The intent of our doctoral program in clinical psychology is to train students to become scientific clinical psychologists. It is our view that clinical psychology must be a science-based discipline, as the scientific method provides the strongest basis for developing new knowledge in our field and for disseminating services that are shown scientifically to be effective. We train our students to be leading researchers, critical consumers of the scientific literature, and clinicians who depend on scientific findings to guide their applied activities. All of our doctoral students are expected to conduct original research, and most of our graduates make ongoing contributions to the scientific literature over the course of their careers. All students are trained to function independently as research scientists and to use scientific evidence in all phases of developing and applying clinical services. These commitments are expressed through the following specific goals: (1) Students acquire and demonstrate the knowledge and skills required to conduct and evaluate empirical research in areas of importance within clinical psychology; (2) Students acquire and demonstrate knowledge of the broad base of psychological theory and research related to the field of clinical psychology; (3) Students acquire and demonstrate knowledge of the theoretical bases and empirical support for current methods of clinical practice and the skills required to implement theory-based, evidence based practice; (4) Students acquire and demonstrate the skills necessary to conduct themselves ethically and professionally; and (5) Students acquire and demonstrate the skills necessary to conduct themselves in a culturally competent manner in their research and clinical practice. Students are expected to participate in a variety of research experiences throughout their training to develop the necessary conceptual skills to design and evaluate clinical research. The clinical faculty publish in top quality refereed research journals and are active leaders in professional organizations.
The clinical psychology program at Oklahoma State University has been continuously accredited by the American Psychological Association since 1971. The program integrates scientific and professional training through research, practicum, and didactic experiences. The program is officially accredited as a scientist-practitioner model but we will be formally changing our model to clinical science on January 1, 2017. Our program recognizes clinical training as a core competency in the development of clinical scientists and we believe that clinical competency facilitates and informs clinical science. Thus, we strive to provide excellent clinical training that integrates science and practice through the development of knowledge and skills in basic psychology, research methodology, clinical theory, assessment, case conceptualization, prevention, and treatment procedures. Four specialized tracks are offered: clinical child, health psychology, pediatric psychology and adult psychopathology.
Students will participate in seminars, core courses, and clinical practicum that focus on the science and evidence-based practice of clinical psychology. Students acquire clinical training through a departmental training clinic and external practicum sites. Students are required to complete a one-year APA-approved internship prior to completion of the Ph.D. degree. Students who enter with a master's degree follow a similar curriculum. Please note that the Clinical Psychology Ph.D. program requires a minimum of four years of full-time study on campus plus an additional 1-year internship for program completion, and that at least two years must be at this institution and one year must be in full-time residence.
The clinical psychology program at Oklahoma State makes student admissions, outcomes, and other data available. In the application review process, the Admissions Committee considers: (a) research experiences, (b) fit of applicant's interests to program and faculty research interests, (c) letters of recommendation, (d) GRE/GPA, and (e) quality of undergraduate/graduate training. Also in the spirit of these policies, our Graduate Student Handbook and Clinical Program Supplement are available for download. It contains specifics on what is required of our graduate students.
Examination of existing and emerging models and potential core deficits of ADHD, including working memory, behavioral inhibition, and ADHD-related variability.
*John M. Chaney, Ph.D., University of Missouri
Emotional adjustment in pediatric chronic illness populations, particularly juvenile rheumatic diseases and irritable bowel disease.
*Lucia Ciciolla, Ph.D., IMH®(III), Arizona State University
Risk and resilience in early child development within the context of the parent-child relationship and in association with maternal psychopathology, developmental risk factors, and social/environmental risk factors.
Child and family health promotion. Reducing secondary and primary tobacco exposure among at-risk children and families, particularly children with medical conditions (e.g., asthma, cancer).
DeMond M. Grant, Ph.D., University of Buffalo - SUNY
The role of repetitive negative thought (e.g., worry, rumination) on cognitive processes associated with anxiety disorders, using information processing tasks, event-related potentials, and peripheral psychophysiology.
*Misty Hawkins, Ph.D., Indiana Univeristy Purdue University at Indianapolis
The bidirectional impact of emotions and neurocognition on health behaviors and chronic diseases, especially obesity and cardiovascular disease.
*Thad R. Leffingwell, Ph.D., University of Washington
Motivation and ambivalence in the behavior change process, including clinical interventions (motivational interviewing) for resolving ambivalence and promoting behavior change-currently focused on health risk behaviors including substance use.
Child and family adjustment to pediatric chronic illness, with an emphasis on identifying factors that predict both resilience and adjustment difficulties in children and their parents. Randomized trials with parents of children with a chronic illness. Research is underway in populations of children with cancer, disorders of sexual development, sickle cell disease, rheumatoid arthritis, and asthma.
*Stephanie N. Mullins-Sweatt, Ph.D., University of Kentucky
The clinical applications and utility of personality models within the personality disorder nomenclature. Extensions of personality models to constructs not described in a diagnostic manual (e.g., successful psychopathy) and maladaptive behavior patterns (e.g., nonsuicidal self-injury).
*Maureen A. Sullivan, Ph.D., State University of New York - Stony Brook
Effective parenting strategies and child misbehavior in early childhood, including among American Indian families. Children and their families' adjustment to natural disaster.
*Tony T. Wells, Ph.D., University of Texas at Austin
Factors contributing to vulnerability and resilience to major depressive disorder (MDD) and suicidal thinking, with a focus on cognitive processes.
*LaRicka R. Wingate, Ph.D., Florida State University
Interpersonal causes, correlates, and consequences of both suicidal behavior. Specifically, resilience, strengths, protective factors, suicide risk assessment, and suicidality in ethnic minority groups.
*denotes faculty members who anticipate admitting a student in 2017
The deadline for the Clinical Program is December 1st of each year. The Clinical Program expects prospective students to attend Interview Weekend held in February. Applicants will be notified by late December if they are to be invited.
Institution code: 6546
Department code: 2016
Please apply using the new graduate college online application: http://www.applyweb.com/apply/oksugrad/
For more information about the Clinical Program contact: