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Theses, Dissertations and Projects - Clinical Psychology
Theses/dissertations from 2022 2022.
Neurofeedback Training for Attentional Processing in Anxious Individuals , Caleb Benjamin Barcenas
Cultural and Psychological Predictors of Exercise-Treatment Adherence and HbA1c for People with Type 2 Diabetes , Connor M. Nance
Theses/Dissertations from 2021 2021
Body Dissatisfaction, Verbal Commentary, Social Influences and Cigarette Smoking , Nicole Bennett
Factors Related to Cognitive Reserve in Healthy Older Adults , Ann Tram Nguyen
Therapists’ Willingness to Access Client Social Media Accounts in the Context of Suicide Risk , Jacob A. Vermeersch
Theses/Dissertations from 2020 2020
Religious Doubt as a Mediator of the Relationship between Religious Identity and Well-Being , Jedd P. Alejandro
SOAR (Stage 2 Outpatient Adolescent Recovery) Clinical Interview Manual , Aniel Ponce
Mediators of the Relationship between Mindfulness and E-cigarette Use , Denise Dao Tran
The Effects of a Polyphenol-rich Diet in a Fruit-fly Model of Traumatic Brain Injury , Alexandra D. Trofimova
Chronic Disease and its Relationship with Elder Mistreatment , Ryan Wong
Nonsexual Boundary Crossings in Psychotherapy: Factors in Ethical Decision-Making , Katherine S. H. Wu
Theses/Dissertations from 2019 2019
Sociocultural Pressures, Thin Ideal Internalization, Body Appreciation, & Eating Pathology in Women , Gabriela Joanna Bolivar
Exploring the Effects of Age in a Drosophila melanogaster Model of Traumatic Brain Injury , Andrea Maria Briseño
The Complexity of the Bilingual Experience: Linguistic Variables Predict Cognition in Older Adults , K'dee D. Elsen
Education and Social Support as Mediators of Function and Cognition in Patients with Schizophrenia , Spring Flores Johnson
The relationship between cognitive function and Activities of Daily Living , Pamela V. Lorenzo
Body Dissatisfaction, Perceived Smoking Consequences, and Weight Control Smoking , Samantha N. Martinez
Fatalism and Pain Experience in Hispanic and Non-Hispanic White Patients with Chronic Pain , Esmeralda Ibette Nuñez
Comparison of Neurofeedback Treatment on PTSD Symptoms within Military and Non-Military Populations , Lelah S. Villalpando
Theses/Dissertations from 2018 2018
The Role of Therapeutic Processes within MBSR for Parents of Children with Developmental Delays , Grant Griffin Boostrom
Effects of Emotional Content on Working Memory Updating: Proactive Interference and Resolution , Maria Guadalupe Corona
An Empirical Examination of Doctoral Training Models in Clinical Psychology in the United States , Katherine E. Dautenhahn
The Relationship between Psychotherapist Personality and Therapeutic Alliance , Michael Finlay
Neurocognitive and Psychosocial Effects of Repeated Concussions in Children and Adolescents , Shina Halavi
Religious Orientation, Social Identity, and Reactions to Religious Disaffiliation , Alexander Daniel Larson
Sociocultural Attitudes Towards Appearance Questionnaire-4-Revised in Asian Americans , Dean Lim
Evaluating Cognitive Changes in Patients Receiving Outpatient Alcohol Treatment , Michelle McDonnell
Abnormal Beta and Gamma Frequency Neural Oscillations Mediate Auditory Gating in Schizophrenia , Ann Tram Nguyen
Consequences of Attributions for Unfair Healthcare Treatment among Culturally Diverse Patients , Nathalie Serna
Theses/Dissertations from 2017 2017
Parenting Stress and Emotion Dysregulation in Children with DD: The Role of Parenting Behaviors , Neilson Chan
The Impact of Interpersonal Violence on Depression and Social Support , Katherine Dautenhahn
Camp-Based Intervention for Overweight Children with Developmental Disabilities , Allyson Davis
The Effects of Poverty and Allostatic Load on the Development of Chronic Disease , Natali Do
The Effect of Language on Cognition in an Acculturated American Sample of Healthy Older Adults , K'dee D. Elsen
Preliminary Validation of the Pediatric Rating of Chronic Illness Self-Efficacy , Natacha Donoghue Emerson
Behaviorally-Induced Structural Remodeling of the Hippocampus , Michael Finlay
Coping as a Mediator between Symptom Burden and Distress in Lung Cancer Patients , Spring F. Gehring
Age of Drinking Initiation’s Association with Cognitive Functioning , Joshua Seth Goldberg
ERP and Theta Activity Associated with Facial Emotion Memory , Shaina Roxanne Herman
Relational Savoring among Intimate Partners of Cancer Patients , Adrianna Elyse Holness
Church Member Reactions to Religious Disaffiliation , Alexander Daniel Larson
Smoking, ADHD, and Problematic Video Game Use: A Structural Modeling Approach , Hyo Jin Lee
Parental Quality of Life Among Parents in the NICU: Examining Moderators of Change Over Time , Evan Lima
Water Maze Strategies used by Mice Exposed to Radiation and Pomegranate Juice , Pamela V. Lorenzo
The Role of Temporal Distraction on Short-Term Memory and Delayed Recognition , Susanna Luu
The Effect of Discrimination on Mental Health after Adverse Childhood Experiences , Maleia Mathis
AM Happy Scale: Reliability and Validity of a Single-Item Measure of Happiness , Christina P. Moldovan
An Examination of the Moderating Effect of Proactive Coping in NICU Nurses , Britan M. Moore
Stress, Depression, Social Support, and Help-Seeking in College Student-Athletes , Clint H. Norseth
The Relationship between Physical Activity, Depressive Symptoms, and Cognitive Functioning , Imari-Ashley F. Palma
Demographic Differences in Resting State EEG in Healthy Controls and Patients with Schizophrenia , Keshia M. Sanders
Parental Distress and Child Behavior Problems: Parenting Behaviors as Mediators , Catherine M. Sanner
The Effects of Seizure Modeling and Polyphenols on Behavior in Bang-Sensitive Drosophila , Alphonso A. Smith
The Influence of Health Framing on Weight Stigma and Health Knowledge , Serena D. Stevens
Role of Cultural and Psychological Factors Influencing Diabetes Treatment Adherence , Sonika Kravann Ung
Parental Stress, Emotion Regulation, Meta-Emotion, and Changes Following an MBSR Intervention , Yangmu Xu
Theses/Dissertations from 2016 2016
Neuropsychological Effects of Pomegranate Supplementation Following Ischemic Stroke , John A. Bellone
The Adolescent Smoking Prevention Project: A Web-Based Smoking Prevention for Adolescents , Whitney N. Brown
Lung Cancer Stigma: Associated Variables and Coping Strategies , Kevin R. Criswell
The Influence of Parental Mental Health on Child Outcomes: The Role of the Parenting Process , Meredith L. Dennis
Hypertension in Older African Americans: Testing Psychosocial Mediators , Taylor L. Draper
Multi-level Model of Parent-Child Attachment, Depression & Self-Concept in Pediatric Chronic Illness , Natacha Donoghue Emerson
Phenotyping Double Transgenic Mouse Models of Alzheimer’s that Express Human APP and ApoE3 or ApoE4 , Shina Halavi
The Effects of Appearance Schemas and Commentary on Body Image and Eating Disorder Psychopathology , Alyson C. Hermé
Relationship between Crime, Psychological Diagnosis and Cognitive Functioning , Kayla M. Kinworthy
Interleukin-6, Depression, and Religious Coping in Older Seventh-day Adventists , Palak Dipak Kothari
Heart-focused Anxiety and Cardiac Treatment Adherence , Angelyna M. Lowe
The Frontal-Temporal Signature of TBI-Induced Acute Cerebral Metabolic Crisis , Christina Mannino
Emotional Memory: Examining Differences in Retrieval Methods , Audrey Martinez
Appearance-Related Commentary and Body Image in Women , Christina P. Moldovan
General Fatalism and Diabetes Fatalism as Predictors of Diabetes Treatment Adherence , Esmeralda Ibette Nuñez
NICU Parental Mental Health and Infant Outcomes: Effects of Psychological Well-Being and Psychopathology , Kathleen H. Parker
Effects of Stress, Sex Differences, and Cognitive Reserve on Cognitive Decline in Healthy Elderly Subjects , Courtney Ray
Interacting Beliefs and Processes in Mothers of Children Diagnosed with Autism , Lara L. South
An Examination of Social Media and the Tripartite Influence Model of Body Image Disturbance , Amanda F. Suplee
Survive or Thrive: Focusing on the Forest (Global) or the Trees (Local) Impacts Meaning Making , Seda Terzyan
Predictors of Adolescent E-cigarette Use , Denise Dao Tran
Theses/Dissertations from 2015 2015
Cultural Beliefs and Professional Empathy Influence Continuity of Healthcare , Jael A. Amador
Executive Dysfunction is Predictive of Clinical Symptomatology in 22q11.2 Deletion Syndrome , Chinonyere Kemdirim Bello
Parental Stress and Child Behavior Problems in Families of Children with Autism , Allyson Davis
Acceptability and Preferences for Empirically-Supported Psychological Treatments , Amanda Gorlick
Parent Stress and Social Skills Development in Children with Developmental Delays , Andrea Lewallen
Relationship among Psychotherapy Measurements: Predictors of ORS and OQ-45 Scores , Evan Lima
Dialectical Behavior Therapy and Adolescent Patient Treatment Dropout , Danessa Mayo
Comparison of Text Analysis Programs for Identification of Emotional Expression , Michelle McDonnell
Nondysphoric Depressive Symptoms and Cognitive Abilities in Healthy Older Adults , Clint H. Norseth
An Attribution-Emotion Approach to Political Conflict , Daniel Joel Northington
Do Clergy in Hidalgo County, Texas Serve as a Bridge or Barrier to Mental Health Services? , John C. Park
Performance of Number of Factors Procedures in Small Sample Sizes , Marc Thomas Porritt
Elections Have Consequences: Moral Value Foundations Ensure Gridlock through the Ballot Box , Gregory John Regts
Executive Functioning Outcomes among Self-Harming Adolescents Receiving DBT-A , Alphonso A. Smith
Use of an Enhanced Engagement Approach to Increase Engagement in an Online Support Group , Ketlyne Sol
Weight Stigma as a Mediator among BMI, Childhood Overweight, Body Image and Depression , Serena D. Stevens
Assessment of Geriatric Depression: Construction of a New Screening Inventory , Earl C. Thorndyke III
Cultural Beliefs and Self-Efficacy in Diet Adherence among Type 2 Diabetics , Sonika Kravann Ung
Theses/Dissertations from 2014 2014
Cognitive Function in the Alcohol Addiction Treatment Population , Suranee Abeyesinhe
Perceived Empathy and Continuity of Cancer Screening Care Among Latino and Anglo Women , Jael Aniuska Amador
Predicting Cognitive Decline in Older Adults , Kimberly M. Baerresen
Effects of Proton Radiation on Behavior in a Mouse Model of Alzheimer’s Disease , John A. Bellone
The Effects of Childhood and Combat-Related Trauma on Psychological Outcomes in Veterans , Alyson C. Hermé
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Clinical Psychology Dissertations Collection
This collection contains open access and campus access dissertations, made possible through Graduate Studies at the University of Massachusetts Boston. The full content of open access dissertations is available to all, although some files may have embargoes placed on them and will be made available as soon as possible. The full content of campus access dissertations is only available to those either on the UMass Boston campus or with a UMass Boston campus username and password. Click on the "Off-Campus UMass Boston Users" link on the record page to download Campus Access publications. Those not on campus and those without a UMass Boston campus username and password may gain access to this dissertation through resources like Proquest Dissertations & Theses Global or through Interlibrary Loan.
