ucla phd psychology requirements

Human Development & Psychology Division

In the Human Development & Psychology (HDP) graduate division, students explore the situations and processes that promote learning and development in a variety of social contexts for individuals and groups from diverse backgrounds. The program is designed for students interested in human learning and development to improve educational practices. The HDP Division offers two Ph.D. programs — the Ph.D. in Education and the Ph.D. in Special Education — and one M.A. in Education program. The Joint Doctoral Program in Special Education is offered with the California State University, Los Angeles.

Academic Information

Overview of the program.

The Division of HDP is committed to understanding individual differences and bettering the lives of children, adolescents, and their families from under-served and under-resourced communities, and those who are under-represented in the scientific literature.

HDP faculty and students employ a variety of research designs and methodological approaches. Faculty expertise includes qualitative (e.g., clinical structured interviews), quantitative (e.g., survey research methods), and mixed methods approaches, as well as randomized experimental designs, and longitudinal and intervention studies. The program has served as a model for training in applied research and the application of research to real-life settings.

Division Values

The goal of the HDP program is to study the nature and course of human development, in context, to inform practices and policies that affect the welfare of children. Topical Areas of Study Include:

• Interactions between risk and resilience across development
• Concerns with life circumstances (e.g., experiencing poverty or immigration) and personal characteristics (e.g., ability to learn a language or disability) that make individuals or groups vulnerable to variations in achievement, social, and emotional outcomes
• Relationships between single and multiple risk factors
• Processes that mediate the presence of a risk factor and later outcomes
• Developmental trajectories of children and adolescents
• Identifying protective factors that may alter or alleviate the impact of high risk
• Specific disabilities, such as autism, mental health disorders, intellectual disabilities, and language disabilities
• School-based research relevant to children’s and adolescent’s academic, social, and motivational development
• Developing more effective learning strategies for diverse learners
• Examining structural features (e.g., racial and ethnic diversity, socioeconomic composition of the school, dual language immersion programs) that affect educational progress and attainment
• Studying process features (e.g., peer relations, instructional approaches, parental involvement in schools) that affect educational progress and attainment

What Our Graduates Do

The training that HDP students receive prepares them for work in a variety of fields. Recent HDP graduates have assumed positions either as faculty, consultants, or researchers in a number of institutions across the country.

• Assistant Professor, Teacher Education Program, University of California, San Diego
• Assistant Professor, Elementary Education, University of Georgia
• Assistant Professor, Curriculum and Instruction, College of Education, University of Washington (Seattle)
• Associate Professor, Department of Teaching and Learning, Peabody College, Vanderbilt University
• Associate Professor, Special Education, Charter School of Education, California State University, Los Angeles
• Postdoctoral Scholar in Child Abuse and Neglect, University of Nebraska, Lincoln
• Postdoctoral Scholar in Special Education, Neuropsychiatric Institute, University of California, Los Angeles
• Research Associate, LessonLab, Santa Monica, California
• Program Specialist, Pomona Unified School District, California
• Consultant, Milken Foundation
• Research Associate, Los Angeles Unified School District, Los Angeles
• Research Associate, American Institute of Research, Washington, D.C.

M.A. Program in HDP

The M.A. Program in HDP is typically a full-time, one-year program. You should plan to be enrolled in the equivalent of at least three 4-unit classes for all quarters. Most courses are offered during the day. University regulations are that the M.A. must be completed within 7 quarters (two and one-third years), but students in our division rarely take that long. As a student in the M.A. Program, you must take at least nine 4-unit courses. About half are required courses and half are courses selected to fulfill various required types. Consult with your advisor in order to choose courses that best support your academic plan and goals.

Ph.D. Program in HDP

The Ph.D. program is a full-time program. You should plan to be enrolled in the equivalent of at least three 4-unit classes every quarter and to be on campus almost every day. Many of the formal courses you will take are during the day, as are most colloquia, research group (RAC) meetings, and research work. You will gain valuable experience and learn much from the time you spend outside of courses with faculty and students conducting research, writing papers, and working in formal and informal educational settings. Typically, you should expect to finish your degree in four to six years. University regulations require that the Ph.D. be completed within 21 quarters (seven years), but students in our division normally do not take that long. As faculty, we are committed to helping you finish in a reasonable time-to-degree of four to six years.

Joint Doctoral Ph.D. Program in Special Education

If you are in the Joint Doctoral Ph.D. Program in Special Education, your general experiences and timetable will be similar to those of students in the HDP Ph.D. program. Like the HDP doctoral program, the Joint Doctoral Ph.D. program is full-time. The time periods within which you can and must complete the Joint Doctoral Ph.D. degree are also about the same as those for the HDP Ph.D. program with the main difference that you take your initial year of courses at California State University, Los Angeles and then complete course requirements at UCLA. Having the first year of courses at California State University, Los Angeles will not extend the length of your Ph.D. program.

