Master of Science in Psychology

For consideration for the online master’s in psychology program, applicants must:

• Applicants must hold a bachelor's degree from a regionally accredited institution or the international equivalent. A GPA of 3.3 or higher is recommended. If you have questions about your GPA, reach out to an admissions counselor.
  We do a comprehensive review of all your application materials.
  Be located in a state in which PAU is authorized to provide online education.
• GRE scores are not required for admission to PAU master's degree programs. GRE scores will not be considered in the review of applications, even if students provide them.
• International students may apply for the program if they plan to remain in their home country while enrolled. PAU is unable to enroll students on a student visa into this program. 

Once all application materials have been received and reviewed, the University invites applicants who meet admission requirements to one-on-one interviews with a PAU faculty member or invites applicants who meet admission requirements to submit a self recorded video interview. Details will be provided in invite email.

Applicants typically receive their admissions decision four to six weeks after the interview.

Students in the Generalist, Tech and Mental Health, and Forensic Psychology concentrations will automatically be awarded the MS in Psychology degree upon successful completion of all graduation requirements.

Students in the PhD Prep Track who successfully complete all academic requirements are awarded the MS in Psychology degree. Those who complete the PhD in Clinical Psychology earn an MS in Clinical Psychology, which supersedes the previously-earned MS in Psychology.

Students in the PhD Prep Concentration who meet academic qualifications may interview for admission to the PhD program during the summer after their first year.

Those who are offered and accept admission to the PhD program begin PhD studies during the summer quarter after completing their master's coursework.

Admission to the PhD program is selective, and admission is not guaranteed. 
Each student must interview with the MS to PhD bridge faculty.

Those continuing to the PhD program, an on-campus program, need to relocate to the Palo Alto area. Students begin PhD coursework during the summer quarter, completing two online courses that are prerequisites for clinical work in the PhD program: Psychometric Theory (4 units) and Introduction to Psychotherapy (3 units).

MS in Psychology students accepted into the PhD program are expected to start their clinical work during the fall quarter of the first year of their PhD program. By that time, they must have completed the two summer courses listed above and also pass the clinical foundations competency exam, which is typically given in late August, and the research competency exam (at either the beginning or end of the summer).

The program offers four concentrations, all offered in a synchronous, online format.

• Technology and Mental Health Concentration (6 quarters)
• Generalist Concentration (6 quarters)
• Forensic Psychology Concentration (6 quarters)
• PhD Prep Concentration (7 quarters)

All four concentrations require the same application materials and process.

The MS Psychology program consists of 37.5 or 47 quarter units of coursework, depending on the chosen concentration. There is no thesis requirement. Courses are taken over six or seven consecutive quarters (including summer) beginning only in fall quarter.

	Units	Quarters
PhD Prep Track	47	7
Generalist Track	37.5	6
Forensic Psychology Track	37.5	6
Tech & Mental Health	39	6

 

Students take two or three courses during most quarters. Students in the PhD Prep Concentration are required to travel to Palo Alto for a one-week intensive course in clinical interviewing.

Sample Schedules
For course descriptions, please see the Palo Alto University Catalog.

General Graduate Degree Requirements

Students seeking clinical practice and Marriage and Family Therapist (MST) or Licensed Clinical Counselor (LPCC) credentials should apply to PAU’s MA in Clinical Mental Health Counseling, which provides a path to licensure in many other states and countries.

What is the transfer policy?

