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Clinical Science Procedure Manual


Welcome to the Graduate Program in Clinical Psychology at the University of Michigan. We are delighted with your decision to come to Ann Arbor!  We hope that this manual helps orient you to the program and can serve as a guide to your graduate career. 

Because the Clinical Program is continuously changing, what you read in this manual will not be valid indefinitely, but it is a good reflection of the year ahead. The Clinical Program will correct and clarify material in this manual through e-mail announcements as the need becomes apparent, and the possibility exists that Department, University, and state policy changes will supersede some of the information here.

It is also important that you familiarize yourselves with the materials in the Department of Psychology Graduate Student Portal (current graduate students only) and the Rackham School of Graduate Studies' Rackham Graduate School Academic Policies.  As an APA-Accredited Program, the students, faculty, and staff are expected to adhere to the Ethical Principles of the Association (see "APA Ethical Principles of Psychologists and Code of Conduct") at

American Psychological Association
Commission on Accreditation
750 First Street, NE
Washington, DC 20002-4242
Phone: 202-336-5979


Listed below is material you should have received by the end of the summer prior to your initial enrollment here. If you have not received this material, please let us know.

1.     Rackham Graduate School Academic Policies, University of Michigan

2.     Letter of acceptance from the Clinical Area, to which you should have responded.

3.     Letter from the Clinical Area or the Psychology Student Academic Affairs Office stating your source of support for at least your first year.

4.     Admissions Certificate and enclosures from the Rackham School of Graduate Studies.

5.     University Housing information.

Your Arrival in Ann Arbor

When you arrive in Ann Arbor, it is best to first contact the Psychology's Student Academic Affairs Office, (1343 East Hall, 764-2580).  After checking in with the Student Academic Affairs Office, please contact the Admin Team in the Chair's Office via email with any additional questions.

Psychology students can register for any course unless permission of the instructor is designated in the Course Guide.


Registration can begin when your unique name is established through Wolverine Access at the following link Your advisor will be available for consultation before and during the registration period. He or she can also be reached via e-mail for any additional questions.


Intellectual Vision

Since 1948, the Clinical Psychology Doctoral Program at the University of Michigan has been integral to the mission of the Psychology Department and the University. In the last seventy years, more than 500 individuals have received doctorates in clinical psychology from our program. The program requires students to complete at least four years of graduate study. Virtually all graduates spend at least four and usually five or six years as full-time students in residence.

The program in Clinical Science at the University of Michigan is committed to training clinical psychologists who will pursue careers that advance translational knowledge for the promotion of wellbeing and the reduction of mental illness. The program views clinical practice as an applied science and aspires to contribute to the foundation of evidence that guides ethical and effective psychological services. These commitments are expressed through three principles. First, our program emphasizes training in the conduct of empirical research concerning the etiology, assessment or intervention for individuals who suffer from psychological distress and psychopathology. Second, our program promotes training in ethical, effective, evidence-based clinical practice. Finally, our program insists that culture, context, and other domains of individual and group-based distinctiveness always merit full consideration in clinical science research, practice and training.

In expressing these principles, our program offers rigorous training in interdisciplinary research methods, statistics, clinical and research ethics, and evidence-based assessment, prevention, and treatment, developmental psychopathology, cognitive and affective neuroscience, resilience and coping, cultural and contextual analysis. Our program recognizes clinical training as a core component in the development of clinical scientists and we believe that clinical practice and service facilitate and informs clinical science. Thus, we strive to provide excellent clinical training that integrates science and practice through assessment, case conceptualization, prevention, and intervention. Our training is optimal for those who desire careers as clinical scientists and academicians.

Strengths and research areas of our program faculty currently include cognitive and affective neuroscience, neuropsychology, behavioral endocrinology, developmental psychopathology, risk and resilience, violence and trauma, and cross-cultural investigations of clinical problems and these approaches span traditional diagnoses including addictive, affective, psychotic, anxiety, traumatic, and disruptive behavior. We encourage the multi-level integration of biological, psychological, familial, community, and developmental approaches. Several faculty members’ interests overlap with more than one of these domains. As a result, our program recognizes these intellectual priorities as one means for organizing our collective activities (and, indeed, for determining how best to allocate our attention and resources toward our stated training goals). Given the interdisciplinary nature of research in the clinical area, our intellectual priorities also fuel ready and enduring collaborations with other faculty and researchers both in the Department of Psychology and beyond. Indeed, the University of Michigan is justifiably proud of, and nationally recognized for, its commitment to inter- and cross-disciplinary collaborations. For our program faculty, this includes relatively permeable boundaries with other departmental areas (e.g., cognitive psychology, developmental psychology), other departments (e.g., Psychiatry) and other campus institutes and centers (e.g., the Depression Center, Michigan Institute for Clinical and Health Research, Center for Human Growth and Development, Institute for Social Research). Despite these centrifugal pulls, what binds our activities together is our shared commitment—distinctive in the university—to studying, preventing, and treating psychopathology and producing highly trained clinical scientists who will effectively apply a variety of research methods to pressing problems in the assessment and treatment of psychopathology.

