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Personal Statement

All applicants must include a personal statement that addresses the following question:

Please describe how your background and academic experiences have influenced your decision to pursue a graduate degree and led you to apply to Penn. Your essay should detail your specific research interests and intellectual goals within  your chosen field. Please provide information about your educational trajectory, intellectual curiosity and academic ambitions. If you have overcome adversity and/or experienced limited access to resources or opportunities in your field of study, please feel free to share how that has affected the course of your education. We are interested in your lived experiences and how your particular perspective might contribute to the inclusive and dynamic learning community that Penn values and strives to create.

The personal statement helps us evaluate the fit between your interests and skills and the Penn Psychology program. It should describe why you want to pursue a PhD in Psychology, why Penn is the right place for you to do it, what sorts of skills and experiences make you qualified to pursue a PhD in a research-intensive Psychology program like Penn’s, what kinds of questions you are interested in studying, and who on the faculty you would like to work with. Applicants are strongly encouraged to contact potential advisors in advance of writing the personal statement, to ensure that the research questions the applicant hopes to pursue are a good fit with research topics Penn faculty are working on. If you hope to study a question that members of our Psychology Graduate Group are not interested in pursuing, then Penn would not be a good fit for you. Please also look at the websites of faculty members whose labs you would like to join; they might have additional instructions for information they would like you to include in the personal statement. The personal statement is typically around two pages, single-spaced.

Master of Applied Positive Psychology

The first in the world, and always ahead of the curve

Rapidly becoming one of psychology’s most transformative fields, positive psychology is the scientific study of the strengths that enable humans and organizations to flourish. The Master of Applied Positive Psychology (MAPP) program at the University of Pennsylvania was the first in the world to offer a degree in this rigorous field of study. Dr. Seligman, founder of the discipline of positive psychology, along with leading researchers and practitioners educate students at the cutting edge of the field.

Our program's  hybrid model allows you to explore the theory and practice of positive psychology without relocating to Philadelphia, so you can continue working full-time. The low-residency format consists of 10 required on-site visits to the University of Pennsylvania campus in Philadelphia, where students and faculty gather for intensive weekends of learning and networking. Whether you are a credentialed professional seeking to transform your workplace or career or are building a foundation for further graduate study, the MAPP curriculum allows you to apply the topics most relevant to your interests and goals.

We look forward to speaking with you about the exciting opportunities at MAPP.

Make a difference in the world with the science of well-being

Hear from program staff, alumni, and current students about how the Master of Applied Positive Psychology creates a unique community that comes together to learn the theory and tools of positive psychology and enables immediate change in the lives around us.

If you are having trouble viewing this video, you can  watch it on YouTube .

Master the history, theory, and research methods of applied positive psychology

Students in the Master of Applied Positive Psychology program take a series of courses during one year of full-time study. The program begins in the fall with an introduction to essential concepts in positive psychology, as well as research methods and the factors that contribute to well-being among individuals, groups, and communities. In the spring semester you learn how to apply positive psychology in institutions such as workplaces, schools, and nonprofits; understand the role of the humanities in cultivating well-being; learn resilience skills for individuals; and design positive interventions for a real organization. Finally, the summer capstone project allows you to apply everything you have learned in the program to the professional or research area that is most significant to you.

See courses and curriculum >

The Master of Applied Positive Psychology faculty

The MAPP faculty team is made up of preeminent scholars and practitioners in positive psychology, including one of the founders of the field, Dr. Martin Seligman. Dr. Seligman is the former president of the American Psychological Association and the author of many books, including  Learned Optimism, Authentic Happiness , and (with Christopher Peterson)  Character Strengths and Virtues: A Handbook and Classification . Other principal faculty members include program director Dr. James Pawelski, Dr. Karen Reivich, and Dr. Allyson Mackey.

See MAPP faculty >

Application deadline

MAPP admits students for fall terms only. The application deadline is March 1 of the year in which you intend to enroll.

MAPP information session

Meet our program team and learn more about the MAPP curriculum, application process, faculty, and more.

Student & alumni stories

“Coming to Penn was one of the best decisions I ever made because it shaped the trajectory of my life.” - Eunbit Hwang, MAPP '14

Ready to apply to MAPP?

Have a question about MAPP?

