find our program inappropriate for their needs.
All Clinical Psychology doctoral students are staff members in the Dean Hope Center after their first semester in the Program and carry a regular caseload of clients. The Center sponsors case conferences, at which students present and discuss cases. Clinical work is supervised by core faculty members or by adjunct faculty who are psychologists in private practice in New York. Students usually carry four clients as part of their psychotherapy practicum and receive two hours of supervision each week with two different supervisors.
Entry Terms: Fall Only
The program for the Master of Arts (M.A.) degree in Psychology in Education requires 36 points of coursework and the Integrative Project. The program has a simple structure, in which 18 credits (6 classes) must be completed within the Psychology in Education program (CCPX). An additional 9 credits (3 classes) of Breadth Requirement must be taken at Teachers College in other areas (e.g,, Statistics in HUDM). Nine additional credits of Electives (3 classes) may be taken anywhere at Columbia University, including the Psychology in Education program. Students typically take 3 classes per semester, over a period of 4 semesters. Although the degree can be completed in less time (e.g., 2 semesters, and 2 summer periods) it is advisable for students to allow themselves time to focus on independent research. Students may take up to five years to finish the program.
Transfer credits from courses taken outside of Teachers College are not accepted toward any M.A. program at Teachers College. Some CCPX classes may be restricted to doctoral students only. Please refer to the course schedule to determine which courses are open to M.A. students.
All students matriculating in the M.A. Program are given a copy of the Student Handbook for the specific academic year in which they matriculate. The Handbook outlines these requirements in detail.
The Integrative Project
The Integrative Project is intended to be the culmination of a student's development in the Master's Program and represents a substantial contribution to the field. Students are encouraged to meet with the Program Director as early as possible in the development of their project to review their proposal and to identify an appropriate Sponsor, who will be the person primarily responsible for evaluation of the finished work. For more information on the Integrative Project, please see the Student Handbook.
*The Program Coordinator or the M.A. Program Assistants are available for consultation about course selection and about the Integrative Project.
*Please note: Clinical required and elective ‘topics’ courses (CCPX 4199) change each year. Information about these courses can be found in the M.A. Handbook but not in the Teachers College Catalog.
Entry Terms: Summer Only
The Spirituality Mind Body Institute (SMBI) at Teachers College, Columbia University explores the intersection of science and spirituality through the framework of psychology. SMBI consists of external programming to the public, grant-funded research projects, an initiative in spirituality in education, and a graduate degree program. On campus, we are located in Horace Mann 238 (HM 238).
The Institute offers an SMB Area of Focus within the Master of Arts Degree Program in Psychology in Education. Upon completion, students will be awarded a Master of Arts degree with a major in Psychology in Education. The Psychology in Education major is housed in the Department of Clinical and Counseling Psychology. Students may also receive an Award of Completion issued by the SMBI program.
The SMB Area of Focus is at the forefront of SMBI’s pioneering mission: individual inner work, in service of collective outer change. The coursework and programming has been designed to foster academic exploration of spirituality in order to graduate an international community of inspiring thought leaders, mind-body healers, spiritual activists and visionaries.
The Master of Arts in Psychology in Education is a 36-credit degree program. It is typically completed within 1-1.5 years. The SMB Area of Focus 19-credit requirement is completed in the Incoming Year. Students will receive the SMB Award of Completion upon fulfillment of requirements and graduation of their cohort.
SMB Area of Focus
Requirement: The SMB Award of Completion requires the 19 SMB course credits as delineated below.
SMB SUMMER INTENSIVE SEMINAR 6
SMB WINTER INTENSIVE SEMINAR 3
PRACTICUM REQUIREMENT 3-6
PROFESSIONAL INTEGRATION IN SMB ISSUES (Spirit Mind-Body Medicine) 3
SMB ELECTIVE OF CHOICE* 3
*Students may request to delay their elective of choice with written rationale and approval in the event another preferred course is being offered at a later date. All other requirements must be completed in the Incoming Year without exceptions.
NEW YORK STATE
Requirement: A minimum of 19 points must be taken in face-to-face courses. Students should keep in mind the potential opportunities and challenges if they choose to be a hybrid learner.
Distance Learners must enroll in at least 19 credits in Face-to-Face courses located in New York State.
Online courses that do not have an In-person NY State immersion component (hybrid classes) DO NOT count.
Students may use non-SMB courses to fulfill this requirement.
Entry Terms: Fall Only
The Program requires the following:
The completion of 95 points of academic credit during three to four years of residence at the College.
A full-time, twelve-month clinical internship during the fourth or fifth year of study.
An original piece of empirical research, which also serves as a qualifying paper, to be completed during the second year of study.
A passing grade on the certification examination (on Research Methods) during the third year of study.
A Clinical case presentation as well as a research presentation, during the third year, each demonstrating the student’s ability to integrate theory, research, and practice.
A doctoral dissertation, which must be completed no later than the seventh year after matriculation.
During the first year of study, in addition to participating in a research lab, doctoral students typically take the following didactic courses: Ethical and professional issues in clinical psychology (CCPX 5030); Psychological measurement (HUDM 5059); courses on statistics and modeling; Research methods in social psychology (ORLJ 5040); Child psychopathology (CCPX 5034); Adult psychopathology (CCPX 5032); History and systems of psychology (CCPX 6020); and Dynamic psychotherapies (CCPX 5037). Students also take two semesters of psychological testing and diagnostic assessment (CCPX 5330, CCPX 5333) and a course in clinical interviewing (CCPX 5539).