Basic Structure

The Clinical Area is an APA-accredited clinical psychology training program with 12 core faculty (Chang, Deldin, Gearhardt, Graham-Bermann, Hyde, Jonovich, Lopez-Duran, Nagata, Olson, Rodriguez-Seijas, Richmond-Rakerd, and Zahodne) and a number of other faculty. The “other” faculty category includes tenured/tenure track faculty with appointments outside of psychology, non-tenured adjunct faculty and non-tenured faculty appointed as clinical. About 31 students are currently enrolled in the program, most of who are on campus on an almost daily basis. Approximately 65% of these students are women, and approximately 44% are from historically under-represented ethnic minority groups.

Graduate student retention in the program is excellent. Time to Ph.D. averages about 5-6 years, with a small number of individuals finishing all requirements in four years.

There is an appointed Area Chair (Donna Nagata) along with a Director of Clinical Training (DCT, Donna Nagata and Coordinator of Clinical Training (CCT, Sarah Jonovich). There is also an Admissions Committee (Laura Zahodne, is chair; two other appointed faculty members and two elected graduate students), Brown Bag Committee (Donna Nagata), Practicum Committee (Sarah Jonovich), Newsletter Committee (Sandra Graham-Bermann), Social Committee (Ashley Gearhardt) and Fellowship and Student Awards Committee (Ashley Gearhardt). Finally, there are Departmental and Graduate School and University Resolution Officer (Darlene Johnson - who can be consulted regarding any and all concerns about the graduate school experience.

Prior to internship, graduate students participate in clinical practica. These vary from year to year but can include the Mary A. Rackham Institute that houses the University Center for Child and Family, and the Psychological Clinic, community programs directed by faculty members, clinics at the Department of Psychiatry, the Department of Physical Medicine and Rehabilitation at the University of Michigan Medical Center, and the Ann Arbor VA Medical Center. Other practicum sites are added on an ongoing basis.


Course Requirements for Candidacy

The following account integrates the course demands of the Rackham School of Graduate Studies, the Department of Psychology and the Clinical area.  

Students have to complete by the end of their second year:

1.  Two courses in statistics: Psych 613/988 and Psych 614

2.  Two “cognate” graduate courses (4 credits total) outside Psychology (typically 613/988 & 614).

3.  Demonstrate basic and advanced integrative knowledge of five areas of psychology as described below in Breadth Content Requirement.

4.  One integrative course taken before candidacy (as part of Breadth Content Requirement)

5.  Coverage of Clinical area core courses (core courses listed below)

6.  Research project (Psychology 619)

7.  Teaching Academy (Psychology 609)

1.         The Statistics Requirement

Students are required to take the PSYCH 613/988 & 614 sequence to fulfill their statistics requirement. 

2.         University required Cognate Courses

Rackham Graduate School requires the completion of a minimum of four hours of graduate-level course work in a discipline different from the student’s field of study but related to some aspect of this field.  Students should consult with their advisors about which cognates will best supplement their work in Psychology.

If the required statistics courses (613/988 & 614) are taken as cross-listed courses in Sociology, they satisfy the cognate requirement.

3.         Breadth Courses

There are three categories of breadth requirements required for APA accreditation, all of which must be completed.

Category 1: Students are required to take a History and Systems course. They can meet this requirement by:

• Take our APA approved History & System course (Psych 776 Pro Sem).

Category 2: Students are required to take foundational (basic) and graduate level (Advanced) courses in five basic content areas of scientific psychology: Affective, Bio, Cognitive, Developmental, and Social. Each content area must be covered at both the foundational and graduate levels.

2A Foundational-Level. Meet requirement by:
• Option 1: GRE Subject with a score at or above the 70 percentile
• Option 2: Take sufficient courses below to cover each of the five content areas. Many of the courses count for more than one content area. Thus, all five content areas can be covered by taking three cross-area courses.

Biological Aspects of Behavior:
Psych 741 Processes in Cog and Cog. Neurosci. (meets Cog & Bio)
Psych 758 Developmental Neuroscience (meets Dev & Bio)

Developmental Aspects of Behavior:
Psych 758 Developmental Neuroscience (meets Dev & Bio)
Psych 751 Cognitive Development (meets Cog & Dev)
Psych 793 Emotional Development (meets Affective & Dev)
Psych 757 Social Development Psychology (meets Soc & Dev)

Affective Aspects of Behavior:
Psych 787 Emotion and Motivation (meets affect only)
Psych 793 Emotional Development (meets Affective & Dev)

Cognitive Aspects of Behavior:
Psych 751 Cognitive Development (meets Cog & Dev)
Psych 741 Processes in Cog and Cog. Neurosci. (meets Cog & Bio)

Social Aspects of Behavior:
Psych 682 Advanced Social Psychology (meets social only)
Psych 757 Social Development (meets Soc & Dev)

• Only the courses in the list above are approved to cover the five content areas at the foundational level. Students not meeting the foundational requirement with the subject GRE must meet the requirement with a combination of these courses. No other courses can be taken to cover the content areas at the foundational level.
• Completing the foundational requirement via option 2 also meets all the requirements for 2B below and category C. Therefore, students who complete the foundational requirement by taking option 2 do not have to complete the graduate-level requirement (2A) and the integrative course requirement (Category C) as those requirements are met via the courses above. However, students who complete the foundational requirements via option 1 (GRE subject test) must complete 2B and category C requirements described below.