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Joint Doctoral Degree in Marketing and Psychology

The Joint Doctoral Degree in Marketing and Psychology is a program offered between the Marketing Department in Wharton and the Psychology Department in the School of Arts and Sciences, to engage students in study between the two departments. This program adds to the interdisciplinary nature of Penn and provides students a unique opportunity to get rigorous training in both disciplines along with a competitive advantage on the job market. For Marketing students, the joint degree offers systematic exposure to a basic discipline. For Psychology students, it offers training in consumer behavior research.

The Requirements to enter the Program

(1) Apply and be accepted to one of the doctoral programs (i.e., the “home” department (Psychology or Marketing) (2) Once accepted into a home department, apply to the Joint Degree Program. In order to apply to the Joint Program, the following application materials need to be emailed to the Director of the Joint Program, currently Barbara Mellers ( [email protected] )

• Letter of Application expressing interest in the program, what you would like to study, and how the degree will help you.
• Transcripts
• Letter of good standing from home department. For new students (first year) from either program, this is not necessary. For students who have been in a program for one year or more, get a letter from the Director of Graduate Studies from your home department. For Psychology Students applying to the Joint Degree Program, please submit a letter of support and good standing from the Psychology program director.

Once students have been admitted into the Joint Degree Program, they will receive a Degree Requirements Checklist. Students will meet with their advisor annually to go over the Degree Requirement Checklist. A student who wishes to pursue the Joint Degree Program will have more requirements than a student in either department, but greater flexibility in the timing of courses and exams to manage those requirements.

The Joint Degree Program requires:

• 15 CUs for Marketing Students and
• 20 CUs for Psychology Students

Academic Requirements:

• MKTG 9400 (0.5 CU) – Measurement and Data Analysis in Marketing – Part A 
• MKTG 9410 (0.5 CU) – Measurement and Data Analysis in Marketing – Part B
• MKTG 9420 (0.5 CU) – Research Methods in Marketing – Part A 
• MKTG 9430 (0.5 CU) – Research Methods in Marketing – Part B
• MKTG 9500 (0.5 CU) – Judgment and Decision Making Perspectives on Consumer Behavior – Part A
• MKTG 9520 (0.5 CU) – Consumer Research Topics – Part A
• MKTG 9540 (0.5 CU) – Economic/OR Models of Marketing – Part A
• MKTG 9560 (0.5 CU) – Empirical Models in Marketing – Part A
• 3.0 CU Supervised Research in Psychology (PSYC 6990 – Individual Research for First-Year Graduate Students ) – taken in 2 consecutive semesters (1.0 CU in one semester and 2.0 CU in the other).
• 3.0 CU “ Proseminars in General Psychology” (PSYC 6000) –   distributed equally from Mind, Brain, and Individual/Group areas
• 2.0 CU of Statistics Courses – One must be PSYC 6120 (1.0 CU) – Introduction to Nonparametric Methods and Log-linear Models  (which is also offered as STAT 5010) ,
• ECON 7010 (1.0 CU) and ECON 7110 (1.0 CU) – Microeconomic Theory I & II OR
• ECON 6100 (1.0 CU) – Microeconomic Theory and ECON 6110 (1.0 CU) – Game Theory and Applications , OR
• BEPP 9500 (1.0 CU) – Managerial Economics
• Marketing Qualifying Exam done in the year when most marketing courses are taken which is typically Year 1 or Year 2
• Psychology 6999 Research Paper – to be completed during the period that a student takes the three PSYC 6999 credit units.
• Psychology Qualifying Exam consisting of two research papers and an oral defense.
• 2 Research Papers for Marketing  -The two Marketing research papers can also be used to fulfill the PSYC 6999 requirement and one of the Psychology Qualifying exam papers.
• Teaching Assistant responsibilities in accordance with the home departmental expectations – which differ for Marketing students and Psychology students.
• Dissertation   The student must have two dissertation committee members from each department and the Advisor should be from the student’s home department. As a Joint Degree student approaches dissertation status, he or she should review dissertation formatting policies for both programs. Marketing students register for MKTG 9950 –  Dissertation  and Psychology students register for PSYC 9950 –  Dissertation.
• 7 CUs Electives or Independent Studies (PSYC 9990 – Individual Study and Research ) for Psychology Students only
• 2 CUs Electives or Independent Studies (MKTG 9990 – Independent Study ) – for Marketing Students only

*Note: The University does not allow students to triple count courses for multiple degrees (i.e., you cannot count a course toward your Masters, course of study PhD, and joint course of study PhD). For Marketing home department students, questions can be sent to Gidget Murray, Wharton Doctoral Director, ( [email protected]). For Psychology home department students, questions can be sent to Psychology Director of Graduate Studies ( [email protected] ), who currently is Russell Epstein.