The Joint Doctoral Program is DISTINCT from the HDP Ph.D. in the following ways: You will have a slightly different timeline as you will take your first year of courses at California State University, Los Angeles. You must complete a minimum of six courses at California State University, Los Angeles. You will be required to take three fewer quarters of colloquium. You will have NO publication requirement. You are required to have five rather than four dissertation committee members.

Our Current Students

Visit the student directory and see what they are working on.

Graduate students at UCLA Department of Education benefit from — and contribute to — the resources of the country’s number one public graduate school of education.

A distinguished faculty committed to research, teaching, and excellent research centers and institutes offer extraordinary opportunities for graduate endeavors. We are preparing the next generation of researchers and professionals to address some of the most pressing challenges in the field.

Learn how HDP could be the right fit for you.

The UCLA Ed & IS Office of Student Services looks forward to assisting you through the application process. If we can be of service to you in any step of this process, please feel free to contact any one of our advisors.

Find Your Place

UCLA Ed&IS provides pathways for all.

Student Resources

HDP M.A. Plan of Study

HDP Ph.D. Plan of Study

HDP Course Schedule

HDP Student Handbook

Admissions Resources

HDP Application Step-By-Step Guide

Information Sessions for this Program

Jennie Grammer

Associate professor of education; faculty director, uc|csu collaborative for neuroscience, diversity and learning.

Sandra Graham

Distinguished professor.

Jeffrey Wood

Rashmita Mistry

Division head.

Alison Bailey  [email protected] (310) 825-1731

Division Administrative Assistant

(310) 825-9260

Division Graduate Advisor

Kim Mattheussens [email protected] (310) 825-0830

Student Ambassadors

Lauren Kinnard

Ingrid Tien

Maira Tafolla

Desiree Tanimura

[email protected]

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FAQs About Application to CCNL and UCLA Psychology

1. What is the purpose of this page?

2. Are you accepting incoming students for Fall 2024?

3. What programs can you accept students from?

4. What are you looking for in an applicant? What makes someone a “good fit”?

5. What kind of projects are going on at CCNL?

6. What is your mentorship style?

7. Do I need to take the GRE? What about the Psychology GRE?

8. How much does GPA matter? Is there a certain cut off?

9. How does funding work? What about for international students?

10. I have heard the UCLA Clinical Psychology Program is a “Clinical Science” program, what does that mean?

11.Is it important to email you prior to applying?

12. Can I set up an individual zoom meeting to discuss my application?

13. What should be included in my application statement?

14. Should I list one or more than one potential mentor in my application?

15. I’m not sure what a CV is, how do I write one? 

16. Are fee waivers available?

17. What other resources are available for me to learn about the application process and the program?

Applying to graduate school is a very different process than applying to other types of higher education programs such as law school or med school. It can seem like a mysterious, black-box type of system, and not every applicant has access to the same information about it. This is an effort to level the playing field and answer some questions I am commonly asked every year about applying to UCLA and to my lab. This information applies only to my lab, if you have questions about other programs, or other mentors at UCLA, it is best to reach out to them specifically.

2. Are you accepting students to start Fall 2025?

No, I am not accepting graduate students for this cycle, but will be to start Fall 2026.

I primarily accept students who are applying to the UCLA Psychology Program Clinical Area. I have a secondary appointment in the Behavioral Neuroscience Area (BNS), which means I may occasionally be able to accept BNS or CNS students, depending on a number of factors including the number of BNS faculty taking students. I also hope in the near future to be able to take students from the Neuroscience IDP Program, which would include both graduate students and MD-Ph.D. students- if you are applying to this program and are interested in my lab, please contact me.

One of the most important parts of finding a graduate program is finding a mentor that is a “good fit”. In fact, the process of finding programs to apply to should be focused much more on the mentorship and training available in each program and how it fits your goals than on factors like perceived prestige of the university. You may be a wonderful, talented applicant, but if no faculty in a given program work in your area of interest you are unlikely to be accepted. Therefore, doing research on different potential mentors ahead of time is a critical part of the application process.

For my lab, I have a few things that usually indicate someone will be a good fit with the ongoing research, the goals of the lab, and my mentorship. Each applicant may not have all of them, but if none of these sound like you, a different lab may be a better fit.

• A strong interest in major mental illness, including, but not limited to, schizophrenia spectrum disorders. I understand not everyone has the opportunity have research or clinical experiences in this area, but it is important for me to understand why it is of interest to you, and that you are truly interested in working on this topic.
• An interest in neural and cognitive developmental changes across the lifespan , from childhood to young adulthood. Again, even if you have not had the opportunity for specific experience, help me understand your interest in this area of our work.
• Prior research experience is important. This may include undergraduate experience in a research lab, experience in lab courses, or post-bacc research assistant experience. The strongest applicants will have independent research experience – this might be a senior thesis, an undergraduate or post-grad project resulting in a poster or paper or talk, or another experience in which you were able to have a central role in design/analysis/interpretation of a project. Successful applicants to my lab typically have a few years of experience when applying. However, if there are reasons your access to research experience has been limited, please use your written statement and recommendation letters to help me understand your individual interests, potential, and circumstances.
• Interest in a career in research on brain and cognitive function in schizophrenia and related disorders will result in the best match with my mentorship abilities and resources. These research goals may or may not be incorporated with clinical work, and may include a wide range of career paths. However, if your primary interest is in full time clinical work, there are likely to be other mentors who will be better able to support your career development.