Graduate Level	Only graduate-level courses are acceptable for transfer credit. A graduate-level course is any course for which a student received graduate credit at their previous institution(s). This may include graduate-level courses the student took as an undergraduate.
Acceptable Grades	A grade of “B” or better is required in a graduate-level course to be acceptable for transfer credit.
Accreditation	Previous graduate work must have been completed at a regionally accredited institution. International coursework must be in English in order to be evaluated for transfer.
Time Limit for Requesting Transfer Credit	Requests for transfer of units must be completed by the posted deadline.
Maximum Units	A maximum of five units may be transferred into the MS program. If a student receives a waiver of courses beyond the transferable units, they must take elective units to meet the total unit requirement for graduation from PAU.
Units Awarded	Any course can only transfer in the number of transfer units equal to the comparable course at Palo Alto University, despite the number of units previously assigned to the course. The number of units of a course the student wishes to transfer must be equal to or greater than the units of the corresponding Palo Alto University course. Palo Alto University operates on quarter academic terms. Semester credits will be converted to quarter units for evaluation using a 1.5 quarter unit per 1.0 semester unit conversion.
Course Obsolescence	Theory (T courses) may be considered for transfer if they have been completed within ten years prior to the time of matriculation at PAU. For all other courses, courses must have been completed within five years prior to the time of matriculation at PAU.
Syllabi	Students must provide a syllabus/syllabi for the course(s) they would like to transfer. Course descriptions are not acceptable.
Appeals and Exceptions	Credit transfer decisions may be appealed in writing to the Curriculum Committee.

 

 

Students may not receive transfer credit for any additional courses, including electives.

Students can complete the MS from any authorized US state. Please review PAUs list of unauthorized states. If you are located in an unauthorized state, we will not be able to consider your application for admission. If you live outside of the US, you may apply and complete the program from your home country.

The PhD prep track is 47 units, and the terminal degree is 37.5 units (one quarter shorter than the PhD prep program).

Students who complete the MS terminal degree but decide not to pursue a PhD may choose from many diverse career options, including positions in teaching, research, education-related publishing/media, healthcare, and business.

The MS is a degree in psychology, while the MA is a degree in counseling. Therefore, the content of classes is quite different. The psychology coursework covers a range of psychology topics, and the year one curriculum is similar to our PhD coursework. Students also receive more exposure to research. The MA courses are specific to counseling and prepare students for a license as a Marriage and Family Therapist (MFT) or Licensed Professional Clinical Counselor (LPCC). Classes cover counseling-specific theories and practice with less emphasis on research methods.

Students who earn the MS do not qualify for any particular license upon graduating, while MA graduates can apply for and work toward a counseling license.

The MS offers a preparatory track to our PhD program, while the MA does not feed into either of our doctoral programs.

Completion of the MS in Psychology does not satisfy the educational requirements to pursue licensure. If you are interested in obtaining a license, you may want to check out our MA in Counseling or our Clinical Psychology doctoral degrees.

The MS in Psychology program was developed specifically to give students an opportunity to demonstrate that they have the ability to handle doctoral-level work at Palo Alto University. The hope is that every student admitted to this program in the PhD Prep Concentration will successfully transition to the PhD program. The Student Progress Committee meets quarterly, approximately two weeks after grades are submitted, to review the progress of all students in the program. Their goal is to identify and provide guidance to any students who may be encountering problems.

Students who wish to continue to the Palo Alto University PhD program will complete a brief application. Interest in and qualifications for the PhD program are discussed with the program director and advisors during the first year of studies. Each student must interview with the MS to PhD bridge faculty.

Qualified MS in Psychology students receive conditional PAU PhD program acceptance letters in the fall of their second year, after completing the MS to PhD interview process. The final offer of acceptance is based on grades earned during the second year of coursework and passing competency exams after completion of all MS in Psychology coursework.

Students must complete all seven quarters of the program, maintaining a minimum GPA of 3.0 with:

• No failing grades
• No more than one B-minus
• No more than one incomplete

Students complete master's coursework by the end of the spring quarter and are then notified when to take their competency exams.

Those continuing to the PhD program, an on-campus program, need to relocate to the Palo Alto area. Students begin PhD coursework during the summer quarter, completing two online courses that are prerequisites for clinical work in the PhD program: Psychometric Theory (4 units) and Introduction to Psychotherapy (3 units).

MS in Psychology students accepted into the PhD program are expected to start their clinical work during the fall quarter of the first year of their PhD program. By that time, they must have completed the two summer courses listed above and also pass the clinical foundations competency exam, which is typically given in late August, and the research competency exam (at either the beginning or end of the summer).