Dissertations from 2023 2023
Decomposing Relational Mechanisms of Parent Engagement in Early Intervention: An Examination of Working Alliance and Family-Centered Practices , Alison E. Chavez
Sexual Racism and Mental Health Among Asian/Asian American Sexual Minority Men , Christopher Chiu
Investigating the Sexual Consent Process for Plurisexual Individuals , Kaitlyn R. Gorman
Lost in Translation: Training Experiences and Burnout Among Bilingual Trainees in Doctoral Psychology Programs , Ingrid Hastedt
Exploring the Roles of Parent Emotional Styles and Children’s Coping Skills in the Emotional and Behavioral Sequelae of Community Violence Exposure , Juliana M. Neuspiel
Negotiating Acculturation: A Qualitative Study of Muslim American Women , Noor N. Tahirkheli
Resolution of Diagnosis Among Parents of Children Diagnosed with Autism , Deanna C. Toner
Dissertations from 2022 2022
Patterns of Emotional Processing and the Psychological Impact of Heterosexism , Kathleen M. Collins
Body Image Experiences Among Black American Sexual Minority Women , Alison E. A. Goldblatt
Examining Culturally Adapted, Values Based, Mental Health Stigma Reduction and Help-Seeking Messages for Asian Americans , Anna M. Ying
Dissertations from 2021 2021
Self-Compassion Among Roommates: An Investigation of Interpersonal Effects , Bryan Balvaneda
A Systematic Review and Meta-Analysis of the Effects of After-School Programs on Academic, Social, Behavioral, Mental Health, and Identity Outcomes Among Youth with Marginalized Identities , Kirsten M. Christensen
The Power of Friendships: Associations Between Friendship Quality, Satisfaction, and Well-Being for Children with Autism Spectrum Disorder , Melanie S. Feldman
Evaluating the Cultural Validity of Social Cognition in a Latinx Sample , Mayte Forte
Beyond Borders in Chronic Schizophrenia: NEO-FFM Personality Traits, Neurocognition, and Symptoms , Lauren M. Grabowski
A Longitudinal Investigation of First-Generation College Students' Mentoring Relationships during their Transition to Higher Education , Matthew A. Hagler
My Wounds Matter Too: Associations Among Distress, Emotion Regulation, Autism Symptomology, and Self-Harm Functions Among Young Adults with ASD , Sarah Levinson
Dissertations from 2020 2020
Cross-Age Peer Mentoring: A Meta-Analysis , Samantha Burton
The Experience of Misgendering Among Trans and Gender Diverse People , Hamish A. Gunn
Assessing Mental Health Provider Bias Toward Clients with Understudied Marginalized Sexual Identities and Practices , Cara Herbitter
The Effectiveness of a Mindfulness, Acceptance, Valued Action, and Flexible Coping Intervention for Race-Based Stress on Momentary Coping and Distress Symptoms , Jennifer Honculada Martinez
Dissertations from 2019 2019
Responsibility Development in Young Men in Postsecondary Settings: Construct Structure and Contextual Influences , Gabriel M. Garza Sada
A Process for Change: A Grounded Theory Investigation of Participatory Action Research as a Means for Countering Mental Illness Stigma Experienced by Transition-Aged Black Youth , Jacqueline G. Hargrove
Dismantling an Intervention Aimed at Increasing White People's Knowledge and Understanding of Racial Justice Issues , Alissa L. Hochman
The Role of Narrative Coherence and Parental Scaffolding in Buffering the Effects of Domestic Violence Exposure , Shirley Poyau
Novice Therapist Responsiveness: Description and Development , Max B. Wu
Dissertations from 2018 2018
Latino Immigrant Youth Development in Anti-Immigrant Contexts: Exploring Adaptive Cultures as Resources Promoting Competencies and Wellness , Darcy Alcantara
Treatment Engagement and Client Competence in CBT for Social Anxiety Disorder , Amber L. Calloway
“Surviving and Thriving During Stress”: Bridging the Gap with Technology, a Web-Based Acceptance-Based Behavioral Therapy Program for University Students , Elizabeth Hemenway Eustis
Diagnostic Stability of Autism Spectrum Disorder in Young Children with Diverse Backgrounds , Ivy Giserman Kiss
Examining the Moderating Role of Internalized Racism on the Relation Between Racism-Related Stress and Mental Health in Asian Americans , Danielle Godon-Decoteau
Mental Health Literacy and Stigma among Recently Returning Veterans: Cultural Correlates, Mutability, and Relations with Healthcare Utilization , Sarah Krill Williston
The Impact of Individual and Parental Confucian Attitudes on Mental Illness Stigma and Help Seeking Attitudes Among Asian Americans from Confucian Cultures , Charles M. Liu
“I Wish Katrina Wouldn’t Have Happened, But I’m Glad It Happened”: Posttraumatic Growth and Adaptive Outcomes in Low-Income Black Mothers Who Survived Hurricane Katrina , Emily E. Manove
Encouraging Toddlers with ASD to Request: An Exploration of Expectant Pausing and Engagement Strategies , Melissa P. Maye
Does Mindfulness Support Empathy? , L. G. Rollins
Exploring Perceived External Control as a Transdiagnostic Cognitive Process in Anxiety Disorders and the Investigation of a Brief Acceptance Intervention , Lauren P. Wadsworth
Mentoring as a Protective Factor for Youth with a History of Interpersonal Trauma Exposure , Elyssa Briann Weber
An Exploration of Mentoring Functions in the Context of Parental Relationships , Laura A. Yoviene Sykes
Dissertations from 2017 2017
The Challenge of Social Mobility: Habitus among Low-Income and Working-Class Students in Higher Education , J. Anna Bell
Risk, Resilience, Recovery: In Search of the Protective Factors of Mental Health , Victoria Choate Hasler
Cognitive Aspects of Children's Experience of Economic Disadvantage , Amy E. Heberle
Mothering Values of Black Student Mothers: A Grounded Theory Analysis , Sara A. Kaplan-Levy
Asian American Women Leaders' Strategies for Negotiating Intersectional Discrimination Related to Racism and Sexism , Fanny Ng
Young Children's Emotion Vocabulary and the Potential Influence on Emotion Regulation Ability , Marisa Murphy O'Boyle
Determined Wellness: The Influence of Mental Illness Models Upon Treatment Outcome Expectancies and Treatment Engagement , Francisco I. Surace
Dissertations from 2016 2016
Self-Reported Sexuality among Women with and without Autism Spectrum Disorder (ASD) , Hillary Hurst Bush
The Power in the Pattern: Relationships between Out-of-School Time Activity Participation Profiles and Civic Engagement in Youth , Melody Joy Blass Fisher
The Influence of Mentor-Youth Activity Profiles on School-Based Youth Mentoring Relationship Processes and Outcomes , Stella S. Kanchewa
Experiences of Trust in Longer-Lasting Formal Youth Mentoring Relationships , Michelle Levine
Exploring the Effects of Cultural Protective Factors on Infant Development and Maternal Well-Being: A Transnational Study of Brazilian Mothers and Their Infants Living In Massachusetts and Minas Gerais , Fernanda Lucchese
The Roles of Early Intervention Providers’ Cultural Competence and the Parent-Provider Working Alliance in Early Intervention Service Receipt Outcomes of Diverse Children At-Risk of Autism Spectrum Disorders , Frances D. Martinez-Pedraza
The Relationship to Internal Experiences Scale (RIES): The Development and Validation of a Self-Report Measure of Cognitive Fusion and Decentering , Shannon M. Sorenson
Evaluating the ‘Reading the Mind in the Eyes’ Test: Cultural Variations in Emotional Perception , Ashley-Ann Woodhull
Dissertations from 2015 2015
Patterns of Interaction within Parent-Child Dyads Affected by OCD and Anxiety , Catherine Kraper
Cultural Adaptation of In-Home, Community-Based Mental Health Services for Ethnic Minority Children and Families: Exploring Clinician and Family Perspectives on Effective Care , Esroruleh Tamim Mohammad
In the Face of Adversity: Valued Living and Decentering as Buffering Factors in the Relations Among Social Disadvantage, Psychological Distress, Drinking to Cope and Problem Drinking , Lucas P. K. Morgan
The Intersectionality of Racism and Sexism for Asian American Women , Shruti Mukkamala
Identifying Sensory Symptoms as a Diagnostic Indicator of Autism Spectrum Disorder , Timothy W. Soto
Individual and Dyadic Analysis of Cardiac Profiles in Response to Stress in a Longitudinal Sample of Infant-Mother Dyads , Akhila Venkatachalam Sravish
Dissertations from 2014 2014
Palestinian Refugee Family Trees of Resilience: Intergenerational Cultivation of Resistance, Return, and Perseverance, in Response to Israel State Violence and Occupation , Devin G. Atallah
The Relationship between Mental Health and Young Children's Academic Development: What We Can Learn From a National Sample of At-Risk Chilean Children , Katia M. Canenguez
Understanding the Impact of Violence on Early Language , Danielle Forbes
The Psychological and Social Processes through which Internalized Heterosexism Influences Psychological Distress in Sexual Minorities , Julia A. Puckett
Black Beauty, White Standards: Impacts on Black Women and Resources for Resistance and Resilience , Speshal T. Walker
Dissertations from 2013 2013
Experiences of Latina First Generation College Students: Exploring Resources Supporting the Balancing of Academic Pursuits and Family Life , Hercilia B. Corona-Ordoñez
Linking Universal Developmental/Behavioral Health Screening and On-Site Mental Health Consultation: Examining Gaps in Service Delivery , Leandra Godoy
Racism and Anxiety in a Black American Sample: The Role of Mediators and a Brief Mindfulness Manipulation , Jessica Rose Graham
The Impact of Emotion Regulation and Interpersonal Problems on Behavioral Dysregulation in a College Student Sample: An Investigation of the Mediating Role of Mentalizing , Kelly Graling
The Role of Caregiver Insight in Young Children's Violence Exposure: Testing a Relational Model of Risk and Resilience , Sarah A. O. Gray
Understanding Ethnic-Racial Socialization and Cognition among Multiracial Youth: A Mixed Methods Study , Susan A. Lambe Sarinana
Targeted Prevention of Childhood Anxiety: Engaging Parents in an Underserved Community , Nicholas D. Mian
Maternal Self-Efficacy and Perceived Stigma Among Mothers of Children with ASD, ADHD, and Typically Developing Children , Sara D. Rosenblum-Fishman
Youth Initiated Mentoring: Investigating a New Approach to Working with Vulnerable Adolescents , Sarah E. O. Schwartz
The Influences of Social Identities and Resource Competition on Blacks' and Asians' Social Distance: A Virtual World Method , John Tawa
Dissertations from 2012 2012
Latino Immigrants' Responses to Immigration Policy and Enforcement: Strengths and Resources Promoting Empowerment and Wellness in an Urban Setting , Celeste Atallah-Gutiérrez
Measuring Exposure in Natural Disaster: A Meta-Analysis, an Integrative Data Analysis, and a Multi-Wave Longitudinal Study of Hurricane Katrina Survivors , Christian S. Chan
The Role of Difficulties in Emotion Regulation in the Relationship between Experiences of Trauma , Kathleen Sullivan Kalill
Objectification Theory and Sexual Health among Women , Kara Lustig
Bereavement among Urban University Students: The Role of Meaning Making in Adjustment to Loss , Rebecca L. Norris-Bell
The Impact of Mindfulness on Exposure and Extinction Processes in Social Anxiety , Michael Treanor
The Role of Men's Friendships in Psychological Distress, Fear of Emotions, and Adherence to Masculine Role Norms , Liza Zwiebach
Dissertations from 2011 2011
Exploring Predictors of Well-Being after Exposure to Inter-Caregiver Aggression in Childhood: Examining the Role of Emotional Support and Emotional and Cognitive Processing , Cara Fuchs
The Social Negotiation of Ambiguous In-Between Stigmatized Identities: Investigating Identity Processes in Multiracial and Bisexual People , Vali Dagmar Kahn
Trajectories of Psychological Distress among Low-Income, Female Survivors of Hurricane Katrina , Sarah Ryan Lowe
The Ecology of Cognitive Training and Aging , Anya Potter
Expanding a Model of Female Heterosexual Coercion: Are Sexually Coercive Women Hyperfeminine? , Elizabeth Anne Schatzel-Murphy
Developing an Anti-Racist Stance: How White Youth Understand Structural Racism , Catharine R. Thomann
Functioning in the Face of Racism and its Uncertainties: The Potential Buffering Role of Values Clarification and Values Consistency in a Black American Sample , Lindsey Michelle West
The Expression of Nonviolence in Communication and its Relation to Physical and Mental Health: Development and Validation of a Coding System for Measuring the Expression of Nonviolence in Communication between Intimate Partners in Conflict Situations , Lissa Brett Young
Dissertations from 2010 2010
Understanding Revictimization: The Impact of Emotion Suppression, Acceptance, and PTSD Symptomatology on Risk Detection Abilities in Sexual Assault Survivors , Heidi M. Barrett-Model
Adopted Korean Women: Influences of Becoming a Biological Mother on Racial & Ethnic Identities and Cultural Orientations , Stephanie Carole Day
Psychosis-Proneness, Mindfulness, and Positive Emotional Experience: Examining Correlational and Causal Relationships , Shannon Marie Erisman
Unattainable Beauty: An Analysis of the Role of Body Shame and Self-Objectification in Hopelessness Depression among College-Age Women , Meredith A. Evans
Neuropsychological and Personality Predictors of Competence to Stand Trial: A Social Cognitive Perspective , Kristy L. Klein
Coping with Acquired Brain Injury through an Asian American Lens: Interrelationships between Collectivistic Coping and Psychosocial Outcomes , Patricia Happy Lee
Couples' Joint Activity and Perceived Relationship Quality: Exploring the Comparative Effects of Joint Community Service vs. Play , Michael J. D. Rollock
Dissertations from 2000 2000
Alternative Medicine and Mental Health: A Clinical Trial of Homeopathic Treatment for Depression , Fabiana G. Wallis
Dissertations from 1999 1999
Shame, Anger, and Perpetration Outcomes in Male Survivors of Childhood Abuse , Adam C. Conklin
Dissertations from 1995 1995
Perceptions of Emotional Autonomy, Teenage Pregnancy, and Mother-Daughter Relationships among African American Mothers and Daughters , Michelle Deaneen Owens
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Home > Academic Units > SPFC > CPY Dissertations
Clinical Psychology Dissertations
The Seattle Pacific University Department of Clinical Psychology is an APA-accredited doctoral program offering both an M.S. and Ph.D. in Clinical Psychology.
This series contains successfully defended doctoral dissertations.