While we have a variety of projects both ongoing and in development, our primary areas of focus are on adolescent psychosis, and subclinical psychosis in otherwise healthy individuals. You can read about individual current projects here .

I believe my role as a mentor is to help you develop into an independent scientist. I expect trainees to be able to take initiative and responsibility and an active role in their own learning, but at the same time I strive to be available to my students so I can help and guide them. I meet with students in standing once a week meetings throughout the calendar year, and can meet more or less depending on the ebb and flow of program and research demands. My goal is to create a positive, inclusive laboratory environment. For me, working with students and other trainees is one of my favorite parts of my job.

The UCLA Psychology Graduate Program does not require the GRE. You may take it, and you may include your scores, and it will be considered as part of the holistic review process, but your chances of admission will not change based on whether or not you have decided to send GRE scores. See: https://www.psych.ucla.edu/grads/prospective-students/application-instructions

The Psychology GRE is somewhat more complicated. It is also currently not required. However, once admitted to a Clinical Psych program, the Psychology GRE may be helpful to you. The APA has requirements for coursework that represents breadth across multiple domains of psychology- GRE scores above the 70th percentile can help towards (but are not necessary for) fulfilling those requirements- see UCLA Clinical Area Handbook for more details on this. Some students may therefore elect to take the Psychology GRE while their undergraduate coursework is “fresher”, although if you find it would be helpful for breadth requirements you may also take it after starting graduate school. Regardless, these scores, as with the regular GRE, will not impact admissions decisions.

It is required to include a transcript with your application. While GPA is considered, there is no “cut off”, we strive to consider the applications holistically. If there is some reason your GPA is low either overall or during a particular period of time, and you do not believe it represents your potential, you can address that in your statements or ask your letter writers to discuss it. You can see average GPAs for previous years here: https://ucla.app.box.com/s/1al48o4mrc2ugwa3w0wgv90ueun6f22l

It is very appropriate and important to learn about how funding works at different programs you are considering. You can see general information about funding at UCLA in the departmental admissions materials: https://www.psych.ucla.edu/grads/prospective-students/faq  . Students who are US Citizens, permanent residents, DACA or have AB540s are guaranteed funding, either through fellowships or TAships, for all 6 years of the program. In CCNL, most students are funded through a combination of sources. This may include TAships, individual fellowships (such as NIH F31s or NSFs), positions on training grants, or other. There is substantial departmental support for students as they apply for these funding opportunities, including seeing successful applications, and panels about applying. 

For international students, the first year of funding is covered through the department, but in the subsequent years, until the student advances to candidacy, the Non Resident Supplemental Tuition must be covered either by the mentor or by fellowships from the students home country. International students are eligible for some fellowships but not for federal funding such as NIH and NSF fellowships. More info here: https://grad.ucla.edu/admissions/international-applicants/ 

Yes, UCLA follows a Clinical Science training model, it is described here on the Clinical Area’s page https://www.psych.ucla.edu/grads/areas-of-study/clinical-psychology

You also can find more information about different models of clinical training here: https://psychologygradschool.weebly.com/types-of-programs.html

11.Is it important to email prior to applying?

You may email Dr. Karlsgodt prior to applying, however this page is the best source of information about the lab and the program. Your chances of admission will not change based on whether you email ahead of applying.

No, due to the large volume of applications, Dr. Karlsgodt is not able to set up individual phone calls or video conferences with applicants prior to applying. As it is not possible to meet with all applicants, it is important to keep the process transparent and equitable, and not have meetings that are separate from the application process.

The statements included in the application should help us get to know you, learn about your research experience, research, and goals, and understand why you would be a good fit for UCLA and CCNL. Things that will help get this across include:

• A clear direct statement of your overall research interests and how they relate to our lab goals and ongoing work
• A clear direct statement of why you are interested in CCNL, and Dr. Karlsgodt as a mentor, in particular. This may be because of research experiences, clinical experiences, your own life experience, or a combination of factors.
• An indication of why a clinical science model is a good match for you
• A discussion of your general career goals (with the understanding that they may change)
• Discussion of your experience with research- including collaborative experiences as well as independent experiences. What did you work on? Who did you work with? What did you learn? In particular, did you learn any skills? What did you enjoy about it? What did you take away from the experience?
• Discussion of any clinical experiences- because of the nature of our work I am interested in both experiences with patient populations as well as with children/adolescents. What populations did you work with and in what capacity? What did you learn? What did you enjoy? What did you take away from the experiences 

There are a number of faculty in the Psychology Department and in the Clinical Area who have overlapping areas of research. If, as you learn about the different labs, you think that more than one has a match with your interests, then it is fine and even encouraged to list both mentors that are of interest to you in the ‘prospective mentor’ section, typically putting the mentor you most strongly interested in first. If you don’t have more than one mentor of interest, then it is also fine just to select one. If you put two mentors that have disparate areas of research in your application, it is important to explain in your statement why both were a match for you.