2B Graduate-level. Only those who completed the foundational requirement via the Subject GRE must complete this requirement. For each of the five content areas (Affective, Bio, Cognitive, Developmental, and Social), students can meet the graduate-level requirement with any combination of options below. For example, one content area may be met via option 1, another via option 4, etc.

• Option 1: Take a breadth course listed in the foundational level section.
• Option 2: Write a publication-quality review paper that covers one or more content areas.*
• Option 3: Collaborate on a research project in a lab that emphasizes a DSK.*
• Option 4: Other department breadth courses on the target area not included in foundational level category 2.*
*must be approved by the curriculum committee.

Note: Licensing laws vary by state, and most states require a number of graduate-level courses across many of the five content areas. Please consider licensing laws when choosing options 2-3 for the graduate-level requirement as these options will not meet the licensing requirement for the content area course. See licensing section below.

Category 3: Students are required to take a graduate-level integrative course that covers two or more of the five content areas. This requirement can be met by taking any of the foundational courses listed above that cover two content areas.

• Students are encouraged to meet the foundational requirement via the subject GRE as this will offer more flexibility as to how the five subject areas are covered as described in Category 2B.
• Students can take only two courses each semester post-candidacy during semesters they are NOT teaching. One of these courses has to be research (995), and typically the other is practica. During the semester they are teaching, students can take more courses.

4.         Required core courses in the Clinical area

  • Psych 670:  Research Design and Evaluation (Year 1 or 2)
  • Psych 672:  Introduction to Intervention and Clinical Ethics (Fall or Winter year 1)
  • Psych 771:  Topics in Clinical Science and Practice (taken for credit in years 1 & 2)
  • Psych 775, 778:  Psychological Assessment  I and II (Year 1)
  • Psych 776:  Proseminar:  Clinical Science in Historical and Cultural Contexts (Year 1 or 2)
  • Psych  872, 873  Evidence-Based Laboratory and Practicum I & II ( Year 2)
  • Psych 874 or 875:  Theories of Adult Psychotherapy Introduction or Theories of Child Therapy (Year 1 or Year 2)
  • Psych 876:  Advanced Practicum (Year 3-Year 5)
  • Psych 877:  Psychopathology through the lifespan I (child and adolescent) (Year 1 or 2)
  • Psych 878:  Psychopathology through the lifespan II (adult) (Year 1 or 2)

5.         619

The 619 requirement (similar to a Master’s thesis elsewhere) is named for the course number for which you register while completing this research requirement during your first two years in the program. The 619 must be completed by the end of August of the second year in the program. You must have an advisor for this project approved by the Area Chair; your advisor will usually be a member of the Clinical Area Faculty, although advisors from other Department Areas or other Rackham Departments may be appropriate as well. A second faculty member functions as the “reader” of the 619. Upon completion of this project, the advisor and the reader prepare a written evaluation of the 619 that is given to the student and filed in the Clinical Area Office and the Student Academic Affairs Office. A grade is assigned as well. If the advisor is not a faculty member in the Department of Psychology, then the reader must be.

We strongly suggest that students have an advisor and begin work on the 619 as early as possible in the fall semester of their first year. We do not encourage the switching of advisors, but in the case of unforeseen circumstances, this may be done with the consultation of the Area Chair.

In its most typical form, the 619 is an empirical research project presented in the form of a paper (i.e., 20-30 pages in APA format) ready to be submitted to a journal. The student may gather his or her own data or work on a data set already available from your advisor. In any event, the project should be of mutual interest to the student and the faculty member. One of the best ways for a beginning graduate student to learn about research is to be an “apprentice” to an experienced faculty member, and we think it most advisable for a student doing a 619 to choose a topic in which his or her advisor is expert and is conducting ongoing research.

6.         Brown bag:   

All students are required to attend brownbag every week.  Further, each student is required to do a research presentation at brown-bag in the 2nd and 5th years.  Further, all fourth year students  are required to present a clinical case.

7.         Teaching Academy

During the first year, all students must take the Teaching Academy.  The goal of this course is to “model effective teaching strategies and pedagogy that will provide students with the basic tools to help identify successful teaching goals, to design a thoughtful syllabus and creative assignments, and to feel better prepared to handle the classroom setting. We aim to help students prepare for the challenges of being a graduate student instructor and to encourage them to appreciate the awards that accompany the role of being a teacher.”

