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Clinical Psychology

Clinical Psychology

In the Counseling and Clinical Psychology Department


Graduate Student Journal of Psychology


About GSJP

The Graduate Student Journal of Psychology (GSJP), published annually since 1998 by the Teachers College Department and Counseling and Clinical Psychology at Columbia University, is a peer-reviewed journal consisting of empirical and theoretical articles written by graduate (doctoral and masters-level) students in the areas related to clinical and counseling psychology.

The GSJP includes original empirical research articles, case studies, theoretical articles, and brief reports in the following areas:

  • adult and child psychopathology
  • psychotherapy process 
  •  community mental health
  • psychological assessment
  • child development
  • ethics and professional development

Submissions on other topics such as health psychology, school psychology, developmental psychology, and social psychology are encouraged if they have a clear relationship to research or practice in clinical or counseling psychology.

Graduate students in psychology programs in the United States and abroad are invited to submit articles to the GSJP. Submissions will be reviewed by doctoral students under the guidance of full-time faculty in the Clinical and Counseling Psychology programs at Teachers College, Columbia University. Consistent with the policies of most journals in the field, articles submitted will either be "accepted," "recommended for revision and resubmission," or "not accepted."

Submissions are accepted year-round, on a rolling basis via email at gsjp@tc.columbia.edu. Submissions received before December 1st will generally be included in the upcoming volume, while those received after December 1st will generally be considered for a later volume.

Specific submission requirements are outlined in the "Submissions" link at left. We strongly recommend that you also see the FAQs section of this website for helpful information regarding manuscript preparation and other related topics. Further questions may be addressed to the editors atgsjp@tc.columbia.edu.

 Additionally, graduate students may also take part in two ways: (1) All PhD and MA level psychology students are eligible to apply to become GSJP Peer Reviewers, and if they demonstrate proficiency may be asked back as an Invited Reviewer in subsequent years; (2) Students may also volunteer to serve as Copy Editors, ensuring coherence and APA style in our finished volumes. Contact gsjp@tc.columbia.edu.


 Marina Mazur, M.A.

Matt Blanchard, M.A. 

Editors-in-Chief, GSJP



Aim and Scope

Founded in 1998, the Graduate Student Journal of Psychology (GSJP) is a peer-reviewed, open access journal for graduate students (i.e., doctoral and master's level) in clinical and counseling psychology. The GSJP is published annually by the Counseling and Clinical Department at Teachers College, Columbia University. 

The GSJP is devoted to clinical and counseling psychological research and practice. The journal includes original research articles, case studies, theoretical articles, literature reviews, and brief reports in both theoretical and applied areas of clinical and counseling psychology, such as adult and child psychopathology, developmental psychopathology, psychotherapy process and outcome, community mental health, multiculturalism and diversity issues, measurement/assessment, ethics, and professional development. Articles on other topics, such as psychophysiology, school psychology, and social psychology may also be accepted if they have a clear relationship to research or practice in clinical or counseling psychology. The journal welcomes both quantitative and qualitative method

Editorial Board 2011-2012


Sarah Bellovin-Weiss, Teachers College

Eleni Vousoura, Teachers College

Copy Editors
Amanda Marie Balkhi, University of Florida
Charlie Baily, Teachers College
Charles Burton, Teachers College
Elizabeth Miller, Penn State University
Jennifer M. Doran, The New School for Social Research
Jenny Evans, California School of Professional Psychology
Jenny Lotterman, Teachers College
Seth G. Disner, University of Texas at Texas
Tara Sager, Fairleigh Dickinson University
Zhuoying Zhu, Teachers College

Associate Editor
Steven Pirutinsky, Teachers College

Layout Editor and Printing Manager

Cover Editor and Distribution Manager
Marina Mazur, Teachers College

Web and Social Media Editor
Jaleh Hamadani, Teachers College

Undergraduate Intern
Amie Blocker, Barnard College

Department Advisor
Barry A. Farber, Ph.D.
Department of Counseling and Clinical Psychology
Teachers College, Columbia University

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