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  • Admission Requirements

    Admission into the Clinical Science doctoral program is competitive. Successful applicants have significant research experience and strong letters of recommendation. Enrolled students demonstrate interest in clinical science by clear articulation (in personal statements and interviews) of research questions and desire for a clinical science career; record of academic achievement evidenced by high GPAs (mean GPA for 2017 class = 3.77); high aptitude evidenced by high GRE scores (mean Verbal = 156 and mean Quant = 154 for 2017 class); and professional accomplishment described in personal statements and recommendations from past mentors.

    Please Note: Applications are due by midnight on December 1. Please contact with questions.

  • How to Apply

    Visit the Graduate Resources page to view the process for applying to Psychology graduate programs and the University Graduate School.

    Please Note: Applications are due by midnight on December 1. Please contact with questions.

  • Diversity Matters

    Diversity Committee

    • Mission: The Clinical Science in Child and Adolescent Psychology (CSCAP) Diversity Committee is a faculty and student collaborative that aims to recruit, train, and retain diverse faculty and students. Our goal is to cultivate a climate of inclusion in which everyone is valued for their individuality.
    • Subcommittees: The CSCAP diversity committee includes three subcommittees: Ethics and Diversity Curricula, Retention and Recruitment, and Student Support. Each committee is dedicated to increasing diversity initiatives within and across programs in the psychology department. The Ethics and Diversity Curricula subcommittee maintains the objective of increasing diversity training opportunities in coursework, research, and practicum. The Recruitment and Retention subcommittee focuses on recruiting and retaining diverse faculty and students through increased outreach, visibility, and initiatives. The Student Support subcommittee provides an inclusive and confidential support group for all students across programs to openly discuss and problem-solve common barriers related to successful graduate performance.
    • The CSCAP diversity committee was founded in Fall 2016 and has already accomplished many goals in maintaining its mission of inclusion including:
      • Seed grants allocated towards student research projects on diversity science
      • Applicant Interview weekend happy hour sponsored by the diversity committee
      • Applicant travel grants funding applicants from underrepresented groups during Interview weekend
      • Conceptualization and establishment of diversity infused course during the first year of coursework
      • Establishment of a Psychology department-wide diverse student support group
      • Culturally sensitive events/activities for faculty and students for the upcoming academic year
      • Program-wide administration of end of the year Multicultural Environment survey to receive student feedback on program quality and climate related to issues of diversity

     The CSCAP Diversity Committee is committed to continued development and improvement in issues of diversity and inclusion within the program. Feedback from faculty and students of all backgrounds are always welcome.

     For additional information please contact the committee chair, Dr. Stacy Frazier at

    Funding & Training Opportunities

    • FIU offers several fellowships, accompanied by increased stipends and professional development opportunities, for students from underrepresented minority groups. Eligible prospective students are encouraged to apply via the following link :
      • McKnight Doctoral Fellowship Program to address under-representation of African American and Hispanic faculty at colleges and universities in the state of Florida by increasing the pool of citizens qualified with Ph.D. degrees
      • FIU McNair Graduate Fellowship to encourage promising undergraduate McNair Scholars to pursue their graduate education at FIU ($23,000/year)
      • Delores Auzenne Fellowship to increase the matriculation of minority graduate students who are enrolled in disciplines where there is under-representation
      • Graduate Minority Opportunities Program (GMOP) is a nonrenewable $2,000 award for newly admitted masters or doctoral students. Students are required to participate in professional development activities throughout the academic year.

    Campus Resources:

    There are many resources and groups on campus:


    • Program Demographics:
      • FIU’s “Worlds Ahead” philosophy suggests diversity fosters critical thinking and encourages a dynamic intellectual community, and reflects deep commitment to promoting “inclusiveness and engagement in a global dialogue that anchors our role as leaders in graduate education. We value respect for the complexities of our global society as it relates to gender, socioeconomic class, race, ethnicity, age, disability, nationality, sexual orientation, religion, and cultural identity.” The Office of Equal Opportunity Programs and Diversity (EOPD) communicates this commitment to inclusivity by conducting trainings in the Equal Employment Opportunity Commission (EEOC) policies, Affirmative Action (AA) legislation, Americans with Disabilities Act (ADA) and amendments, sexual harassment, and diversity policies, procedures, programs, and initiatives (
      • Our program embraces this philosophy with corresponding nondiscriminatory policies for recruiting and retaining a diverse faculty and student community where everyone is valued for their individuality. Graduate fellowships, multicultural programs, and LGBTQA services are designed to support underrepresented faculty and students reach their full potential in scholarly and professional endeavors. FIU is a Hispanic-majority institution, ranked #1 in the nation in awarding Bachelor’s and Master’s degrees to Latino students; ranked 2nd for total Hispanic graduate students; and 3rd in the nation for M.S. and Ph.D. STEM degrees awarded to Hispanic students. Among 14 doctoral program core faculty in clinical science, 38% are women or minorities (5 women, 3 of Latino heritage, 1 self-identified LGBTQ). Among students, 10% (n=4) self-identify as racial minority, 29% (n=12) self-identify as ethnic minority, and 10% (n=4) self-identify as LGBTQ.
    • Miami :