Course offerings for academic years 2021 and 2022

Academic Year Semester Course Number Course Title
2021-2022 Fall 2021 775 Psychological Assessment I
    609 Teaching Academy
    613/988 Statistical Methods, I
    877 Child/Adolescent Psychopathology: Lifespan I
    771 Topics in Clinical Science and Practice
    872 Evidence-Based Psychotherapy
Laboratory and Practicum I
    875 Intro to Child Therapy
   Winter 2022 778 Psychological Assessment II
    672 Introduction to Intervention,
Supervision, Consultation and  Clinical Ethics
    874 Adult Psychotherapy - Theory
    614 Advanced Statistical Methods, II
    771 Topics in Clinical Science and Practice
    670 Research Methods
    873 Evidence-Based Psychotherapy
Laboratoy and Practicum II
    776 Proseminar:  Clinical Science in Historical & Cultural Context
2022-2023 Fall 2022 670 Research Methods
    878 Adult Psychopathology - Lifespan I
    771 Topics in Clinical Science and Practice
    873 Evidence-Based Psychotherapy
Laboratory and Practicum I
  Winter 2023 771 Topics in Clinical Science and Practice
    873 Evidence-Based Psychotherapy Laboratory and Practicum II


Complete Required Course List:

   Breadth (1 integrative course, 5 areas covered)


 Teaching Academy


 Statistical Methods, I


 Advanced Statistical Methods, II


 Research Methods, Ethics and Evaluation


 Introduction to Intervention, Supervision, Consultation and Clinical Ethics


 Topics in Clinical Science and Practice


 Psychological Assessment I


 Proseminar: Clinical Science in Historical and Cultural Context


 Psychological Assessment II


 Evidence-Based Psychotherapy Laboratory and Practicum I


 Evidence-Based Psychotherapy Laboratory and Practicum II


 Adult Psychotherapy Theory


 Child Therapy Theory


 Practicum in Clinical Psychology


 Childhood and Adolescent Psychopathology


 Adult Psychopathology (Lifespan II)


 Dissertation Research

Candidacy Portfolio Requirement

When all required courses are done, typically in the spring after a student’s second year in the program, students wishing to become doctoral candidates must satisfactorily complete a Candidacy Portfolio:

  1. 619 Completion (statement with date of completion)
  2. Presentation at Brown Bag (statement with date of brown bag presentation) 
  3. Submission of first-authored manuscript for publication (copy of manuscript and name of publication outlet)
  4. Copy of current CV
  5. Copy of Assessment Evaluations
  6. Copy of Practica Evaluations

Practical training

The clinical psychology faculty is committed to ensuring high quality practicum training for both scholarly and professional reasons.  We view quality clinical research and quality practicum training as transactional in nature.  High quality practicum training helps to promote sophisticated clinical research and sophisticated research helps to inform clinical practice. Given that most research topics in clinical psychology require sophisticated training and direct clinical experience to adequately recruit, assess, and/or treat participants, we strive to make high quality clinical training available to our students throughout their graduate career. We offered a graduated level of training that builds sequentially:

Psych 672: Intro to Intervention and Ethics (2nd semester year 1)

Psych 775, 778: Assessment (Year 1)

Psych 872, 873: Evidence-Based Psychotherapy Lab (Year 2)

Psych 876: Advanced Practica (Years 3+)

Case presentations (Year 4)

Students are expected to take and register for a See practicum every semester starting their second year while enrolled in the program prior to their 2,000-hour clinical internship. Practica are typically completed during the second through fifth years of the program. However, clinical training begins in the first year of the program with the Introduction to Intervention and Clinical Ethics course (Psych 672) and Assessment courses (775,778).  Each year, descriptions of available practica will be made available late in the Fall term.  The Area Practicum Committee oversees the matching of student requests and practicum site openings. Students should keep detailed records of their practicum training hours each semester. (The department uses an electronic tracking system Time2Track, Evaluations of practicum students by supervisors and of practicum sites by students are coordinated by the Coordinator of Clinical Training. See Practicum Guidelines for Graduate Students for more details. Students who do not wish to take a practicum during every semester need approval from their faculty advisor and must petition and gain approval from the practicum committee. 

Special Note: Students who are interested in training at a Veterans Affairs (VA) facility for practicum or internship are required by the VA to complete a Trainee Qualifications and Credentials Verification Letter (TQCVL). The TQCVL must be signed by the DCT and contains personal and medical information (e.g., vaccination status) to which the DCT is customarily not privy. Please see Verification Process & Verification Attestation for information pertaining to the current VA requirements. Note: these requirements may change from year to year given federal mandates and VA procedures.

To receive credit for their practicum experiences, all students must enroll in Psychology 876 during the semester of practicum work.

