Doctor of Psychology (Psy.D.) in Clinical Psychology
Chicago
The Adler University Doctor of Psychology in Clinical Psychology is among the nation’s longest-standing advanced APA-accredited psychology degrees. The scholar-practitioner model integrates science, research, and community engagement to prepare leaders in assessment, intervention, and supervision who advance well-being and strengthen systems of care.
- 114 credits
- 5-year program, full-time study
- APA accredited
- National licensure exam preparation
- Extensive practicum + internship opportunities
- GRE not required
Admission Deadlines
| Term | Priority | Final |
|---|---|---|
| Fall 2026 | 11/15/2025 | 2/15/2026 |
Program overview
Graduates of Adler University’s Psy.D. in clinical psychology are distinguished by the depth and breadth of their expertise. The program’s longstanding reputation is built on exceptional internship match rates, diverse clinical training opportunities, and faculty who are recognized leaders in the field.
Students progress through advanced coursework, sequenced practica, an APA-accredited full-time internship, and dissertation research, synthesizing clinical science, practice, supervision, and scholarship. They graduate not only prepared for licensure, but also equipped to influence the future of clinical psychology through leadership, teaching, and applied research.
Why choose the Psy.D. in clinical psychology at Adler University?
- Internship success: Consistently exceeds national benchmarks; in 2020-21, 97% of students matched with APA-accredited internships, with a 100% overall match rate.
- Licensure readiness: Graduates are eligible for national licensure exams and meet standards of the National Register of Health Service Psychologists, as well as most state requirements.
- Chicago advantage: Clinical training in one of the nation’s largest health and nonprofit hubs, offering extensive opportunities across hospitals, clinics, and community systems of care.
- Career impact: Prepares clinical psychologists for leadership roles in government agencies, community health organizations, hospitals, and private practice.
- Specialized training pathways: Diverse opportunities for emphasis such as neuropsychology, traumatic stress, and military clinical psychology.
- Fully accredited by the American Psychological Association.
*Student outcomes data for 2018-2019 to 2024-2025 is impacted by the incorporation of Argosy transfer students at multiple program levels.
Expand Your Credentials
Adler University offers students the opportunity to choose an emphasis, focusing on a specific area in clinical psychology. Students apply for an emphasis of choice during their first or second year of study.
During their first year, students interested in pursuing an emphasis should become familiar with the admissions criteria for their chosen emphasis, meet with the emphasis coordinator, and attend emphasis-related activities.
Advanced Adlerian Psychotherapy
Adlerian theory is a strength based and collaborative practice that emphasizes encouragement, belonging, and empowerment. We examine past and present conscious and nonconscious motivations and schemas or convictions in their social-cultural context. We conceptualize symptom development from a biopsychosocial viewpoint emphasizing the reaction to lack of felt equality and belonging in the community.
Adlerian theory combines systemic, cognitive-behavioral and psychoanalytic theory. Systemic in that we understand clients’ conscious and unconscious motivations and behaviors after reviewing the multiple systems and relationships they are embedded in. Adlerians examine the current cognitive schemas and behaviors and value understanding clients using a biopsychosocial approach. We inquire about the dynamics of the family of origin and value the therapeutic relationship.
Impact of Some Adlerians + Adler
- Person-Centered Therapy, Existential Therapy, Cognitive Theory, Rational Emotive Behavioral Therapy, Logotherapy, Strategic therapy, Constructivist therapy, Positive Psychology, and Family Therapy can trace their origins in Adlerian ideas (Carlson & Englar-Carlson, 2017).
- Mamie and Kenneth B. Clarks’ dolls studies influence the decision in favor of not segregating children in school in Brown vs. Board of Education of Topeka.
- The school founders’ Rudolf Dreikurs, Bernie Shulman, and Harold Mosak helped to establish the Illinois Psychological Act creating the license for clinical psychologists.
- Adlerian parent education and Adlerian play therapy are Evidence-Based Practice.
Training Requirements
Student can either attend the NASAP Annual conference (two days of full training), ICASSI (one week of activities), or watch previously recorded case consultation hours (15 hours) on adlerpedia.org.
Dissertation Requirement
Doctoral students seeking this emphasis must have an Adlerian focus for their dissertation. However, this focus may include other areas of interest. A total of 15 credits of courses are required. View the Adler University Course Catalog for details.
Clinical Neuropsychology
Clinical neuropsychology is recognized by the National Register of Health Service Psychologists, and is one of the fastest-growing sub-specialties within psychology.
Student Outcomes
Adler University’s doctoral neuropsychology emphasis is designed to satisfy current professional guidelines for training clinical neuropsychologists, and to provide doctoral students with the opportunity to develop competence and proficiency in clinical neuropsychology.
Careers in Clinical Neuropsychology
Completion of the Emphasis in Clinical Neuropsychology, within the doctoral program in Clinical Psychology, prepares graduates to complete advanced work, leading to careers in clinical neuropsychology and to board certification. Past students have found work in hospitals, University settings, clinical research and clinical practice among other opportunities.