During their second year, students’ didactic courses include Brain and behavior (BBS 5068, 5069); Cognition, emotion, and culture (CCPX 5020); Psychotherapy with children (CCPX 5531); Cognitive, behavioral, and interpersonal therapies (CCPX 5038); Clinical work with diverse populations (CCPX 5036); and Seminar on life course development (HUDK 6520). In addition, students sign up for a full year of research practicum with a faculty member (culminating in an empirical second- year project), a full-year adult psychodynamic psychotherapy practicum (CCPX 6335), and an additional elective full-year clinical rotation (e.g., on child and adolescent psychotherapy; on neuropsychological assessment).
Third-year didactic courses include Group dynamics: A systems perspective (ORL 5362); and Dissertation seminar (CCPX 7500). There is also a full-year advanced psychodynamic clinical practicum (CCPX 6336) and a one-semester supervision and consultation practicum (CCPX 6333). Most students also elect a full-year family therapy practicum (CCPJ 6363).
Fourth and Fifth Year
Fourth year is typically focused on clinical externship (CCPX 5230) and extensive work on the dissertation. A full-year fourth year psychotherapy practicum (CCPX 6338) is recommended, though not required. Year five is usually spent on a full- year clinical internship (CCPX 6430).
The program allows only 12 points of graduate work from another institution to be transferred. No transfer credits are awarded for practica, workshops, or independent study.
Entry Terms: Spring/Summer/Fall
The Sexuality, Women, and Gender Certificate is the first program of its kind approved by New York State. The certificate combines 12 points of specialized curricular requirements, a research project, and a semester-long volunteer/service experience to help you increase your competencies.
Join educators, researchers, practitioners, and activists dedicated to enhancing the well-being of LGBTQ individuals and women.
Program Tracks and Courses
Starting this semester, students can either opt for the general certificate program or a more specialized curriculum by having a focused plan of study. The different foci of the certificate are:
A. General Focus
The certificate's required classes are CCPJ 4180 LGBTQ Issues in Psychology and Education and CCPX 4125 Women and Mental Health (original program of study as approved by NY State).
B. Reproductive And Maternal Well-being Focus
The certificate's core classes are CCPX 4125 Women and Mental Health and CCPX 4126 Mother Child Matrix.
C. LGBTQ Focus
The certificate's core classes are CCPJ 4180 LGBTQ Issues in Psychology and Education and CCPJ 4130 Transgender Issues in Counseling and Psychology.
Students must take nine points (e.g., three classes) within Counseling and Clinical Psychology (CCP) and six points (e.g., two classes) outside of the Counseling and Clinical Psychology Department. Additionally students should register for zero points of independent study for their semester-long practicum/fieldwork (see below).
The following are a list of approved courses that may be used for the certificate program.
Counseling and Clinical Psychology (nine points, e.g., three classes)
CCPJ 4050 Microaggressions in Institutional Climates
CCPJ 4180 LGBT(Q) Issues in Psychology*
CCPJ 4030 Transgender Issues in Counseling and Psychology
CCPJ 4165 Consultation in Community Agencies and Resources
CCPJ 5164 Multicultural Perspective in Counseling and Psychology
CCPJ 4068 Counseling Women
CCPX 4125 Women and Mental Health*
CCPX 4126 The Mother-Child Matrix: Developmental and Clinical Implications
CCPX 4036 Psychology of Human Intimacy
* Denotes that this course is available in an online format.
Courses Outside CCP (six points, e.g., two classes)
The following list is not comprehensive and continues to expand and grow each semester. Be sure to check the course catalogue for updates.
HUDK 5123 Psychological Development of Women
HBSS 4122 Women’s Health
HBSS 4133 Human Sexuality Education*
HBSV 4011 Women and weight, eating problems and body image
C&T 4032 Gender Difference and Curriculum
ITSF 5008 Gender, education and international development
A&HB 4140 Latina Narratives
A&HF 4130 Gender & Violence (3)
Students should register for zero points of independent study, via either of these course codes, when they complete their semester long practicum/fieldwork volunteer:
CCPJ 6902 Independent Study (along with semester long practice/volunteer)
CCPX 4900 Independent Study (along with semester long practice/volunteer)
Students completing the certificate program will also be required to complete a research project that increases their knowledge and awareness of a chosen domain of interest (as it pertains to sexuality, women and gender). Some examples of appropriate research project topics include: understanding the relationship between minority stress and attachment satisfaction of sexual minorities; the impact of gender discrimination on career satisfaction of women in male dominated professions; understanding the link between first generation female college students and academic self-efficacy; understanding marginalization faced by partners of transgender individuals.
Semester Long Volunteer/Service Experience
The certificate program in Sexuality, Women and Gender is strongly committed to social justice and multiculturalism as it pertains to issues of equity and access for sexual and gender minorities and women. In the spirit of this commitment, all candidates for the certificate program will be expected to complete a semester long volunteer/service experience in an agency that serves the aforementioned populations.