Grant Proposal

A NRSA or NSF predoctoral funding proposal must be submitted prior to graduating. Alternatives to a NRSA or NSF for this requirement must be approved by the core faculty. Completing grant proposals can be time intensive and we strongly suggest students begin this process in their third year of graduate school (or even earlier) based on consultation with their advisor.  Meeting with the psychology business office with regards to questions about grants ( at the beginning of this process is useful for understanding the grant application requirement and the internal submission timeline (which is typically earlier than the deadline set by the funding agency). 


Following the completion of the 619, students must enroll in Psych 995 for dissertation studies.  During the third year in the Program, students are encouraged to write a Dissertation Prospectus and have it approved by their Dissertation Committee. The process usually starts with the student discussing with the eventual chair of the Committee the selection of other members whose knowledge and compatibility will facilitate the completion of the dissertation. The dissertation prospectus should contain:

●      a rationale for the dissertation

●      a literature review

●      hypotheses/questions

●      description of research participants

●      method(s) of analysis

●      a bibliography

●      where appropriate, appendices describing techniques, coding schemes, and so on

●      tentative timetable

Some advice about writing a prospectus proposal can be found here.  

Early in the dissertation process, a formal meeting of the full dissertation committee should be scheduled for purposes of reviewing and approving the prospectus. This meeting will include a question and answer session, and during this meeting the committee will agree upon any changes in the design or procedure that are needed, agree upon the responsibilities of the individual committee members for advising the student about particular aspects of the dissertation, and agree upon methods and timing for distributing chapters for comments. If the proposal needs further development, subsequent meeting(s) will be scheduled. Faculty may differ regarding the degree of specificity required in the proposal. However, it is generally true that specificity at the proposal stage heads off disagreements later on.

After the committee approves the prospectus (either at the time of the meeting or after improvements have been made by the student), the Dissertation Prospectus Approval Form should be signed by the committee members and forwarded to the Area Chair, who will send it to Student Academic Affairs. If the Student Academic Affairs Chair concurs with the constitution of the Dissertation Committee, the Nomination of Dissertation Committee Form will be sent to Rackham. Approval of the Committee by Rackham completes the process.

The Area hopes that students will have formed a dissertation committee and that the committee will have approved a dissertation proposal by the end of the third year in the Program and certainly no later than the end of the fourth year. Please note, your dissertation prospectus must be approved PRIOR to submitting internship applications. It is highly recommended that each dissertation committee include at least two Department of Psychology tenure-track faculty members (it is not necessary that any members of the dissertation committee be affiliated with the Clinical Area, but this is usually desirable for future recommendations relevant to clinical careers). Your committee should be approved by the SAA office.

Dissertation Timetable

The regulations of the Rackham School of Graduate Studies state that all work for a degree must be completed within five years of achieving candidacy, but no more than seven years from the date of first enrollment in the doctoral program  Further, if a student does not finish within this limit but still wishes to earn a Ph.D., he or she must reapply to the program, describing reasons for the delay and plans for completion. The faculty will then make a decision about readmission. The purpose of this message is to remind you of this policy, which the Clinical Area faculty endorses and intends to follow.

Please refer to the Psychology Student Affairs Office Policies and Procedures Manual for Graduate Students for further details.


To receive a Ph.D. in psychology from the University of Michigan that also fulfills all the requirements of the clinical training program, a student is required to complete at least 2,000 hours of an APA approved internship. This process begins 1 year prior to the beginning of internship as students apply through the Association of Psychogy Postdoctoral and Internship Centers (

Before applying to internship, the students must have defended their prospectus. Students must completed all course work prior to leaving for internship.  Further, we recommend that students have completed their data collection (at a minimum) or defend their dissertation prior to leaving for internship.

In preparation for internship, students must accumulate enough practicum hours and clinical training experiences. Students are responsible for tracking and documenting their practicum hours each semester and must complete all required practicum evaluations and documentation records. Forms are available through the Clinical Area Office and sent to students at the end of each semester to complete.

Graduation Portfolio Items:

All students are expected to have developed a core set of skills and knowledge prior to graduating that must be documented as follows:

  1. Supervised review of a journal article (Copy of review and name of journal)
  2. Supervised mentorship of a student (Brief statement indicating nature of experience)
  3. Serve as GSI for PSYCH 270 or PSYCH 110 (Statement indicating semester taught and copy of teaching evaluations)
  4. Complete a NRSA or NSF predoctoral grant proposal (or equivalent approved by area chair)
  5. Copy of research statement
  6. Copy of teaching statement
  7. Practicum hours and evaluations from every semester (Statement summarizing practicum hours and copies of evaluations)
  8. Completion of full time internship and evaluations (Statement of internship completion and copies of evaluation)
  9. Pass required courses (Copy of transcript)
  10. Complete dissertation (Copy of dissertation orals completion form)

Student Progress Timetable

The Clinical Area expects students to progress through the Program as outlined in this manual. If extenuating circumstances prevent progress at the required rate, the student should contact the Area Chair ASAP.