Licensure
After graduating with the Psy.D. and the Clinical Neuropsychology emphasis, a year of postdoctoral training is required for licensure as a psychologist in most states and provinces. Graduates are expected to continue training on a postdoctoral level and to acquire additional supervised clinical experience to increase both general and subspecialty neuropsychology competencies.
Application Process
Students will need to submit a one-page statement of interest, transcripts of their graduate school performance, and a letter of recommendation from a faculty member, and then complete an interview with the emphasis coordinator.
Students who are accepted into the emphasis will then be permitted to take the second course in the sequence in spring term of their second year, Neuropsychology II: Neuropsychological Assessment (PSY 765). After acceptance into the emphasis, students must complete all remaining course requirements with a grade of B+ or better. Additionally, following the completion of the assessment and psychotherapy practicums and seminars, the student will be allowed to apply for an advanced practicum in neuropsychology and the associated advanced practicum seminar with the focus in clinical neuropsychology.
Curriculum
A total of 15 credits of courses are required in the specific clinical neuropsychology courses utilizing general elective credits. An additional 5 credits overlap with regular Psy.D. core courses but may be in specific designated sections for neuropsychology emphasis students. View the Adler University Course Catalog for details.
Child and Adolescent Psychology
This emphasis within our Psy.D. in Clinical Psychology program provides focused coursework, training, and mentorship that prepare students as clinical psychologists with the necessary knowledge, skills, and training to work with children, adolescents, young adults and their families, and the issues that impact their mental health and well-being.
Student Outcomes
Through this emphasis, our students gain research- and practice-based understanding and skills related to assessment and intervention methods that are most appropriate to younger clients, as well as understanding of the broader structural and sociocultural factors that affect children and adolescents.
Careers in Child and Adolescent Psychology
Child and adolescent psychologists work in a range of settings with young people struggling with a range of mental health issues and challenges such as depression, anxiety, body image, drugs or alcohol, relationships, or coping with life changes such as parental divorce or death. They conduct formal diagnostic assessments, provide psychotherapy and other therapeutic services, develop community based youth programs, lead prevention initiatives, provide consultation, advocate for policy and more.
Students are trained as practitioners with broad knowledge and specific skills in assessment, theory, research, and practice by faculty who are practicing clinicians as well as leading scholars, researchers, and educators with extensive child and adolescent experience—focusing in areas such as:
- Childhood depression and anxiety disorders
- Substance abuse
- ADHD and other learning disorders
- LGBTQ youth mental health
- Trauma
- Family systems
- Multicultural treatment models
Admission Criteria and Continued Enrollment
Students are admitted into the emphasis after completion of the first year. Admission criteria include:
- A cover letter describing the student’s professional goals and interests and how the emphasis will help him or her achieve these goals.
- Copies of graduate transcripts (can be unofficial transcripts).
- A letter of recommendation from one faculty member in the Adler Psy.D. program; this can include a direct email from the recommender to the emphasis coordinator.
- Overall Adler grade point average of at least 3.25.
- Passing all Psy.D. program milestones up to the point of emphasis admission.
- An interview with the Emphasis Coordinator.
- Admission to the emphasis is not guaranteed. The decision will be weighed in conjunction with other data.
Additionally, students admitted into the emphasis must maintain the following standards, or they may risk dismissal from the emphasis:
- Maintain an overall grade point average of at least 3.0.
- Obtain a grade of at least B in all required emphasis courses.
- Pass all milestones in the Psy.D. program (CQE, dissertation, etc.).
- Have no SCEC referrals for comportment issues.
- Have no more than one SCEC referral for any other reason
Curriculum
Successful completion of 18 total credit hours is required to complete the Child and Adolescent Psychology emphasis. View the Adler University Course Catalog for details.
Military Clinical Psychology
This nationally recognized emphasis within the University’s Psy.D. program prepares students for work as military clinical psychologists — in high demand for their specialized knowledge and approaches to working with the distinct psychological needs of military personnel, retirees, veterans, and their families.
Careers in Military Clinical Psychology
Our students are trained for careers as commissioned military or civilian military psychologists with expertise in assessment, theory, and research.
Responsibilities of military psychologists can entail direct psychological services and counseling for military personnel and their families, during deployment and upon returning to civilian life. Military psychologists also provide clinical support for those who have experienced injuries and trauma, post-traumatic stress disorder (PTSD), and other psychological impacts as a result of military service. They also advance research and understanding on the psychology of modern combat and military operations.
Long marginalized within society, military veterans collectively suffer above average rates of psychological problems, substance abuse, suicide, and chronic homelessness. Whether as civilians or commissioned military personnel, military clinical psychologists are sought out to address these issues in positions in research, educational, and medical facilities; at military schools and bases; and in government, including agencies such as the Pentagon and service command headquarters.