Dissertations from 2023 2023
Unhealed Wounds: From Complex Trauma Exposure to Wellbeing and the Role of Coping , Mohammed K. Alsubaie
Understanding the Effects of Empathy and Masculine Gender Role Stress on the Relationship Between Gender and the Understanding of Consent in adolescents: A Moderated Mediation Framework , Kate Degenhardt
Sensory processing impacts on sleep patterns in children with neurodevelopmental disorders during the COVID-19 pandemic , Julianne M. Myers
Dissertations from 2022 2022
The Impact of COVID-19 on Secondary Victimization and Resiliency Following Sexual Assault , Elena Cantorna
Developmental Trajectories of Positive Emotion Regulation: The Moderating Effects of Gender and Parenting , Hailey Caudle
The Role of Coping Self-Efficacy, Coping Strategies, and Resiliency Following Sexual Assault , Lauren Hirsch
Ableist Microaggressions and Well-being: Investigating the Moderating Effect of Coping Strategies , Whitney Morean
Relations of EEG and Perceived Response to Methylphenidate among Children with Attention Deficit Hyperactivity Disorder , Tara M. Rutter
Integrative Meaning, Mindfulness, and Traumatic Grief Among Bereaved Adults , Brandy Tidwell
Parental Attachment and Compassion as Predictors of Distress Disclosure Among Young Adults , Ellie N. Wilde
School Related Criminal Acts, Interpersonal Problems, and Classroom Behaviors as a Function of The Proportion of Black Students and Black Teachers , LeAnne Zaire
A Randomized Controlled Trial of Telehealth Mindful Parenting Training on Executive Function in Autistic Children and their Parents , Vanessa Zhou
Dissertations from 2021 2021
Investigating the Effects of Endurance of Marriage on the Relationship between Attachment and Love Style , Melissa Caris
Parental Accommodation as a Mediator of Parenting Style on Changes in Pediatric Obsessive-Compulsive Disorder Symptoms , Jennifer Cataldi
Predicting First Responder Resilience: Investigating the Indirect Effect of Posttraumatic Cognitions through Coping Processes , Michael Dolezal
How Social Support Affects Career Adaptability through the Academic Career , Megan Fox
Longitudinal Trauma Treatment Outcomes in an Immigrant and Refugee Sample , Shuen-En Ho
Attachment, Trait Mindfulness, and Expectations in Married Women: A Moderated Mediation Model , Elizabeth Larson
Depression as a Moderator of the Relationship between Perceived Injustice and Neuropsychological Performance Validity among Individuals Previously Diagnosed with a Concussion , Jeremiah Lum
Psychometrics of a Measure of Sexual Assault Coping Self-Efficacy: A Comparison of Across Age Groups , Thomas Pankau
Posttraumatic Cognitions as a Pathway from Resilience to Sleep in First Responders , Emily Peterman Cabano
Detachment and Antagonism as Moderators of Effects of Psychosocial Stressors on Emotional Distress in Daily Life , Christina My Quach
Development of the Sexual Shame Inventory , Jyssica Seebeck
School Violence and Suicidal Ideation: The Mediating Roles of Perceived School Safety and Substance Use Among Adolescents , Jordan Skalisky
Shame Proneness as a Vulnerability Factor for Negative Emotions in the Context of Interpersonal Stressors: An Experience Sampling Study , Oxana L. Stebbins
An Examination of the Role of Interpersonal Stressors and Attachment Style in Dissociative Experiences , Erin Verdi
Dissertations from 2020 2020
What Happens When Youth Talk About Their Problems? Co-Rumination as a Mechanism of Stress Generation , Jaclyn T. Aldrich
Moderation of Effects of Anxiety on Verbal and Visuospatial Short-Term Memory in Young Children with Autism Spectrum Disorder , Rachael Arowolo
Impacts of Motor and Sensory Impairment on Language in Young Children with Autism , Elizabeth A. Bisi
Psychometric Evaluation of the Calling and Vocation Questionnaire-Revised (CVQ-R) and Calling and Vocation Questionnaire-10 Item (CVQ-10) , Caitlin Coyer
An Integrated Analysis of the Mechanisms by Which Parents Facilitate the Development of Emotion Regulation in Young Adolescents , Andrew Fox
Examining the Factors that Mediate the Relationship from Legal Advocacy Satisfaction to Resilience , Desta T. Gebregiorgis
The Costs of COVID-19: Loneliness, Coping, and Psychological Distress in the United States Population , Lauren Hammond
Autism and Externalizing Behaviors: Attachment as a Protective Factor , Rebecca Kramer
Generalized Anxiety Symptoms and Interpersonal Self-Perceptions During Stressors: A Prospective Examination of Psychological and Biological Stress , Jamie A. Lewis
Parent Emotion Coaching and Affect Recognition in Theory of Mind in Autism Spectrum Disorder , Audrey L. O'Connor
The Missing Moral Dimension: Perceptions of Transgressions and the Moderating Role of Moral Foundations on Psychological Distress , Hannah Reas
Generalized Anxiety Disorder Symptoms as a Moderator of Affective Reactions to Perceived Interpersonal Behaviors , Narayan B. Singh
Posttraumatic Growth in the Context of Grief: Testing the Mindfulness-to-Meaning Theory , Honey Williams
Trauma Exposure, Depressive Symptoms, and Responding to Positive Events and Affect in Young Adults , Jana DeSimone Wozniak
Dissertations from 2019 2019
The Impact of Trauma Experience, Adverse Early Circumstances and Unit Cohesion on Posttraumatic Growth in Active Duty Service Members , John Charleson
Cognitive Functioning, Depression, and Strengths as Predictors of Quality of Life in Multiple Sclerosis , Tara Annthea Crouch
The Roles of Pragmatic Language and Theory of Mind in the Adaptive Communication Skills of Children with Autism Spectrum Disorder , Taja Estrada
Campus Shootings: Does Religious Faith and Relationship with Victims Affect Psychological Well-Being? , Melissa J. Gowen
Attachment and Internalizing and Externalizing Problems in Adolescence: Exploring the Mediating Role of Physiological Self-Regulation Capacity , Michelle A. Kuhn
The Effect of a Substance Use Intervention on Co-occurring Adolescent Depression Symptoms , Elizabeth Ann Lehinger PhD
The Effect of Substance Use on the Relationship between PTSD Symptom Clusters and Suicide in Adolescents , Lindsay S. Moore
Emotional Clarity in Young Adults: Operationalization, Measurement, and Associations with Mental Health Outcomes , Madeline D W Noland
Examining Depression Symptoms, Parental Stress, and Dispositional Mindfulness in Mothers of Children with Autism Spectrum Disorder , Tracey Ward
RSA in Young Adults: Identifying Naturally-Occurring Response Patterns and Correlates , Brittany K. Willey
Dissertations from 2018 2018
Examining the Interaction between Stress Exposure and Stress Reactivity as Predictors of Reward Sensitivity and Anhedonia Symptoms , Joshua Ahles
The Impact of Bully Victimization and Substance Use on Suicidal Behavior in Sexual Minority Youth , Ashley Christine Estoup
The Role of Joint Attention in Pragmatic Language Development in Children with Autism Spectrum Disorders , Ellen F. Geib
Investigating the Effects of Adult Insecure Attachment on Interpersonal Attraction , Fiona B. Kurtz Ms.
A Grounded Theory Qualitative Research Approach to Understanding Enduring Marriage , Heather Lucas
Examining the Moderating Role of Anxiety Symptoms on Insistence on Sameness in Children with Autism Spectrum Disorder , Wayne Eric Mason Jr
Physiological Activation as a Mediator in the Relationship Between Perseverative Cognition and Somatic Symptoms , Karly M. Murphy
Examining the Interacting Effects of Marital Role Salience and Satisfaction on Mental Health Trajectories of Female Expatriates , Kaitlin M. Patton
Sexual Violence and Legal Advocacy: Psychometric Evaluation of the Legal Advocacy Services Satisfaction Survey , Joanne K. Sparrow
The Association of Attachment and Marital Satisfaction Mediated by Implicit Theories of Relationships , Sadie Teal
Summer Treatment Program for ADHD and ASD: The Role of Physical Activity, Sleep and Inhibitory Control , Erin G. Underbrink
A program evaluation of ZGiRLS: The role of cognitive emotion regulation in predicting mental health outcomes in adolescent girls , Julie Vieselmeyer
Dissertations from 2017 2017
Risky Sex and Alcohol-Related Behaviors and Cognitions in Adolescents: Evaluating a Values-Based Intervention , Meredith K. Chapman
The Etiology and Phenomenology of Sexual Shame: A Grounded Theory Study , Noel Clark
The Effect of Emotional Vulnerability and Invalidation on Emotion Dysregulation in Early Adolescence: An Empirical Investigation of Linehan’s Biosocial Theory of Borderline Personality Disorder , Sarah Crystal
The Effectiveness of Text Coaching on Substance Use Treatment Outcomes in Adolescence , Emily Hu
Sexual Assault Coping Self-efficacy as Moderated by Legal Advocacy Social Support , Clara Jane Roberts
The Relationship Between Trauma and Well-Being: Moral Emotions in Sex-Trafficked Women , Gina M. Scarsella
Dissertations from 2016 2016
Internalizing Symptoms: Relations to Executive Functions in Young Children with Autism Spectrum Disorder , Jessica L. Berg
Ecosystemic Effects of Military Sexual Trauma in Male Service Members and Veterans , Jessica A. Carlile
International Interests and Psychological Well-Being Following Global Service Learning as a Function of Sociocultural Adaptation and Cultural Distance , Elizabeth C. Dykhouse
Stress and Somatic Symptoms: Rumination and Negative Affect as Moderators , Melissa Joy Garner
Integrating Cognitive Mechanisms in the Relationship Between Trait Affect and Depressive Symptoms: The Role of Affect Amplification , Kaitlin A. Harding
Brooding, Avoidance, and Suppression as Mechanisms Linking Shame-Proneness with Depressive Symptoms , Melissa Rose Hudson
Courage, Psychological Well-being, and Somatic Symptoms , Christopher J. Keller
The Role of Emotional Distress in Predicting Opiate Analgesic Medication Use in Chronic Pain Patients , Amy E. Kupper
Temperament and Respiratory Sinus Arrhythmia as Contributors to Externalizing Behavior Among Early Adolescents , Tyler Laney Ph.D.
Impact of Situational Context on Gratitude and its Affective Outcomes , Adam P. McGuire
Does Use of Neutralization Techniques Predict Delinquency and Substance Use Outcomes? , Erin C. Siebert
Psychometric Evaluation of the Offender Coping Self-Efficacy Scale in the Context of Incarceration and Upon Re-entry , Minhdan Thuy Ta
Queers in the Hands of a Loving God: God Image, Strength of Faith, and Campus Climate in Predicting Self-Stigma , Sage Liam Willis
Dissertations from 2015 2015
Adaptive Functioning Deficits and Internalizing Problems in Young Children with Autism Spectrum Disorders , Hayley A. Dauterman
The Relation of Hyperactivity to Parenting Stress within the Parent-Child Relationship in Children with Autism Spectrum Disorders , Heather Davis
Negative Cognitive Style, Rumination, and Negative Emotionality as Mediators of the Antidepressive Effects of Physical Activity Among Young Adults , Kara Pegram
Examining the Relationship between Forgiveness and Subjective Well-Being as Moderated by Implicit Religiousness and Spirituality , Jessica Peterson
The ABCs of stress responding: Examining the time course of affective, biological, and cognitive responses to induced stress as prospective predictors of depressive symptoms , Marissa Erin Rudolph
Behavioral Health among Asian American and Pacific Islanders: The Impact of Acculturation and Receipt of Behavioral Health Services on Depression and Anxiety , Mari E. Yamamoto
Perspectives on a Positive Youth Development Environment for Youth with Developmental Disabilities in 4-H , Megan E. Zurawski
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UCL Doctorate In Clinical Psychology
Guidelines for Writing and Presenting the Thesis
The DClinPsy thesis has two volumes. The major research project forms Volume 1; Volume 2 contains the four case reports and the service-related research report. These guidelines describe what goes into each part of the thesis and how it all fits together. They mostly focus on Volume 1, which is covered in the following section; the later section on layout and formatting covers both volumes.
What goes in Volume 1
Volume 1, the research component of the thesis, has a three-part structure, consisting of a literature review paper, an empirical paper and a critical appraisal. In addition, from June 2018 onwards, UCL regulations stipulate that the thesis should contain a brief (≤500 words) Impact Statement , explaining how the work in the thesis could be put to beneficial use inside and outside of academia.
The first two parts (the literature review and the empirical paper) are in the form of papers that might be submitted to a peer-reviewed journal; the third part (the critical appraisal) is not intended for publication, but aims to give you an opportunity to reflect critically on the research that you carried out. Each part is described below.
There will inevitably be some overlap between each of the three parts: for example, the introduction section of the empirical paper may partly be condensed from the literature review paper, and the critical appraisal may address in greater detail some of the issues raised in the discussion section of the empirical paper. However, overlap should generally be minimal, and the same sentences should not normally be repeated in different parts of the thesis.
The regulations state that the length of the research thesis shall be approximately 25,000 words, with a maximum of 40,000 words; there is no minimum word count. We suggest that you aim for about 20,000 to 25,000 words. Conciseness of expression is greatly valued by the examiners, who may require overly wordy theses to be shortened.
We strongly encourage you to start writing drafts of your thesis early on, as this is an essential way to clarify your thoughts. It is a bad idea to leave a lot of the writing until late in the project, since this usually leads to a rushed, poor quality thesis.
Part 1. Review paper
The review paper (of approximately 8,000 words not including tables and references) is a focused review of a body of literature relevant to the research topic. It is not necessary to address the literature for every aspect of your empirical study (the introduction section of your empirical paper will provide the necessary background). The review paper should either be a stand-alone paper in its own right, which should pose a question and then systematically examine the empirical literature that addresses that question OR a Conceptual Introduction which reviews the evidence in a more narrative fashion. Guidance for both formats is avaiable on this website.
The structure that follows is for the stand alone paper - for a conceptual introduction you are free to organise it how you wish (see suggestions in the more detailed guidance in the Literature Review section of the website here: https://www.ucl.ac.uk/clinical-psychology-doctorate/guidance-conceptual-... ):
- A structured Abstract (of about 200 words), with headings of Aims, Method, Results, Conclusions. It should specify the number of papers reviewed.
- The Introduction gives the background to the topic and ends with a clearly specified question that the review will address.
- The Method section specifies the inclusion and exclusion criteria for the studies to be reviewed and the search strategy for locating them. The latter should indicate which databases you used, with which search terms, and specify other search limits, e.g. date or publication type. You should also describe how you narrowed down the studies from the initial (usually large) number of hits generated by the search to the final set of studies that you focus on. The steps in the narrowing down process are usually illustrated by a flowchart.