Graduate study can normally be completed in five years. Students encountering unusual but necessary delays must finish within seven years. The Rackham seven-year limit will be waived by the Clinical Area only in exceptional cases of extreme duress caused by factors such as unpredictable loss of income, serious illness, and so on. If a student is found to be unable to finish the Program in a reasonable amount of time (taking into account special circumstances particular to the individual student), then a counseling-out process will be initiated.

Students will be urged and reminded to observe guidelines for various degree requirements. Students will periodically be sent letters or electronic mail messages reminding them of tasks completed and time remaining in the program. However, students are expected to monitor and control their own progress. Students who fall a year or more behind the recommended schedule will be asked to discuss their status with the Area Chair.

In May, all students in the program are reviewed annually by the Clinical Area Faculty. A written evaluation will be sent to you and placed in your files. Please note: You will be asked to provide written information about your progress and achievements during the past academic year; it is imperative that you provide this information in a timely fashion when it is requested.







Year 1

  • Create mentorship plan.
  • Begin exploring 619 topic ideas
  • Teaching Academy*
  • Apply to NSF if ready**

•  Begin 619 proposal

•  Begin developing presentation skills (lab mtg, conferences)

•  Seek co-authorship opportunity in your lab

•  Consider NSF/NRSA /Other application **

•  Review Journal Article*

•  Attend writing productivity workshop

•  Create your CV

•  Submit 1st manuscript as co-author


Year 2

  • Continue 619 Data/Writing
  • Write NSF/NRSA/Other application**
  • Present 619 in Brown Bag*

•  Finish 619*

•  Start mentoring undergraduate students*

• Present 619 in Brown Bag*

• Apply for Rackham pre-candidate Grant

•  One integrative breadth course completed before Year 3*


•  Submit TLLP Application*

•  Complete 619 portfolio*

•  Submit 619 for publication*

Year 3

  • Begin considering dissertation committee
  • Write Breadth Course articles for domains not covered in courses*
  • Apply to Dissertation-focused NRSA**

•  Start writing your dissertation prospectus

•  Start considering and applying for grants to fund dissertation.

•  Submit 1 manuscript

•  Attend relevant workshop for skills, scholarship or networking

•  Write Prospectus

•  Apply for Rackham post-candidate grant

•  Submit 1 manuscript


Year 4

  • Continue Research
  • Write Prospectus
  • Present Clinical Case in Brown Bag*

•  Continue Research

•  Defend prospectus*

•  Present Clinical Case in Brown Bag*

•  Submit 1 manuscript


•  Start research/teaching /clinical/diversity statements

•  Assemble internship application materials

•  Submit 1 manuscript

Year 5

  • Apply for Internship*
  • Practice Interviews
  • Dissertation Writing/Data

•  Internship Interviews

•  Dissertation Writing/Data

•  Present Dissertation in brown bag

•  Submit 1 manuscript

•  Defend Dissertation*

•  Develop plan for job applications

•  Complete Research and Teaching statements*

•  Complete Dissertation portfolio*

•  Submit dissertation publications


Year 6

  • Internship*
  • Apply for Faculty Jobs or Post Docs

•  Internship*

•  Job Interviews



*Required and or Portfolio item

**one major grant (e.g. NSF, NRSA or equivalent) or psych bull like paper is due by end of 3rd year

A note on course exemptions

Although it is not easy to directly transfer credit for courses from another program to this program, it is possible to exempt some required courses based on graduate-level work taken elsewhere. Among the Clinical Area's guidelines for considering requests for exemption of courses are the following:

  1. Any course taken over 5 years prior to the exemption request will require extra attention for comparability.
  2. Any exemption request involving a graduate course from another university to be substituted for a University of Michigan Departmental (but not uniquely an Area) requirement, e.g., outside cores, has to be approved by the instructor of the corresponding University of Michigan course. If the instructor agrees to the exemption, and the Student Academic Affairs Chair concurs, the Clinical Area will consider the requirement to have been met.
  3. Exemptions involving requirements of the Clinical Area (theory, research, intervention sequences) may not exceed 50% of the required courses. Requests for these exemptions should be directed to the Clinical Area Chair. With respect to the assessment sequence, all students must take at least one assessment course plus lab.

Students in the joint program in Social Work and Psychology

Students admitted to the joint program in SW/Psychology must take required courses in both disciplines. Therefore they will have reduced course loads in clinical Psychology. If you are a joint program student please contact your chair in the Social Work program for a current list of required courses.


All states have licensing regulations for psychologists.  Unfortunately, at this time these regulations are not uniform from state to state, although many of them closely parallel the requirements of the American Psychological Association. Thus, if you have plans, even tentatively, to move to a certain state after graduation, you should investigate the current licensing regulations for that state relatively early in your graduate student career. 

The University of Michigan Clinical Science Ph.D. Program, to the best of its ability, determined that the curriculum offered by our program meets – or does not meet – the educational requirements for licensure or certification to practice psychology in each of the states. Please refer to the link below to identify the states where educational prerequisites for licensure are satisfied, where they are not satisfied, and where no such determination has been made by the program. 