A curriculum vitae or CV is similar to a resume, but usually longer and more in depth. It lists your education, accomplishments, awards, grants, publications, presentations and so on. A CV is typically used in academic settings, rather than a resume.  The APA has a nice page on  How to Write a Strong CV and University of Nebraska-Lincoln has an  example CV for psychology students. There are also numerous other resources on the internet.

There are a few different cases in which applicants may be eligible for fee waivers. One is through participation in special programs including but not limited to McNair Scholars, Gates Millennium Scholars, STAR (UCLA), UC LEADS and other programs. The other is need based fee-waivers. For full details on fee waivers please see this page: https://grad.ucla.edu/admissions/faqs/

UCLA-based Info

• UCLA Graduate Admissions: https://grad.ucla.edu/admissions/
• UCLA Psychology Admissions: https://www.psych.ucla.edu/grads/prospective-students/application-instructions
• UCLA Clinical Area Admissions: https://www.psych.ucla.edu/grads/areas-of-study/clinical-psychology/prospective-clinical-area-applicants

General Info

• “Mitch’s Uncensored Advice for Applying to Graduate School in Clinical Psychology”: https://mitch.web.unc.edu/wp-content/uploads/sites/4922/2017/02/MitchGradSchoolAdvice.pdf
• Getting into Clinical Psych Grad School: https://clinicalpsychgradschool.org/
• Open Access Tips/Materials for Clinical Applications: https://mallorydobias.medium.com/open-access-tips-materials-for-clinical-psych-phd-applications-e9e81be3d132
• Types of Clinical programs: https://psychologygradschool.weebly.com/types-of-programs.html
• Not formally run by any particular program, and based on individual reports, so your mileage may vary, but many applicants use Grad Cafe: https://www.thegradcafe.com/

Psychology Major 

Psychology major for freshman admits.

Psychology Major for Freshman Admits (PDF) 🔗  

Declaring the Pre-Major

Students who entered UCLA as freshman can message the Psych Advising Office via Message Center on MyUCLA 🔗 to declare the pre-Psychology major once they are eligible (see major worksheet for eligibility criteria). Pre-Psychology students may enroll in some core and elective courses. Refer to the “Class Notes” for each course and enrollment information webpage 🔗 to learn more about enrollment for pre-majors vs majors. 

Declaring the Major

Students who entered UCLA as freshmen must finish all preparation courses for the Psychology major and submit the application (linked below) to the Psychology major by the end of Fall quarter of their third year. 

Psychology Major for Transfer Students 

Psychology Major for Transfer Admits (PDF) 🔗  

Once all final grades for all preparation courses are posted to the DAR, students can message the Psych Advising Office via Message Center on MyUCLA 🔗 to declare the Psychology major.

TRANSFER STUDENT NOTE: You must be admitted directly into this major. You will not be able to change into or add this major after admission. No exceptions are made to this Admission policy. ( UCLA Transfer Admissions Guide ) 

General Catalog

Psychology ma, cphil, phd.

Brain and Body Lab

Prospective Graduate Students

Dr. bridget callaghan plans to review graduate student applications this cycle (for fall 2024)., click on a question to view:, info on ucla.

Disclaimer: this information is subject to change. The most accurate information on specific UCLA policies that are referenced here can always be found on the UCLA Psychology prospective students page . 

1. How much does graduate school cost? 2. How does housing work for UCLA graduate students?  3. Is there support for international students at UCLA? 4. How much does it cost to apply to the Developmental PhD program at UCLA?

PhD Program Applications

5. Do I need to email Dr. Callaghan prior to applying? 6. How much prior research experience do I need? How closely does this experience need to match the focus of labs that I’m applying to?  7. Should I apply for grant funding before graduate school? 8. Do I need to decide on a specific research topic before applying to graduate school? 9. What skills are useful for graduate students who want to do research in the BABLab? 10. What is the BABLab looking for from applicants/which aspects of the application does the lab prioritize most? 11. Is there a specific GRE cutoff score for applying to the BABLab? 12. How do I choose a lab to join? What other questions should I ask?