The PhD program is a total of five to six years, with most students averaging completion in five-and-a-half years. Students who complete the PhD Prep Track and are admitted to the PhD, enter into year two of the PhD program after completing the MS program. In total, they will spend two years in the MS program and four to five years in the PhD program, totaling six to seven years. Note that MS students must apply and be admitted to the PhD program. Admission upon graduation with a master's degree is not guaranteed.

Having an MS in Psychology with an emphasis in forensic psychology affords the same career opportunities as a general MS in Psychology, such as teaching, research, education-related publishing/media, healthcare, and business. However, a forensics emphasis also allows for unique possibilities in the criminal justice system. For example, some correctional facilities in need of psychologists will hire master's-level mental health professionals if they also have a forensics background

Students who select the forensics emphasis will complete units of forensics electives rather than other offered electives.

PSYS 540 Technology and Mental Health for Children and Adolescents: 1.5 units

With the rise of new technologies our society is being transformed and children and adolescents will be affected both positively and negatively by these technologies. Clinicians working with children and adolescents often advise parents on what to do with their children's technology use (e.g., screen time, cyberbullying, video games, etc). Developing a science-based view of the impact of the new Information and Communication Technologies on the children and adolescents development could help clinicians provide better recommendations for parents.

Additionally, technologies can be specifically designed to treat and prevent mental health disorders in children and adolescents. Even more, Behavioral Intervention Technologies (BITs) may have the capacity to expand delivery models and/or increase the outcomes of therapy. BITs are defined as mobile and electronic interventions that incorporate a variety of technologies, such as mobile phones, the Internet, and virtual reality, in order to assist users in altering behaviors and cognitions related to mental and physical health wellness (Mohr, Schueller, Montague, Burns, Rashidi, 2014).

Emphasis will be placed on treatments designed to be effective with the most commonly occurring pediatric and adolescent health conditions and mental disorders. New professionals trained for the future of mental health care will require to be familiarized with the evidence for and utilization of BITs such as virtual reality, artificial intelligence, Internet interventions, mobile health, wearables, etc.

 Course Learning Outcomes

• Understand the attitudes towards technology present in youth, parents and mental health professionals
• Develop a critical view of the impact of the new Information and Communication Technologies on the children and adolescents development.
• Understand the impact that new technologies have on youth development, including recommendations that clinicians can give parents on how to deal with technologies.

Describe the main Behavioral Intervention Technologies (BITs) with empirical support for children and adolescents, including apps, websites, and videogames. 

PSYS 541 Evidence-based Digital Interventions to Reduce Health Disparities: 1.5 units 

The course will focus on how to blend psychology and technology to help the greatest number of people possible worldwide. Mental Health professionals in the 21st Century will increasingly use digital tools to enhance the effectiveness of their interventions and to expand their reach to serve those currently underserved, including those who do not speak English. These tools have the potential to reduce health disparities and reach diverse populations.

We will examine the growing number of online psychological interventions for health (Websites, mobile applications, and other digital tools) that have been shown to be effective in formal outcome studies. Therefore, the course will be particularly useful to students interested in working in tech and health companies.

 Course Learning Outcomes

• Differentiate between the concept of consumable vs. non-consumable interventions
• Identify characteristics of internet evidence-based interventions
• Understand the ethical and legal issues in the practice of psychology, with a focus on the use of technology
• Demonstrate how to evaluate the relevance of published studies for diverse populations

PSYS 542 Principles of Multimedia Learning for Product Design: 1.5 units

Designing effective digital products such as educational videos and interactive educational modules requires an understanding about how people learn. This course introduces students to the Cognitive Theory of Multimedia Learning (CTML), a theory about how people learn and process information. Students will also be introduced to evidence-based principles that can be used as a framework when designing multimedia content.

We will examine the evidence about the effectiveness of the principles of multimedia learning, design/create two digital products and evaluate existing digital products. The core part of the course will focus on the CTML and principles of multimedia learning, however, there will be a brief introduction to other design frameworks such as Backward Design and ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Students will also receive a brief introduction to UX Design.