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Applied Positive Psychology, MAPP

Rapidly becoming one of psychology’s most transformative fields, positive psychology is the scientific study of the strengths that enable humans and organizations to flourish. The Master of Applied Positive Psychology (MAPP) program at the University of Pennsylvania was the first in the world to offer a degree in this rigorous field of study. Dr. Martin E.P. Seligman, founder of the discipline of positive psychology, along with leading researchers and practitioners educate students at the cutting edge of the field. The MAPP curriculum is designed to educate you in the history, theory and research methods of positive psychology, as well as its application in professional settings.

For more information: https://www.sas.upenn.edu/lps/graduate/mapp

The program consists of nine courses, completed in one year of full-time study during consecutive fall, spring and summer semesters.

• During the fall semester, you will begin the program with courses that focus on the science, research and theoretical underpinnings of positive psychology, giving students a strong foundation to build on throughout the remainder of the program.
• The spring semester courses offer content to help you learn how to apply positive psychology in various professional settings, including creating a plan for positive interventions in a real organization.
• The capstone project, which is completed during the summer semester, allows you to integrate what you’ve learned throughout the program, and apply it in the professional or research domain most significant to you. It often serves as a stepping stone to the application of positive psychology in a particular professional domain or to further research in a specific area. 

The capstone project is a distinguishing feature of the Master of Applied Positive Psychology program, blending academic and professional experiences and serving as the culmination of your work in the program. Through the capstone project, you will explore, in depth, the theories and practical applications you’ve learned in the program, to advance the field of positive psychology itself. If you are interested in exploring more capstones, you can visit Penn's Scholarly Commons website to  browse project abstracts  or  download full projects .

The capstone is completed during the summer semester and has no on-site course requirements. You will conduct this project work independently, with your advisor’s ongoing guidance, in a setting that is significant to you and most relevant to your future professional goals.

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2023 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

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• JD/PhD Psychology

The JD/PhD Program is an in-depth, cross disciplinary path designed to expose lawyers and psychologists to the growing number of issues that involve both fields, such as competence, mental illness, and incapacity, and the field of behavioral law and economics.

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• JD/MBA (4 Year)
• JD/MBE Bioethics
• JD/MSSP Social Policy
• JD/MS Nonprofit Leadership
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• JD/MA or MS Criminology
• JD/MD Doctor of Medicine
• JD/MSE Engineering
• JD/MCP City & Regional Planning
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• JD/AM Islamic Studies
• JD/PhD Legal Studies and Business Ethics
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Program Course Overview

Financial aid.

Once admitted to both programs independently, students will be able to seek each school’s relevant financial support. Students can pay for Law School with standard methods like assets, loans, and need-based financial assistance (if qualified). The PhD program may provide tuition, fees, stipends, and health insurance support according to the Department’s requirements.

How to Apply

Students should apply contemporaneously for admission to both the Department of Psychology and the Law School, noting on both that they have applied to the other. There may be a rare case when a student who has been accepted into the PhD program may, in the first year of that course of study, apply for admission to the Law School and to the Dual Degree Program.

For more information, admitted or current JD students should contact Amanda S. Aronoff. Applicants or prospective applicants to the Law School should contact [email protected] .

Interested in other Phd joint degrees?

JD/Phd American Legal History

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Welcome to the Clinical Psychology Internship Program

This Clinical Psychology Internship Training Program is housed within the Department of Psychiatry in the Perelman School of Medicine of the University of Pennsylvania. Perelman School of Medicine, the first school of medicine in the nation, is part of the University of Pennsylvania Health System and includes the first hospital and the nation's first psychiatric unit founded by Benjamin Franklin in 1751. The goal of the internship training program is to provide a year-long combination of clinical rotations, supervision, and didactic experiences that prepare clinical psychologists for careers in the evidence-based practice of psychology.  The program is committed to an affirming learning environment to support ongoing development of cultural humility and opportunities to serve multicultural populations.    