Admission Criteria and Continued Enrollment
Students who have an interest in the Emphasis in Military Clinical Psychology should notify the Emphasis Coordinator and arrange for an interview within 60 days of the start of the first academic year (fall term). Admission to the emphasis is not guaranteed. Candidates must meet the following admission criteria:
- Copies of undergraduate and graduate transcripts.
- A letter of interest (cover letter) describing the student’s professional goals and interests and how the emphasis will help achieve these goals.
- Overall grade point average of at least 3.25.
- An interview with the Emphasis Coordinator or emphasis faculty.
Once a student is admitted into the emphasis, the student must maintain the following standards or they will risk dismissal from the emphasis:
- Maintain an overall grade point average of at least 3.0.
- Obtain a grade of at least B in all required emphasis courses.
- Pass all milestones in the Psy.D. program (CQE, dissertation, etc.).
- Have no SCEC referrals for comportment issues.
- Have no more than one SCEC referral for any other reason.
- Maintain a collaborative, team-focused attitude while engaged in any emphasis activities, practica, or classes.
- Attend all mandatory emphasis meetings during the student’s first academic year and periodically in the student’s second academic year and beyond, providing mentorship and instrumental support across cohort.
- Attend at least one emphasis in-house training.
Curriculum
Students interested in serving this unique population will enroll in five (5) core military clinical psychology courses that address military structure, systems, clinical issues, assessment, treatment, and a variety of direct-service modalities in the treatment of military personnel, veterans, retirees, and their families. A total of 15 credits of courses are required. View the Adler University Course Catalog for details.
Primary Care Psychology and Behavioral Medicine
More than four out of five physician visits are for problems with a significant psychological and/or behavioral component, such as obesity or diabetes. Our emphasis in primary care psychology and behavioral medicine — another fast-growing area of modern psychology — integrates clinical psychology, behavioral medicine, and healthcare.
Student Outcomes
Students learn evidence-based approaches and techniques related to key principles of primary care psychology, including mind/body interaction; pain definition and management; stress related illnesses and treatments; the role of behavioral factors in physical and psychological well-being; and the application of psychological assessment and intervention techniques to acute and chronic illness.
Admission Criteria
Interested students in good academic standing having maintained a minimum 3.0 grade point average should apply to the Emphasis Coordinator for entry into the Emphasis in Primary Care Psychology and Behavioral Medicine toward the end of their first year. Students are also expected to attend either a Primary Care Student Organization (PCSO) meeting or event, or attend an emphasis meeting during their first year. Interested students should also meet with the Emphasis Coordinator before application to discuss their interest in the area.
Curriculum
Understanding the impact of broader structural and systemic factors on well-being, and the role of the psychologist in healthcare delivery are emphasized. This emphasis is well suited for those interested in practice in primary healthcare settings, such as hospitals, group medical practices, community clinics, HMOs, and family practice centers. It is also a good fit for students who wish to intervene with medical patients in order to reduce physical symptoms, such as reduction in pain symptoms using mindfulness, reduction in blood pressure using biofeedback, or regulation of blood sugar in diabetics using behavioral management techniques in collaboration with a dietician.
Primary Care and Behavioral Medicine Courses
Required courses provide students with knowledge and skills pertinent to several of the key principles of primary care psychology, including mind/body interaction; pain definition and management; stress-related illnesses and treatments; the role of behavioral factors in physical and psychological well-being; the application of psychological assessment and intervention techniques to acute and chronic illness; and an understanding of the impact of broader structural and systemic factors on well-being and the role of the psychologist in healthcare delivery. A total of 18 credits of courses are required. View the Adler University Course Catalog for details.
Substance Abuse
This emphasis is designed to provide education and training in the prevention, intervention, and treatment of Alcohol and Other Drug Abuse (AODA) disorders. Coursework provides education in the theories, techniques, and core functions of substance abuse counseling, focused on evidence-based research and best-practice standards.
Adler University is accredited as an Advanced Alcohol and Other Drug Abuse Counselor Training Program by the Illinois Alcohol and Other Drug Abuse Professional Certification Association, Inc. (IAODAPCA). This certification process is based on the Illinois Model for Certification of Alcohol and Other Drug Abuse Counselors.
Curriculum
A total of 15 credits of courses are required. View the Adler University Course Catalog for details.
Traumatic Stress Psychology
This emphasis — the only such of its kind in the United States — offers students specialized knowledge and training to provide therapy and assessment services for individuals with symptoms of traumatic stress, including people who have experienced combat, disasters, accidents or life-threatening illness, or interpersonal violence.
Student Outcomes
Students learn the practice skills to provide these individuals with research-supported clinical services and the support they need to improve their psychological, physical, social, and vocational functioning. An understanding of the broader structural and systemic factors that impact survivors’ well-being is emphasized.
