Faculty

	Alisha Ali Associate Professor alisha.ali@nyu.edu (212) 998-5222	depression in women; mental health effects of poverty, abuse, and racial discrimination; economic empowerment for domestic violence survivors; feminist epistemology and social action
	Arnold H. Grossman Professor; Vice Chair arnold.grossman@nyu.edu (212) 998-5615	sexual identity, orientation, and behaviors; gender identity and expression; psychosocial experiences and identity development of LGBT youth, adults, and older adults who are vulnerable, stigmatized, victimized, neglected, and alienated.
	Perry N. Halkitis Professor; Associate Dean for Research and Doctoral Studies; Director of CHIBPS perry.halkitis@nyu.edu (212) 998-5373	biopsychosocial aspects of HIV/AIDS, drug addiction and treatment, LGBT identities,  health and human development, social and behavioral determinants of health
	Shabnam Javdani Assistant Professor of Applied Psychology/Faculty Fellow shabnam.javdani@nyu.edu	examines the development of, and social response to, violence and antisocial behavior in youth and adults; community-based interventions for youth with disruptive behaviors; women's use of violence
	Samuel Juni Professor; Counseling Program Director sam.juni@nyu.edu (212) 998-5548	personality research and theory construction based on comparative empirical studies of normal and clinical populations, with an allegiance to Psychoanalysis and Object Relations, utilizing psychometric methodology and conceptualization.
	Jacqueline Mattis Professor; Department Chair jsm2015@nyu.edu (212) 992-9404	focus on the role of religiosity and spirituality in the lives of African American adults. Of particular interest are the ways in which religion and spirituality inform prosocial development and positive psychological outcomes (e.g., altruism, volunteerism, civic engagement, optimism, and forgiveness) among African Americans.
	Sandee McClowry Professor; Director of INSIGHTS sandee.mcclowry@nyu.edu (212) 998-5297	examining the efficacy of a temperament-based intervention in fostering the self-regulation of urban primary grade children and in enhancing  the effectiveness of their parents and teachers
	Mary McRae Associate Professor mm13@nyu.edu (212) 998-5552	racial and cultural dynamics in group and organizational life, use experiential learning model to explore authority and leadership in groups
	Sumie Okazaki Associate Professor sumie.okazaki@nyu.edu (212) 992-7662	Asian American mental health; immigrant adolescents and families; community-based approaches to adolescent mental health; culture, ethnicity, and race in mental health
	Carola Suárez-Orozco Professor; Co-Director of Immigration Studies @ NYU cso2@nyu.edu (212) 998-5282	immigrant families, children, adolescents, and young adults; academic engagement & disengagement in high schools & college; identity formation; mentoring; gendered experiences; use of mixed-methods
	Lisa Suzuki Associate Professor las1@nyu.edu (212) 998-5575	multicultural issues in psychological assessment; understanding racial and ethnic group differences on intelligence tests; culture and qualitative methods
	Mary Sue Richardson Professor msr1@nyu.edu (212) 998-5559	development of new models for construing vocational development, integration of psychotherapy and career counseling practices, intentional and identity processes in agentic action

Download the Program Prospectus for Application (includes Professional Autobiography information for Applications)

Download the Counseling Psycholgy PhD Student Handbook

Download the Counseling Psychology PhD Annual Review Form

Overview

The PhD Program in Counseling Psychology was registered with the New York State Department of Education for the professional preparation of psychologists in 1971. Since that time graduates of the Counseling Psychology Program have been considered fully qualified psychologists with specialized training in counseling and eligible for licensure by the State. The Counseling Psychology Program is fully accredited (since 1981) by the American Psychological Association, Office of Program Consultation and Accreditation, 750 First Street, NE, Washington DC 20002-4242 (202-336-5979).  In 1989 the Department of Counselor Education and the Department of Educational Psychology were merged into the current Department of Applied Psychology.

The major philosophical principles underlying the doctoral program in Counseling Psychology at New York University are: 1) a focus on a developmental understanding of clients; 2) a commitment to a health and wellness model of intervention and research; and 3) an appreciation of the gendered, cultural, class, and institutional context of people's lives as these affect both clients and counselors. We consider these principles to be central to our definition of Counseling Psychology.

The goals of our program are to:

• produce graduates who are knowledgeable regarding current clinical theory;
• produce graduates who understand adaptive and maladaptive human functioning across the lifespan;
• produce graduates who are prepared to function as multi-faceted and multi-skilled professionals in a wide range of roles as counseling psychologists;
• produce graduates whose professional identity is that of a counseling psychologist and who are able acquire additional knowledge appropriate to this specialty;
• produce graduates who have attained awareness, knowledge, skills, and attitudes to work effectively with, and conduct research about the lives of individuals from diverse backgrounds, particularly in urban settings;
• produce graduates who have developed a high level of ethical sensitivity and behavior in their professional roles as researchers and practitioners; and
• produce graduates who are knowledgeable about the research process and the creation of new knowledge.

Student Admissions, Outcomes, and Other Data 

 Students who graduated 2003-2010

Average time to completion (2003-2010) for students who began program as MA level graduates: 10.36
Median time to completion (2003-2010) for students who began program as MA level graduates: 10

Average time to completion (2003-2010) for students who began program as BA level graduates: 8.5
Median time to completion (2003-2010) for students who began program as BA level graduates: 8.5

Time to completion of the program is a wide range since in the past we had a number of students who attended part-time. Student must complete their program within 8 years or a 10 year period for the students matriculated prior to 2008 according to Steinhardt policy. However, allowances have been made for students given extenuating circumstances. Currently, on the average, full time students complete the program in 5-7 years and part time students complete the program in 10-13 years. The overall average number of years to completion of the program is 9 years. 

Please note, February 17, 2012 is the date for admissions interviews for prospectivedoctoral students for the programs in Counseling Psychology, PsychologicalDevelopment, and Psychology and Social Intervention. Applicants who will beinvited for an interview will be contacted by a department representativein advance of that date.

2. Program Costs

Doctoral students in the Counseling program are required to complete 96 academic credits of coursework. Graduate tuition in the Steinhardt School of Education in 2011-2012 is $1319 per academic credit. The tuition for a first year full-time student from 2011-2012 will be approximately $37,800 (15 credits per semester, 30 credits per academic year). Other costs include basic health insurance ($1260), and registration fee ($419). Please visit http://steinhardt.nyu.edu/graduate_admissions/tuition for more detailed information regarding tuition and other student expenses at Steinhardt.

The Applied Psychology Department provides fellowships that offer full funding to all full-time Ph.D. students in their first three years. All full-time Ph.D. students admitted to the Department of Applied Psychology receive full funding (tuition remission, health care benefits and a stipend, which was $23,000 in 2010) in their first three years either as Fellows or as Research Assistants, with no upper limits in the number of credits they may take. The fourth year funding is by scholarship, which excludes tuition remission. Students who are funded through Research Assistantships (RA) on faculty grants and who are engaged in research through the summer are eligible to earn an additional $7,600 during each summer of the RA-ship. Students who are funded as Fellows are eligible to supplement their income by teaching as Adjunct Faculty within the department, or by working for hourly pay on faculty grants, as graders or in another approved capacity. Students are not eligible to teach or serve as graders while they are employed as RA’s. The Steinhardt School provides numerous opportunities to engage in research. A list of the department affiliated and other research centers and institutes available at http://steinhardt.nyu.edu/centers/.

3. Internships

4. Attrition

5. Licensure

Additional information about students and faculty in the program are as follows: