SEP 647 repeated for 3 to 9 credits; SEP 690 repeated for 3 to 6 credits.
A first-author data-based article submitted prior to the student’s first year can count towards this benchmark only if the submission occurred after their official admission into the program and is approved by the doctoral chair as meeting minimum quality standards.
Student research will be graded by program faculty each semester. Research grades will be awarded satisfactory or unsatisfactory (S/U). Additionally, doctoral student performance will be evaluated annually. Students who do not meet their research benchmarks by the prescribed deadlines could receive probation notification due to lack of progress. Failure to meet benchmark requirements beyond that point could result in suspension or dismissal from the program.
Sport, exercise and performance psychology ph.d..
Following the completion of this program, graduates will be able to:
Adhere to the principles and standards for ethical research in the social sciences.
Critique and synthesize the literature in their primary field of study for the purpose of identifying gaps in the knowledge base and formulating new research questions.
Apply theories, methodologies, and data analysis approaches to answer research questions of conceptual significance.
Demonstrate skills in oral and written communication enough to publish and present peer-reviewed research in their primary field of study.
Initiate an independent line of research that represents a significant contribution to the literature base in their primary field of study.
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Sport psychology is a proficiency that uses psychological knowledge and skills to address optimal performance and well-being of athletes, developmental and social aspects of sports participation, and systemic issues associated with sports settings and organizations. APA recognizes sport psychology as a proficiency acquired after a doctoral degree in one of the primary areas of psychology and licensure as a psychologist. This proficiency does not include those who have earned a doctoral degree in sport psychology but are not licensed psychologists.
Sport Psychology interventions are designed to assist athletes and other sports participants (e.g., coaches, administrators, parents) from a wide array of settings, levels of competition and ages, ranging from recreational youth participants to professional and Olympic athletes to master’s level performers.
This proficiency helps protect the public by ensuring that those who seek services receive them from qualified individuals. The proficiency provides a recognized set of standards to guide appropriate training of psychologists who wish to practice sport psychology. Specialized knowledge includes:
Many strategies and procedures are used to address problems faced by athletes and other sports participants. Some of the principal areas include:
Cognitive and behavioral skills training for performance enhancement . Goal setting; imagery and performance planning; concentration and attention control strategies; development of self-confidence, self-esteem and competence in sports; cognitive-behavioral self-regulation techniques; emotion management, sportsmanship and leadership skills.
Counseling and clinical interventions . Athletic motivation; eating disorders and weight management; substance abuse; grief, depression, loss and suicide; over-training and burnout; sexual identity issues; aggression and violence; athletic injury and rehabilitation; career transitions and identity crises.
Consultation and training . Team building; sports organization consultation; systems interventions with parents and families involved in youth sports participation; education of coaches regarding motivation, interpersonal and leadership skills and talent development; education of coaches and administrators regarding early identification and prevention of psychological difficulties.
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An iot-based platform to support just-in-time adaptive interventions for high-performance sport leaders, phd research project.
PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.
This project does not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.
Mres - developing an annual stakeholder feedback process: facilitating evidence-based reflection, planning and sharing of good practice within talent development pathways (sas0195), mres - the impact of personalised fifa player cards on exercise motivation and physical performance in youth football players: an exploratory gamification intervention (sas0194), bridging the gap: investigating the professional landscape of applied performance analysts in sports performance analysis, men’s lives: the consequences of living with high levels of drive for muscularity, authentic leadership in sport, the dance culture and its impact on the dancer, the use of nutritional supplements combined with exercise training to promote metabolic flexibility and cardio-metabolic health, impact of ischaemic pre-conditioning on oxygen uptake kinetics: implications for training and recovery, identifying risk factors for hyper-arousal in response to infant distress, improving the effectiveness of social advertising, extending social perception theories to advertising context, the effectiveness of combined heat therapy and polyphenol supplementation on markers of cardiometabolic health, preparation strategies for uk and ireland-based altitude travellers.
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The PhD in Sport and Exercise Psychology at Springfield College prepares students to be future leaders and scholars in the field. Diverse coursework with an emphasis on psychological, sociological, physiological, and motor behavioral viewpoints equips students with a sound knowledge base that informs their research and practice. Collaborative research experiences enable students to design, execute, and conduct meaningful research to advance the field. Engaging coursework and applied experiences develop our students into informed practitioners who understand the value of evidence-based practices in applied work. The robust education and personalized training students receive in this program prepare them well for their future professional goals
Upon successful completion of the PhD program, students will be prepared for certification as a Certified Mental Performance Consultant (CMPC ® ) through the Association for Applied Sport Psychology (AASP) , in conjunction with the United States Olympic Committee (USOC) .
Program graduates will be well prepared to teach sport and exercise psychology and related disciplines at all educational levels. As the majority of doctoral students in this program enter careers in higher education, it is important they acquire the requisite skills and knowledge to be successful in this setting. As part of the doctoral degree, students will complete a sequence of courses that comprise Springfield College’s Preparing Future Faculty Series. This program exposes students to the diverse responsibilities of a career in academia, supports student development of pedagogical and scholarly writing skills, and assists in the transition from doctoral student to faculty member.
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Prerequisites.
Program prerequisites
*Students are still encouraged to apply if they do not have the prerequisites mentioned. However, students are expected to complete these prerequisites during their first year in the program.
Springfield College Office of Graduate Admissions 263 Alden Street Springfield, MA 01109
In addition to the above admissions requirements, all international applicants from non-English speaking countries are required to submit:
The Office of International Admissions can assist you with questions you may have about enrolling at Springfield College as an international student by emailing [email protected] .
Domestic Students:
International Students:
*All applications will be reviewed following the deadline.
“It’s been great to see our classroom discussions go into practice with influential on-campus workshops. I really enjoy blending the research with immediate hands-on coaching experience.”
“I chose to pursue my doctorate at Springfield College because of the program’s holistic approach to the Sport and Exercise Psychology curriculum. It is grounded in physical education/exercise science and emphasizes how psychological factors, physiological factors, and social/contextual factors all impact behavior in sport/exercise settings. Further, this holistic approach underscores Springfield College’s mission of “educating the whole person, spirit, mind, and body.”
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Springfield College , 263 Alden Street, Springfield, MA 01109-3739 (413) 748-3000 Copyright © 2024 Springfield College. All rights reserved.
This program is designed to prepare practitioners to work with athletes in their professional and personal lives. Students are trained in a variety of Sport Psychology approaches and techniques that prepare them to consult with athletes and athletic organizations.
PREREQUISITES
A Master of Arts in Psychology, Physical Education or a related field, and 30 units of graduate level psychology courses and 25 units of Sport Counseling courses, including the following courses.
Requirements:
The Doctor of Philosophy degree requires the completion of 85 to 105 (licensing tract) quarter units at the graduate level. Students will complete the core Psychology requirements (50 units) and the core Sport Psychology requirements (20 units) and select 5 additional units from the Sport Psychology curriculum and/or other University curricula. Students are required to write a Dissertation (10 units, including an Oral Qualifying Exam and Final Oral defense), and complete 60 hours of personal counseling. Successful passage of the Doctoral Comprehensive Exam is also required.
