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 we refer to this track as “adult”, 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.
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 2021).
- 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.
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
- personality measurement
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. 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.
“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
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.
If you are looking for a program that does not include training in clinical assessment or intervention, please consider the Personality, Individual Differences, and Behavior Genetics programs.
The Department of Psychology offers a variety of funding opportunities to graduate students.
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.
William G. Iacono, Regents Professor, Distinguished McKnight University Professor
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
Affiliated Advising Faculty
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
Sylia Wilson*, Assistant Professor and McKnight Land-Grant Professor of Child Development
Niels Waller, Professor of Psychology
* Has previously served as a mentor to a student in the developmental psychopathology track.
Please see our adjunct faculty webpage.