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Graduate Program

Developmental Psychology

Developmental Psychopathology Training Track

The curriculum of the developmental psychopathology program is as follows:

Departmental Requirements

Students must fulfill the departmental quantitative and research methods, departmental distribution, and teaching requirements outlined in graduate handbook (PDF).

Core Courses

Students must also take the following core courses:

  • CSP 569 Developmental Theory and Research
  • CSP 562 Developmental Methods
  • CSP 575 Psychopathology I
  • CSP 576 Psychopathology II
  • CSP 570 Assessment I: Psychometrics

Developmental Psychopathology Elective Courses

Students must also take three of the following additional elective courses:

  • CSP 560: Family Processes in Childhood
  • CSP 566: Neurobiological Foundations
  • CSP 571: Assessment II: Individual Differences
  • CSP 572: Clinical Research Methods
  • CSP 583: Moral Development
  • CSP 586: Evidence-Based Child Psychotherapy 

Developmental Psychopathology Translational Placement

Students are also required to gain direct experience in a semester long, developmental psychopathology internship approved by the developmental psychology program faculty. 

Given the research orientation of this program, the goal of the placement does not involve opportunities to gain intensive skills in psychotherapy as would be the case in a clinical psychology program. Rather, the overarching aim is to advance student understanding of how to translate knowledge to formulate programs designed to improve the welfare of individuals, conduct the programs, and analyze their effectiveness.

Other Didactic Activities

In addition to attending and participating in the presentations in the monthly Development Psychology Brown Bag Lunch Series, students are also expected to participate in scholarly exchanges in the monthly Developmental Psychopathology Presentation Series.

Students are also encouraged to seek out other courses in substantive (e.g., Close Relationships Seminar, Emotion Seminar) and quantitative (e.g., Structured Equation Modeling) within the department as well as potentially relevant courses outside the department (e.g., Language and Cognition courses offered in the Brain and Cognitive Sciences Department).


Students are also expected to participate in one or more of the faculty members’ research program beginning in the first semester of the first year. As students progress through the program, they are expected to develop increasingly independent research programs that culminate in the defense of the dissertation.