1. How much does graduate school cost?

Students in UCLA’s psychology PhD programs are not expected to pay for their education*. These programs are “fully funded”, meaning that students don’t pay any tuition, and they are paid a stipend for the duration of their PhD. Unless they receive outside fellowships, part of this funding is expected to come from student teaching and/or research assistantships, in which PhD students assist professors in teaching courses or work in professors’ labs; the other part of the funding is a department fellowship. Within maximum and minimum TA requirements, students can choose the amount of TA and/or RA work they do. Students are not expected to take out loans to fund their PhD program, unlike other graduate programs such as JD, MD, and master’s. Exact funding levels are set on a yearly basis. Students can (and are encouraged to) apply for external funding, which may replace or supplement their UCLA award. 

*Applies to US-citizens and permanent residents. International applicants can also be supported, but this requires your lab to provide additional funding. Scholarships, fellowships, and assistantships are available to undocumented students with AB 540 status, though the details for this funding vary by department. DACA recipients are eligible for work opportunities. If you would like more information, please contact the psychology department. 

2. How does housing work for UCLA graduate students? 

UCLA has a limited supply of housing for single graduate students as well students with families (information can be found here ). Students apply for these spots through a lottery system; level of competition varies year to year. Many students also opt to look outside of the UCLA subsidized offerings in a variety of neighborhoods around campus; commonly used resources are craigslist , Zillow , and Trulia . Housing in the immediate area around UCLA is expensive, but prices are lower in some areas a bit farther away and if students choose to live with roommates. For those who live outside walking distance and choose not to drive, there are several different bus infrastructures with lines that go through UCLA campus, including Metro buses (Los Angeles), BruinBus (UCLA-sponsored), Big Blue Bus (Santa Monica), and CCB (Culver CityBus). Graduate students have access to the Bruin Grad Pass , which provides unlimited free rides on these bus lines. 

3. Is there support for international students at UCLA?

UCLA and the BABLab appreciate diversity and welcome international students. The PI of the BABLab, Bridget, is herself an immigrant to the US from Australia. For more information on the BABLab’s commitment to diversity, see our diversity statement . However, funding is a bit tricky for international applicants to the Developmental PhD program. Because international students are not eligible for in-state tuition, funding is more expensive for them, and individual labs are expected to pay the difference. Unfortunately, at this time the BABLab does not have grant funding to support an international graduate student. In general, international students will need to obtain a visa in order to study at UCLA. Graduate applicants typically apply for either an F1 or a J1 visa, and both visa categories have their advantages (see comparisons  here  and  here ). Additional information for graduate applicants to UCLA, including how to obtain a visa, can be found here . Newly admitted and current international students are supported by the Dashew Center . 

4. How much does it cost to apply to the Developmental PhD program at UCLA?

The fee to apply to the developmental psychology PhD program at UCLA for the 2021-2022 academic year was set at $120 for US citizens and permanent residents, and $140 for other applicants. Check the application fees page for updated information and more details. There are fee waivers available for applicants who qualify. Taking the GRE and submitting scores can cost more than $230 as of 2020, not including costs associated with getting to a test center. Please note that the GRE is not required for applicants for the 2021-2022 academic year. If you need to take the TOEFL, costs are similar to the GRE (about $200 as of 2020) but vary depending on location. If you are invited for an on-campus interview with the psychology department, all expenses (e.g., airfare, lodging, meals, transportation to/from the airport) are typically paid for. If there are any caps on airfare cost, they will be stated explicitly in the interview weekend email. Note that most PhD programs in psychology cover these expenses in the US, but there may be exceptions, and some programs do have reimbursement caps. 

5. Do I need to email Dr. Callaghan prior to applying?

If you are interested in applying to the BABLab as a PhD student, you are welcome to get in touch with us. If you would like, you may send a copy of your CV and a brief description of your research interests to Dr. Callaghan at [email protected] .  However, emailing is not necessary; Dr. Callaghan will not conduct phone interviews until after the application deadline to be fair to all applicants. If you have specific questions, you may email Dr. Callaghan or other members of the lab and we will do our best to answer. 

6. How much prior research experience do I need? How closely does this experience need to match the focus of labs that I’m applying to? 

There is no one set amount of research experience that an applicant needs to have before applying. It’s possible to join the BABLab as a PhD student directly out of undergrad, after several years of post-college research experience, after a master’s program, or from another field. Having prior research experience is helpful because it allows you to: 1) build relevant skills and an understanding of how research works, 2) refine your research interests, and 3) evaluate whether research is something you want to do for the (fairly long) duration of a PhD (~5 years). For information on how to get research experience, see the research assistant and research coordinator/lab manager sections of this guide (coming soon). 

7. Should I apply for grant funding before graduate school?

As the UCLA Psychology department provides funding for the duration of graduate studies, obtaining outside grant funding is not necessary. However, it is common for students to apply for outside funding as it conveys some benefits, including establishing a record of securing funding for your research (which will be important if you want to continue in academia beyond grad school), potentially providing a higher stipend than what UCLA gives, and potentially allowing students to do less teaching assistant work than they otherwise might have to. 