Students will obtain the knowledge and skills to provide these individuals with research-supported clinical services and the support they need to improve their psychological, physical, social, and vocational functioning. An understanding of the broader structural and systemic factors that impact on survivors’ well-being is also emphasized.
Admission Criteria
Admission to the emphasis after matriculating into the Psy.D. program requires the following:
- Overall Adler grade point average of at least 3.25
- Passing all Psy.D. program milestones up to the point of emphasis acceptance
- An interview with the Emphasis Coordinator
The following requirements must also be met:
- Students earning the Emphasis in Traumatic Stress Psychology must complete one of their doctoral practica at a site that offers significant experience in working with survivors of traumatic events.
- Students earning the Emphasis in Traumatic Psychology must complete their dissertation on a topic relevant to traumatic stress or death, dying, bereavement, loss, or life-threatening illness.
- If the Traumatic Stress Psychology Emphasis Coordinator is not a member of the student’s dissertation committee, the student must submit the dissertation to the Coordinator for review before the dissertation defense takes place.
- Students should communicate with the Traumatic Stress Psychology Emphasis Coordinator to verify that these requirements are being met.
Shaping Careers, changing systems
Graduates are ready to step into leadership roles that influence how care is delivered across health care systems, organizations, and independent practice.
Private practice
Clinical psychologists manage caseloads of psychotherapy and psychological assessment, develop evidence-based treatment plans, administer and interpret tests, track outcomes, and oversee risk management and referrals. They also maintain thorough documentation, uphold consent and confidentiality, and provide supervision in clinical settings.
Community Mental Health
Advance mental health at the community level through assessment, therapy, program design, evaluation, supervision, and systems-focused problem solving that improves access and quality of care. Professionals in this field collaborate with communities and providers, lead training, coordinate services, and champion ethical, culturally responsive practice.
government agencies
Psychologists in government roles design, deliver, and evaluate public mental health programs; provide assessment and therapy; support crisis response; analyze outcomes; and advise on policy, training, and organizational well-being while upholding legal and ethical standards.
clinics + outpatient centers
Psychologists provide evidence-based therapy and assessment in fast-paced outpatient settings, coordinate care with interdisciplinary teams, track outcomes, and maintain rigorous documentation and confidentiality.
Data is from the U.S. Bureau of Labor Statistics.
Admissions requirements
Eligibility
Applicants to the Psy.D. program must meet the following requirements:
- A baccalaureate degree from a regionally accredited U.S. institution or a comparable degree from an international institution.
- An academic record that demonstrates ability to fulfill the academic demands of the program. Successful applicants typically have a grade point average of 3.0 or higher on a 4.0 scale for undergraduate or graduate coursework.
- Practicum or work experience in psychology or a related field is highly desirable and is considered in the evaluation of applicants.
- Although the Psy.D. program at Adler University does not require the GRE, we will consider it as additional support for applications. Submitting GRE scores may be particularly useful for candidates who have recently been in settings other than academia or have experienced academic challenges. In these cases, the GRE may strengthen applications, as we take a holistic review to determine candidacy for interviews.
Prerequisites
The equivalent of 18 semester credit hours in psychology with grades of “C” or better, including the following prerequisite courses: general or introductory psychology, abnormal psychology, and research methods or statistics. Equivalent coursework in other social sciences may also be considered. Students may be admitted prior to completing these prerequisites, but all students must complete these courses by the end of their first semester of enrollment at the Adler University.
Application Requirements
Applicants are required to submit the following items to be considered for admission:
- Application and application fee.
- Statement of Intent.
- Resume or Curriculum Vitae.
- Official transcripts from all undergraduate and graduate schools attended (U.S and Canada).
- Three (3) letters of recommendation from individuals who can specifically speak to your academic and professional abilities.
Approved applicants will be invited to complete an interview with faculty.
Statement of Intent
Applicants are required to provide a statement of intent answering the following questions. They should be 2-3 pages, double-spaced.
- Why are you interested in your chosen field and program?
- Why is Adler University’s program a good fit for you?
- Respond to Adler University’s mission statement as it relates to being a leader in your industry.
- What are your career goals and interests?
How to Apply + Submit Transcripts
- Visit Adler University’s online application portal, create an account, and submit your application, fee, Statement of Intent, resume/CV, and references’ details.
- Have official transcripts sent directly from each issuing institution or approved service to the Office of Admissions prior to the application deadline. Do not upload official copies to the portal.
Official electronic transcripts should be sent to admissions@adler.edu.
Physical transcripts should be sent to:
Adler University – Office of Admissions
17 N. Dearborn Street
Chicago, IL 60602
Curriculum | Internships | PRACTICUMS
Adler University’s Doctor of Psychology (Psy.D.) in Clinical Psychology is a 114-credit hour program. Doctoral courses are scheduled during all three terms in an academic year. Classes are offered on weekdays as well as weekends during morning, afternoon, and evening hours. Students should take courses in the proper sequence to satisfy prerequisites for advanced courses and to prepare for practicum placements.