UM Psychology Licensure Disclosure by State

For states in which the Program’s educational offerings do not meet a specific state’s requirements for licensure or certification, students may be required to obtain alternate, different, or more courses, or more experiential or clinical hours required. Therefore, it is very important that you keep copies of syllabi from all of your courses. Licensing (and other professional boards) may require these as part of their review process. Do not rely on the Clinical Area office to retain all course syllabi. Sometimes, other states will allow a student from our program to take a course or two post-doctorally in order to meet that state's requirements if they differ from those of Michigan. However, this may also be difficult for students to do. In any case, it is much easier to take the right courses while you are in graduate school.  

The University of Michigan Clinical Psychology program is designed to meet all APA regulations and to qualify a graduate for licensure in the State of Michigan. The Area is attentive to changes in the licensing rules and laws, and will try to keep you informed of these. Nonetheless, it is your responsibility to keep abreast of the current licensing regulations. The following paragraphs pertain to current licensing rules in the State of Michigan, as they affect our students. Please note: Michigan Licensing laws can and do change, so this information is not intended to be definitive.

For current Psychology Licensure Instructions please refer to

Students should obtain a Michigan Doctoral Educational Limited License (TLLP) after requirements for this license are met. This is important to do as soon as possible because most practicum sites and agencies require students to obtain their TLLP prior to engaging in individual services with patients.  In addition, insurance regulations can require a therapist to obtain a TLLP in order for services to be billable.

Once granted, a Temporary Limited License (TLLP) (is valid for two years and is not renewable.  The department is currently working with the state licensing board to extend temporary limited licenses to include all years of training during graduate school. Most advanced practica placements require students to have a TLLP in order to bill for their services. However, some practica exist that do not require a TLLP. Please discuss these options with your advisor and the CCT to determine which training experiences best fit your training needs.  See Approval of Dissertation Prospectus/Guidelines for additional information).

Once you have your Ph.D., and completed at least a 2,000-hour internship, you may apply for a Doctoral Educational Limited License if you plan to become a licensed Psychologist in the state of Michigan. In most cases, the Doctoral Educational Limited License should be obtained shortly after graduation. Once your Doctoral Educational Limited License is obtained, you will be eligible to take the licensing exam (EPPP). Taking the exam early will avoid delays in obtaining the Full License when one is finally eligible. Doctoral Educational Limited License is renewed on a yearly basis and may be renewed a total of 5 times.

For students interested in obtaining the Full License, this requires 2,000 hours of postdoctoral experience completed in no more than 2 consecutive years in an "organized health care setting." You are required to work at least 16 hours a week and no more than 40 hours per week while accumulating the 2,000 hours of experience.  Again, the applicant must meet individually and in person on a weekly basis with a fully licensed psychologist for supervision at least 4 hours per month. Please note: you must obtain your Doctoral Educational Limited License prior to beginning your post-doctoral degree experience in Michigan.  Reminder:  the full Licensure requirements differ significantly by state and students are responsible for reviewing the licensure requirements for states where they may reside after graduation.

Beginning March 30, 2022, individuals seeking any level of licensure must have completed training in identifying victims of human trafficking that meets the standards of the state prior to being issued a license. The training must only be completed one time.

If you are planning to pursue professional licensure or certification, it is strongly recommended that you contact the appropriate licensing entity in the state for which you are seeking licensure or certification to obtain information and guidance regarding licensure or certification requirements before beginning an academic program. Given that state requirements for licensure or certification vary and may change over time it is also strongly recommended that you review licensing or certification requirements as you get closer to seeking licensure or certification. You are encouraged to review the Association of State and Provincial Psychology Boards’ online tool, PsyBook (, which summarizes requirements for most states and territories. You are also encouraged to directly confirm state licensing requirements directly with the state you are interested in seeking licensure or certification.


The Department of Psychology is currently reviewing and revamping a Department-wide Graduate Program Expectations and Due Process Policies. In the event of a conflict between the department wide policies and the information presented below, the Department-wide policies will supersede the area policies and procedures described below.

Many times students feel uncertain about their performance in the Clinical Area program. Do not unnecessarily increase your stress – talk to your advisor or the Clinical Area Chair (CAC). The CAC has weekly walk-in office hours to discuss any concerns you may have.  The vast majority of students accepted into the Clinical Area, complete their training and take an appropriate doctoral-level position. Of the few who do not complete PhDs, many choose to leave the Clinical Area and transfer to another Area or to leave the Department entirely. Only a very few students fail to meet the expectations/requirements of the Area. If a student does have either academic problems and/or personal problems exacerbated by or interfering significantly with clinical practice, his/her situation is thoroughly evaluated by the student's advisor, the Area Chair, and the Records and Evaluations Chair. All aspects of the evaluation and recommendations are discussed fully with the student.  