Curriculum: Course titles that satisfy degree requirements: Graduate Prerequisite Psychology Course Requirements (30 units) Course Units CPS 601 Counseling Theories & 5 Strategies CPS 603 Developmental Psychology 5 CPS 604 Introduction to Psychological 5 Research CPS 605 Clinical Counseling Skills 5 Training CPS 610 Psychopathology 5 CPS 611 Advanced Clinical Skills 5 Training CPS 615 Cross-Cultural Counseling 5 Graduate Prerequisite Sport Psychology Course Requirements (25 units) Course Units SPO 600 Sport Psychology Business 5 Principles SPO 651 Introduction to Sport 5 Counseling
Graduate Core Psychology Course Requirements (50 units) Course Units CPS 501 Writing Skills & Research 5 CPS 617A Assessment & Treatment 2.5 of Child Abuse CPS 617B Assessment & Treatment 2.5 of Partner Abuse CPS 691 Behavioral Statistics I 5 CPS 693 Social Psychology 5 CPS 702 Group Therapy: 5 Theory & Practice CPS 704 Psychopharmacology 5 CPS 705 Advanced Research Methods 5 CPS 706 Physiological Psychology 5 CPS 710 Assessment A: Intelligence 5 Testing CPS 711 Assessment B: Personality/ 5 Objective Testing Graduate Sport Psychology Course Requirements (20 units) Course Units SPO 754 Nutrition & Lifestyle 5 Management SPO 765 Sport Counseling Practicum I 5 SPO 766 Psychology of Coaching 5 SPO 767 Advanced Sport Psychology 5 Intervention Techniques Graduate Sport Psychology Course Elective (5 units) Course Units SPO 751 Seminar in Sport Psychology 5 SPO 769 Selected Topics in Sport 5 Psychology
Dissertation (10 units) Course Units SPO 800 Dissertation/Project 5 Writing I SPO 801 Dissertation/Project 5 Writing II Students working on their Dissertation, Master’s Thesis, or Senior Project must be registered for the respective course every quarter until the project has been completed. The Dissertation, Master’s Thesis, or Senior Project is complete when the student has successfully passed the oral examination where applicable. The final approval forms have been signed by the project chairperson and SDUIS Director of Research. Required Total Units: 85 Additional Psychology Licensing Requirements (20 units) Course Unit CPS 612 Legal & Ethical Issues in 5 Counseling CPS 613 Human Sexuality & Gender 5 Issues CPS 614 Theories, Therapies & Issues 5 In Chemical Dependency CPS 724 Supervised Practicum A 5 Required Total Units: 105 (Licensing Tract)
INSTRUCTIONAL METHODS: 1) All residential courses, other than independent study, are taught in a classroom setting. Each instructor provides students with a syllabus that contains an outline of the course objectives, the course content, student performance expectations, textbooks and related study materials, and evaluation methods used for grading purposes.
2) Courses are traditionally taught in lecture style with group discussions, student presentations and written assignments. 3) Instructional methods also include research projects and experiential components such as internship and practicum requirements. Faculty provide individualized academic advising as needed and encourage ongoing student dialogue in class and online. Upon completion of the core curriculum, students become involved in their capstone research project, the Doctoral Dissertation. Students are required to complete sixty (60) clock hours of personal counseling provided by a licensed therapist approved by the University. Grading criteria are presented to students in the course syllabus provided at the beginning of class. The University’s grading policy is designed to meet the highest professional standards of objectivity, fairness, and accuracy. 4) Independent study courses are an in-depth study of a topic and directed by SDUIS faculty or an equally qualified mentor who is approved by the Chief Academic Officer. 5) Student learning performance outcome evaluations include essay and objective examinations, research, reports, and experimental activities. INSTRUCTIONAL METHOD: Distance Education 1) The Doctoral Degree program in Sport Psychology is also offered through distance education. Direct education is delivered to students via e-mail. Students submit their assignments to the instructor and class weekly. The instructor reviews the work and prepares a feedback to be sent to the students and class weekly. sent to the students and class weekly.
“Notice to Prospective Students
This institution approved by the Bureau for Private Post-secondary Education to offer degree programs. To continue to offer degree programs, this institution must meet the following requirements: • Become institutionally accredited by an accrediting agency recognized by the United States Department of Education, with the scope of the accreditation covering at least one degree program.
• Achieve accreditation candidacy or pre-accreditation, as defined in regulations, by July 1, 2017, and full accreditation by July 1, 2020.
If this institution stops pursuing accreditation, it must:
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A nine-foot putt on a golfing green, a backhand volley on a tennis court, a quick toss to the first baseman on a baseball diamond — these are all deceptively complex feats of physical and mental prowess. Like many of the everyday, in-the-game actions that the best athletes pull off with routine ease, they require skills honed through hours upon hours of practice, instinctive situational awareness, and, of course, a certain amount of innate talent. Even in the case of what may appear to be extraordinarily fortunate plays, most coaches and athletes readily attest that being in the right place at the right time to make the right move is less about luck than the result of carefully calibrated physical conditioning, intense mental focus, and the ability to get the mind and body working together to achieve peak performance. For example, when undrafted rookie cornerback Malcolm Butler stepped up to nab the goal-line interception that sealed a win for the New England Patriots over the Seattle Seahawks in the final seconds of Super Bowl XLIX, he promptly admitted that it was preparation and alertness, not magic or luck, that sealed the deal. “I remembered the formation they was in,” he said after the game, “And I just knew they was throwing a pick route.”
The preparation that went into Butler’s Super Bowl play, and so much of what goes into the training of athletes in all areas of competitive sports, is predicated on an understanding that the mental game is every bit as important as the physical one. And this is the arena in which sports psychology now thrives as a specialty in the larger discipline of psychology. As with the athletes they advise and treat, sports psychologists undergo specialized training in applying the principles and methods of psychology to the practice of sports. They study the mental processes that underpin the behaviors, emotions, attitudes, and motivations that affect an athlete’s performance in training and in play. And they work with teams, coaches, and individual athletes to help optimize performance across the board, whether that means overcoming anxieties, filtering out distractions, improving mental toughness, or dealing with any number of other factors that can play a big part in making the big plays.
Sports psychologists may work with athletes and deal with issues related to competition, but the tools and methodologies are rooted in the discipline of psychology. So, a career in sports psychology begins with the study of the principles of psychology, usually at the undergraduate level. A BA or BS in psychology is a good place to start, and it certainly helps to have an interest in sports, physical education, and/or fitness and exercise. But, it’s important to realize that a bachelor’s degree in psychology, or even one that’s more targeted toward sports psychology, is generally not considered sufficient for most sports psychology jobs.
There are an increasingly large number of master’s degree programs in sports psychology that are designed to be completed in two years, and these programs can lead to employment in the field. However, in most states the completion of a doctorate in psychology — either a PhD or a PsyD — is required for full licensure as a practicing professional psychologist. In other words, anyone who wants to call him- or her-self a psychologist in any capacity must be certified, and this requires a doctoral degree. The Association for Applied Sports Psychology (AASP) does offer provisional certification in sports psychology for those with a master’s degree, but full state licensure and standard certification from the AASP and from the American Psychological Association requires a PhD or PsyD degree. Inclusion on the Sports Psychology Registry maintained by the United States Olympic Committee is similarly limited to fully-licensed and certified psychologists, which entails earning a doctorate along with proficiency in the specialized area of sports psychology.
A good way to conceptualize sports psychology in relation to psychology as a whole is to think in terms of sports medicine as a particular specialization for physicians. A sports medicine doctor is simply a doctor who has experience and training working with athletes and the specific medical concerns and issues that are pertinent in the realm of sports. A sports psychologist studies the ways in which the social, behavioral, and mental factors present in all of psychology influence athletic performance and competition, and then applies this knowledge to specific situations involving athletes, just as a child psychologist uses the tools of psychology to treat children.
The APA defines sports psychology broadly as, “the scientific study of the psychological factors that are associated with participation and performance in sport, exercise, and other types of physical activity.” The AASP has further tailored the definition to include, “Extending theory and research into the field to educate coaches, athletes, parents, exercisers, fitness professionals, and athletic trainers about the psychological aspects of their sport or activity. A primary goal of professionals in applied sport and exercise psychology is to facilitate optimal involvement, performance, and enjoyment in sport and exercise.”