The most common grant funding for students to apply for before entering graduate school is the NSF GRFP , which provides 3 years of funding (tuition and stipend). At present, only US citizens and permanent residents are eligible for this award. Students are eligible to apply for the NSF before enrolling in a graduate degree program and once in graduate school (during either first or second year). See detailed eligibility criteria here . For those applying before graduate school, award decisions are not made until the admissions process is complete but applying can be a helpful way to think through some project ideas, show that you are a serious applicant, and get experience applying for grants. However, applying is absolutely not necessary, and many people get admitted to multiple graduate programs without applying for the NSF GRFP. If you are interested in applying, lab members recommend Alex Lang’s website and Mallory Ladd’s blog for tips. 

8. Do I need to decide on a specific research topic before applying to graduate school?

You do not need to have a specific project or topic in mind that you are set on studying as a PhD applicant – we don’t expect you to have figured out everything at that point, and your interests will evolve as you learn and progress in graduate school. However, at graduate program interviews you may be asked questions such as “If you could perform any research project you wanted (and resources weren’t an issue), what would you do?” In the BABLab, we are interested in which approaches and questions are most interesting to you and why, as well as the ideas you may have for research projects. We won’t hold you to carrying out a project you may discuss during the interview; rather, the purpose of questions such as these is to learn about your interests and see how you “think like a scientist”. 

9. What skills are useful for graduate students who want to do research in the BABLab?

Because the BABLab conducts research with developing populations, experience with children, adolescents, and/or families in research settings is helpful. Since graduate students publish in scientific journals, a certain level of written communication is expected. The research that we do is pretty computationally intensive, so experience with coding/data analysis (e.g., with R, Python) is useful. The BABLab values contributions that students can make to the lab’s mission. This could involve ideas that are generated from personal and other experiences as well as “thinking like a (developmental, equity-oriented) scientist” – i.e., insights that move the lab’s projects forward or stimulate new lines of inquiry. In order to make these contributions, it is helpful to possess a working knowledge of scientific methods, the history of related research, common theories in the field, and frameworks for ethical science. This knowledge can be acquired through critical reading of relevant papers – e.g., thinking about design choices the researchers made, the theory/rationale they provide for their work, their assumptions, and future directions they (and you!) identify based on the research. 

10. What is the BABLab looking for from applicants/which aspects of the application does the lab prioritize most? 

In the BABLab, we are looking for students with genuine interest and passion for the topics we study (see our lab manual to get a sense of these topics), and a drive to persist through the (inevitable) times when research gets challenging or frustrating. We are also looking for students who will contribute perspectives, ideas, and/or experiences that will enrich the lab culture and research. We value the diversity of our lab members, and strive to be a welcoming and inclusive space that respects and appreciates all regardless of race, ethnicity, immigration status, sexual orientation, socio-economic status, etc (see our diversity statement for more on our commitment to this). Finally, because we work to foster a sense of community in the BABLab, we are looking for someone who shares the values and ethos of the lab (see our lab manual for more details). 

11. Is there a specific GRE cutoff score for applying to the BABLab?

In the BABLab, we believe that intelligence and aptitude are complex and multifaceted, and that the GRE is a biased and inaccurate measure of both (see this article for an explanation of the flaws of the GRE and how scores are correlated with applicant privilege). We also acknowledge that for some who have had less research experience, strong GRE scores can be one way of demonstrating research promise. For this reason, there is no specific cutoff score on the GRE that is necessary for potential graduate student applicants, and GRE scores are optional for admission. If you do choose to submit GRE scores they will constitute one part of a wholistic review. Across the entire UCLA psychology department, students applying for the 2022-2023 academic year are not required to submit GRE scores as part of their application. 

12. How do I choose a lab to join? What other questions should I ask?

Choosing a lab to join for graduate school is often a complicated task! Since you are applying to an academic program, of course research fit – Do you find the lab’s research exciting and meaningful? Could you see yourself thinking about it deeply and frequently for 4-6 years? – is very important. Mentor-mentee fit with the principal investigator (PI, or head of the lab, typically a professor) is also very important, as you will probably be working closely with the PI for the duration of your program. Your potential fit with a mentor can be assessed through the interactions that you have with them if you are offered an interview, and by asking questions of their other mentees. When talking with the PI, can you generate a stimulating discussion together? Do you get along? PIs also vary in terms of their mentorship style and how much independence they give trainees. You can determine this by asking questions of their trainees such as: How would you describe [PI] as a mentor? What are [PI]’s expectations? Consider what is important to you in a mentor and ask specific questions about that too. In addition, the PI’s values are an important influence on the culture of the lab. To get a sense of this, ask the PI how their lab functions and how lab meetings work, and ask mentees what the PI’s values are and what sort of culture they promote. 