 Course Learning Outcomes

• Demonstrate foundational knowledge of the Cognitive Theory of Multimedia (CTML) Learning and Principles of Multimedia Learning.
• Apply the CTML and Principles of Multimedia Learning as a framework to design two digital educational products, a video and an online interactive module.
• Students will use the CTML and Principles of Multimedia Learning as a framework to evaluate existing educational videos.
• Students will annotate bibliographies based on Principles of Multimedia Learning research publications to further expand their knowledge of these principles.
• Students will demonstrate understanding of additional design theories that they could further explore after the course has ended.

PSYS 543 Mental Health and Design in the Digital World (User Experience): 3 units

This course is designed to introduce students to concepts, considerations, and research at the intersection of mental health and digital product design.  It intends to help encourage critical thinking about mental health and design in the digital world, drawing on theories and concepts from clinical psychology, social psychology, and associated disciplines.

It will also provide an introduction to skills and strategies necessary for user-centered design of digital mental health products, including user experience interviews, survey design and qualitative data analysis.

 Course Learning Outcomes

• Students will be able to describe different UX/UI approaches, and best practices with respect to design research and implementation strategies.
• Students will create effective UX surveys and interviews to gather quantitative and qualitative data about product design.
• Students will build or enhance skills related to interview and focus group approach, style and pacing.
• Students will apply data analysis techniques specific to design research and evaluation.

Up to 13.5 units are transferable between the MS and MA, including:

• Psychopathology I
• Psychopathology II
• Diagnosis and Treatment Planning I
• Diagnosis and Treatment Planning II
• Clinical Interviewing
• Research Methods
• Research and Program Evaluation

Other classes may be reviewed on an individual basis.

Absolutely. The MS program takes place completely online. Students on the PhD prep track will have to come to Palo Alto for a one-week residency. The program has had students from across the U.S., Canada, Europe, Asia, Africa, Australia, Middle East, and South America.

The program is completely online. However, students in the PhD Prep Track need to complete the one-week intensive residency on campus. Students seeking the terminal MS are able to complete the entire program online.

Currently, there is no direct transfer from the MS to the PsyD. However, the MS does serve as a preparatory program for our PhD in Clinical Psychology. Interested MS students may apply to the PhD during their first year.

If an MS in Psychology PAU student is admitted to our PhD program, they will enter into year two of the PhD program upon successful completion of their required 47 units.

International students living in the U.S. with F-1 status are not currently eligible to apply for PAU's MA in Counseling or MS in Psychology, but they can maintain their F-1 visa status with enrollment in our doctoral or undergraduate programs. More information about our international student services is available here. Prospective international students living in the U.S. are encouraged to contact this department with further questions.

No. The APA does not accredit master's degrees. Therefore, it is not possible to obtain APA accreditation for the MS in Psychology degree. The program is accredited by the WASC Senior Colleges and Universities Commission (WSCUC). PAU's PhD program is accredited by the American Psychological Association and has been since 1988. We also offer a PsyD in Clinical Psychology through a consortium with the Stanford University School of Medicine Department of Psychiatry and Behavioral Sciences which is accredited by the APA. The MS does not transition into the PsyD.

Faculty Advisors

All students in the MS in Psychology program are assigned an academic advisor upon entry into the program. The primary role of the advisor is to assist with academic planning and to provide guidance on any personal or interpersonal issues that may arise. Because learning online can present unique challenges, academic advisors also serve as online success coaches, checking in with students monthly by phone, email, or both. The first meeting with an advisor is in an online video chat format. PhD Prep Concentration students and advisors meet face to face during the one-week intensive course at the PAU campus in Palo Alto. Throughout the program, students also have quarterly meetings to ensure that all their needs are being addressed. Students are strongly encouraged to be proactive and contact their advisors as soon as they have questions or if any difficulties arise.

At the beginning of the program, all students attend an orientation via web conference to ensure that everyone starts out on the same page with respect to academic expectations, online learning formats, available services, where to turn when needing assistance, etc.

Student Assistant Advisor

A student advisor is available for help, support, and proctoring. The student advisor is a PhD student who has successfully completed the MS in Psychology program online.