The immediate goal of most sports psychology interventions essentially falls under the wide umbrella of performance enhancement, which involves the kind of assessment, diagnosis, and counseling treatments that are common in psychology. Sports psychologists may also work with athletes on maintaining an optimal mental state, through managing stress, anxiety, and various emotional states, overcoming chronic pain and dealing with the setbacks that come with injury and age. In addition, sports psychologists can be called on to work collaboratively with athletes and coaches on team building, morale, and communication strategies. Indeed, an APA report on sports psychology in November of 2012 pointed out that the US military had become one of the largest employers of sports psychologists for somewhat obvious reasons: “In military settings, sport psychologists (called Performance Enhancement Specialists or PESs) work with soldiers, their families and civilians to build resilience in the face of adversity — whether it’s leaving for a third deployment to Afghanistan or coping with a loved one’s death during combat.”
Doctorates in sports psychology come in two basic packages: the PhD (Doctor of Philosophy) and the PsyD (Doctor of Psychology). The differences have less to do with the areas of study than with the philosophical or pedagogical aims of the particular program. The APA points out that PhD programs tend to be more research oriented, while PsyD programs place a greater emphasize on clinical training. Both are appropriate for students who aim to pursue a career as a therapist, which is common in sports psychology. PhD program can take longer to complete — three years, as opposed to two — due to the research inherent in a doctoral dissertation requirement. The APA also points out that prospective students should be aware that PsyD programs tend to be more expensive than PhD programs, especially those offered by large for-profit institutions.
Regardless of whether it’s a PhD or a PsyD in sports psychology, there are several key areas of study that students should expect to cover during the degree program. This chart illustrates some typical classes in a sports psychology doctoral program:
Course | Areas of Study |
Kinesiology | The physiological, mechanical, and psychological components of human movement in relationship to peak performance in sports and exercise. |
Cognitive Processes in Sports Psychology | Managing motivation, concentration, emotional balance, and self-esteem in the social context of a competitive team setting. |
Clinical Counseling in Sports Psychology | Theories and applications of psychology in sports to manage stress, anxiety, depression, substance abuse, and other problems pertinent to athletes, including aggression, injuries, and identity crises. |
Sports psychology is a relatively new and rapidly evolving field in which it wasn’t unusual just a decade ago for sports psychologists to earn a doctorate in clinical or counseling psychology and then take additional classes in physiology, kinesiology, and the sociology of sports as a means of entering practice. The APA currently does not offer specific certification in sports psychology, but the AASP has a protocol for earning a CC-AASP, or Certified Consultant of the Association for Applied Sports Psychology, credential. This is available to members with a master’s or doctorate degree who have completed a course of study that includes sports and exercise psychology, and have a minimum of 400 hours of supervised experience in the field.
Licensing for psychologists is handled on the state level, but almost always requires completion of a PhD or PsyD in psychology, as well as passing the Examination for Professional Practice in Psychology. There is, however, no specific licensure in sports psychology currently in place.
Sports psychologists are employed throughout professional and semi-professional sports, as well as by schools, colleges, and universities. The US military employs sports psychologists as performance enhancement specialists, and there is also a growing market for sports psychologists in private practices that cater to both amateur and professional athletes, young and old. In a 2012 story for the APA, University of Arizona director of clinical and sport psychology Scott Goldman, detailed that, “At least 20 NCAA Division I universities have a sport psychologist on staff and another 70 to 100 contract with outside specialists.” An increasing number of smaller college athletic programs and high schools are also seeking out the expertise of sports psychologists, and there’s a growing market for sports psychology counseling among amateur athletes who may be looking to improve their golf or tennis game.
The Bureau of Labor Statistics doesn’t compile data for sports psychologists, but the median annual salary for clinical, counseling, and school psychologists as of May 2014 was $68,900. And, the BLS’s Occupational Outlook Handbook predicts a 12 percent growth in the job market for psychologists up through 2022. In the 2012 APA story on careers in sports psychology, Scott Goldman estimated that, “Sport psychologists in university athletic departments can earn $60,000 to $80,000 a year; the highest salaries can exceed $100,000 annually.”
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Edited by Association for Applied Sport Psychology (AASP) members Sebastian Brueckner, Alan Chu, and Dolores Christensen, the 13th Edition of the Directory of Graduate Programs in Applied Sport Psychology offers a wealth of information on master's and doctoral degree programs worldwide. To help engage readers/prospective grad students with the information provided and meet them where they are at, key new features have been included in this 13th Edition of the Directory. Those updates have been to:
The 13th Edition allows for easy and powerful searches by:
The 13th Edition is now available as an online-only subscription for $39.99!
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Association for Applied Sport Psychology 8365 Keystone Crossing, Suite 107 Indianapolis , IN 46240 USA
Phone: (317) 205-9225 Fax: (317) 205-9481 Email: [email protected]
Earning a Ph.D. in Sports Psychology is becoming more common in recent years. The demand for psychologists of all types will rise by 14% by 2028, according to the Bureau of Labor Statistics. ( BLS.gov ).
According to the American Psychological Association, demand for sports psychologists is especially on the rise. Industry analyst Plunkett Research Ltd. states that the US sports market generates more than $400 billion each year.
But American passion for sports at all levels means that athletes are under tremendous pressure to perform at a high level. Athletes want to find an edge that goes well beyond being in the best physical shape possible. They understand as athletes that they need sharp mental skills to compete in their sport, just as people do in business, medicine, and the arts. ( APA.org ).
Fortunately, there are online universities where you can earn this coveted psychology doctoral degree, so getting your Ph.D. has never been easier.
Below are the four best online Ph.D.s in Sports Psychology and related fields.
Grand Canyon University offers an online Ph.D. in General Psychology with an Emphasis in Performance Psychology . ( GCU.edu ).
This online, four-year psychology Ph.D. program focuses on human psychology and professional performance, especially psychomotor performance. It is designed for students who want to apply sports psychology research pertaining to emotion, cognition, and motivation to the study of peak athletic performance. Graduates of the program use advanced psychological principles to enhance physical performance.
Learning outcomes of this online doctoral degree include:
Students choose this program who want to advance their careers in medicine, business, sports, sales, and marketing. This sports performance psychology program includes two doctoral residencies. During the residencies, students will work with psychology faculty and their fellow students on campus.
Required courses are:
San Diego University offers a Ph.D. in Psychology with a specialization in Sports Psychology. The program is offered both online and at the main campus. ( Sduis.edu )
The four-year sports psychology Ph.D. program is designed to prepare practicing psychologists with the skills and knowledge to work with athletics in their personal and professional lives. Students are trained in advanced sports psychology approaches and techniques to ready them to consult with athletes and athletic institutions and organizations.
According to the university website, online students are provided direct education by email. Students are required to submit doctoral degree assignments to the professor each week. The instructor reviews all work submitted and offers feedback to students every week.
Ashford University offers an online Psy.D. degree with a focus on Sports and Performance Psychology. Students in this four-year, online doctoral degree program learn how to empower individuals and teams to be at their best in athletic performance. ( Ashford.edu )
This post-graduate program represents the best performance enhancement education in sports. The ultimate goal is for the student to create awareness, actualization, self-mastery, and peak experience for groups and individuals in your psychology practice.
The Sport and Performance Psychology specialization delves into strategies to boost human performance at the professional, collegiate, and high school levels. The curriculum features advanced courses in psychology and seminars in cultural diversity, coaching, mind-body practices, and human development.
Required courses include:
Concordia University Chicago offers an online Ph.D. in Health and Human Performance. This is an interdisciplinary degree that intends to prepare students to pursue clinical, academic, leadership, or research roles in exercise science, human performance psychology, and health promotion. ( Exsci.cuchicago.edu )
This is a 100% online Ph.D. program that focuses intently on sports performance research. It aims to develop the best scholars and researchers who can create and disseminate original research about matters arising from physical activity, health promotion, human performance, and psychology.
The format is 100% online, with classes offered asynchronously. This means they are recorded and you can complete the lectures at any time. Students can complete an online degree in three or four years.