If a student should feel dissatisfied with an Area action (by an instructor, advisor, and so on), the student may first proceed via the Area grievance policy. For the Clinical Area, this consists of presenting the problem to the Area Chair. If the response is not satisfactory, students may avail themselves of a meeting with the Associate Chair for Student Academic Affairs (Nestor Lopez-Duran). If further discussion is necessary, the student may pursue the formal steps of Rackham's grievance process. There are Departmental and University Ombudspersons to aid the student in resolving disagreements or complaints.

Students are reminded by faculty advisors to observe guidelines for various degree requirements outlined in the Procedures Manual.  Students are periodically sent letters or electronic mail messages reminding them of tasks completed and time remaining in the program. However, students are expected to monitor and control their own progress. Late every winter semester (usually in May), students provide written information about their progress and achievements during the past academic year and send it to their faculty advisor). Practicum evaluations also are obtained. This information is used in the annual review and evaluation by the Clinical Area faculty of all current students. A written summary evaluation is sent and placed in the student’s file. This evaluation describes what the student has accomplished during the year, any problem areas, such as incomplete courses or lack ofprogress in meeting research or clinical requirements, and suggests corrective actions, if appropriate, and invites correction and commentary as well as discussion with the area chair.

If a student is identified as requiring remediation in any of the core competencies of the program, a remediation plan will be enacted. The student, their primary advisor, and possibly additional faculty or supervisors will meet to develop a remediation approach.  The initial meeting a) describes the student’s problems in the competency areas, b) outlines prior communication with the student about these issues, and c) identifies prior steps taken by the student and faculty to rectify the problem. A competency remediation plan is developed that includes a) expectations for acceptable performance, b) student and faculty action points, c) timeframe for improvements, d) methods of assessing progress, e) dates for future evaluation, and f) consequences for unsuccessful remediation. The student is able to include comments regarding whether they agree or disagree with the remediation plan and both the student and primary advisor sign the document to confirm they have reviewed this information. Follow-up meeting(s) are held to review the student’s progress in meeting the expectations for acceptable performance. If the competency concern pertains to clinical practice, the student’s clinical supervisor and the Director of Clinical Training will also attend the meeting.  Additional competencies that pertain to competent clinical practice will also be reviewed as part of the remediation plan.  

If the student disagrees with the competency remediation plan, students may avail themselves of a meeting with the Departmental Graduate Committee. If further discussion is necessary, the student may pursue the formal steps of the Department Due Process Policies and Rackham's grievance process. There are Departmental and University Ombudspersons to aid the student in resolving disagreements or complaints.

Students who fall a year or more behind the recommended schedule are asked to discuss their status with the Clinical Area Chair. If a student has academic and/or personal problems exacerbated by or interfering significantly with clinical practice or graduate work, his/her situation is thoroughly evaluated by the student's advisor and the clinical chair. A remediation plan (as discussed above) will be developed to assist the student in reaching acceptable benchmarks.

Students encountering unusual but necessary delays must finish within seven years. The Rackham seven-year limit will be waived by the Clinical Area only in exceptional cases of extreme distress caused by factors such as unpredictable loss of income, serious illness, and so on. If a student is found to be unable to finish the program in a reasonable amount of time (taking into account special circumstances particular to the individual student), then a counseling-out process will be initiated. The Clinical Area Faculty has endorsed a statement of definitions of satisfactory and unsatisfactory progress.

Under special circumstances, a semester or academic year leave-of-absence, or period of detached study, may be considered useful, necessary, or advantageous by a student. If the student is currently in good standing in the Area, there are typically no objections to such requests. These requests, though, must be discussed with the student's advisor and the Area Chair, as should any request a student might have to work in some location outside of Ann Arbor if the time involved exceeds a period of one month.  Requests must also be formally detailed in writing (as to length of time, rationale, implications for progress in program, and so on) with written communication to the student. Please note the special nature of readmission requests following leaves of absence beyond one academic year in duration. Such readmission requests are by no means automatically granted.

Students may be placed on probation or dismissed from the program for failure to meet the benchmarks for expected performance as outlined in their competency remediation plan pursuant to the department Due Process Policy. The student will be informed in writing of their termination from the program. The student may also be dismissed from the program if there is misconduct (e.g., plagiarism, abuse of confidentiality) as outlined in the University of Michigan Rackham Graduate School Academic and Professional Integrity Policy. If this occurs, we will follow the procedures outlined in section 11 of Rackham Graduate School Academic Policies.  

All students are evaluated on Profession-Wide Competencies at our annual review.  Any significant failures to meet developmentally appropriate competencies are grounds for consideration for dismissal.


Students who continue to have unsatisfactory performance on the profession wide competencies following or during a period of Academic Probation or who have egregious lapses in professionalism (e.g., plagiarism, UCMJ violations, felony convictions, etc.) will be referred to the department for consideration for termination (disenrollment). Appeal procedures are described in the department Due Process Policy. Termination will be reflected on the student’s official transcript and will be noted on official correspondence from the Department.