Beyond fit with the lab’s research and the PI, you also want to consider aspects of the program (e.g., What are its strengths and weaknesses? What is its structure and requirements? What is the funding situation like?) as well as practical considerations outside of your school: Would you be happy living in the university’s location? Will you have access to resources you may need (e.g., training opportunities, healthcare facilities, transportation options)?

Note: Credit for the idea for this guide and some of the content goes to the Stanford VPNL (see their grad school info page ).

Grad Development

Admissions Requirements for the Graduate Major in Psychology

After exploring options and choosing a specific program, follow the steps on our University’s graduate application process:

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Graduate Admission

UCLA’s graduate programs are recognized among the most prestigious globally, consistently ranking in the top 25 across various disciplines. Forty of our doctoral programs are ranked in the top 10, reflecting the high caliber of education and research opportunities available.

Our campus hosts over 130 graduate and professional programs, spanning from an extensive array of business and medical disciplines to specialized degrees in over 40 different languages. Each year, UCLA receives around 55,000 graduate applications and admits approximately 14,000 students, ensuring that our graduate community is composed of some of the most talented individuals worldwide.

At UCLA, graduate education is designed to blend deep expertise in one field with elements from others, fostering a hybrid approach to knowledge. This multidisciplinary methodology is fundamental to our academic philosophy. Our programs are structured to facilitate collaboration across various departments and disciplines, allowing faculty and students to engage in research and study that transcends traditional boundaries.

Our commitment to interdisciplinary research extends beyond the university. UCLA is strategically located in Los Angeles, a city with strong connections to other major academic institutions, public and private research centers, and industry leaders. This prime location provides graduate students with ample opportunities to collaborate with these external entities, enhancing both academic and cultural experiences.

Students who excel in this environment are those who are innovative, driven and persistent in their pursuit of new solutions and ideas. If you are passionate about exploring complex questions and pushing the boundaries of knowledge, UCLA’s graduate programs offer an exceptional platform to achieve your goals.

Applying to a Graduate Program

Most graduate applications are managed through the Graduate Education Department. With over 130 graduate degree programs to choose from, you can find one that aligns with your academic and professional aspirations. To explore our programs and determine which one fits your goals, visit our Graduate Programs page.

Professional Schools

Four of UCLA’s professional schools have unique application processes. For detailed information on the admission steps and requirements for these schools, follow the links below:

Explore the specific requirements and application procedures for each school to ensure a complete and successful application process.

UCLA Health Psychology Program

Investigating and Promoting Biopsychosocial Health

In the Health Psychology area at UCLA, we pursue innovative and collaborative biopsychosocial research on the dynamic interactions among psychological, social, behavioral, and biological factors, and their impact on health and disease.

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Postdoctoral Fellowship

UCLA Counseling and Psychological Services (CAPS) offers up to three postdoctoral fellowship positions in health service psychology for psychologists who have completed their doctoral training and internship in APA-accredited programs.

This year, we will also offer one position in the UCLA CAPS/Athletics Mental Health Services Postdoctoral Fellowship Track.

Important Dates:

Fellowship start date: First business day of August yearly

Application deadline: Friday, January 3, 2025

Finalists invited to interview will be contacted by: January 25, 2025

This 12-month full-time Fellowship provides advanced clinical training and supervision with a focus on brief empirically-supported therapies with undergraduate and graduate students in a multidisciplinary, multicultural university counseling center. The Fellowship begins the first business day of August yearly and ends the last business day of July yearly.

UCLA CAPS is a vibrant and highly utilized counseling service, situated centrally between the residence halls and the Student Union and adjacent to Pauley Pavilion, the Wooden Recreation Center and the Ashe Student Health Center. UCLA's student population numbers more than 45,000, is considerably diverse along almost every dimension and reflects a remarkable array of ethnic, socio-cultural and religious backgrounds. Clients present with a broad range of psychological and psychiatric problems, from developmental issues typical of college age individuals to debilitating conditions requiring psychiatric hospitalization. Last year direct clinical services were provided to over 7,000 UCLA students and outreach services to more than three times that number, providing an unusually rich opportunity to work in a variety of modalities with a large and diverse population.

General Fellowship Information

Fellows’ responsibilities include intake assessment, crisis intervention, individual and group psychotherapy, triage assessment and consultation, ADHD diagnostic assessment and treatment, supervision of other trainee classes, and workshops and presentations for the campus community. Direct clinical service responsibilities are approximately 20-25 hours weekly. Fellows participate in 4-month long training rotations of triage assessment and consultation and supervision of practicum, social work interns, or doctoral internship trainees.

Fellows are expected to develop expertise in a specialty area, with specific clinical, administrative, and prevention-orientated contributions. Specialty areas include (but are not limited to):

- Eating Disorders, LGBT populations, international and other underrepresented racial/ethnic populations, student resilience and wellness promotion/prevention programming), sexual trauma.