Required courses for the Ph.D. program are:
Earning your Ph.D. in sports psychology can be a great opportunity to work in a fascinating, growing segment of the psychology field. By choosing one of the high-quality, online Ph.D. programs above, you will be on your way to excelling in the sports psychology field.
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The Psy.D. Program in Clinical Psychology at the Pepperdine University Graduate School of Education and Psychology (GSEP) is accredited by the American Psychological Association. Our courses and required training prepare students to become licensed clinical psychologists and to serve the community through applied clinical practice.
GSEP contributes to the profession of psychology through continuing education programs. Participants advance their skills in specialized areas of study and clinical training.
Nationally recognized faculty who are dedicated to student academia and professional success. Our student to faculty ratio is 12:1.
Our global experience creates a well-rounded global perspective of social, economic, and community issues.
Our curriculum focuses on the scholar-practitioner model which integrates theory and best practices.
Individual attention, world-class faculty expertise, small class sizes, and career guidance all contribute to positive changes in Pepperdine students' lives -- professionally, personally, and spiritually.
We have four campus locations in West Los Angeles, Irvine, Malibu, and Calabasas, making our programs very accessible.
Doctoral psychology programs at the Pepperdine University Graduate School of Education and Psychology are taught by distinguished faculty members actively involved in their field both inside and outside the classroom. Meet the GSEP psychology faculty >>
Specific psychology degree programs at Pepperdine GSEP are accredited by the American Psychological Association. Learn more >>
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The goal of the graduate program in Psychology at Berkeley is to produce scholar-researchers with sufficient breadth to retain perspective in the field of psychology and sufficient depth to permit successful independent and significant research. The members of the department have organized themselves into six training units. The requirements for each unit vary but always involve a combination of courses, seminars and supervised independent research. Students are also encouraged to take courses outside the Psychology Department, using the unique faculty strengths found on the Berkeley campus to enrich their graduate training. We are a STEM designated program.
For the Latest updates on COVID-19 related exceptions to policy relevant to Graduate Students, please see Graduate Division's Resource Page.
The areas offered to students to specialize in are the following:
To learn more about each offered area visit: Research Areas
Here are answers to most commonly asked questions about the process of applying to graduate school.
How do I find a program that is right for me? – See this handy decisions tree , reposted from University of Houston Psychology website, to help you determine a route to your desired Psychology career.
For those interested in our Clinical Program, visit Mitch's Uncensored Advice for Applying to Graduate School in Clinical Psychology to answer many of your questions, including those you may have not previously considered.
You will want to check requirements for each school to which you plan to apply, but the above links to Cal's graduate program will give you an idea of what to expect.
Psychology Ph.D. Program Components - with Christine Mullarkey - Student Services Advisor
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You are invited to Berkeley's Graduate Diversity Admissions Fair on October 7 - October 11 . This virtual event will help prospective professional, master's, and doctoral students:
You can expect a lot to choose from. Over 50 sessions from UC Berkeley graduate programs in one hour info sessions, and discussion groups.
Register here to customize your fair schedule by signing up to the sessions that interest you.
Berkeley is a place that fosters a supportive community that is at the heart of our students' success. Our graduate diversity programs aim to create a culture of belonging for all students. This fair is one example of that. Though the fair is open to all – it's designed specifically for prospective students from historically excluded, and underrepresented backgrounds.
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Fall 2022 - Prof. Serena Chen (Social Personality), Prof. Aaron Fisher (Equity Advisor), and featuring graduate students
Fall 2021 - Prof. Serena Chen (Social Personality), Prof. Sheri Johnson (Clinical), Harumi Quinones (Student Services Director), and featuring graduate students
Visit the Graduate Division website to learn more about the Fall 2024 Diversity Admissions Fair and register in the graduate application portal !
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The Department of Psychology offers a degree program leading to the bachelor of science in psychology. Psychology is the study of behavior, emotion, and thought using the scientific method. At the undergraduate level, the study of psychology is part of a liberal arts education. A major in psychology lays the groundwork for various careers and advanced studies, including the pursuit of graduate degrees needed for the professional practice of psychology.
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School psychology - phd, admission requirements.
Terms and Deadlines
Degree and GPA Requirements
Additional standards for international applicants.
For the 2025-2026 academic year
See 2024-2025 requirements instead
Priority deadline: December 2, 2024
Final submission deadline: June 16, 2025
International submission deadline: May 5, 2025
Priority deadline: Applications will be considered after the Priority deadline provided space is available.
Final submission deadline: Applicants cannot submit applications after the final submission deadline.
Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.
University GPA requirement: The minimum grade point average for admission consideration for graduate study at the University of Denver must meet one of the following criteria:
A cumulative 2.5 on a 4.0 scale for the baccalaureate degree.
A cumulative 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree.
An earned master’s degree or higher from a regionally accredited institution or the recognized equivalent from an international institution supersedes the minimum GPA requirement for the baccalaureate.
A cumulative GPA of 3.0 on a 4.0 scale for all graduate coursework completed for applicants who have not earned a master’s degree or higher.
Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), C1 Advanced or Duolingo English Test are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Your TOEFL/IELTS/C1 Advanced/Duolingo English Test scores are valid for two years from the test date.
The minimum TOEFL/IELTS/C1 Advanced/Duolingo English Test score requirements for this degree program are:
Minimum TOEFL Score (Internet-based test): 80
Minimum IELTS Score: 6.5
Minimum C1 Advanced Score: 176
Minimum Duolingo English Test Score: 115
Additional Information:
Read the English Language Proficiency policy for more details.
Read the Required Tests for GTA Eligibility policy for more details.
Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.
Transcripts, letters of recommendation.
Required Essays and Statements
We require a scanned copy of your transcripts from every college or university you have attended. Scanned copies must be clearly legible and sized to print on standard 8½-by-11-inch paper. Transcripts that do not show degrees awarded must also be accompanied by a scanned copy of the diploma or degree certificate. If your academic transcripts were issued in a language other than English, both the original documents and certified English translations are required.
Transcripts and proof of degree documents for postsecondary degrees earned from institutions outside of the United States will be released to a third-party international credential evaluator to assess U.S. education system equivalencies. Beginning July 2023, a non-refundable fee for this service will be required before the application is processed.
Upon admission to the University of Denver, official transcripts will be required from each institution attended.
Two (2) letters of recommendation are required. Letters should be submitted by recommenders through the online application.
Personal statement instructions.
Please upload a letter of application (limit 3 pages, double-spaced, 12-pt. font). In your letter: (a) discuss your future professional goals; (b) describe how the School Psychology program at the University of Denver specifically, will contribute to and advance your goals; and (c) discuss how your goals will advance diversity, equity, inclusion, and accessibility in school psychology; and (d) discuss your research interests and specific alignment with faculty who share similar interests.
The résumé (or C.V.) should include work experience, research, and/or volunteer work.
Applicants may be contacted to schedule a virtual admissions interview.
Online Application
Start your application.
Your submitted materials will be reviewed once all materials and application fees have been received.
Our program can only consider your application for admission if our Office of Graduate Education has received all your online materials and supplemental materials by our application deadline.
Application Fee: $65.00 Application Fee
International Degree Evaluation Fee: $50.00 Evaluation Fee for degrees (bachelor's or higher) earned from institutions outside the United States.
Applicants should complete their Free Application for Federal Student Aid (FAFSA) by February 15. Visit the Office of Financial Aid for additional information.
Employment law clinic—significant achievements for 2023-24.