- The Results section reviews the assembled studies. It is usually helpful to include a table listing their important characteristics and findings. The review should not be simply descriptive; it should weigh up the evidence, taking into account the methodological soundness of the studies, and take a critical perspective on the evidence base as a whole. It is often helpful to use a structured critical appraisal checklist -- there are several in the literature (see the list on Moodle).
- The Discussion section addresses what can be concluded from the body of studies reviewed. It should draw on the methodological critique of the studies in order to evaluate the quality of the evidence. It should also address the limitations of the review, draw any clinical implications and make suggestions for further research (that may, by remarkable coincidence, bear considerable similarity to the empirical project reported in the second part of the thesis).
- The References.
- Any appendices are placed at the end of Volume 1 (see section below on layout).
One model for the stand-alone paper style of this part of the thesis is articles in Clinical Psychology Review . You could also look at any theoretical or review article in other clinical psychology journals. However, these published review papers, particularly those in prestigious journals, are usually much more ambitious in terms of quantity, scope and method than is possible within the constraints of the DClinPsy.
Part 2. Empirical paper
The empirical paper (of approximately 8,000 words not including tables and references) reports on your study. Its structure follows the usual research article format, although the length of each section will vary according to the nature of the project, and additional detail may need to be provided in the Method or Results sections (or in an Appendix). You can model it on papers in any mainstream peer-reviewed clinical psychology journal, e.g. the British Journal of Clinical Psychology or the Journal of Consulting and Clinical Psychology , or a specialist journal in your particular research area. As a rough guide, each of the four main sections is usually in the range of about 1,500 to 2,500 words, with the Results section usually being longer than the other three. The structure is as follows:
- A structured Abstract (of about 200 words), with headings of Aims, Method, Results, Conclusions.
- Introduction . A brief review of the literature, which shows the flow of ideas leading to your research questions. The rationale for the study should be clearly articulated. The Introduction ends with your research questions or hypotheses.
- Method . A description of participants, procedures, design and measures. The methods should be described in sufficient detail to enable the reader to understand what was done and potentially to be able to replicate the study. For quantitative studies, the statistical power analysis should normally be reported. Descriptions of measures need to include sample items, response options, scoring methods and psychometric properties. There will also be a section on ethics, saying where approval was obtained and discussing any ethical issues in the study. For confidentiality reasons, no names of services where participants were recruited should be given.
- Results . The findings and any statistical analyses should be presented with the aid of tables and, if necessary, figures. It should be possible for the reader to evaluate the data from which your conclusions are drawn. Qualitative papers will include quotes to illustrate each of the themes.
- Discussion . An examination of the research questions in the light of the results obtained and the methods used. It will interpret the findings in the context of the research questions and the wider theoretical context in which the work was carried out, including a consideration of alternative explanations, methodological limitations and reasons for unexpected results. It will conclude with a discussion of the scientific and professional implications of the findings.
- References . A list of all references cited.
Part 3. Critical appraisal
The final part of the thesis (of approximately 3,000 to 5,000 words not including tables and references) is intended to encourage critical reflection on the whole process of doing the research. Its structure and content are more flexible than those of the other two parts. You could, for example, discuss how your previous experiences or theoretical orientation might have influenced how you set about the study, how the process of doing the research might have modified your views (it is often helpful to draw on your research journal here), how you dealt with any dilemmas or methodological choices that arose during the course of the study, and what you might have done differently and why. You could also include an expanded discussion of the strengths and weaknesses of the study, its clinical and scientific implications, and future directions for research (depending on how extensively each of these areas is covered in the discussion section of the empirical paper). It is essential, however, to ensure that all important points are mentioned in your empirical paper first – this is not the place to introduce significant limitations of the study or different ways of interpreting the findings. Whilst it is less formal than the other two parts, the critical appraisal should not be overly personal; it should ideally be addressed to an audience of fellow researchers who might benefit from your considered thoughts about conducting the research.
All appendices are placed at the end of Volume 1. Include here any additional material related to the empirical study, or to the other two parts if needed. Essential material to append includes: the official letter giving ethical approval, sample letters to participants, participant information sheet, informed consent form, instruction sheets, questionnaires, interview schedules and any measures not in common use. Measures that are sensitive or copyrighted will eventually need to be removed. Raw data and computer printouts are not normally needed. However, for qualitative studies, examples of the procedures of analysis should be included.
Confidentiality and privacy
Once your thesis is completed it will effectively become a public document, available on the internet via the UCL's e-thesis repository (UCL Discovery). Therefore it is essential when presenting your work that your participants' right to confidentiality and privacy be upheld. In particular, students writing up small-N and qualitative studies should be especially careful to ensure that no participants are identifiable from the thesis.
Layout and formatting
The text should be double-spaced on plain, white A4 paper. Both sides of the paper may be used - you can choose whether to print the thesis single-sided or double-sided. Margins at the binding edge should be 4cm. The other margins (i.e. top, bottom and unbound side) should be 2.5cm. Remember, if you include a table or figure that uses a landscape page setup then the margins need to be adjusted accordingly, i.e. 4cm becomes the top margin.
Number pages on the bottom right or bottom centre of the page. Page 1 is the title page (although it looks tidier if you suppress the page numbering for that page only).
For general guidance on formatting, follow APA style , as set out in the APA Publication Manual (7th edition). It is essential to use APA citation and referencing style (see the course document on Moodle), and also to lay out tables in APA format. Heading formats can depart slightly from APA style (e.g. you can use italicised headings, or adopt a numbering system if you wish): what is important is to adopt a systematic hierarchy of headings within each part of the thesis. Look at recent theses for models of layout and formatting (ask your UCL supervisor to recommend one or two). Pay meticulous attention to spelling, grammar, punctuation and format: poorly presented theses give an impression of carelessness and will be referred for revision.
The thesis is more easily readable if you left justify the text and use a standard font. We recommend Times New Roman 12 point or Arial 11 point for the main body of the text, although tables and figures can be set in a smaller font size if necessary, as long as they are readable. In accordance with APA style, the best way to indicate a new paragraph in double-spaced text is to indent its first word; there is then no need to leave a blank line between paragraphs.
Tables and figures are numbered (Table 1 etc.) and usually placed on their own separate pages, although smaller ones can be embedded in the text, usually just below the paragraph that first refers to them (in contrast to APA format for submitted journal articles, where the tables and figures are at the end of the paper).
Volume 1 is laid out in the following order:
- the Title Page gives the title (usually the same as that of the empirical paper), your name, and lower down on the page, the words "DClinPsy thesis (Volume 1), [year of submission]" and on the line below "University College London". The title page is justified as centred. You can use a slightly larger font if you wish.
- a Signed Declaration that the work presented is your own. The professional doctorate regulations specify that this be inserted right after the title page of the thesis There is a declaration form on the course website.
- an Overview (up to 250 words), giving a summary of the contents of all three parts of the thesis. (Note that this will ultimately be used by the library to catalogue your thesis, and it will form part of the meta-data that will be seen first by people searching for your thesis.)
- an Impact Statement that describes, in no more than 500 words, how the expertise, knowledge, analysis, discovery or insight presented in your thesis could be put to a beneficial use. Please see guidance from the UCL Doctoral School on this.
- the Table of Contents covers all three parts of Volume 1, including the appendices, and gives a separate list of tables and figures.
- the Acknowledgements page mentions everyone whose contribution to the work you wish to recognise.
- Part 1 (the literature review) with a title page and abstract (both on separate pages) and references. The title page should say “Part 1: Literature Review” and then give the title of the review paper on a separate line.
- Part 2 (the empirical paper) with a title page and abstract (both on separate pages) and references. The title page should say “Part 2: Empirical Paper” and then give the title of the empirical paper on a separate line. The text of the main body of the paper should run continuously: the main sections (Methods, Results, Discussion) should not start on new pages. Tables and figures should be numbered afresh for the empirical paper, so the first table in the empirical paper is Table 1, even if there is also a Table 1 in the literature review.
- Part 3 (the critical appraisal) with a title page (just saying “Part 3: Critical Appraisal”), and references.
- the Appendices , each with their own title page. (There’s no need to number the pages within the appendices if this is fiddly.) There is only one set of appendices for all of Volume 1, placed at the end of the volume. They are numbered in the order in which they appear in the thesis. (If there is only one appendix, just call it Appendix, with no number.)
If your research is part of a joint project (e.g. with another trainee or with a PhD student), you must state this in the Overview and in the Method section of your empirical paper, and include an Appendix setting out each person’s contribution to the project. Please see the course document on submission of joint theses .
Volume 2 (no longer submitted but you should assemble it as a document as follows)
Volume 2 begins with a title page, which says "Case Reports and Service-Related Research Project", then lists on separate lines your name, "D.Clin.Psy. thesis (Volume 2), [year of submission]" and "University College London". On the next page there is the table of contents, giving the full title, as below; there is no need to list tables and appendices. Then follows each of the four case reports and the service-related research report, in the order in which each was submitted. For case reports, the title page gives the submission number, your own title and the type of case report, e.g., Case report 4: "An angry young man" (Completed Clinical Intervention). For the service-related research it has the words "Service Related Research Report (submitted as Case Report x)"; the title of the report is then listed on a new line. Word counts and trainee code numbers should be omitted. After the title page comes the body of the report, its references, and then any appendices pertaining to that report. Each case report is a stand-alone entity, so tables and appendices are numbered afresh (i.e. each report could have a Table 1, etc.). As described above, Volume 2 is separately paginated.
Handing in before the viva
You need to submit an electronic version of Volume 1 in pdf format. Send it to the Research Administrator at [email protected] via the UCL Drop Box with a file name of Thesis_submission_volume1_[yourlastname] (e.g. Thesis_submission_volume1_Smith).
NOTE - Volume 2 does not need to be submitted at this point but must be made available on request.
Running volume 1 through turnitin.
In addition to the procedures outlined above for submission of the thesis, we require that Volume 1 of the thesis be submitted via Turnitin, a plagiarism-detection programme.
As with case reports, submission of Volume 1 of the thesis to Turnitin is done via Moodle. The link for thesis submission on your Moodle homepage is called ‘Thesis Volume 1 Submission’.
When uploading Volume 1 please call the file ‘Volume 1 [First name] [Family name]’. For example, ‘Volume 1 Ed Miliband’ or ‘Volume 1 Nicola Sturgeon’. You should upload your full Volume 1 (as outlined in the section above called ‘Volume 1’) as a word document.
Turnitin is being used to promote good academic practice, not to catch students out. For this reason the system has been configured so that you can submit your Volume 1, look at the Turnitin report to identify any sections where there may be potential plagiarism, delete the submission and submit a revised report.
Resubmissions can be made up to 14.00 on the day on which theses are due, although in practice it is strongly recommended that Turnitin submissions are made well before then: it will be important to leave yourself time to submit to Turnitin before you submit your final version of Volume 1. Also, please note that Turnitin only allows one submission every 24 hours, so you will need to factor this in to any plans for checking and resubmission.
How to judge the Turnitin report to decide whether the thesis needs to be amended?
Turnitin will give your Volume 1 an originality score, but this tells you very little about whether there are any problems with plagiarism in your thesis. That is because theses contain copies of measures, participant information sheets, references and so on, which inflate the Turnitin originality score.
Trainees need to use their own judgement to decide whether they should amend their thesis because of inadvertent plagiarism. The key principle is that ideas and quotations are appropriately referenced. Please look at the guidance about plagiarism on the UCL website , which is also reproduced in Section 23 of the Training Handbook.
If you have any queries about using Turnitin as part of the thesis submission, please contact Priya Dey, the Research Administrator, in the first instance.
After the viva
Ongoing access to ucl library resources.
All DClinPsy students continue to have access to UCL library resources after the viva, whilst they work on any required thesis revisions. Once you have have completed any revisions, had them approved and submitted your thesis, your access to the library as a UCL student will come to an end. However, the good news is that UCL alumni are entitled to library access after they complete their studies. You just need to re-register, following the instructions given on the UCL library website .
You need to submit two electronic copies of Volume 1 in pdf format:
1. One e-copy to the Research Administrator with a filename of Thesis_final_volume1_[yourlastname]
2. One e-copy to UCL's e-thesis repository (UCL Discovery) via the Research Publication Service . The library have produced a useful document (available on the Project Support Moodle site) outlining the e-thesis submission procedure.
Once the Research Administrator can confirm that you have completed all other components of the course, they will inform the HCPC that you have satisfied all the course requirements. However, before the Research Administrator can report to UCL that you have completed the course, you also need to have submitted the e-thesis copy to UCL Discovery. Once this is done, you will get a letter from the Course Directors confirming that you have passed the DClinPsy.
Home > Graduate Theses, Dissertations, and Capstone Projects > ALL-PROGRAMS > PSYC_CLINICAL_THESES
Clinical Psychology Theses
Theses/dissertations from 2023 2023.