Treatment modalities featured at CAPS include: Unified Protocol for Emotional Disorders; CBT (including exposure interventions); mindfulness-based interventions; dialectical behavior therapy based intervention; ACT; integrative psychotherapy; and brief psychodynamic therapy.

Fellows participate in a minimum of four hours weekly supervision, consisting of the following:

- Two hours of individual supervision

- Two hours of group supervision

- Two or more additional hours related to group treatment, prevention and outreach activities, and other direct service activities.

To support professional development in counseling center administrative responsibilities, fellows are encouraged to participate in departmental committees, employment and training selection processes, coordinate a monthly staff Brown Bag training series, and participate in staff professional development activities. Fellows also participate in a campus grand rounds and a twice monthly seminar to support professional development.

For purposes of licensure, it is expected that Fellows will accrue over 1,700 hours of supervised professional experience by the completion of the training year. This number is an estimate and depends on the fellows' schedule and activities.

UCLA CAPS/Athletics Mental Health Services Postdoctoral Fellowship Track

UCLA Counseling and Psychological Services, in collaboration with the Department of Athletics at UCLA, is pleased to announce an APPIC-accredited postdoctoral fellowship position providing services exclusively to UCLA’s student athletes. Designed for individuals pursuing licensure as a psychologist and seeking specialized experience working within an athletics department providing clinical services to a NCAA Division I student-athlete population.

Position Summary: In collaboration with UCLA CAPS and the Department of Athletics, the Fellow will join the team of psychologists under the UCLA Athletics Mental Health Services Program, which provides confidential counseling, mental health screening, consultation, education, and prevention services to approximately 700 student-athletes from 23 NCAA teams within a multidisciplinary, integrated team-based model of care. Emphasis will be placed on experiences with individual counseling, team/group performance interventions, outreach programming, and consultation with coaches. Additional training opportunities include consulting with sports medicine staff, interdisciplinary psychiatry and eating disorder treatment teams, and multidisciplinary performance teams. Specific responsibilities will be based on interest, availability and training needs.

Preferred Qualifications: Alongside required qualifications listed on this website for all postdoctoral candidates; specialized training/experience in sport psychology, multicultural psychology, health psychology, kinesiology, clinical work with student athletes is strongly preferred. Experience and/or demonstrated interest in college mental health, crisis intervention, multidisciplinary collaboration, skills-based and psychoeducational groups, outreach and consultation with intercollegiate teams, and/or working with student-athletes from diverse backgrounds is highly desirable.

Required Qualifications

Without exception, applicants must have completed an APA-accredited internship and possess a doctoral degree in counseling or clinical psychology from an APA-accredited graduate program by the start date of the Fellowship. Unfortunately we are not able to entertain applications from candidates who will not have graduated by the day before fellowship starts and/or did not attend APA-accredited doctoral programs and internships.

Demonstrated interest and experience working with diverse multicultural college student populations and established experience and clinical competency with brief psychotherapies are required. Fellows must also demonstrate considerable experience in the treatment of mood and anxiety disorders, risk assessment, and the integration of emotional regulation skills and distress tolerance into general clinical practice.

Pursuant to University of California policies, this Fellowship requires a satisfactory completion of a background investigation (i.e. Federal Bureau of Investigation and Department of Justice fingerprint scans) prior to the start of the UCLA CAPS Fellowship. The investigation is conducted following an offer of acceptance into the Fellowship program, and final acceptance into the UCLA CAPS Fellowship is contingent upon the results of this background investigation.

Benefits & Compensation

The Fellowship includes medical benefits, accrued vacation and sick days. The stipend for the 2025-2026 training year is $71,000.

Application Procedures, Interviews, and Notification Dates

Our Postdoctoral Fellowship Program follows the guidelines set forth by the Association of Psychology Postdoctoral and Internship Center (APPIC). Postdoctoral selection guidelines can be found at the APPIC website.

Our Postdoctoral Fellowship Program uses the APPA CAS (APPIC Psychology Postdoctoral Application - Centralized Application System). Applicants should complete and submit the APPA CAS application .

The specific application requirements for the UCLA CAPS Postdoctoral Fellowship Program are indicated below as well as within the APPA CAS system. The following must be submitted through the APPA CAS system by January 5, 2024:

• A cover letter indicating your specific interest in the UCLA CAPS Fellowship
• An updated curriculum vita, including the anticipated date of your graduation
• Three letters of recommendation from sources familiar with your clinical skills and academic background. One of these must be from your APA-approved internship site Director of Training.
• A letter (statement) from your dissertation Chair stating your anticipated defense date.

* If applying through the APPA-CAS system presents financial hardship, please contact Tanya Brown, PhD ( [email protected] ) for an alternative application procedure.

Please contact Tanya Brown, PhD, Training Director by e-mail ( [email protected] ) or telephone (310-825-0768) if you have further questions.