During the past academic year, the Employment Law Clinic has continued its work helping pro se plaintiffs in employment discrimination cases in federal court. This work includes representing pro se plaintiffs as their Settlement Assistance Counsel in individual discrimination cases and representing pro se plaintiffs in their appeals to the Seventh Circuit Court of Appeals. In addition, the Employment Law Clinic has expanded its work with pro se plaintiffs by participating in the William J. Hibbler Memorial Pro Se Assistance Program. This program allows students in the Employment Law Clinic to provide pro se plaintiffs with advice about procedural issues in their cases. Some of the significant developments in a few of the Clinic’s cases are detailed below.
Clinical Professor Randall D. Schmidt and his students are appointed on a regular basis to provide representation to pro se plaintiffs at settlement conferences. Since starting this project in early 2021, Professor Schmidt has been appointed as Settlement Assistance Counsel for pro se plaintiffs in twenty employment discrimination cases. Although most of these cases were pending in the Eastern Division of the Northern District of Illinois, he has also been appointed in cases pending the Western Division of the Northern District of Illinois and in the Central District of Illinois.
These cases allow students to interview the client, research the legal and factual issues in the case, draft a settlement demand letter, represent the client at a settlement conference, and, if the case settles, draft the settlement agreement.
Professor Schmidt and his students have been very successful in resolving these cases. Of the twenty cases Professor Schmidt and his students have handled, fourteen were settled after one of more mediation sessions. Five are still pending awaiting the initial or follow-up settlement conference. One case did not settle and the plaintiff recently lost her case when the court granted the defendant’s motion for summary judgment.
Below are a few examples of cases that Professor Schmidt and his students handled during the 2023-24 academic year. Each of these cases resulted in a settlement after one or more mediation sessions. Pursuant to the settlement agreements in these lawsuits the details of the settlements are confidential.
In October 2016, Devonia Jackson began working for Robert W. Baird & Co. (“Baird”) as an Administrative Assistant in its Milwaukee, Wisconsin office. Baird is a global investment-banking firm that provides private investment services to mid-market businesses.
While employed by Baird, Ms. Shaw received several promotions and pay increases in recognition of her excellent performance. In 2018, Ms. Jackson relocated to Baird’s Virginia office. In two months she raised concerns over the abusive behavior of a lead banker and transferred to the Chicago office.
In 2020, Ms. Jackson began reporting to a new supervisor. From the beginning of their professional relationship, the new supervisor treated Ms. Jackson differently from other employees. The supervisor was often dismissive of Ms. Jackson’s concerns. Without asking Ms. Jackson, she reassigned Ms. Jackson’s to work with junior bankers. The supervisor told Ms. Jackson that she was “scared of working” with her, despite being Ms. Jackson’s supervisor.
Suddenly and without warning, Baird discharged Ms. Jackson in August 2021. In support of its decision to discharge Ms. Jackson’s termination, Baird cited two incidents in which Ms. Jackson was allegedly insubordinate. Ms. Jackson disputed that she was insubordinate during either incident. Moreover, no one at Baird raised concerns about either incident until Ms. Jackson was discharged. Ms. Jackson’s supervisors neither warned Ms. Jackson about the incidents before her termination nor gave her a chance to explain herself, even though she had a history of being a high-performing employee.
In addition, Baird did not terminate other similarly situated, substantially younger, Administrative Assistants whose job performance and/or behavior at work was alleged to have been insubordinate. After discharging Ms. Jackson, Baird assigned Ms. Jackson’s duties to younger employees.
Finally, after Ms. Jackson left Baird, she found out that between August 2020 and August 2021 Baird terminated ten administrators, all of whom were over the age of forty. The employees who had been terminated were also highly experienced—many had over ten years of experience at Baird— and in an older age group. They, too, were replaced by younger employees.
Ms. Jackson filed a pro se complaint against Baird and alleged that its termination of her employment violated the Age Discrimination in Employment Act. During discovery, the parties indicated to the court that they were interested in participating a settlement conference. Accordingly, the court appointed Professor Schmidt to serve as Mr. Lara’s Settlement Assistance Counsel. The parties were able to agree to a settlement during the initial settlement conference and the case was dismissed.
P.F.A. Systems, Inc., is a regional trucking company that transports liquid hazardous materials. P.F.A. hired Seneca Johnson as a truck driver in February 2022. At the time he was hired, Mr. Johnson told his supervisor that as an accommodation to his disability (a lower back injury), he needed to be assigned to drive trucks with automatic transmissions. Mr. Johnson was told that it would not be a problem to provide this accommodation to him.
Despite P.F.A.’s assurance that it would provide Mr. Johnson with an automatic transmission truck, P.F.A. forced Mr. Johnson to drive a 13-speed manual transmission truck, which caused severe pain, numbness in his leg and exacerbated Mr. Johnson’s back injury. Mr. Johnson complained to P.F.A. about its failure to assign him to a truck with an automatic transmission. In response, P.F.A. informed Mr. Johnson that the automatic truck had been given to another driver because that driver’s truck had to be fixed.
A few days later, Mr. Johnson again requested that P.F.A. accommodate his disability by assigning him to a truck with an automatic transmission. His immediate supervisor told him that he needed to “deal with it or find another job.” The supervisor also said, “P.F.A. and I don’t care about people with disabilities. We’re not going to make special accommodations for people with disabilities.” Mr. Johnson told the supervisor that he and P.F.A. were discriminating against people with disabilities. The supervisor retorted that P.F.A. does not hire people with disabilities. In response to Mr. Johnson’s statement that it is against the law for a company to turn down a qualified person because of their disabilities, the supervisor said, “Then you are at the wrong company. We don’t play by those rules.”
A week later. P.F.A. discharged Mr. Johnson claiming it did not have enough work for him. At the same time, P.F.A. was running help wanted ads seeking truck drivers.
Mr. Johnson filed a lawsuit against P.F.A. alleging that it violated the Americans with Disability Act by (1) failing to provide a reasonable accommodation for his disability and (2) retaliating against him for asserting his statutory rights. After most of the discovery had been competed in the case, Professor Schmidt was appointed to represent Mr. Johnson as his Settlement Assistance Counsel. The matter was resolved a few months later.
Lazaro Lara worked for Health Track Sports and Wellness, LLC, (“Health Track”), a health and fitness club, for sixteen years. Mr. Lara was diagnosed with ADHD, anxiety, and depression, which qualifies as an impairment under the Americans with Disabilities Act. Early in his employment, Mr. Lara informed his employers of his disability.
Beginning in April 2020, Health Track subjected Mr. Lara to a severe and pervasive hostile work environment. Mr. Lara’s supervisor and his co-workers routinely harassed Mr. Lara on the basis of his disabilities, calling him “crazy” and taunting him that he “suffer[ed] from schizophrenia.” They hounded Mr. Lara about his medical issues, telling him that his medication was not working and that he needed additional medical intervention. They would change his schedule without notice, including forcing him to work in person during the COVID pandemic while others were allowed to stay home. To ensure compliance with their orders, Health Track threatened to strip Mr. Lara of his health insurance.
Mr. Lara suffered damage to his mental health that significantly affected his quality of life because of the severity of Health Track’s hostile work environment. As Lara’s condition worsened, he took two steps to try to stop the harassment. First, he requested a few specific accommodations: that all of his work tasks be put in writing, that he receive clear instructions, that he be put on a schedule to keep track of his hours and to avoid management changing it without notice, and that he have access to a quiet place as needed. Health Track, however, failed to provide these requested accommodations.
Second, after Health Track ignored his requested accommodations, he filed a charge of discrimination with the Equal Employment Opportunity Commission in January 2021. In the charge, Mr. Lara alleged that he had requested reasonable accommodations for his disabilities and Health Track refused to provide those accommodations. Mr. Lara further alleged that his co-workers subjected him to harassment because of his disabilities.