An Exploration of Differences in Perceptions of Gerotranscendent Behaviors Between Younger and Older Adults , Gabrielle E. Anderson
Stress Levels of Bisexual Individuals in Mixed-Orientation Relationships , Amanda Bartley
Examining the Effects of a Behavioral Skills Training Package on the Emotional Regulation Skills of a Child with Autism Spectrum Disorder , Kate Flynn
Age-Related Microaggressions: A Follow-Up Descriptive Study , Hannah M. Lewis
Development of a Reinforcer Assessment: A Measure of Potential Reinforcers in the Lives of Older Adults , Nicole A. Praska
Theses/Dissertations from 2022 2022
Examining the Effects of an Online Social Skills Program Targeting Emotional Regulation Skills for a Young Adult with an Autism Spectrum Disorder: A Single Case Study. , Danielle Curtis
Satanists’ Sexual Self-Concept , Samuel Danielson
The Expression of Satanist Identity: Does Visible Identification of Satanism Predict Discrimination and Depression? , Allyson Dudley
Age-Related Microaggressions: A Descriptive Study , Luke J. Gietzen
Examining Jealousy in Mixed-Orientation Relationships: An Experimental Vignette Study , Madison Marie Glende
Investigating Anxiety-Like Behavior as a Non-Motor Side Effect of Deep Brain Stimulation of the Subthalamic Nucleus in a Parkinsonian Rat Model , Carter Mulder
Assessing the Appropriateness of the Cultural Formulation Interview in Conceptualizing Reverse Culture Shock , Katja Nielsen
Examining the Effects of an Online Group Social Skills Program on Emotion Regulation Skills for Adolescents and Young Adults with an Autism Spectrum Disorder , Breanna Perron
An Investigation of the Perception of Elderspeak Among Community Dwelling Older Adults , Abby L. Teply
Theses/Dissertations from 2021 2021
Analyzing the Use of a Montessori-Based Activity & Its Effect on Engagement & Affect in Persons with Dementia: A Replication Study , Emilee J. Andersen
A Brief Zoom-Facilitated Mindful and Intuitive Eating Intervention to Decrease Disordered Eating , Jenna K. Anderson
The Effects of Therapist Expertise and Concerns of Involuntary Hospitalization on the Disclosure of Suicidal Ideations and Behavior , Zane Hensel
Therapist Multicultural Orientation: Client Perceptions of Cultural Humility, Sexual Identity, and the Working Alliance , Todd L. Jennings
Joint Religiosity Among Satanists as a Predicator of Sexual Satisfaction , Tayler M. Lyng
Comparing the Acceptability of Treatment Rationales for Two Psychotherapies , Marin Gail Olson
Understanding Resident-to-Resident Conflicts in Long Term Care Settings from the Perspective of Administrative Staff , John F. Walker
Theses/Dissertations from 2020 2020
Understanding Communication Dynamics in Group Home Setting , Jacinta O. Anyanwu
An Evaluation of a Brief Mindfulness and Values Training on Cyber Bullying Behavior in College Students , Emily M. Boduch
The Effects of Cognitive Training on Behavioral Functioning in Persons with Dementia , Abigail J. Dye
The Effects of a Cognitive Training Program for Healthy Older Adults: A Program Evaluation Study , Jacklyn Gehling
Sex Trafficking: A Systematic Review of Operational Definitions , Firdavs Khaydarov
An Investigation into the Perceptions of Elderspeak and How It Effects Mood Among an Assisted Living Population , Paige T. Shoutz
Assessing Preferences for Montessori-Based Activities in Persons with Memory Impairment , Katelyn Danielle Smith
Theses/Dissertations from 2019 2019
Assessing Facilitator Adherence for the Delivery of Cognitive Training Programs to Older Adults , Lydia Fry
Evaluation of a Cognitive Training Program and its Effects on Healthy Older Adults , Nathan Jensen
Using Behavioral Skills Training to Teach Children with Autism to Seek Help from Law Enforcement Officers When Lost , Greta Kos
Teacher Awareness and Perceptions of Social Media Use and Cyberbullying in Belize , Abbey Linderholm
Comparison Between Brief Acceptance and Cognitive Interventions: Assessing Public Speaking Performance in Socially-Anxious Individuals , Soultana Mpoulkoura
The Effects and Experiences of Stigma in the Minneapolis Strip Club Industry , Machensey Shelgren
Evaluating the Effects of a Stimulus Equivalence Protocol to Teach Bullying Identification to School-Aged Children , Courtney Sowle
Impact of Self-Determined Motivation on Work Behavior and Response to Cognitive Remediation in Individuals with Schizophrenia , Desmond Spann
The Effects of Elderspeak on the Mood of Older Adults with Dementia: A Preliminary Report , Kenia Torres-Soto
Working Conditions for Erotic Dancers: A Review of Health and Safety Concerns from a Minneapolis Based Needs Assessment , Alexander Twohy
Theses/Dissertations from 2018 2018
Evaluation of a Cognitive Training Program for Older Adults with Mild to Moderate Cognitive Decline , Kelly Bergstrom
Transgender Individuals among an Online Adult Baby Diaper Lover Community Sample: An Exploratory Study , Elizabeth Gibson
Evaluating Stigmatizing Attitudes among Clinicians Toward People with ABDL and Pedophilic Interests , Katlyn Hanson
Bullying in Senior Living Facilities: Resident Perspectives , Kathryn Ira
The Effects of a Cognitive Training Program for Cognitively Intact Older Adults , Caroline Kinskey
An Examination of Inattentional Blindness in Law Enforcement , Gregory Lee
Differences in the Perceptions of Gerotranscendence Between Certified Nursing Assistants and Older Adults , Amanda Perera
Motivations, Expectations and Experiences of Genital Piercings in the Transgender Community: An Exploratory Study , Haley Peterson
College Males' Attitudes Toward Sexually-Explicit Material: An Experimental Study , Cody Schulte
Theses/Dissertations from 2017 2017
The Effect of Clinician Competence and Religiosity on the Trainee Clinician’s Ability to Identify Problematic Sexual Behavior , Cody Butcher
Developing the Family Involvement Questionnaire (FIQ): A Measure of Family Involvement in the Lives of Residents at Long-Term Care Facilities , Christopher Thomas Fast
The Effects of Pornography on Gay, Bisexual, and Queer Men's Body Image: An Experimental Study , Neil Gleason
Gender Differences in Social Media Use and Cyberbullying in Belize , Grace Mariko Kasahara
A Survey Of Rewards For Teens: Extension, Replication, and 25-year Follow-up , Hunter King
Evaluation of a Mindfulness Intervention for Children with Emotion Regulation Difficulties , Stephanie Jo Pirsig
Non-Suicidal Self-Injury Characteristics and How Social Support Plays a Role , Stephanie Smith-Kellen
Comparing Brief Acceptance and Control-Based Interventions: Evaluating Public Speaking Performance in Socially-Anxious Individuals , Samuel Spencer
Addressing Cognitive Decline: Evaluating the Effects of a Cognitive Training Program for Individuals with Mild to Moderate Cognitive Impairment , Katherine Ann Stypulkowski
Theses/Dissertations from 2016 2016
Parent Participation in Child Therapeutic Settings , Robert Doss
The Impact of Pornography on the Genital Body Image and Sexual Self-Efficacy of Female College Students , Monica Elizondo
An Analysis of Reinforcers Maintaining Caregiving Behaviors of Long-Term Care Facility Staff , Sandra Garcia
Mental Health of Gay, Lesbian, Bisexual, Heterosexual, and Questioning Youth in Rural, Micropolitian, and Metropolitan Regions in Minnesota: Assessing Internalizing and Externalizing Self-report Behaviors , Jessica Louann Jorgenson
Perceptions of Female Sexual Pathology: The Role of Racial Biases in Clinical Decision Making , Jerusha Sanjeevi
Bullying in Senior Living Facilities: A Qualitative Study , Felicia Jo VandeNest
Theses/Dissertations from 2015 2015
Treating Public Speaking Anxiety: A Comparison of Exposure and Video Self-Modeling , Emily Marie Bartholomay
Evaluation of a Home Visiting Program Aimed at Facilitating Refugee and Immigrant Children's Acclimation and Development , Laurie Lynn Grad
Efficacy of a Cognitive Training Program for Individuals with Moderate Cognitive Impairment: Evaluating Cognition , Erica Catherine Johnson
Behavioral Implications of a Cognitive Training Program for Individuals with Moderate Cognitive Impariment , Joseph L.D. Kennedy
The Relationship Between Sexual Functioning and Sleep Quality in A Female Undergraduate Student Sample , Alexander Kuka
The Effect of Clinician Hardiness on Posttraumatic Growth and Trauma based on Vicarious Trauma Exposure , Maria Anne Stevens
Hook Up Culture: Changing the Structure of Future Relationships? , Elise Woik
Theses/Dissertations from 2014 2014
Symptom Severity, Treatment Acceptability, and Motivational Predictors Related to Patient Improvement for Insomnia , Shelby Marie Afflerbach
The Effects of Geriatric Sexual Orientation on Caregiver Reactions to Resident Sexual Behavior Within Long-Term Care Facilities , Andrew Jonathan Ahrendt
The Difference in Perception of Gerotranscendence between College Students and Healthy, Community-Dwelling Older Adults , Duc Viet Lai
The Influence of Father-Child Relationship on Adolescents' Mental Health , Yea Seul Pyun
The Initial Response and Behavioral Patterns Exhibited by an Officer to a Weapon being drawn in a Traffic Stop Simulation , Samantha Josephine Tupy
Theses/Dissertations from 2013 2013
The Efficacy of the Girls on the Run Program to Improve Self-Worth, Body Image, and Behavioral and Emotional Functioning: A Longitudinal Study , Morgan Marie Ames
The Use of Video Self-Modeling to Treat Public Speaking Anxiety , Alicia Kruger
Role of Health Behaviors in Sexual Quality of Life Among Hematopoietic Stem Cell Transplant Survivors , Keagan Lee McPherson
Empirical Evaluation of a Home Visiting Intervention Targeting Immigrant and Refugee Children , Jenna Marie Miller
The Puzzle of Paradoxical Insomnia , Kristina Peltz
Differences between Core and Animal Reminder Disgust Elicitation on a Core Disgust Avoidance Task--A Replication with Modifications , Matthew Schumann
The Use of Applications on Mobile Devices in a Midwestern Population , Sherry Werkmeister
Theses/Dissertations from 2012 2012
Devaluing Sex to Cope with Anxiety: A Comparative Investigation of Sexual Delay Discounting with High and Low Socially Phobic Populations , Miranda N. Bretz
Internal Consistency of the Self-Perception Profile for Children: Using Covariance Structure Modeling to Overcome the Limitations of Cronbach's α , Ian Cero
Memory Priming in Elderly Individuals Diagnosed with Dementia , Jessica Lee Deselms
The BackPack Food Program's Effects on Self-Reported Hunger and On-Task Behavior , Meghan E. Ecker
An Examination of the Social Acceptability of Elderspeak by College Students and Community Dwelling Older Adults , Kasie Lynn Hummel
Determining Musical Preferences in Persons with Dementia: Comparing Caregiver Options to Stimulus Preference Assessment , Eva Christine Igler
Trust in the Mentor-Youth Relationship and its Correlates with Frequency of Contact, Parental Involvement, and Academic Improvements , Emily Jane Ness
Theses/Dissertations from 2011 2011
Evaluating Changes in Families with Members on Military Deployment , Jill Brink
A Multi-Method Approach to Risk Assessment among Women with Sexual Abuse Histories , Susan Elizabeth Drevo
The Illusion of Transparency and Public Speaking: A Study of Social Anxiety , Chelsea Gloth
The Effects of Amount of Contact, Relationship Quality, and Types of Activities on Child Social and Emotional Functioning in a Youth Mentoring Program , Dorothy Maria Lipski
A Functional Analysis of Elderspeak Use by Certified Nursing Assistants in Caregiving Situations , Nathaniel Joseph Lombardi
An Evaluation of Factors Leading to Mentor Satisfaction , Shannon Marie Martin
An Application of a High-P Low-P Procedure to Improve Recall Memory in Elderly Patients with Mild to Moderate Cognitive Impairment , Dawn Amber Seefeldt
A Comparison of the Effectiveness of Distractors Identified Through Stimulus Preference Assessment Versus Caregiver Opinion , Jonathan Steele
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Thesis and Dissertation Format for Clinical Psychology
Proposal draft, proposal meeting, final draft, cover letter.
- Defense Meetings
Students are required to prepare a detailed proposal for their theses and dissertations. Generally, the proposals will include an extensive literature search, rationale for their projects, and specific hypotheses. The methodology will detail all of the procedures that are to be utilized, including instruments, proposed participants, and a summary of the statistical procedures to be utilized.
Although the proposals need to be detailed and cover relevant background information and procedures to be utilized, the final thesis and dissertation projects should be in the format of a journal article. The Clinical Section utilizes a journal submission format because students who successfully complete our graduate program in Clinical Psychology are expected to demonstrate a wide range of competencies in research domains. Although not all of our students intend to move on to a professional position in research or academia, our department currently strives to prepare all students for this option; in addition, such training is consistent with and expected in a Scientist Practitioner model of training. Specific guidelines for the format of the thesis and dissertation include the following:
The standard proposal format requires the student to demonstrate comprehensive and critical review of the research that serves as a foundation for their study. As proposed projects may be outside of committee members’ areas of expertise, an extensive review of the theoretical and empirical literature may be necessary to evaluate the merits and needs of project hypotheses and design.
Students will initiate their 2-hour proposal meeting with a short presentation (10-15 minutes). This is to allow sufficient time for critique and discussion by the committee about the proposed project. The student and their mentor should take careful note of committee members’ critiques, concerns, and requested revisions during the proposal meeting so that the student can formally respond to these issues at the time of the defense meeting (see below). Prior to the close of the proposal meeting, the student’s mentor should confirm with committee members which of these issues are necessary for the student to address as they proceeds with the project and prepares the final draft to submit to the committee.
The final draft of thesis and dissertation projects will be formatted as a manuscript prepared for publication. Students will format sections, content, and citations using APA publication guidelines for submitted manuscripts. Final drafts will vary in length from student to student; however, overall length will fall within a range appropriate to journal submission requirements in the student’s area of research. At the very least, this will require more succinct introduction, discussion, and reference sections relative to the proposal document. In the methods section, students should include the level of methodological detail that would be necessary for publication of the study in a peer-reviewed journal. The results section may remain more comprehensive than a typical journal manuscript, as students should include a comprehensive review of all statistical strategies used in order to test research hypotheses, including initial analysis of data and statistical test assumptions.
In addition to the traditional manuscript format, final drafts to the committee will include additional content areas as Appendices. The additional sections may be removed or revised upon final preparation for submission for publication outside the university. Appendix sections are listed below.