Completion of the program includes the courses below, along with additional requirements outlined in the Adler University Course Catalog.
CORE PSY.D. COURSES
Clinical Interviewing and Fundamental Skills
This course teaches entry-level doctoral students fundamental relationship, intervention, diagnostic, and interviewing skills using role-plays and other experiential activities to prepare for clinical work on practicum. The course covers intake and semi-structured interviewing, the mental status exam, treatment planning, and providing client feedback.
Life Span Development
Social, cultural, biological and psychological issues of prenatal life, childhood, adolescence, adulthood and aging are presented. Psychosocial development, cognitive functioning, life transitions, coping and adaptation, work and retirement, bereavement and related issues are explored.
Ethics and Professional Development in Clinical Psychology
This course is designed to provide students with a solid foundation for the ethical practice of professional psychology. Students will learn the American Psychological Association Ethical Principles of Psychologists and Code of Conduct as well as the history of professional psychology and psychotherapy.
Psychopathology I + II
This course examines historical and conceptual issues in diagnosis and psychopathology, including how wellness is differentiated from pathology. The course examines dimensional versus categorical models, diagnostic validity, the DSM-5 and its predecessors, models of personality development, and the biopsychosocial model of mental illness.
Community Psychology
Students learn theory and research on the role of community psychology in treating problems related to a range of pervasive social justice issues that impact the health of individuals and communities. Community Psychology takes an ecological approach to human functioning, locating health and dysfunction in the interaction between individuals and larger social systems.
Integrative Assessment: Cognitive, Intellectual, and Academic Functioning and Required Lab
This course introduces students to the theoretical basis, psychometrics, ethics, and clinical application of cognitive and academic assessment. Cultural influences and diversity issues involving assessment procedures are emphasized, and classical and contemporary theories of intelligence are explored to provide students with a useful framework.
Integrative Assessment: Personality I and Lab
This course provides students with an overview of the conceptual, theoretical, empirical, and psychometric issues in clinical assessment through self-report, actuarial, and narrative approaches to the psychological assessment of personality and psychopathology.
Integrative Assessment: Personality II and Lab
This course provides students with an overview of the conceptual, theoretical, empirical, and psychometric issues in clinical assessment through the use of the Rorschach Performance Assessment System (R-PAS).
Diagnosis and Treatment of Addictive Disorders
This course is designed to provide an introduction to alcoholism, substance abuse, and other addictive disorders. Included is an overview of the information needed to assess along with the treatment models of addictive disorders.
Adlerian Therapy I: Introduction to Assessment and Case Conceptualization
This course covers the theoretical principles of Individual Psychology including striving, holism, phenomenology, teleology, and social interest. The course addresses the cognitive, affective, sociocultural dimensions of the individual’s development; the selectivity of perception in the formation of one’s worldview; motivational factors; creativity; and the indivisibility of the person.
Biological Bases of Behavior
The course objectives are to make the student aware of pertinent gross and microscopic human neuroanatomy, to build a foundational understanding of neurophysiology and the biology of the nerve, and to become familiar with a variety of clinical issues as they relate to neurophysiology.
Statistics
This course concerns concepts and applications of descriptive and inferential statistics and focuses on the statistical methods of data analysis, t-test, F-test, nonparametric statistics (Chi-square), the analysis of variance, multivariate analysis, and other techniques.
Quantitative Research Methods In Clinical Psychology
This course introduces various approaches to research design, methodology, and data analysis. Doctoral students’ clinical interests are integrated with information about a variety of research approaches, including theoretical and quantitative designs.
Social Psychology
This course provides an overview of the social-psychological cognition, perception, and behavior of individuals and groups.
History and Systems
A survey of the historical development of major theories, research, and practice in psychology is presented. Major systems of psychology are examined. In addition, the course is structured around a number of major philosophical issues and how major theories of psychology have understood and addressed these issues.
Social Determinants of Mental Health
This is an advanced course for understanding human behavior in social context. It will provide an understanding of the ways in which contemporary social forces, including globalization, impact health and well-being.
QUALIFYING EXAMS
Doctoral Clinical Qualifying Examination – Assessment Competency
This is a clinical competency examination focusing particularly on knowledge and skills in assessment required for entry-level practice as well as the ability to integrate science and practice and provide service in a socially responsible manner.
Doctoral Clinical Qualifying Exam – Intervention
This is a clinical competency examination focusing particularly on knowledge and skills in intervention required for entry-level practice as well as the ability to integrate science and practice and provide service in a socially responsible manner.
PRACTICA
Doctoral Practicum and Seminar I, II + III
Assessment Seminar is taken concurrently with the assessment practicum. This seminar provides a setting for the student to discuss and apply the fundamentals of clinical and diagnostic interviewing; to formulate DSM diagnostic impressions; to write an accurate assessment report based on data from the interview, mental status exam, and psychological test data; and to appreciate how diversity issues affect the content and processes of clinical interviewing and more broadly of psychological assessment.