Student Feedback

Students are required to submit written evaluations of all courses each quarter. This informs the PAU faculty and administration of our strengths and weaknesses as we strive to deliver the best possible program.

Video Conferencing Orientation and Advising Sessions

A live orientation is available and required before courses start. In addition, the Student Assistant Advisor and the program director schedule quarterly video conferences. Moreover, the program director is available throughout the program for individual academic advising sessions.

Academic Resources and Administrative Support

Whether enrolled in an on-campus or online program, all students are members of the PAU community and have access to the full range of student services, including:

• Research Library
• Office of Student Services
• Office of Financial Aid
• Student Organizations

What should I include in my statement of purpose?

Formatting:

• 2-3 pages
• 1.5 line-spaced
• 12-point font
• 1-inch margins

The paper should include:

A brief autobiographical sketch, including what led to an interest in a psychology graduate program. Details of goals and purpose in applying to Palo Alto University and how this applies to future career goals. Strengths and accomplishments thus far that have prepared the applicant for graduate psychology education.
Personal qualities that will be important assets as a psychologist or in your chosen career field.

What are you looking for in the statement of purpose?

The most important piece of advice is to respond to the questions asked in the prompt and to adhere to length and style requirements. Beyond that, the statement of purpose is the primary way for the Admissions Committee to hear your voice. There is no need to rehash your resume – take the opportunity to talk about your passions and interests specific to psychology.

You are welcome to address personal circumstances or hardship in your application if it helps frame your interest in the field. Please remember, however, that your statement of purpose is not a diary entry or a counseling session. 

Oversharing can raise concerns about boundary issues and personal judgment. If you address a past hardship, we encourage you to provide analysis and self-reflection of the situation, rather than just a description of what happened. If the situation is too fresh, and you feel you cannot distance yourself enough to provide analysis yet, it may be best to choose another topic for your statement of purpose.

With the exception of the summer clinical interviewing course in Palo Alto, the courses are didactic in nature and do not include an applied clinical component. That is why the specific degree associated with the program is an MS in Psychology, not clinical psychology, even though some of the content is relevant to clinical psychology.

The curriculum for this online program is similar to the first year of Palo Alto University's residential PhD program, and many courses are taught by the same faculty members as the on-campus program. This ensures high-quality instruction in both the online and on-campus programs. PAU's institutional data indicate that the performance of students in the online PhD Prep Concentration is comparable to that of students taking the same curriculum on campus.

Students take two or three courses during most quarters. Students in the PhD Prep Concentration are required to travel to Palo Alto for a one-week intensive course in clinical interviewing.

Canvas

Some portions of each course are completed on the student's own time, at their convenience via Canvas, an educational technology company that hosts courses and course materials in a web-based learning management system. Many classes use PowerPoint slides accompanied by lecture notes. A number of classes include an audio track so students can listen to the instructor. Readings in PDF format and streaming or video downloads for all classes are available through the learning management system.

Interaction at Scheduled Times

Courses also include chat rooms, video conferences or conference calls, which individual instructors schedule at times that work for their enrolled students. Real-time classes typically take place after 4 pm Pacific time on week days. 

Assessing Online Coursework

Student performance is assessed in a number of ways, including exams, papers, and project assignments.

Computer and Equipment Requirements

A computer with internet connection is the virtual campus for this program. Students will need access to a reliable computer with an internet connection to participate. A powerful computer with a DSL or cable modem connection is recommended to participate in online classes and download course materials. Students also need a working microphone and speakers to join video and phone discussions.

Online Teaching Methods

Palo Alto University uses a number of methods to accomplish the program's educational goals. Every class includes real-time interaction in a virtual classroom as well as materials that students read and complete on their own. Instructional techniques include:

• Weekly evening remote classes in a virtual Zoom classroom. Instructors share a screen with all students simultaneously and the class members can engage in discussion while viewing the same materials.
• Threaded discussion groups, where students discuss course materials with each other and the instructor.
• Chat rooms or conference calls hosted by the professor that provide a forum for questions and dialog.
• Audio and video conferencing.