- Introduction : If deemed necessary by the committee, the student may include an Appendix (A) to the submitted document, which would address shortcomings in the proposal introduction that were identified by the committee and that cannot be addressed in a shorter manuscript (e.g., a review of an important issue that had been neglected by the student in the proposal draft, a rewrite of a particular section of the original proposal that does not fit into the flow of the final manuscript’s introduction, a complete rewrite of the original proposal introduction).
- Methods : Copies of the instruments used in the study and detailed review of psychometric properties of instruments used in the study should be placed in Appendix B. Before submitting the document to the College of Arts and Sciences, however, copyrighted measures will need to be removed from the Appendix.
- Statistical Analyses : Supplemental, post-hoc, and exploratory analyses can appear as Appendix C to the document. The student and their mentor can decide which supplemental statistical analyses can be placed in the body of the document and which can appear as Appendix C.
- Limitations . Students will include an examination of project limitations and their potential impact on the results. If there are limitations to the study that warrant discussion during the dissertation defense but, due to journal style, may not be presented in a detailed way in the main body of the defense document, the student can either orally present a detailed examination of study limitations during their defense meeting and/or opt to include a longer limitations section as an Appendix (E) to the main document.
- Tables & Figures . Tables and figures should be submitted as separate documents attached to the draft of the manuscript text. Titles and footnotes should be included with the tables and figures and not on a separate page.
Students should also note that additional formatting may be necessary before submitting the final draft to Arts and Sciences. Please refer to the A&S website for specific formatting instructions.
In addition to the defense document described above, the student should provide each committee member with a cover letter, in which they addresses the committee members’ critiques, concerns, and requested revisions that were raised during the proposal meeting. The format of the letter should list, point by point, the specific critique, concern, or requested revision, and the specific way in which the student has addressed or will address the issue (e.g., specific places in the defense document that address an issue, changes to the methodology, additional hypotheses that were tested, indicating the concern will be discussed during the defense meeting presentation rather than in the written document).
The defense meeting format will differ from the proposal meeting in length (2½ hours), presentation requirement, and audience present.
Defense meetings will include a longer presentation from the student (approximately 45 minutes) about their project and will take a format similar to a job talk or colloquium presentation, followed by oral examination/questions from the committee regarding the project and document. Students are encouraged to use Powerpoint or other visual aids as part of their presentation. Students are reminded that during their presentation they can provide details beyond that provided in their defense document. For example, a student may choose to respond to an issue raised at the proposal meeting during their defense presentation rather than in the submitted document.
For dissertation and thesis projects, meetings will be open to the public during the presentation and questioning. Non-committee members will have the opportunity to ask questions of the student following completion of committee questions.
Students are advised to consider that, although their written document is much shorter, they are still likely to have to answer detailed questions about rationale for study, methodology, statistical analyses, and discussion/ implications/limitations of their study.
Following questions, committee members will conduct a closed evaluation of the student, dismissing both the student and the audience during this process.
Students defending their dissertation and thesis will need to schedule their defense meeting and submit their document to committee members at least two weeks in advance. At this time, students must also submit a proposal announcement form to the Chair of Graduate Studies, who will post the time, date, and location of the meeting via e-mail and in department and college postings.
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Reading Sample Theses
As you prepare for your thesis, you might want to get a sense of what you can accomplish in your finished product. Reading past theses can show you the scope and nature of well-done undergraduate projects. Because theses in different areas of psychology often look quite different, it will help you to examine several in the same general area you plan to conduct your research in.
The Psychology Undergraduate Office has hard copies of several prize-winning theses from the past five years that you may sign out to see what the best undergraduate work looks like. Above, you can browse the titles of past undergraduate theses to give you an idea of the topics of theses students typically write.
Only hard copies of recent prize-winning theses are currently available.
Please note: Recent theses stored in the Social Relations Library (which recently closed) are unavailable. Inquirers needing a thesis that is not listed in HOLLIS should contact the authors of theses directly to attempt to obtain a copy.
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Thesis and Capstone Requirements for Psychology Programs
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Updated August 17, 2022 · 4 Min Read
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In most psychology programs, the thesis and capstone function as a student's final assignment. These culminating experiences, while different in requirements, serve the same purpose: to demonstrate the depth of your learning, to measure achievement of program objectives, and to outline relevant research interests. Thesis and capstone projects synthesize your overall learning, taking the knowledge you've gained throughout your program and applying it to your own research. A thesis, which often requires more intensive research than a capstone, may span multiple years depending on the level of the psychology program.
Often involving scholarly and clinical research, these culminating projects may take place in professional psychology settings, such as private practices, clinics, or mental health treatment facilities. Regardless of setting, you'll almost certainly be required to document your work though extensive writing, typically in a long form research paper. This guide covers the major aspects of thesis and capstone projects, including topics, grading criteria, and presentation requirements.
What's the Difference Between a Capstone and a Thesis in Psychology Programs?
While the terms may sometimes be used interchangeably, a capstone and a thesis involve different types of work and feature certain key distinctions. A capstone often occurs as part of an undergraduate program, while a thesis generally occurs at the end of a graduate program. A capstone project attempts to address an issue in the field by applying existing knowledge toward a real-life problem (often in the form of fieldwork). A thesis seeks to create new knowledge through student research, trying to prove or argue a hypothesis, rather than just investigate a topic.
What Is a Capstone Like in Psychology Programs?
Psychology capstone format.
A psychology capstone takes place over the course of multiple semesters. During the first semester, students may lay the groundwork for their projects, determining areas of focus and exploring strategies for research. The next semester involves the completion of the capstone, which may take the form of a research project or an in-depth internship/practicum (or combination of both). Most programs require candidates to complete a research paper or some other type of intensive project, and students typically present their findings to peers and faculty members at the end of the capstone course. Students often complete their capstone independently, though some schools may allow for group work.
Choosing Your Psychology Capstone Topic
Networking with other professionals can serve you well when it comes time to complete your capstone. Again, your capstone may take place in a professional environment where you receive guidance from a supervisor, though a faculty member typically serves as your true capstone adviser. Capstone topics vary as much as the psychology field itself, but they almost always address a contemporary issue in the field that warrants further study.
Completing Your Psychology Capstone
A capstone may take the form of an in-depth research project or an internship or practicum, and you may choose which path to pursue. Regardless, you'll typically design a capstone under the supervision of a faculty member, who must approve your topic and format. To pursue an internship, you must determine an appropriate professional setting. If you already work in the psychology field or a related area, you may be able to intern at your current place of employment. If not, your psychology department should be able to connect you to various professional organizations that offer internship opportunities. When performing an internship, you'll likely need to record your experiences (for later presentation) through a journal or other written means. Some programs may even include seminar courses that enable you to reflect on your internship experiences with other students.
Presenting Your Psychology Capstone
After completing your capstone, many programs require you to present your findings to faculty members and program peers. A faculty panel, composed of a few psychology faculty or other department members, evaluates your presentation and may pose questions or critiques. Classmates in the audience may pose questions as well. Most capstone presentations include a visual element, such as a PowerPoint presentation, though this is not always required. Some programs may open capstone presentations to the public.
How Is a Psychology Capstone Graded?
Most psychology programs provide a rubric that outlines expectations and grading criteria for the capstone so students know what to expect before they present. Some schools may award a letter grade for a capstone, while others grade on a pass or fail basis. If you receive a failing grade, you'll typically be allowed to revise portions of your capstone and resubmit it for reassessment, or you may be required to retake the course and submit another capstone project.
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What Is a Thesis Like in Psychology Programs?
Psychology thesis format.
A thesis typically functions as a comprehensive, research-based paper that addresses a psychology topic. Completion time varies between programs and levels of study, but a thesis typically takes a year or more to complete. In many programs, the process begins with an introductory course that enables you to organize your ideas, develop a research topic, and obtain research methods and strategies. In general, most programs require you to complete your thesis independently, rather than in a group. Many programs also require you to present and defend your thesis.
Choosing Your Psychology Thesis Topic
To complete your thesis, you'll work under the supervision of an adviser -- a faculty or another member of the psychology department who guides you through the process of completing the thesis and who offers regular feedback on research. Networking prior to beginning your thesis can be useful both for establishing professional connections and identifying an appropriate adviser. Psychology thesis topics vary widely depending on your area of specialization, your research interests, and your adviser's field of expertise. A psychology thesis might examine anything from emotion regulation to cognitive performance to the development of intelligence.
Completing Your Psychology Thesis
Completing a thesis involves several steps. First, you'll need to develop a topic, which must be approved by your thesis adviser. Your adviser can work with you to determine whether a topic holds relevance to current psychological research and contains enough depth to sustain serious research. After arriving at a topic and determining the scope of your research, you must then perform your research and begin drafting your thesis.
Throughout the course of writing and research, you'll meet with your adviser to ensure that your thesis stays on track. Your adviser can offer guidance on research strategies, organizational advice, and critiques on your thesis draft, along with general tips for managing your time and workload. The documentation of your thesis research typically takes place entirely through writing, though it may involve other components depending on your area of specialty.
Presenting Your Psychology Thesis
Most programs require you to present your thesis to a small panel of experts (typically faculty and department members) in a process known as a thesis defense. While the name sounds intimidating, the thesis defense often serves as more of a formality, as your adviser will have already offered substantial critique of your work by this point. The thesis committee poses open-ended questions about the scope of your work and its implications to ensure you fully understand your research. Master's thesis presentations are typically closed to the public and may include a visual component, such as a PowerPoint or video presentation.
How Is a Psychology Thesis Graded?
Most programs grade theses on a pass/fail basis, and while some may provide a rubric outlining expectation of your research, it's uncommon to receive a letter grade. Many schools may offer special recognition for particularly strong theses. It's typically not possible to "fail" a thesis, since your adviser will inform you of any major problems and prevent you from presenting your work before it's ready. If the thesis committee determines your research needs more work, you'll typically have the opportunity to revise the project and defend it again at a later date.
- Clinical Psychology
For questions regarding admissions, please contact our Admissions Coordinator, Dr. Andrew Littlefield ( [email protected] ). For general questions regarding the Clinical Psychology Program, please contact the Director of Clinical Training, Dr. Jason Van Allen ( [email protected] ).
Aim 1: To provide students in our doctoral program with broad and general training in the field of psychology.
Objective 1: Students will gain the requisite knowledge covering the breadth of scientific psychology including the following discipline-specific knowledge areas: 1) history and systems of psychology; 2) affective aspects, biological aspects, cognitive aspects, developmental aspects, and social aspects of behavior; 3) advanced integrative knowledge of basic discipline-specific content areas; and 4) research methods, statistical analysis, and psychometrics.
Aim 2: To produce graduates who have the knowledge, skills, and attitudes to conduct and evaluate research.
Objective 2A: Students will gain the theoretical and empirical knowledge, skills, and attitudes to conduct and evaluate methodologically and ethically sound research.
Objective 2B: Students will gain the knowledge, skills, and attitudes to integrate science and practice into their research endeavors and their scholarship.
Aim 3: To produce graduates who have the requisite knowledge, skills, and attitudes to engage in evidence- based practice of clinical psychology.
Objective 3A: Students will gain knowledge in the scientific, methodological, and theoretical bases of the competencies associated with the evidence-based, ethical, and culturally informed practice of clinical psychology.
Objective 3B: Using their knowledge, students will gain skill in evidence-based assessment and diagnosis of dysfunctional behavior, problems in living, and interpersonal difficulties across settings and will do so with professionalism, self-reflection, ethicality, and interpersonal and cultural sensitivity.
Objective 3C: Using their knowledge, students will gain skill in evidence-based interventions for dysfunctional behavior, problems in living, and interpersonal difficulties across settings and will do so with professionalism, ethicality, and interpersonal and cultural sensitivity.
Objective 3D: Using their knowledge, students will gain skill in teaching.
Aim 4: To produce graduates who participate actively in professional service related to clinical psychology.
Objective 4: Students will identify with the specialty of clinical psychology, participate in their professional communities, and remain active in community and professional services throughout their careers.
The profession-wide competencies (PWCs) for which students receive training and on which they are evaluated include the following: • Research • Ethical and legal standards • Individual and cultural diversity • Professional values and attitudes • Communication and interpersonal skills • Assessment • Intervention • Supervision • Consultation and interprofessional/interdisciplinary skills
Training in clinical skills involves three major components. First, the psychological assessment component includes training in a wide variety of psychological tests and assessment instruments. Courses are selected from the following areas: intellectual and cognitive assessment, personality assessment, and assessment of psychopathology using standardized self report, interview-based, and other methods, child/adolescent assessment using a multi-method approach, and neuropsychological assessment.
The second component involves seminars in psychological intervention focusing on the theoretical and scientific basis of psychotherapy. This sequence begins with an introductory course in clinical interviewing and psychotherapy, along with subsequent advanced clinical training. One goal of these courses is to examine issues relevant to the integration of psychotherapy research and clinical practice. Students are also required to take a multi-cultural course. Options include a course focusing on ethnic minority issues and community interventions. There are a number of clinically relevant elective courses available, in addition to the required curriculum.
The third major component of the clinical practice training involves a sequence of on-site clinical practica (which take place in our Psychology Clinic) . The first practicum is part of the introductory clinical interviewing/psychotherapy course and includes training in basic aspects of clinical interviewing, such as establishing and maintaining a clinical relationship, as well as basic elements of empirically-supported interventions (with a particular emphasis on behavioral and cognitive approaches). The second practicum focuses on the clinical assessment and psychotherapy of adults, and a third practicum focuses on clinical assessment and treatment of children/adolescents and families. After these three practica, students continue taking advanced practica and/or participate in external practica experiences. Although these advanced practica involve further learning and consolidation of basic skills, they also involve developing more advanced skills, such as working with complex or comorbid cases, cases with organic or medical problems complicating treatment, couples therapy and group treatment approaches, and psychological, neuropsychological, and behavioral assessment. In general, the clinical practicum training seeks to develop a balance of intervention skills involving both standardized, manual-based protocols and individualized treatment planning. Weekly group and individual supervision often include reviews of videotaped assessment and therapy sessions.