Subsequently, in late March 2021, Mr. Lara attended a meeting with his supervisors for the express purpose of discussing Mr. Lara’s accommodations not being met and the harassment. However, during the meeting, the supervisor tried to convince Mr. Lara that he was not mentally stable and that Mr. Lara needed to find someone to “take care of his affairs.” Further, the supervisor told Mr. Lara that he would never allow Mr. Lara to work due to his mental condition—even though Mr. Lara’s doctor had cleared him to work—and that Health Track did not have any hours for him if he tried to return. The supervisor pushed Mr. Lara to resign, guaranteeing him that he could retain health insurance through COBRA or the American Rescue Plan if he chose to resign. Mr. Lara refused to resign at any point during the meeting or thereafter. At the meeting’s end, the supervisor told Mr. Lara to take a few days off, assuring him that Health Track would investigate the issues and get back to him with their conclusions.
The next time Mr. Lara heard from Health Track was two weeks later in April 2021. At that time, Health Track informed Mr. Lara that he had voluntarily resigned and that he was no longer an employee of Health Track.
Mr. Lara filed a lawsuit against Health Track alleging that its actions violated the Americans with Disabilities Act. In his complaint, Mr. Lara alleged that Health Track failed to accommodate Mr. Lara’s disabilities and subjected him to a severe and pervasive hostile work environment due to his disabilities during his employment. Mr. Lara also claimed that his discharge was in retaliation for his filing the EEOC charge and complaining about the discrimination and harassment.
Shortly after the case was filed, the court appointed Professor Schmidt to serve as Mr. Lara’s Settlement Assistance Counsel. After several settlement conferences, the parties were able to agree to a settlement and the case was dismissed.
Donna Shaw worked for the Chicago School of Professional Psychology (“TCSPP”) for seven years. TCSPP is an accredited, nonprofit university that offers bachelor’s, master’s, and doctoral degree programs in psychology and related behavioral science fields. TCSPP has in-person campuses in seven metropolitan areas, including Chicago and San Diego, and an online campus.
Throughout her time at TCSPP, Ms. Shaw was discriminated against due to her race, color, and age. Most significantly, Ms. Shaw’s superiors created a hostile work environment for Ms. Shaw and repeatedly denied her promotions to positions that she is qualified to fill. On each occasion, instead of promoting Ms. Shaw, TCSPP promoted younger, less qualified, non-Black individuals. When Ms. Shaw complained about her treatment and the denial of promotions, TCSPP retaliated against her.
Ms. Shaw filed a pro se complaint of discrimination against TCSPP. In her complaint, Ms. Shaw alleged that TCSPP’s failure to take steps to end and prevent the hostile work environment and its failure to promote her violated Title and the Age Discrimination in Employment Act. Shortly after TCSPP filed its answer, the court appointed Professor Schmidt as Ms. Shaw’s Settlement Assistance Counsel and set the case for a settlement conference. The parties were able to reach a settlement during the settlement conference and the case was dismissed.
In early 2024, the Employment Law Clinic expanded its work with pro se litigants by participating in the William J. Hibbler Memorial Pro Se Assistance Program (“Hibler Help Desk”). The Hibbler Help Desk is administered by the People’s Law Center in cooperation with the District Court and the Chicago Bar Foundation. It is “staffed” by volunteer attorneys. It serves pro se litigants in civil cases filed or to be filed in the federal court for the Northern District of Illinois, Eastern and Western Divisions. A Program attorney provides pro se litigants with limited legal assistance with their cases. In particular, the Hibbler Help Desk provides pro se litigants with help on procedural issues, not substantive legal advice.
The Employment Law Clinic began helping pro se litigants in February 2024. Since then, students in the Clinic have met with and assisted more than twenty-five pro se litigants. The assistance we have provided includes helping clients complete the documents needed to file a pro se employment discrimination complaint; providing guidance on submitting Fed. R. Civ. P. 26(a) initial disclosures, written discovery requests and responses; help in complying with the NDIL’s rules regarding motions to compel discovery; explaining the status of the pro se’s case or appeal; referring clients to resources that could assist them with the substantive legal issues in their cases; and referring pro se’s other providers of civil legal services or to social service agencies.
The Employment Law Clinic represents clients in a number of appeals in the US Court Appeals for the Seventh Circuit. In some of these appeals, the Employment Law Clinic represents the appellants in their appeals. In other reconsiderations appeals, the Clinic is contacted and asked to participate as amicus curiae. Students working on these appeals write the briefs and present oral argument to the Seventh Circuit. Both Professor Schmidt and Lecturer in Law James Whitehead supervise the students in the appeals pending in the Seventh Circuit.
Mary Bell is currently working for the United States Post Office (“Postal Service”). On November 22, 2022, Ms. Bell filed her pro se Complaint alleging that the Postal Service discriminated against her with respect to overtime pay and by refusing to downgrade her position. In response, the Postal Service moved to dismiss the complaint, in part, because Ms. Bell had not received a right-to-sue letter from the Equal Employment Opportunity Commission before filing her complaint. Thus, according to the Postal Service, Ms. Bell’s complaint was premature. Contrary to the Postal Service’s motion, Ms. Bell had in fact received a right-to-sue letter from the EEOC after filing her complaint and prior to the Postal Service’s filing of its motion to dismiss. This fact was not brought to the court’s attention, even though the Postal Service had received a copy of the right-to-sue letter, the court agreed and dismissed the complaint.
The Employment Law Clinic decided to submit an amicus brief in support of Ms. Bell because this case presents several issues of significant importance to the rights of individuals to pursue federal employment discrimination claims in court. In particular, the Employment Law Clinic argues that the district court incorrectly dismissed Ms. Bell’s claims because she had not filed an Amended Complaint raising the claims within ninety days of her receipt of a right-to-sue letter. The court, however, ignored the fact that she had raised the claims in her prematurely filed complaint before receiving the right-to-sue letter. In so doing, the district court disregarded the Seventh Circuit’s settled law that her receipt of the right-to-sue letter before the dismissal of her complaint had cured the Complaint’s premature filing.
The case is currently being briefed.
Mr. Thomas works for JBS Green Bay, one of the world’s largest meat producers. In his complaint, he alleged that his employer discriminated against him due to his color with respect to several terms and conditions of his employment, in violation of Title VII of the 1964 Civil Rights Act. Relying on the Seventh Circuit’s standard for establishing justiciable adverse employment actions in discrimination cases, the district court dismissed Mr. Thomas’s Complaint and Amended Complaint. The court concluded that the actions he complained of were not “materially adverse” as a matter of law.
Mr. Thomas appealed and asked the Employment Law Clinic to represent him in his appeal. The Employment Law agreed to do so because of its interest in clarifying what adverse actions are actionable under Title VII, the ADA and other anti-discrimination statutes.
After the Employment Law Clinic agreed to represent Mr. Thomas, and six weeks after the district court’s final decision in Mr. Thomas’s case, the US Supreme Court, on April 17, 2024, issued its opinion in Muldrow v. City of St. Louis , 601 U.S. ___, 144 S. Ct 967 (2024). As the Employment Law Clinic predicted, the Court held that, although an employee must show some harm in order to prevail in a Title VII discrimination suit, an employee does not need to show that the injury satisfies a heightened significance test or was “materially adverse.” In doing so, the Court mentions Seventh Circuit precedent as an example of courts using an incorrect standard for determining what actions constitutes adverse action for purposes of Title VII.
Thus, the primary issue in Thomas is whether the district court erred in dismissing Mr. Thomas’s case in light of the Supreme Court’s opinion in Muldrow.
The case is currently being briefed and an oral argument is expected to take place this fall.
Tyler Sapp served as a full-time Police Officer for the Forest Preserve District of Cook County, Illinois (“Forest Preserves”) from January 5, 2009, until his employment was terminated in January 2019. In 2018, Mr. Sapp went on a leave of absence under the Family and Medical Leave Act so that he could receive treatment for a for bipolar disorder. In July 2018, he was released by his personal doctor to return to work with no restrictions. The Forest Preserves, however, refused to allow him to return to work and required that he undergo an independent medical examination to determine if Mr. Sapp was fit to return to work from his medical leave. Mr. Sapp agreed to do so. The doctor who performed the IME, however, concluded that Ms. Sapp was unfit to return to work as a Forest Preserves Police Officer. Mr. Sapp then requested that the Forest Preserves engage in an interactive process with him to determine if the Forest Preserves could accommodate his condition. The Forest Preserves refused to do so and instead discharged Mr. Sapp.