    The diversity of Miami’s population and the size of Miami-Dade and Broward school districts (500,000 children) provide ample potential for research recruitment and clinical training. The Clinical Science Program has extensive relationships with Miami-Dade County Public Schools, primary care physicians and Nicklaus Children’s Hospital, and with mental health facilities in Miami-Dade and Broward counties, affording opportunities to conduct activities not only on-site but also in community, school, and mental health settings across the South Florida community.

    Diversity in Clinical Science

    • Ethics and diversity represent foundational professional competencies of both research and practice critical to a successful career in psychological clinical science. Hence, they are introduced early and revisited often. Ethics underlies patient care (e.g., awareness of personal bias, managing uncertainty, privacy and confidentiality, team-based decision making and treatment planning, aligning practice with codes of professional conduct) and research activities (e.g., informed consent, representative sampling, inclusion of underrepresented minority groups, culturally meaningful measurement, familiarity and compliance with IRB policies and procedures). Ethical conduct is exemplified by respect for cultural diversity and individual differences that characterize patients, participants, and populations receiving and participating in prevention, treatment, and healthcare services and research. Informed by a rich body of literature, we identified several advantages to integrating ethics and diversity education throughout training and curriculum formats, thus providing students important opportunities to advance their knowledge and application of knowledge in an increasingly sophisticated way and to consider a wide variety of faculty experiences and perspectives, with ongoing dialogue in small (research meetings, clinical supervision) and large (classes, speaker series) groups.

    • Faculty Research: Several faculty conduct research that directly explores issues of diversity as related to mental health. Among diversity groups represented in faculty research are ethnic/racial minorities and families living in urban poverty (Bagner, Frazier, Hart, Parent), rural and geographically underserved families (Comer), infants and toddlers with developmental delay and disability (Bagner), and young adults that are HIV positive (Gonzalez). Among diversity groups represented in student research are youth with chronic illness, youth with traumatic brain injury, racial/ethnic minority youth, youth in poverty, and infants/toddlers with disabilities. We are fortunate that South Florida has a great deal of racial/ethnic diversity (66% Hispanic or Latino, 19% Black or African American) ensuring that a majority of research samples are heterogeneous and facilitate discussion within research teams about ethical considerations regarding research with diverse families.

    • Clinical Practicum: Students begin their clinical training with a 2-course sequence in Foundation Practicum that includes significant attention to issues of diversity and ethics. Advanced Practicum operate through our partnering CCF, which opened its doors to families around the same time that our program was launched, approximately seven years ago. During that time, approximately 10,000 families have been assessed and treated, and recent demographic data illustrate heterogeneity of families served: 68% Latino, 13% Caucasian, 19% Black. Additionally many faculty who conduct research in the community offer Advanced Practicum opportunities for students in the communities they serve, which include working in Miami Dade County Public Schools, Nicklaus Children’s Hospital, and University of Miami Mailman Center.
  • Funding

    All students are guaranteed 12-month support ($19,194 + tuition waiver) for 4 years. (Students who do not remain in good academic standing may risk losing their funding.) Although not guaranteed, it is normative for students across programs to remain in residence for a fifth year with funding (tuition and stipend). Historically, all students in the department’s 5 Ph.D. programs have been funded during their 5th year.

    Funding reflects several pathways: Research Assistantships, Teaching Assistantships, Center for Children and Families Clinical Assistantship, and Awards/ Fellowships. All forms of financial support include summer responsibilities and compensation. All clinical science students apply for external funding for their dissertations as part of degree requirements. Students are encouraged to apply for additional scholarship and fellowship opportunities, internal and external (e.g., APF, COGDOP, APA) awards. Contracts prohibit students from accepting any external employment opportunities during their funded doctoral training.

    Students receive information on stipend, tuition waiver, fees, and health insurance in their Welcome Package. More information is available from the University Graduate School.

    For additional funding opportunities, visit the Graduate Resources page.