Clinical Science and Psychopathology Research Program (CSPR)
Our Clinical Science and Psychopathology Research (CSPR) program has long been regarded as one of the best clinical psychology programs in the world, training clinical scientists who have become leaders in the field. The program combines rigorous research training in psychopathology with a solid grounding in the applied practice of clinical assessment and intervention. Our program is designed to train students who wish to become academic clinical psychologists or research scientists, although of course graduates will also find themselves well-prepared for various careers as clinicians or more applied researchers.
Our core and affiliated faculty are especially strong in psychopathology, personality, and behavioral genetic research, blending experimental approaches with large-scale epidemiological studies to understand abnormal behavior and its biological and psychological bases. Another major strength of our program includes our ties to psychologists, psychiatrists, and other scientists and practitioners in affiliated departments within the University, local area hospitals, and mental health centers, which make it possible for us to offer a broad array of research and clinical experiences with a diverse set of distinguished advisors and mentors (see “affiliated faculty” below). This network, combined with the larger University community, allows us to accommodate almost any research interest or clinical training need that our graduate students may have.
Training in Clinical Psychology across the Lifespan
Our Clinical Science and Psychopathology Research program consists of two integrated tracks. Students interested in the “adult” track apply to the graduate program in the Department of Psychology (click here for application information). While we refer to this track as “adult”, in fact, students in this track receive training in research and practice with children, adolescents, and adults. Faculty mentors include the “Core” faculty listed below and include some research programs in children and adolescents.
Prospective students interested in receiving an intensive specialization in child development and psychopathology may consider applying to the second, “developmental” track of the program through the Institute of Child Development. Affiliated faculty in the Institute who have mentored students in the “developmental” track are listed below with an asterisk.
Student Admissions, Outcomes, and Other Data
CSPR Program Guide
The American Psychological Association (APA) has accredited our internationally recognized clinical psychology program since 1948. We are also accredited by the Psychological Clinical Science Accreditation System (PCSAS). For more information, please see accreditation.
Current clinical course offerings cover descriptive, developmental, psychosocial, and biological psychopathology; neuropsychological, intellectual, objective, and interviewing assessment; cognitive and behavioral therapy for adults and children, crisis and short-term therapy; clinical psychophysiology; ethics and social responsibility, ethical issues in applied developmental psychology; personality and personality disorders.
In addition to core clinical courses on psychopathology, assessment, and intervention, students can take supporting course work in developmental psychopathology, psychometrics, personality measurement, neuropsychology, neuroscience, and psychophysiology. A behavior genetics concentration may involve specialization in genetics and biology within several programs on campus.
Students are intensively involved in research throughout their graduate training. Our program is designed to provide rigorous training in the conduct of research. The faculty conduct cutting-edge research on brain-behavior correlates in psychopathology (schizophrenia, fear/anxiety, depression, drug use and dependence, and personality disorder), genetic and environmental etiology in psychopathology using longitudinal twin and adoption studies as well as genome-wide association studies.
“Practica” are our applied clinical experiences, where clinical students learn to conduct assessments and interventions with patients in affiliated hospitals and clinics on the broader Twin Cities metropolitan area (population of >3 million). Clinical students are required to engage in a minimum of 450 hours of practicum training. Over two dozen different community agencies participate in the practicum training and supervision of clinical students, offering a wide variety of opportunities to develop applied assessment and treatment skills with different clinical populations. Participating practicum sites include various clinics in the University and affiliated community hospitals, the VA Medical Center, a walk-in counseling center, court services, community mental health centers, child guidance clinics, and clinicians in private practice
In order to receive a PhD with a specialization in clinical psychology, students are required to complete a one-year, full-time APA-approved clinical internship. Students are encouraged to apply to internship sites that are members of the Academy of Psychological Clinical Science. These internship sites are especially interested in having interns from clinical programs with a strong research emphasis.
Inclusion and Diversity
The Clinical Science and Psychopathology Research program strongly supports inclusion and diversity and encourages applications from individuals underrepresented in clinical psychology, including individuals from underrepresented racial and ethnic groups, those with disabilities, and those from disadvantaged backgrounds. To learn more please see the department's page on diversity and inclusion.
William G. Iacono, Regents Professor, Distinguished McKnight University Professor
Bonnie Klimes-Dougan, Contract Associate Professor, ICD Liason
Robert Krueger, Distinguished McKnight University Professor
Shmuel Lissek, Associate Professor and Associate Director of Practicum & Internship Placements
Monica Luciana, Distinguished McKnight University Professor
Angus MacDonald, III, Hathaway Distinguished Professor and CSPR Area Director
Scott Vrieze, Assistant Professor and McKnight Land-Grant Professor
Stephanie Carlson*, Distinguished McKnight University Professor of Child Development
Marilyn E. Carroll, Professor of Psychiatry
Dante Cicchetti*, McKnight Presidential Chair, William Harris Professor of Child Development and Psychiatry, ICD Representative to the Clinical Science and Psychopathology Research program
Scott Crow, Professor of Psychiatry
Colin DeYoung, Associate Professor of Psychology
Jed Elison*, Associate Professor of Child Psychology
Abigail Gewirtz, Professor of Child Psychology
Megan Gunnar*, Regents Professor and Distinguished McKnight University Professor of Child Development
Dorothy Hatsukami, Forster Family Chair in Cancer Prevention and Professor of Psychiatry
Kelvin Lim, Professor of Psychiatry
Ann Masten*, Regents, Irving B. Harris, and Distinguished McKnight University Professor of Child Development
Matt McGue, Regents Professor of Psychology
Carol Peterson, Associate Professor of Psychiatry
Glenn Roisman*, Distinguished McKnight University Professor of Child Development
Scott Sponheim, Professor of Psychiatry
Katie Thomas*, Professor of Child Development
Niels Waller, Professor of Psychology
* Has previously served as a mentor to a student in the developmental psychopathology track.