Mr. Sapp brought a disability-discrimination claim against the Forest Preserves under the Americans with Disabilities Act. He alleged that he is a qualified individual with a disability and that he had been denied the same terms and conditions afforded to his co-workers who were similarly situated. In particular, Mr. Sapp alleged that the Forest Preserves was aware of his disability and failed to reasonably accommodate his disability despite accommodating the disabilities of other Forest Preserves Police Officers.
After the close of discovery, the parties filed cross-motions for summary judgment. The district court issued its Memorandum Opinion and Order granting summary judgment to the Forest Preserves and denying Mr. Sapp’s motion. Mr. Sapp appealed the court’s decision.
On appeal, Mr. Sapp requested that the Employment Law Clinic represent him in his appeal. The Employment law Clinic agreed to do so. The primary issue the Employment Law Clinic planned to address in the appeal was whether the district court erred in granting summary judgment to the Forest Preserves because a reasonable jury could have found that the Forest Preserves’ failure to engage in the interactive process led to a violation of the ADA due to the failure to identify a reasonable accommodation. Instead of engaging with Mr. Sapp to find a solution, the Forest Preserves thwarted discussions by terminating his employment.
Shortly after filing an appearance in the appeal, the matter was set for mediation before the Seventh Circuit’s Mediation Office. After several mediation sessions, the parties were able to reach a settlement in the case and the appeal was dismissed.
In 2012, Wesley Tedrow was hired by Franklin Township School Corporation (“School Corporation”) as a teacher. In November 2019, Mr. Tedrow was preliminarily offered a higher-paying position to teach sixth grade at a different school in Indiana. The School Corporation, however, refused to provide Mr. Tedrow with a reference, despite having provided such references in the past. The School Corporation’s refusal to provide the reference resulted in the other school resulting in the rescinding of its offer.
Mr. Tedrow filed a charge of discrimination with the Equal Employment Opportunity Commission (EEOC), alleging that the School Corporation declined to provide him with a reference because his sex and disability.
After Mr. Tedrow filed his initial charge, the School Corporation demanded that Mr. Tedrow submit to an Independent Medical Examination to determine if he was using steroids. The IME was inconclusive. The School Corporation then transferred Mr. Tedrow to different school in the district.
Mr. Tedrow filed a second charge with the EEOC alleging that his transfer was discriminatory and in retaliation for his first charge. The EEOC issued Mr. Tedrow a notice of right to sue and Mr. Tedrow filed suit against the School Corporation alleging discrimination and retaliation in violation of Title VII of the Civil Rights Act of 1964, the Americans with Disabilities Act of 1990, and the Genetic Information Nondiscrimination Act of 2008.
After discovery was completed, the School Corporation filed a motion for summary judgment on all claims, which was granted by the district court. The court dismissed Mr. Tedrow’s discrimination claims on the basis that: (1) he failed to properly plead his allegation that the School Corporation unlawfully refused to provide him with a reference, and (2) his transfer did not constitute an adverse employment action as required by Title VII because it did not include a reduction in compensation or benefits.
The Employment Law Clinic agreed to represent Mr. Tedrow on appeal because the issue of what constitutes actionable adverse action was an issue that was then pending before the US Supreme Court in in Muldrow v. City of St. Louis , 601 U.S. ___, 144 S. Ct 967 (2024), In addition, several other circuit courts of appeal hard recently issued opinions rejecting their prior precedent on what adverse actions are actionable.
The Employment Law Clinic is often requested to submit amicus briefs in cases in pending before the Illinois Supreme Court, the Illinois Court of Appeals, and appellate courts in other jurisdictions. This year, the Employment Law Clinic was asked to submit an amicus brief concerning the history of the Illinois Wage Payment and Collections Act (“IWPCA”) in Harris v. Vision . The Employment Law Clinic previously submitted a similar brief in Johnson v. Diakon Logistics, 44 F.3d 1048 (7th Cir. 2022).
In Harris , Jeff Harris, a resident of Ohio, worked for Vision Energy, an Ohio company. All of the work Mr. Harris provided to Vision took place in Illinois. In exchange for Mr. Harris’s labor, Vision promised him, among other compensation, a four percent equity interest in a yet-to-be-formed corporation. When Vision failed to pay him the value of the promised equity interest, Mr. Harris filed a complaint against Vision in Ohio to recover that sum under the IWPCA. Vision moved to dismiss Mr. Harris’ IWPCA claim based on a choice-of-law provision in the parties’ contract, which stated that the agreement was to be governed by Ohio law. The court granted Vision’s motion and dismissed the IWPCA claim.
Mr. Harris appealed the court’s dismissal of his IWPCA claim and his counsel requested that the Employment Law Clinic submit a brief explaining the history and strong public policy behind the IWPCA. The Employment Law Clinic agreed to do so and submitted an amicus brief on behalf of Mr. Harris.
In the amicus brief, the Employment Law Clinic argues that the history of the IWPCA and Illinois’s prior wage-theft statutes demonstrates the importance that the Illinois legislature has placed on protecting its workers and the centrality of preventing wage theft to Illinois’s public policy. The amicus brief also demonstrates that Illinois has a materially greater interest than Ohio in the resolution of the dispute because Mr. Harris performed all his work for Vision in Illinois. The lower court’s decision that requires Mr. Harris to bring his wage theft claim against Vision under Ohio’s wage laws, is manifestly repugnant to the fundamental policies of Illinois because Ohio’s wage protection laws would not have provided him with a viable claim or with any remedy for the work he performed solely in Illinois.
Finally, the Employment Law Clinic argued that the choice-of-law provision in the Harris-Vision Agreement did not override the territorial limitations of Ohio’s wage protection statutes, which do not apply extraterritorially to work performed exclusively outside of Ohio. Courts across the country, including Ohio courts, have long recognized that a state’s territorial limitations apply even when that state’s law is selected for application by a choice-of-law provision.
The appeal is pending in the Ohio Court of Appeals.
Seventeen years of figure skating later, and Master’s student Caroline Mura isn’t ready to get off the ice. After graduating with honors and a degree in biology and minors in math and psychology, she returns to NYU to complete a master’s in biology and to continue skating for the Violets.
Mura was the 2024 Junior Women Bronze Medalist at the US Collegiate Championships and the 2022 National Champion in the Novice Women Short Program, Excel Novice Women Free Skate and Senior Solo Free Dance , among other awards.
In an interview with WSN, Mura — who will finish her master’s program this spring — spoke about her experience as she heads into her fifth year of NYU figure skating.
This interview has been edited for length and clarity.
WSN: How did you get into skating?
Mura: I started skating when I was 7 — in first grade. I started skating because of my dad. He played hockey his entire life and grew up with a literal lake in his backyard, so he skated on the frozen lake every winter. He played hockey from elementary school through adulthood, so he wanted all of his kids to know how to skate when we were younger. I mean, he actually tried to get me into hockey first, but my mom was like, ‘Absolutely not. If she’s gonna skate, she’s gonna be a figure skater.’ And so I started taking skating classes with both my brothers. They hated it and they gave up, but I was like, ‘No, I quite like this,’ and I never stopped.
WSN: What made you want to continue skating at the collegiate level?