Doctoral Practicum and Seminar IV, V + VI
Therapy seminar is taken concurrently with the therapy practicum experience. This seminar provides students with an opportunity to review clinical cases integrating theory, practice, and research and discuss professional development and the supervision experience.
Advanced Practicum and Seminar I + II
This advanced seminar is taken concurrently with an advanced practicum experience. The seminar provides students with an opportunity to review clinical cases integrating theory, practice, and research, and discuss professional development and the supervision experience.
SEMINARS
Professional Develop and Social Responsibility I + II
This seminar provides first-year students with support for and orientation to becoming a socially responsible psychologist. The seminar focuses on personal and professional development to help students prepare to engage in clinical and community work, explore their personal and professional identity, and begin to understand the impact of diversity and social justice issues on their work.
Diversity Seminar
This seminar continues throughout the first year and builds on professional identity development and integration of socially responsible practice values and skills. In the last term of this seminar, students will continue to explore and integrate the personal and professional impact of working with diverse communities, drawing from their service-learning practicum experiences.
Doctoral Practicum Seminar I, II + III
Taken concurrently with the assessment practicum, this seminar provides a setting for the student to discuss and apply the fundamentals of clinical and diagnostic interviewing; to formulate DSM diagnostic impressions; to write an accurate assessment report based on data from the interview, mental status exam, and psychological test data; and to appreciate how diversity issues affect the content and processes of clinical interviewing and more broadly of psychological assessment.
Doctoral Practicum Seminar IV + V
Taken concurrently with the therapy practicum, this seminar provides students with an opportunity to review clinical cases integrating theory, practice, and research and discuss professional development and the supervision experience. Specific cases students are working on in their therapy practicum are discussed to illustrate general principles of therapy and intervention.
DISSERTATION
Students take six 0.5 credit courses for their doctoral dissertation, culminating in a 0 credit doctoral defense. The steps and requirements for adequate progress through the Dissertation sequence are more fully outlined in the Doctoral Dissertation Handbook. Students begin to register for the dissertation sequence at the beginning of their third year in the program.
ELECTIVES
Psy.D. students take five electives, including emphasis courses. See the course catalog for the full list.
Bio-Psycho-Social-Spiritual Aspects of Addiction
Major theories of etiology, social dynamics, and psychology of alcohol and other drug disorders are presented within the context of human development. Clinical research is reviewed, which enhances a further understanding of the basic physiological, psychological, social, and spiritual aspects.
Psy.D. students in their 2nd year or beyond
Child and Adolescent Psychopathology
The purpose of this course is to provide an understanding of the major psychological disorders of childhood and adolescence. The focus is on the interaction of biogenic, familial, environmental, and sociocultural factors.
Psy.D. students in their 2nd year or beyond
Group Psychotherapy
The history, theory, methods, and applications of group psychotherapy are examined, discussed, and demonstrated. The development of competency in group methods is enhanced through didactic presentation, role-playing, and participation in an ongoing group.
Psy.D. students in their 2nd year or beyond
LGBTQ Issues Across the Lifespan
This course focuses on LGBTQ persons across the life span and examines the evolution of the LGBTQ movement from multiple dimensions. This course includes strategies useful in working with LGBTQ individuals of different ages and ethnicities.
Psy.D. students in their 2nd year or beyond
Advanced Child and Adolescent Assessment
This course presents a structured approach to the psychological assessment of children and adolescents, including advanced issues in interviewing children and adolescents; conducting mental status examinations with young clients; and evaluating cognitive, social, and emotional functioning in children and adolescents.
Psy.D. students in their 2nd year or beyond
Introduction to Military Psychology
This course introduces the student to military culture, structures, and systems. The course also introduces the student to the specialty of military psychology, which aims to improve the lives of service personnel and is applicable to a wide range of areas within the military community.
Psy.D. students in their 2nd year or beyond
Psychology of Combat and Conflict
Examination of the psychological impact of direct or secondary experiencing of conflict, including the physical and psychological sequelae of combat and the impact of combat-related manifestations on family members and others.
Psy.D. students in their 2nd year or beyond
Trauma Focused Approaches to Interventions
This course covers the history, etiology, symptoms, diagnosis, and treatment of trauma-related dysfunction, particularly post-traumatic stress disorder (PTSD), acute stress disorder (ASD), and common comorbidities.
Psy.D. students in their 3rd year or beyond
Advanced Treatment of Addictive Disorders
This course will focus on the examination and evaluation of evidence-based treatment practices for addictive disorders, including process addictions.
Psy.D. students in their 3rd year or beyond
Primary Care Psychology
This class covers the special and unique role of psychologists as part of an integrated healthcare team in a primary care medical setting. Students will learn about interprofessional collaboration with physicians, nurses, social workers, and other providers.