Psychology Clinic All on-site practica involve seeing clients in the Psychology Clinic , located in a wing of the Psychology Building. It is one of the largest sliding-scale fee agencies for delivery of mental/behavioral health services in West Texas. Students are exposed to clients ranging from young children to adults, including a wide range of psychopathology such as anxiety and mood disorders, personality disorders, developmental disabilities, adjustment disorders, and juvenile delinquency. In addition to providing an excellent setting for training in assessment and psychological intervention, practicum training in the Clinic helps students gain experience in other aspects of professional functioning. For example, students learn to effectively interface with other health and mental health providers, including those from community agencies, private practice, and agencies affiliated with the University (e.g., the student health and student counseling centers). All of the therapy rooms are equipped for video recording.
Externships In addition to the formal clinical training, which is part of the doctoral program, many students take advantage of a number of additional opportunities for clinical training and further clinical experience both within the Department of Psychological Sciences and at sites affiliated with the department. Within-department opportunities include working as a co-director in the Psychology Clinic, and doing assessment interviewing, psychological or neuropsychological assessment, or psychotherapy in clinical research studies conducted by faculty or graduate students. Opportunities for further clinical training and experience at affiliated sites include paid positions in various departments at the Texas Tech University Health Sciences Center, work within the Lubbock and surrounding area school districts, work at assessment and treatment units of a detention or correctional facilities, and work with local clinical practitioners. All of these sites are closely linked to our program to ensure proper supervision and coordination with the student's doctoral training. Some of the regular opportunities for clinical training and experience include:
Center for Superheroes: Training in trauma-focused assessment and treatment.
Clinical Experience with Private Practitioners
Lubbock County Juvenile Justice Center
Lubbock-Crosby County Community Supervision and Corrections Department
Parent-Child Interaction Therapy (TTU PCIT Clinic)
Pediatric and Neonatal Intensive Care Units, University Medical Center
Southwest Cancer Center, University Medical Center
StarCare-Practicum in Developmental Disabilities
Texas Tech University Athletics
Texas Tech University Health Sciences Center, Departments of Family Medicine and Internal Medicine
Research training in the clinical program involves completing both methodology courses and original empirical research (research involving data collection).
Course work in research includes three required graduate statistics courses: Experimental Design, Advanced Correlational Methods and Factor Analysis, and one advanced course, including Multivariate Statistics or Structural Equation Modeling. In addition, all first year clinical students take a course in clinical research methods focusing on experimental and quasi-experimental design, psychometric concepts, and passive observational designs, all with particular application to clinical populations and research issues.
The second major component of research training involves completion of two original research projects: a thesis project and the dissertation. Both projects are designed and implemented with input, supervision, and monitoring from a faculty research advisor and thesis/dissertation committee. The research mentoring experience matches the student's level of training with the level of expectations for student input into the conceptualization, design, implementation, and analysis of the study. Thus, the level of independent student input to the conceptualization, design, implementation, and analysis of the study increases from the thesis to the dissertation.
Faculty within the clinical division conduct programmatic research that has attracted national attention. Areas of research presently being pursued by clinical faculty include personality assessment, assessment of child/adolescent psychopathology, cognitive development and social problem solving in children and adolescents, effects and treatment of child abuse and other trauma, neuropsychological assessment, development of clinical case formulations, anxiety and depressive disorders in children and adults, substance abuse, and child and adult health psychology. The clinical and research interests of each clinical faculty member are described on their Web pages .
Students interested in careers in academic settings may wish to obtain formal training and experience in the teaching of psychology courses. First year graduate students often assist a faculty instructor. Second year students are frequently employed as teaching assistants for the introductory psychology course, which involves teaching a small section of the class. During their first summer, graduate students receive formal training in the teaching of psychology via a weekly seminar. Opportunities also exist for advanced clinical students to assist in graduate courses (e.g., objective or intelligence assessment, advanced clinical practicum, introductory or multivariate statistics) and to teach a section of a more advanced undergraduate course (e.g., abnormal psychology, abnormal child psychology, child and adolescent psychology, developmental psychology, elementary statistics, physiological psychology).
Applicants who are admitted to the Clinical Psychology doctoral program are guaranteed financial support. This financial support is in the way of a 20-hour assistantship each semester. The assistantship is contingent upon being in good academic standing and making adequate progress through the program. Assistantships are generally in the form of research assistantships, clinical assistantships, and teaching assistantships. Teaching assistantships can be in the form of being the instructor of record for an undergraduate course (e.g., Psy 1300: General Psychology) or serving as a graduate level TA. Other employment opportunities include working as a Co-Director in the Psychology Clinic or being an assistant in the Undergraduate Advising Office. In addition to these assistantships, advanced graduate students qualify for assistantships through different practicum sites.
The TTU Graduate School also offers competitive scholarships and fellowships. Information can be found through their website: Graduate School Scholarships
Prospective students are also encouraged to visit the following TTU Graduate School webpage: Funding your education
Fall: Psy 5338: Seminar in Psychopathology Psy 5404: Intelligence Testing Psy 5480: Experimental Design Psy 5356: Seminar in Cognition and Cognitive Neuroscience Psy 6000: Master's Thesis
Spring: Psy 5447: Advanced Correlational Methods and Factor Analysis Psy 5345: Research Seminar in Clinical Psychology Psy 5318: Introduction to Clinical Psychology and CBT Psy 5302: Lifespan Development Psy 6000: Thesis
Summer: Psy 5101: Colloquium in the Teaching of Psychology Psy 5306: Seminar in Professional Ethics Psy 6000: Master's Thesis
Fall: Psy 5311: Introduction to Psychotherapeutic Intervention and Management Psy 5303: Developmental Psychopathology Psy 5327: Social Psychology and Emotion Psy 6000: Master's Thesis
Spring: Psy 5312: Introduction to Child and Adolescent Psychological Treatment Psy 5314: Beginning Child Practicum Psy 5301: Biological Bases of Psychological Function Psy 6000: Master's Thesis Psy 5367: Analysis of Repeated Measures and Intensive Longitudinal Designs, Psy 5448: Advanced Multivariate Analysis for Psychologists, or 5460: Structural Equation Modeling for Psychologists (choose 1)
Summer: Psy 5002: Advanced Practicum in Counseling and Clinical Psychology Psy 6000: Master's Thesis
Fall: Psy 5315: Objective Personality Assessment Psy 5002: Advanced Practicum in Counseling and Clinical Psychology
Spring: Psy 5398: Ethnic Minority and Community Interventions or Psy 5396: Multicultural Counseling Psy 5409: Clinical Neuropsychology Psy 5002: Advanced Practicum in Counseling and Clinical Psychology
Summer: Psy 5002: Advanced Practicum in Counseling and Clinical Psychology
Fall: Psy 5377: Behavioral Medicine Psy 8000: Dissertation
Spring: Psy 5105: Supervision and Consultation Psy 5350: History and Systems of Psychology Psy 8000: Dissertation
Summer: Psy 8000: Dissertation
Fall: Psy 5004: Internship Psy 8000: Dissertation
Spring: Psy 5004: Internship Psy 8000: Dissertation
Summer: Psy 5004: Internship Psy 8000: Dissertation
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Master of Science (MSc)
Giving students the knowledge they need for entry to a doctoral program, the Clinical Psychology (MSc Thesis) program is a vital rung in the ladder toward a research, academic or clinical career in psychology and health care. Accredited by the Canadian Psychological Association, the program is designed for those continuing on to the doctoral degree in Clinical Psychology at the University of Calgary. Clinical psychology is an evidence-based science that advances knowledge of the causes, prevention, assessment and treatment of psychological problems, along with the promotion of health and wellness.
Completing this program
- Courses: Students may take courses such as Psychopathology, Assessment, Psychotherapy, and Neuropsychology across a range of age groups.
- Thesis: Students will complete an original research thesis, based on a research collection, analysis and interpretation of original data.
- Research Proposal: Students must complete a master’s thesis proposal for thesis research.
Research, academic, or clinical career in university, health, and mental health settings.
Consistent with its goal of doctoral training, the program only admits MSc students who wish to pursue the doctoral degree in Clinical Psychology at the University of Calgary.
Students are required to prepare a thesis and successfully defend in an open oral defense.
10 core courses and clinical practica
Learn more about program requirements in the Academic Calendar
Two years full time; four years maximum
A supervisor is required prior to the start of the program.
See the Graduate Calendar for information on fees and fee regulations, and for information on awards and financial assistance .
Learn about faculty available to supervise this degree. A full list of supervisors accepting new students is posted on the Department of Psychology website in early Fall. Contact the program for more information.
Brae Anne McArthur
A minimum of 3.6 GPA on a 4.0 point system, over the past two years of full-time study (a minimum of 10 full-course equivalents or 60 units) of the undergraduate degree.
An honours degree in Psychology or equivalent from a recognized institution.
A statement of research and professional interests (max. 500 words), including the specification of prospective research supervisors from among current program faculty.
A research proposal.
Two academic letters
English language proficiency.
An applicant whose primary language is not English may fulfill the English language proficiency requirement in one of the following ways:
- Test of English as a Foreign Language (TOEFL ibt) score of 105.
- International English Language Testing System (IELTS) score of 7.5 (minimum of 7.0 in each section)
- Pearson Test of English (PTE) score of 75, or higher (Academic version).
- Canadian Academic English Language test (CAEL) score of 70 (minimum 70 in each section)
- Academic Communication Certificate (ACC) score of A- in each course.
- Cambridge C1 Advanced or Cambridge C2 Proficiency minimum score of 200.
- Duolingo English Test and obtaining a minimum score of 145* (with no sub-score below 125*). ( temporary until Fall 2024 intake )
For admission on September 1:
- Canadians and permanent residents: Nov. 15 application deadline
- International students: Nov. 15 application deadline
If you're not a Canadian or permanent resident, or if you have international credentials, make sure to learn about international requirements
Are you ready to apply?
Learn more about this program, department of psychology.
Psychology Graduate Program Faculty of Arts University of Calgary 2500 University Drive NW Calgary, AB, T2N 1N4
Contact the Graduate Program Advisor
Visit the departmental website
University of Calgary 2500 University Drive NW Calgary, AB, T2N 1N4
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Clinical Psychology Dissertation Topics
Published by Owen Ingram at January 3rd, 2023 , Revised On August 11, 2023
Clinical psychology is a highly popular area of research for Masters and PhD nursing students. A well-thought-out and appropriate clinical psychology dissertation topic will address trending issues in the field of clinical psychology. You can develop a clinical psychology dissertation topic or idea by addressing a certain clinical experience.
If you are a nursing student looking for an intriguing topic in clinical psychology, you will find all the necessary information on this page. So without further ado, here is our selection of clinical psychology dissertation topics that you can choose from.
- Cognitive psychology dissertationtopics
- Educational psychology dissertation topics
- Counselling psychology dissertation topics
- Social Psychology Dissertation Topics
- Criminal Psychology Dissertation Ideas
- Neuro Psychology Dissertation Ideas
- Consumer Psychology Dissertation Ideas
- How to Identify and Differentiate Treatment-Resistant Depression?
- Understanding the Reasons People Join the Military
- Comprehensive Treatment for Postpartum Mood Disorders
- Using a Meaning-Making Process to Cope with Death
- What Kind of Relationship Do Teenagers Have with Video Games?
- Depression vs ADHD in Young Children
- Severe and Chronic Mental Illness and Life Quality
- Analyze the views of cancer patients suffering from advanced stages and their partners
- What therapy is available to treat panic attacks and anxiety disorders?
- What treatments and medications work best to treat addiction?
- Describe the many medical approaches to treating insomnia
- Analyze the efficacy of antidepressant medications in therapeutic interventions
- Describe the most successful depression treatments
- How does post-traumatic stress disorder develop?
- Antidepressants: are they addictive? Describe their efficacy and any possible negative effects
- Is behavioural therapy the ideal kind of care for offenders?
- How could psychology be used to treat persistent pain?
- What clinical and demographic factors cause individuals with obsessions and compulsions to have poor insight?
- The educational process for clinical psychologists who sought out personal therapy: a narrative assessment
- Dialysis patients’ psycho-social adjustment to their cases of renal failure and the resulting treatment
- Within a bio-psycho-social paradigm of a psychosis episode, the experiences connected to the psycho-social formulation
- The experiences and how they relate to eating habits in maturity
- A cognitive paradigm for assessing major depressive disorder
- The difficulties in communicating sexual dysfunction symptoms after a heart injury
- What are the main causes of adult anorexia?
- Examine major depressive disorder (MDD) in the context of cognitive theory
- Describe the communication obstacles caused by sexual dysfunction after cardiac trauma
- What relationship exists between adult eating habits and experiences?
- Investigate the idea of body image and identity in people who have had a heart or lung transplant
- Describe the clinical and demographic characteristics that predict insight in people with compulsions and obsessions
- Define schizophrenia and list possible treatments
- What drugs and therapies can be used to treat phobias and paranoia?
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Something is mesmerising about the human mind. By writing clinical psychology-based dissertation papers, students can engage in formally conducting research on a variety of topics, including intellect, personality, addiction, relationship dynamics, and so on. Use these clinical psychology dissertation topics to start your academic research now!
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How to find clinical psychology dissertation topics.
To find Clinical Psychology dissertation topics:
- Study recent research in the field.
- Focus on emerging therapies or disorders.
- Address gaps in current literature.
- Consider ethical and practical aspects.
- Explore diverse populations or age groups.
- Seek topics aligning with your passion and expertise.
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172 Awesome Psychology Dissertation Topics For High Scores
An ideal dissertation topic should be clear, manageable, original, and relevant to your academic discipline. Primarily, the case ought to have enough information that will help you support your arguments. Unfortunately, many college and university students have difficulty coming up with exceptional topics, considering how detailed and time-consuming the brainstorming process can be.