Mura: Figure skating was a club sport, not school-sanctioned, so I didn’t really feel like I had a senior season. I never felt like I had a finish line after high school because I was always skating on my own time, on my own terms. When I was finishing up high school, I definitely did not want to stop. I just really love the sport. I also didn’t feel like I’d achieved everything I wanted to achieve, so I didn’t see a reason to stop because there’s no shortage of things you can do in the sport. There’s always something to get better at, something new to learn, something else to try. So that always gave me the motivation to keep going. I know a lot of people who were not going to skate in college and made that choice, but that was never an option in my head.
WSN: What is the highlight of your skating career?
Mura: The biggest highlight for me was qualifying for my first sectionals last fall, because it was crazy that the first time I ever made sectionals was my senior year of college. It’s easy to feel like you peaked at a younger age, but that was proof to me that I’m actually still getting better at this. That was really special. A team highlight was our third-place finish at nationals in 2023. I won three different events, which I was pretty proud of, and that was a huge result for the team. That was crazy for us.
WSN: What are your hopes for this year?
Mura: For the team overall, it’ll be a really interesting year, because we had a lot of people graduate last year, so we’re kind of going to be looking at a lot of internal turnover. So first and foremost, I really hope that everyone who does join finds what I got out of the team for themselves. That sense of community and renewed love for skating is really special about a collegiate team. In terms of more tangible results, the last three years at nationals we were fifth, third and fourth, and, not going to lie, another bronze medal would be nice. I’d like to see if we could even go bigger than that.
WSN: What are your plans after this year?
Mura: My master’s is a 4 plus 1, so I’ll graduate again in the spring. My plan is to apply to medical school — I literally take the MCAT on Thursday. So I want to continue building my resume for medical school and apply, and then hopefully be accepted somewhere. That’s the goal.
WSN: Do you want to continue skating after this year?
Mura: I will always make the time to skate. If you ask me the first thing I want to do with my free time — it’s skating. I don’t know exactly what skating will look like, especially once I’m out of school, but if I get into a medical school that has a skating team, collegiate skating might see me for four more years.
Contact Sidney Snider at [email protected] .
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Learn how to become a sport psychology consultant, researcher or faculty member with this premier program at WVU. You can also dual enroll in a master's degree in counseling and pursue licensure.
Generally, these programs require between 36 and 48 credits and take about two years to complete. Some master's in sports psychology programs offer a dual degree option, allowing students to earn a master's and Ph.D. in an accelerated format. Sports psychology Ph.D. programs often prepare graduates for clinical practice.
As a full-time program that requires at least four years of full-time study beyond an accredited master's degree, the Ph.D. curriculum covers topics in motivation, self-perception, group dynamics, leadership, behavior change, human movement, physical disabilities, epidemiology, and other principles of sport psychology.
Learn how to pursue a Ph.D. in sports psychology online and advance your career in this field. Find out the curriculum, tuition, prerequisites, and online options for this degree.
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The PhD Specialization in Sport and Performance Psychology offers a strong base in theory and research, promotes an awareness of ethics and a respect for diversity, and will help you advance your critical thinking and mental performance coaching skills. Taught by professors who all hold doctoral degrees, you will analyze the latest theories and ...
By pursuing a PhD in sports psychology, you could work on dissertation research, conduct and defend research, and complete courses in your concentration. A Doctorate in Sports Psychology aims to prepare students to work as a Certified Mental Performance Consultant, a personal trainer, or a performance psychologist. ...
Learn how to become a licensed psychologist and a certified mental performance consultant through UNT's APA-accredited program and sport psychology elective cluster. This program offers coursework, practicum, research, and professional development in sport and performance psychology.
Because of the interdisciplinary nature of the field -- drawing from psychology and the sport/exercise sciences -- there are many different educational p PhD in Counseling Psychology Through the UNT Department of Psychology's APA-accredited Counseling Psychology program, graduate students are able to pursue a Ph.D. in counseling psychology with ...
Degree Requirements. For the Ph.D. in Sport, Exercise, and Performance Psychology, students will work directly with their plan of study committee to determine the specific courses included. Doctoral plans of study are differentiated based on the student's academic background, work experience, research interests, and career goals.
Learn about the proficiency of sport psychology, a postgraduate focus after a doctoral degree in psychology and licensure. Find out the specialized knowledge, skills and procedures used to address optimal performance and well-being of athletes and sports participants.
MRes - The impact of personalised FIFA player cards on exercise motivation and physical performance in youth football players: An exploratory gamification intervention (SAS0194) An exciting opportunity for a self-funded, part-time MRes project is available in the School of Applied Sciences, Edinburgh Napier University.
The PhD in Sport and Exercise Psychology at Springfield College prepares students to be future leaders and scholars in the field. Diverse coursework with an emphasis on psychological, sociological, physiological, and motor behavioral viewpoints equips students with a sound knowledge base that informs their research and practice. Collaborative ...
The Doctor of Philosophy degree requires the completion of 85 to 105 (licensing tract) quarter units at the graduate level. Students will complete the core Psychology. requirements (50 units) and the core Sport Psychology requirements (20 units) and select 5 additional units from the Sport Psychology curriculum and/or other University curricula.
In the 2012 APA story on careers in sports psychology, Scott Goldman estimated that, "Sport psychologists in university athletic departments can earn $60,000 to $80,000 a year; the highest salaries can exceed $100,000 annually.". A guide to PhD and PsyD degree programs in sports psychology, including careers in sports psychology, salary ...
Access the Directory. Edited by Association for Applied Sport Psychology (AASP) members Sebastian Brueckner, Alan Chu, and Dolores Christensen, the 13th Edition of the Directory of Graduate Programs in Applied Sport Psychology offers a wealth of information on master's and doctoral degree programs worldwide.
San Diego University offers a Ph.D. in Psychology with a specialization in Sports Psychology. The program is offered both online and at the main campus. (Sduis.edu) The four-year sports psychology Ph.D. program is designed to prepare practicing psychologists with the skills and knowledge to work with athletics in their personal and professional ...
Sport Psychology and Motor Behavior Specialization. This specialization (PhD) emphasizes an interdisciplinary approach to course work and research as well as the development of students' proficiency in both qualitative and quantitative research methods. Students are expected to obtain a significant grounding in the allied parent disciplines.
Psychology Doctoral Program. The Psy.D. Program in Clinical Psychology at the Pepperdine University Graduate School of Education and Psychology (GSEP) is accredited by the American Psychological Association. Our courses and required training prepare students to become licensed clinical psychologists and to serve the community through applied ...
Graduate Program. The goal of the graduate program in Psychology at Berkeley is to produce scholar-researchers with sufficient breadth to retain perspective in the field of psychology and sufficient depth to permit successful independent and significant research. The members of the department have organized themselves into six training units.
The Master of Science (MS) in Psychology degree program offers a wide range of academic and professionally-oriented psychology courses. This degree is best suited to those interested in pursuing a strong theoretical and research foundation in psychology, which can be applied to related fields such as advanced addiction studies, pastoral counseling, sport psychology, and consultation in ...
Psychology is the study of behavior, emotion, and thought using the scientific method. At the undergraduate level, the study of psychology is part of a liberal arts education. A major in psychology lays the groundwork for various careers and advanced studies, including the pursuit of graduate degrees needed for the professional practice of ...
Degrees and GPA Requirements Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution. University GPA requirement: The minimum grade point average for admission consideration for graduate study at the University of Denver must meet one of the following criteria:
Chicago School of Professional Psychology, No. 1:23-cv-00631 (N.D. Ill.) (Settled 09/11/23) Donna Shaw worked for the Chicago School of Professional Psychology ("TCSPP") for seven years. TCSPP is an accredited, nonprofit university that offers bachelor's, master's, and doctoral degree programs in psychology and related behavioral ...
Seventeen years of figure skating later, and Master's student Caroline Mura isn't ready to get off the ice. After graduating with honors and a degree in biology and minors in math and psychology, she returns to NYU to complete a master's in biology and to continue skating for the Violets. Mura was the 2024 Junior...