Psy.D. students in their 3rd year or beyond
Medical Terminology and Conditions for Primary Care Psychologists
This course covers medical conditions with which psychologists usually intervene, including diseases of the endocrine system, nervous system, cardiovascular system, pulmonary system, and musculoskeletal system.
Psy.D. students in their 3rd year or beyond
Mindfulness Meditation
This integrated experiential and scientific course will teach students to manage their own stress and to teach mindfulness-based meditation to others to help them to manage their stress.
Psy.D. students in their 3rd year or beyond
Theories and Techniques of Clinical Hypnosis
Psy.D. students in their 3rd year or beyond
Child and Adolescent Psychotherapy
The purpose of this course is to provide a conceptual framework for interventions with children and adolescents. The course will focus on specific interventions and research on the major psychotherapeutic approaches for children and adolescents, including cognitive-behavioral, psychodynamic, family systems, Adlerian, person-centered, and parent-infant psychotherapy.
Psy.D. students in their 3rd year or beyond
Neuropsychological Assessment I
This course is the first in a three course sequence designed to familiarize students with the foundations of neuropsychological assessment. This course provides a detailed overview of neuropsychological assessment techniques in common usage.
Psy.D. students in their 3rd year or beyond
Testing, Assessment, and Treatment in DOD and VA Healthcare Systems
Psychological and neurological assessment of active duty, veteran, and retired military service members and their families is the focus of this course. Assessment methodology includes integrative, objective, and performance-based personality assessments and self-report measures.
Military Emphasis students only
Advanced Child and Adolescent Psychotherapy
This course covers advanced intervention strategies and emerging developments in the treatment of children and adolescents.
Psy.D. students in their 3rd year or beyond
Advanced Trauma-Focused Approaches to Intervention
This course covers advanced issues concerning the diagnosis and treatment of trauma-related dysfunction, particularly post-traumatic stress disorder (PTSD) and common comorbid conditions.
Psy.D. students in their 3rd year or beyond
Advanced Issues in Co-Occurring Disorders
This advanced course builds on foundational knowledge from Introduction to Addictive Disorders (PSY 709) and Trauma-Focused Interventions (PSY 706). The course will explore selected theories and methods for engaging and retaining clients in substance abuse and trauma treatment.
Psy.D. students in their 3rd year or beyond
Neo-Adlerian Theory: Integration of Adlerian Theory with Evidence Practice
This course will teach how many of the current theories and evidence-based practices complement and support Adlerian theory and practice. Students will learn how master therapists in most approaches focus on the relationship, social connection, schemas, and behaviors just as Adler did.
Psy.D. students in their 3rd year or beyond
Death, Dying, Bereavement, Loss-Focused Approaches to Intervention
This course covers the psychological theories, cultural responses, individual and family system reactions, and treatment relevant to individuals facing death, dying, life-threatening illness, bereavement, other losses, and long-term caregiving.
Psy.D. students in their 3rd year or beyond
Adlerian Parent Consultation and Family Therapy
This course will teach students child guidance and parenting knowledge and skills based on Adlerian principles to be practiced in parent consultation and family therapy.
Psy.D. students in their 3rd year or beyond
Pediatric Neuropsychology
This course provides training in the neuropsychological assessment of children, with an emphasis on trauma and developmental disorders. An array of neuropsychological instruments is used. Students develop skills in the administration, scoring, contextual interpretation, and write-up of pediatric neuropsychological assessment methods.
Clinical Neuropsychology Emphasis students only
Geriatric Neuropsychological Assessment
This course focuses on the development of knowledge and skills necessary to perform psychological assessments and neuropsychological screenings, with an emphasis on older adults.
Clinical Neuropsychology Emphasis students only
Psychopharmacology
This course is an introduction to the scientific principles and clinical information needed for a basic understanding of the uses and limitations of the major classes of psychopharmacologic agents.
Psy.D. students in their 3rd year or beyond
Trauma, Grief, and Loss with Children, Adolescents, and Families
This course emphasizes theories and treatment approaches related to the experiences of trauma, grief, and loss with children, adolescents, and their families.
Psy.D. students in their 3rd year or beyond
Development Disorders of Childhood and Adolescence
This course emphasizes assessment and intervention approaches focused on the treatment of children and adolescents diagnosed with autism spectrum and/or other developmental disorders. Research-supported treatments, such as applied behavior analysis (ABA), will be the central focus of this course.
Psy.D. students in their 3rd year or beyond
REQUIRED INTERVENTION ELECTIVES
All Psy.D. students choose two.
Cognitive and Behavioral Therapy Approaches I
This course will examine basic concepts and applications of cognitive, behavioral, and cognitive-behavioral theories and therapies within the historical context of the prominent theories. Students will be introduced to theory, basic techniques, and evidence-based applications of various models.
