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. Of course, graduates will also find themselves well-prepared for various careers as clinicians or more applied researchers. 

Our faculty are especially strong in psychopathology, personality, and behavioral genetic research. They blend experimental approaches with large-scale epidemiological studies to understand abnormal behavior and its biological and psychological bases. This, combined with our larger community of psychologists, psychiatrists, scientists, and other practitioners, allows us to accommodate a broad array of research interests or clinical experiences with a diverse set of distinguished advisors and mentors (see “affiliated faculty” below).

Training in Clinical Psychology across the Lifespan

CSPR consists of two integrated tracks. Students interested in the “adult” track apply to the graduate program in the Department of Psychology. While this track focuses on adult clinical science and psychopathology research, students can also gain exposure to training in research and practice with children and adolescents. Faculty mentors include the “core” faculty listed below.

Prospective students interested in receiving an intensive specialization in child development and psychopathology apply to the second, “developmental” track of the program through the Institute of Child Development. Students in this track focus on studying developmental psychopathology and build a foundation in developmental research before obtaining clinical training with the Department of Psychology. Affiliated faculty who have mentored students in the “developmental” track are listed below.

Accreditation

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). Our full accreditation information can be found on our website.

The University of Minnesota's Doctoral Clinical Psychology Program is accredited by both the American Psychological Association’s Commission on Accreditation (CoA; through 2028) and the Psychological Clinical Science Accreditation System (PCSAS; through 2023). 

• We intend to renew our PCSAS accreditation.
• Our clinical science training model and vision is most consistent with the standards of PCSAS.  We support the full scope of current PCSAS initiatives, including PCSAS achieving recognition in 2018 from the Association of Psychology Postdoctoral and Internship Centers (APPIC) to allow students from PCSAS accredited programs into the internship match. 
• We fully support PCSAS’s current initiatives to make program graduates fully license-eligible in diverse jurisdictions.  As license eligibility is achieved for PCSAS program graduates in a significant number of U.S. states over the next few years, our program will consider remaining accredited solely by PCSAS without APA accreditation. 

In making these statements, we are pleased to stand with other leading clinical psychology doctoral training programs that have expressed strong commitments to clinical psychological science and corresponding plans regarding accreditation.  

Curriculum

For specific curriculum requirements to the Clinical Science and Psychopathology Research (CSPR) program, please visit the Graduate Education Catalog: Psychology. Current clinical course offerings cover:

• descriptive, developmental, psychosocial, and biological psychopathology;
• personality and personality disorders,
• neuropsychological, intellectual, objective, and interviewing assessment;
• cognitive and behavioral therapy for adults and children,
• clinical psychophysiology;
• ethics and social responsibility,
• diversity, equity, & inclusion. 

In addition to core clinical courses on psychopathology, assessment, and intervention, students can take supporting course work in the following areas:

• developmental psychopathology
• psychometrics
• personality measurement
• neuropsychology 
• psychophysiology
• neuroscience

A behavior genetics concentration may involve specialization in genetics and biology within several programs on campus.

Research

Students are intensively involved in research throughout their graduate training. Our program is designed to provide rigorous training in the conduct of research. Our 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 and beyond.

Clinical Training

Practica

“Practica” are our applied clinical experiences, where clinical students learn to conduct assessments and interventions with patients in affiliated hospitals and clinics in the broader Twin Cities metropolitan area (with a population of more than 3 million). Clinical students are required to engage in a minimum of 450 hours of practicum training. Over 24 different community agencies participate in the practicum training, offering a 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 
• court services 
• community mental health centers
• child guidance clinics
• private practices

Internship

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. 

Funding Opportunities

The Department of Psychology offers a variety of funding opportunities to graduate students.

For more information, please see the Funding Opportunities webpage or our Training Grant page. 

Inclusion and Diversity

The Clinical Science and Psychopathology Research (CSPR) Program strongly supports issues of diversity, equity and inclusion (DEI). We actively encourage applications from individuals who have historically been marginalized on the basis of race, ethnicity, socioeconomic class, gender identity, sexuality, ability, spiritual beliefs, culture, tribal affiliation, nationality, immigration status, political beliefs, age, and/or veteran status.  

CSPR strives to entrain cultural humility in graduate trainees, to emphasize the importance of multiculturalism in course curricula, to create and promote opportunities to enhance DEI awareness, to promote equitable research practices, and to prioritize recruitment and support of historically marginalized students. We have established a DEI committee as a joint student-faculty effort to support these goals. CSPR firmly believes that a diverse and equitable program enhances the quality and impact of our research while also enriching student experiences.

Given this commitment, we have given a good deal of consideration as to whether inclusion of the GRE detracts from these goals. After reviewing the available evidence and engaging in careful deliberation on the best approach to promote our DEI goals, we have determined that consideration of applicants without this metric can paradoxically reduce representation, whereas a more holistic approach (that includes the GRE) may be more successful. Indeed, this work suggests predictive bias of the GRE is likely to benefit students from historically marginalized groups (see Woo, et al., 2022). To assure the best possible outcomes for our students and join with our colleagues in the field to promote diversity, we will regularly review this policy.

Faculty

Core Faculty

• Bonnie Klimes-Dougan, Contract Associate Professor, ICD Liaison

• Robert Krueger, Hathaway Distinguished Professor, Distinguished McKnight University Professor, and Associate Director of Practicum & Internship Placements

• Shmuel Lissek, Associate Professor

• Monica Luciana, Distinguished McKnight University Professor​ and Distinguished Teaching Professor of Clinical Psychology

• Angus MacDonald, III, Distinguished McKnight University Professor and CSPR Area Director

• Scott Vrieze, Associate Professor

Adult Affiliated Advising Faculty

• Marilyn E. Carroll, Professor of Psychiatry

• Scott Crow, Professor of Psychiatry

• Juan Del Toro, Assistant Professor of Psychology

• Colin DeYoung, Associate Professor of Psychology

• Dorothy Hatsukami, Forster Family Chair in Cancer Prevention and Professor of Psychiatry

• Kelvin Lim, Professor of Psychiatry

• Matt McGue, Regents Professor of Psychology

• Scott Sponheim, Professor of Psychiatry

• Niels Waller, Professor of Psychology

Developmental Affiliated Advising Faculty

• Stephanie Carlson*, Distinguished McKnight University Professor of Child Development
• Dante Cicchetti*, McKnight Presidential Chair, William Harris Professor of Child Development and Psychiatry, ICD Representative to the Clinical Science and Psychopathology Research program
• Jed Elison*, Associate Professor of Child Psychology
• Megan Gunnar*, Regents Professor and Distinguished McKnight University Professor of Child Development
• Ann Masten*, Regents, Irving B. Harris, and Distinguished McKnight University Professor of Child Development
• Glenn Roisman*, Distinguished McKnight University Professor of Child Development

• Katie Thomas*, Professor of Child Development

• Sylia Wilson*, Assistant Professor and McKnight Land-Grant Professor of Child Development

*Has previously served as a mentor to a student in the Developmental Psychopathology track through the institute of Child Development (ICD). If you are interested in this track, please apply to the Institute of Child Development, not the Department of Psychology.

Adjunct Faculty

Please see our adjunct faculty webpage.

Emeritus Faculty

James Butcher, Professor
William G. Iacono, Regents Professor, Distinguished McKnight University Professor
Gloria Leon, Professor
Auke Tellegen, Professor