On the bright side, we have the best psychology dissertation ideas to get you underway. If you are hungry for exceptional psychology dissertation topics, this article features over 170 hand-picked views to whet your appetite. Read on to get a taste of what we have to offer:
Dissertation Topics In Educational Psychology
- Discuss the measures that can help children with an anxiety disorder improve their performance in tests
- A qualitative study of how the concept of reflective practice can be in childhood learning
- Examine whether identifying a child’s learning style can help to improve outcomes
- Elaborate whether the attachment theory can explain the development of a subjective self in the child
- Explain the causes of increased anorexia rate in children
- Elaborate how operant conditioning works
- Define learning in educational psychology
- What brings about achievement gaps?
- Examine how listening to music affects a child’s cognitive skills
- Discuss the link between self-esteem and academic success
- Evaluate the importance of showing affection to children
- Examine if homosexuality is a psychological disorder
- Discuss fetishes and their related behavior
- Define childhood trauma and outline its effects
Dissertation Topics In Counseling Psychology
- Discuss the concept of attention span among children
- What is the distinction between explicit and implicit memory?
- Discuss language and speech development in children
- What is the role of color psychology in cognitive development studies?
- Which factors affect one’s problem-solving ability?
- What is the link between temperament and creativity?
- Explain how marriage alters your personality
- What is the relationship between prosaical behavior and personality?
- Is there any link between your choice of pet and your personality
Dissertation Topics In Industrial Psychology
- What are the psychological consequences of a hate crime?
- Discuss the role of psychologists in military interrogations
- Explain the psychological impacts of a miscarriage on a couple
- What are the effects of abortion on the emotional and mental well-being of women?
- Elaborate why attractive people often tend to have the upper hand at work
- What is the impact of homelessness on mental health?
- Elaborate whether there is a difference between depression in females and males
- Analyze the relationship between working memory and attention
- Explore the relationship between television and obesity
- Evaluate the role of the family in the socialization process of a child
- Effects of laughter on your emotional and physical health
- Discuss gender role and identity in children
- What are the health benefits of dreams?
- Elaborate the impact of dreams on one’s social life
- Do violent fantasies have any meaning in real life?
Psychology Thesis Topics List
- Examine what the Stroop effect says about one’s mind
- Analyze whether excessive social media use is comparable to drug addiction
- Is there are a link between your music taste and your personality?
- What effects does music have on your psychological response?
- How do colors affect a child’s learning?
- What are the best strategies to manage loss and grief?
- Discuss effective programs that can curb suicide among students
- Explain why depression seems to be more in women than in men
- Assess the most effective communication techniques with patients
- In what ways can breast cancer patients manage stress?
- Explain the neurobiology behind suicidal thoughts
- What factors contribute to deviant behavior in the workplace?
- Discuss mood disorders among young adults
- Elaborate how lying impacts your mental health
- How does age affect your memory?
- Explain the difference between the midlife crisis in men and women
- Highlight different ways to cope with grief
- What influence does genetics have on social relationships?
- Review the theory of behavioral game
- Elaborate how the frontal cortex executive function makes every human unique
- Evaluate a modular account of the brain by Fodor in the light of modern neuroscientific research
- Discuss the first signs of ADHD among children and adults
- To what degree can there be a change of personality over some time?
- Outline the mental and physical effects of marijuana use among healthy adults
- Define and discuss the theory of memory models
- Investigate how internet pornography impacts a generation of users
- Highlight the link between easy access to therapy and socio-economic status
- Explain the multiple dimensions of schizophrenia
- Look at the link between educational attainment level and self-motivation
- Investigate cults as social constructs
- What is the involvement of mood in the use of language?
- Analyze the effects of frequent exposure to computers on the proper development of attention
- Examine how a talent affect a sportsman’s popularity
- How does intelligence influence committed crimes?
- What are the pros and cons of cross-cultural relationships?
- Highlight the influence of social pressure on an individual’s morale
- Review the cognitive-behavioral theory
- Explain the link between mental games and a child’s cognitive skills
- Elaborate the role of sex hormones in the development of the brain during the puberty stage
- An overview of deep engagement relationship and friendship
- What is the difference between clinical and abnormal psychology
Mental Health Dissertation Topics
- A study of long term psychological effects of divorce on the adult children of divorcees
- What sort of mental health problems do prisoners face?
- Discuss the link between mental health and unemployment
- Examine how deteriorating mental health affects one’s physical health
- Address effects of television advertisements in the cognitive development of children in the U.S
- Investigate the role of social media friendships on deteriorating mental health
- Analyze the impact of emotional attachment on your mental well being
- Explain the impact of breakups on a man’s mental health
- How does social media play out in provoking aggression?
- What are the psychological and social impacts of virtual networks?
- Address the psychological impact of cyberbullying
- Discuss mental health and psychological resilience during the COVID-19 pandemic
Psychology Research Questions
- Examine different types of learning disabilities and how to manage them
- What is the link between performance and job satisfaction?
- Detail the effects f romantic jealousy in maintaining a committed relationship
- Analyze the role of anxiety in hyperalgesia
- Review the factors that influence ineffective training organization
- Examine dating violence and controlling issues affecting women
- Investigate stress responses in survivors of sexual abuse
- A case study of the attachment theory as it applies to family relationships
- Discuss impacts of ambiguity and job roles on behavioral disorders
- Address the effects of behavioral therapy on body image and weight loss
- What are the results of maternal stress on language acquisition among children?
Forensic Psychology Dissertation Ideas
- Which rules should psychologists follow when verbally interacting with criminals in court?
- Elaborate the credibility of the statement of a mentally challenged eyewitness
- What is the legitimacy and reliability of an eyewitness’s memory?
- What rules of conduct should be followed by forensic psychologists while in court?
- Discuss the role of upbringing in curbing the making of a serial killer
- Define internet policing and explain some valuable strategies to make it effective
- What is the role of video games, movies, and the internet in augmenting copycat crimes?
- Elaborate why society tends to neglect domestic violence inflicted on men
- What drives people into mass killings, and why is it so rampant in the U.S?
- Are there enough measures to reduce the risks of folks in special education ending up in the penal system?
- Explain how a role in law enforcement impacts an individual’s private life?
- Juvenile murders: Point out the factors that affect areas with high rates of murders committed by children
- Are prisons and the criminal justice system effective in rehabilitation?
- Discuss the factors that have contributed to the emergence of home-grown terrorism
Social Psychology Dissertation Ideas
- What is the influence of automatic effects of priming on complex behavior in real-life situations?
- Evaluate the contribution of emotion and reason in moral judgment through the social intuitionist model
- Discuss the enduring legacy of cognitive dissonance
- What are the effects of spanking on a child’s psychology
- Explain the effects and causes of attention deficit hyperactivity disorder in children
- Detail the reasons for antisocial behavior among young adults
- Discuss the early signs of a mental illness among infants
- Point out the leading causes of increased stress and depression in young adults
- Elaborate different types of torture, highlighting their impact on a child’s mind and adult life
- Explain the effects of video games and violent music on a child’s mind and behavior
- Examine different phases of a child’s growth and psychological development
- What effect does the birth order have on a child’s accomplishments and success?
- Detail the outcomes of a self-centered mother on a child’s mental health
- What are remedial and preventive measures that can curb childhood abuse?
- The introvert personality: What are the consequences of the introvert personality among children?
- Elaborate the relationship between negligence in parents and obesity among children
- Look into the psychological, ethical, and legal aspects of adoption
Clinical Psychology Dissertation Ideas
- Look into the major depressive disorder (MDD) within a cognitive framework
- Explain the barriers to communicating associated with sexual dysfunction following heart trauma
- What is the link between experiences and eating behavior among adults?
- Explore the concept of body image and identity among folks who have undergone a lung or heart transplant
- Highlight the demographic and clinical factors that predict insight in individuals with compulsions and obsessions
- Define schizophrenia and point out potential therapies
- What medication and treatments can treat paranoia and phobias?
- What therapies can treat anxiety disorder and panic attacks?
- Which medicines and therapies are effective in treating addictions?
- Discuss different clinical treatments for insomnia
- Examine the effectiveness of antidepressants in therapy treatments
- Explain the most effective practices utilized in treating depression
- What factors lead to post-traumatic stress disorder?
- Are antidepressants addictive? Discuss their effectiveness and potential side effects
- Is behavioral therapy the best treatment for criminals?
- In what ways can psychology be used to manage chronic pain?
Exciting Ideas For A Psychology Dissertation
- Elaborate how a sleeping disorder affects a sportsman’s stamina
- Discuss the prevalence of panic attacks in athletes and point out effective ways to combat them
- What are the potential adverse effects of steroids on the mental health of an athlete
- Highlight the significance of sports psychology in promoting mental health
- Which methods can athletes use to manage and control their negative emotions appropriately?
- Define the term team chemistry and explain how it can build a sound, supportive team
Dissertation Ideas Psychology
- Examine how group belonging influences a person’s behavior
- Explain how physical exercise can manage mood swings
- Define the link between psychology and mythology
- Discuss the basic techniques utilized in psychological research
- Look at compliance and obedience as a function of social status
- Highlight different ways to control aggression among youths
- What are the effects and causes of dehumanization in prisons across the U.S
- Analyze how human cloning can be a solution to childless couples
- Explain the concept of a double foot-in door and how it can manipulate someone
- Define the term Mood Freezing and elaborate its effects
- Is it true that geniuses are made and not born?
- What is the connection between the use of social media and the spike in cases of violence among young adults?
- Examine the impact of breakfast on a person’s overall day to day activities
- Revisit notorious human experiments in history and their ethical shortcomings
- Explain how different colors can enhance a person’s mood
- Explain the factors that contribute to dissociative orders
- Define the difference between mental disorders and mood disorders
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Graduate Catalog > Graduate Academic Programs by College > College of Liberal Arts > Department of Psychological Science > Clinical Psychology (MA)
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The Graduate Program in Psychology offers two options for students: Clinical psychology, and Experimental psychology.
Students with a master’s degree in clinical psychology, non-thesis option will be eligible to apply for licensure as a Psychological Associate and as a Professional Counselor in the state of Texas.
Students with a master’s degree in clinical psychology, thesis option will be eligible to apply for licensure as a Psychological Associate in the state of Texas and as a Professional Counselor in the state of Texas, with the election of three additional courses.
Both experimental and clinical psychology graduates are encouraged to transfer and continue their education in a doctoral psychology program.
To be admitted to the graduate program in clinical psychology, prospective candidates must first meet all requirements for graduate admission to UT Rio Grande Valley, as well as the other requirements listed below:
- Bachelor's degree from a regionally accredited institution in the United States or a recognized international equivalent in a similar or related field.
- Undergraduate GPA of at least 3.0 in the last 60 semester credit hours.
- GRE general test taken with preferred minimum scores of 153 Verbal and 144 Quantitative. GRE test scores are valid for 5 years.
- Three letters of recommendation from professional or academic sources.
- Essay (1500 words) detailing professional goals and reasons for pursuing the graduate degree.
Application for admission must be submitted prior to the published deadline. The application is available at www.utrgv.edu/gradapply .
Non-thesis option, required courses - 24 hours, clinical applications - 9 hours, designated electives for licensed professional counselors - 6 hours, supervised clinical practice courses - 9 hours.
PSYC 6364 must be taken twice. Students must complete 480 hours in PSYC 6368 .
Written Comprehensive Exam
Required courses - 27 hours, clinical applications - 6 hours.
PSYC 6364 must be taken twice. Students must complete 480 hours in PSYC 6368 .
Thesis - 6 Hours
Total Credit Hours: 48
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Interesting Topic Ideas For A Clinical Psychology Dissertation
So you have to write your final masters paper, and you don’t know where to start. Are you studying clinical psychology and looking for a mind-blowing topic? There are a number of topics you can choose from that are guaranteed to interest you and your audience. Below are some quick guidelines on choosing your topic.
Top tips for choosing a topic for clinical psychology paper
When writing your paper remember that choosing the right topic is key as you will undoubtedly be spending a lot of time on this one assignment.
To choose the right topic, follow these simple guidelines:
- Choose a topic that you are passionate about. Make sure you are interested in the topic as you will have to spend the best part of the year focusing one this one piece of work solely.
- Ask your favorite professor or assignment tutor. Talking to someone who you admire or respect is a great place to start because they will be on the same page as you and know what you are interested in.
- Look into faculty members topics of interests. Researching the topics your supervisors are passionate about will allow you to not only pick their brains but potentially include them in your paper.
- Look at other empirical dissertations that have interested you. By looking into these papers, you may find loopholes that involve further investigation, or there may even be topics to research in the discussion section of these papers.
- Look at literature reviews. Annual papers often contain areas of interest to students that are struggling to put their finger on their topic of interest.
- Don’t get too personal. Finally, do not choose a topic that is too close to your heart. If a member of your family or you has fallen ill then choosing a topic directly linked to this particular personal problem could be detrimental to your paper and therefore grade.
Let’s look at some examples
When choosing your topic for your clinical psychology dissertation look into these five options:
- Writing about a particular clinical experience (e.g. sports psychologist, the psychology of hypnosis in athletics, studies on sleep, etc.)
- Studying the demographics of a specific population or part of the world (e.g. feminism in certain parts of the world, integration of men and women in a specific part of the world, homosexuality or transgender people, sex changes/ personality changes etc.)
- Comparing specific studies could also benefit you as you will be able to explore two angles (e.g. where psychology, philosophy and religion meet, etc.)
- Choosing a topic that will directly aid your committee, professors or peers could be a very well received topic (e.g. introvert vs extrovert student behaviors, gender in the classroom, studies on dyslexia or other topics related to the human mind and its effects on studying at master’s level etc.).
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