Psychoanalytic Approaches I
This course is designed to provide an overview of the history and development of psychoanalysis, including but not limited to classical Freudian (drives, dreams, defenses, and transference) ego psychology, object relations (British and Middle Schools), self-psychology, relational, intersubjective, affect regulation (Allan Schore and colleagues), and mentalization (Peter Fonagy and colleagues) approaches.
Humanistic and Existentialist Therapy Approaches I
This course will examine basic concepts and approaches in the humanistic, existential, constructivist, and phenomenological schools of psychology (H-E). The course will cover theoretical models, conceptualization, and the historical relevance of H-E approaches relative to other major psychological theories/approaches.
Couple and Family Therapy Approaches I
This course introduces students to the major and evolving family and couples models. It will focus on theory and conceptualization, understanding the etiology and maintenance of presenting issues, basic techniques, and evidence-based applications for various models.
Military Couple, Family, and Group Psychotherapy
(Military Emphasis students only; meets the requirement of PSY 723)
This course focuses on the treatment of military clients (including reserve and active duty, veterans, and retirees) and their families. The treatment modalities will be explored in the context of individual, couples, family, and group psychotherapy techniques using both lectures and role-plays methodologies.
ADVANCED INTERVENTION ELECTIVES
All Psy.D. students choose one.
Psychoanalytic Approaches II
This course is designed to apply evidence-based theories of psychoanalysis, including but not limited to classical Freudian (drives, dreams, defenses, and transference) ego psychology, object relations (British & Middle Schools), self-psychology, relational, intersubjective, affect regulation (Allan Schore and colleagues), and mentalization (Peter Fonagy and colleagues) approaches to clinical practice.
Cognitive and Behavioral Therapy Approaches II
This is an advanced course that will cover in-depth applications of cognitive, cognitive-behavioral, and third wave therapies including mindfulness-based cognitive therapy (MBCT; Zindel Segal, Mark Williams, and John Teasdale), acceptance and commitment therapy (ACT; Steven Hays), dialectical behavior therapy (DBT; Marsha M. Linehan), and cognitive processing therapy (CPT; Patricia Resick).
Humanistic and Existentialist Therapy Approaches II
This course builds on the knowledge and skills developed in the introductory course in humanistic and existential approaches by developing a more in-depth appreciation of particular theories and perspectives in this area of practice.
Couple and Family Therapy Approaches II
This is an advanced course that will cover classical family and couples models through postmodern approaches. This course will build on the knowledge and skills acquired in Couples and Family Therapy Approaches I (PSY 723).
Advanced Adlerian Interventions and Assessment
This class will teach Adlerian theory and interventions within play therapy, group therapy, family therapy, and assessment of lifestyle and social interest.
SOCIAL JUSTICE PRACTICUM
200-hour internship to give students real world experience
A unique and proven program designed to give students real world experience throughout their time at Adler University, the Social Justice Practicum is a required 200-hour internship that spans four courses (or terms for online programs). Every student is given a number of civic-minded categories to choose from. They submit their desired areas of interest. After which, they are assigned a specific and aligned community outreach site where they will work 8 to 10 hours per week.
INTERNSHIP
Following completion of academic and practicum requirements, doctoral students must complete an internship of a minimum of 2,000 clock hours of training over a 12- to 24-month period. Most internships require a one-year, full-time commitment. A two-year, half-time internship may also be obtained.
Faculty
Meet the faculty leading Adler’s Doctor of Psychology (Psy.D.) in Clinical Psychology program.
Financing your degree
Use our tuition calculator to help you start to plan your budget. Financial aid from the government, scholarships, or part-time employment can help you more easily afford your degree.
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The latest from our
students, faculty, and alumni
Adler Community Health Services awarded $1.35M federal grant for graduate psychology education, expanding mental health access
The grant supports doctoral psychology trainees for practice in high-need community-based primary care settings.
Adler University recognizes Janna A. Henning, Psy.D., as the 2025 recipient of the Excellence in Teaching Award
A dedicated member of the Adler community for nearly 20 years and full-time faculty since 2017, Dr. Henning has significantly shaped the University’s academic environment through her trauma-informed approach, student-centered mentorship, and rigorous, reflective pedagogy.
‘Gathering in the Motherland’: Adler University professor leads ICCP 2026 in Nigeria
Aptly themed, “Gathering in the Motherland: Celebrating Lifeways, Ways of Water and Reconnecting to the Source,” the ICCP is set to be more than a conference — it is a chance for community psychologists around the world to gather, let ideas flow, honor traditions, and embrace a shared humanity.
accredited by
Adler University’s Psy.D. in clinical psychology program is fully accredited by the American Psychological Association.
American Psychological Association
Office of Program Consultation and Accreditation
750 First Street NE
Washington, D.C. 20002
Phone: 202.336.5979
Still wondering?
Do you want to know more about Adler University before applying? Learn more about the University, explore programs, view admissions requirements, and review available scholarships.
