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Clinical Science

Our Clinical Science program, housed in newly renovated Stuit Hall, aims to reduce the burden of mental illness and improve public health by producing the next generation of leading clinical researchers who share three intertwined characteristics.   First, students in the program conduct research that advances the understanding, assessment, and treatment of psychopathology as well as identifies factors that may influence health behaviors and coping, all with the ultimate aim to improve physical and mental health.  Clinical Science Students listening to presentationResearch may also examine bidirectional interactions between mental and physical health. Such research can be conducted in a wide variety of settings, ranging from academic and medical-center contexts to service-provision, school, and public-policy contexts.  Second, students apply evidence-based methods to address behavioral-health problems.  And third, students disseminate clinical science through publishing, teaching, training care providers, developing and evaluating programs of care, or contributing to public policy.  We emphasize training experiences that integrate research, application, and dissemination.

Speaker giving a presentation at a Clinical Sciences meetingOur program offers students integrative and cross-disciplinary training opportunities that capitalize on relevant expertise throughout psychological science, as well as in allied disciplines, such as Psychiatry, Neurology, Genetics, Obstetrics and Gynecology, Neuroscience, and Public Health.  This includes participation of interested clinical science students in our NIH-funded T32 Behavioral and Biomedical Interface Training Program and pursuit of specialized neuropsychology training opportunities through the Clinical Neuropsychology Subtrack. Consistent with our goals, we seek students who wish to pursue careers that are primarily research-focused and who place significant value on high-quality clinical training in their development as a clinical scientist.

Student listening to speaker at Clinical Science meetingStudents can also receive specialized training through the Developmental Psychopathology Research Group, which focuses on understanding the origins, course, and mechanisms of adaptive and maladaptive developmental trajectories and pathways, and through the Health Psychology Research Group, which is concerned with the application of psychological theory, methods, and treatment to the understanding and promotion of physical health. Students with interests in developmental psychopathology or health psychology should contact potential mentors for more information about opportunities for graduate study.

Our program is a charter member of the Academy of Psychological Clinical Science (APCS), a coalition of leading doctoral and internship training programs that share a commitment to advancing clinical science.


Our program is accredited by the Psychological Clinical Science Accreditation System (PCSAS), which aims to advance the training of clinical scientists who both “generate new knowledge relating to mental health and use this knowledge to advance public health.”  Our program is accredited by PCSAS until 2031.  Our accreditation by PCSAS attests to our success in producing graduates who produce, apply, and disseminate clinical science.  We have also been continuously accredited by the Commission on Accreditation of the American Psychological Association (APA) since 1948.  Our program is accredited by APA until 2028.

Plans for Future Accreditation

The University of Iowa Clinical Science program strongly values providing students with high-quality scientific training that fully integrates research and application/practice activities.  We plan to seek reaccreditation from APA by submitting our next renewal application in 2027.  However, after that process, the program will consider whether to be accredited solely by PCSAS.  Regardless of this decision, we will remain committed to placing students in the best internships, postdoctoral positions, and research-oriented career opportunities.  We also will maintain our emphasis on training clinical scientists who approach psychological problems from an evidence-based perspective and who integrate interdisciplinary approaches into their work.

For information about the accreditation of our clinical science program, contact:

Office of Program Consultation and Accreditation

American Psychological Association

750 First Street, NE
Washington DC, 20002-4242
TEL: 202-336-5979

Alan G. Kraut, Executive Director
Psychological Clinical Science Accreditation System (PCSAS)
1800 Massachusetts Ave NW, Suite 402
Washington, DC 20036-1218 USA
(301) 455-8046

Prospective Graduate Students

If you are thinking about applying to our Ph.D. program in Clinical Science and want to learn more about the program and its faculty, please view our F.A.Q. page.

If your questions are not answered by these materials, please feel free to contact our training area coordinator, Prof. Molly Nikolas. Please be aware that we no longer distribute any materials by mail.

Office phone: 319-335-2436
Mailing address: Department of Psychology, The University of Iowa, W311 Seashore Hall, Iowa City, IA 52242-1407

Student Admissions, Outcomes, and Other Data (updated September 2022)
Iowa Psychology Licensure Consumer Disclosures (updated September 2021)

  • Bengi Baran

    Bengi Baran

    Assistant Professor

    Sleep-related developmental biomarkers of psychopathology; Psychotic disorders and individuals at familial/clinical high risk; Sleep electrophysiology; Resting-state functional connectivity MRI; Event-Related Potentials; Sleep-dependent memory consolidation and emotional processing

  • Alex Casillas

    Adjunct Assistant Professor

  • Natalie Denburg

    Natalie Denburg

    Associate Professor in Department of Neurology

    Cognitive neuroscience of aging Real-world decision-making Individual differences Elder abuse Psychophysiology of emotion Demential syndromes Cancer survivorship

  • Gregory Gullickson

    Gregory Gullickson

    Clinic Director, Clinical Associate Professor

    Director of Seashore Psychology Clinic

  • Grazyna Kochanska

    Grazyna Kochanska

    Stuit Professor of Developmental Psychology

    Social development, Processes of socialization, Development of conscience, Parent-child interaction, Child temperament and its role in social development, Developmental psychopathology

  • Profile picture of Ryan LaLumiere

    Ryan LaLumiere

    Associate Professor

    Neurobiology of learning and memory; Neurobiology of addiction

  • Susan Lutgendorf

    Susan Lutgendorf

    Professor, Starch Faculty Fellow

    Psychoneuroimmunology, Psycho-oncology, Stress management and mindfulness for chronic illness

  • Amanda McCleery

    Amanda McCleery

    Assistant Professor

    Psychosis and psychosis-risk; perception; cognition (social and non-social); neuroplasticity; interventions; community functioning

  • Molly Nikolas

    Molly Nikolas

    Associate Professor, Director of Clinical Training

    developmental psychopathology and gene-environment interplay; etiology of attention-deficit hyperactivity disorder (ADHD) and externalizing spectrum behaviors; role of neurocogntiive functioning in developmental trajectories of ADHD; injury and health risks associated with ADHD

  • Ashley Norwood-Strickland

    Ashley Norwood-Strickland

    Adjunct Assistant Professor

  • Isaac Petersen

    Isaac Petersen

    Assistant Professor

    Clinical child psychology, developmental psychopathology, externalizing behavior problems, self-regulation, school readiness, developmental cognitive neuroscience

  • Jodie Plumert

    Jodie Plumert

    Professor, Starch Faculty Fellow

    Risk taking in typically- and atypically-developing populations, perceptual-motor development, unintentional childhood injuries, parent-child communication, development of spatial memory and communication

  • Emily Thomas

    Emily Thomas

    Clinical Assistant Professor

    efficacy of brief behavioral interventions; dissemination of brief interventions in community-based settings; impact of trauma on psychological and physiological functioning; interventions to promote resilience and well-being

  • Daniel Tranel

    Daniel Tranel

    F. Wendell Miller Professor (Psychological & Brain Sciences/Neurology)

    Cognitive neuroscience; clinical and experimental neuropsychology

  • Teresa Treat

    Teresa Treat


    Clinical-cognitive science Sexual, social, and person perception Sexual aggression between acquaintances Disordered eating & food perception Psychometrics & measurement development

  • Mark Vander Weg

    Mark Vander Weg

    Professor (Community & Behavioral Health/Psychological & Brain Sciences)

    Behavioral medicine, health psychology, tobacco use and cessation, behavioral approaches to the prevention of cancer and cardiovascular disease.

  • Michelle Voss

    Michelle Voss

    Associate Professor

    Cognitive aging, exercise neuroscience, learning and memory, health behaviors