The internship consists of three parallel tracks: a General Adult Track (Match #153612) - 4 positions, a Child/Developmental Disabilities Track (Match #153611) - 1 position, and a Neuropsychology Track (Match #153613) - 1 position. Each of the tracks is described in detail below

The Psychology Internship Program at The University of Pennsylvania Department of Psychiatry is accredited by the Commission on Accreditation, American Psychological Association.  *Questions related to the program’s accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 / E-mail: [email protected] Web: www.apa.org/ed/accreditation

University of Pennsylvania, Perelman School of Medicine (PSOM)

The University of Pennsylvania (Penn) has a strong, well-established history of research and practice with a diverse, multidisciplinary and collaborative faculty and ample resources that promotes an environment rich for developing young investigators and practitioners. Penn is home to a diverse body of more than 10,000 full-time students enrolled in its four undergraduate schools and nearly 11,000 students enrolled in its 12 graduate and professional schools, each a national leader in its field. Penn’s schools are located on a compact campus, the geographical unity of which supports and fosters its multidisciplinary approach to education, scholarship, and research. Research and research training are substantial and esteemed enterprises; our research community includes more than 4,000 faculty and a large support staff bolstered by an annual University budget of $6 billion. Penn’s 165 research centers and institutes bring together researchers from multiple departments, schools, and disciplines.

The PSOM prides itself on the vision of Benjamin Franklin, founder of the University, that education should be oriented toward combining theory and practice for the betterment of humanity. Penn can rightfully be called the “birthplace of American medicine,” as it includes the nation’s first hospital (Pennsylvania Hospital in 1751), first medical school (1765), first university hospital (Hospital of the University of Pennsylvania [HUP] in 1874), and first integrated academic health system (1993).

The Department of Psychiatry Chair : Maria Oquendo, MD

The Department of Psychiatry at the University of Pennsylvania is one of the most successful mental health research entities in the country. The department faculty conducts research across a broad array of disciplines, from basic genetic and animal model research through large-scale implementation and policy research. Behavioral medicine and addictions research at Penn leads the field in integrating advances in basic science into behavioral medicine research and practice, and promote the successful diffusion of new prevention and treatment approaches from the laboratory, to the clinic and community. Clinical research in the Department is devoted to understanding mental illnesses with the aim of decreasing their toll on patients, their families, and society.

The Department takes seriously its role as a spokesperson for the profession and in publicizing the importance of behavioral health for the nation’s and world’s well-being. The Chair and Department faculty have played a national role in psychiatric and behavioral health forums (e.g., focusing on depression, schizophrenia, alcohol and drug addictions, tobacco use, obesity eating disorders, national security and bio terrorism, and patient advocacy, among others). As important, the Department maintains active, leading programs in each of these areas. The vision of the Department includes growing research on the etiology of psychiatric illness and the increasing number of treatments available to patients is at last beginning to lift the stigma of mental illness and offering hope to those who suffer from it. These developments are increasing the likelihood of expanded funding for clinical care, research, and philanthropy. In addition, there is a growing national grassroots movement to support parity for mental health care coverage which, if successful, will bring about much-needed improved reimbursement for mental health care.

Training Goals & Objectives

The primary goal of the Psychology Internship program is to train entry level psychologists who are highly competent in evidence-based practices for a range of clinical populations. To this end, we seek to train interns to:

Objective 1: develop evidence-based clinical skills in the areas of intervention, assessment, consultation, and supervision.

Objective 2: develop culturally informed, identity affirming clinical skills in an attitude of cultural humility.

Objective 3: work collaboratively in multidisciplinary settings and to develop skills in interprofessional conduct and communication.

Objective 4: understand and implement professional ethics in psychology practice.

Objective 5: develop a scientist-practitioner approach to research and practice.

The training year will be divided into two 6-month blocks and most rotations will occur in a single block. Interns will have two rotations per block. In addition they will have a primary outpatient rotation that will be 12-months long. Each week, 8 hours will be spent in each of the three rotations. There are a number of rotations available allowing for flexibility to customize the training experience to meet the goals of each individual. All interns will have rotations that include outpatient therapy and/or assessment. Prior to the start of the training year the incoming interns will be asked to rank order their choices for rotations. Whenever possible interns will be provided with their top choices. Interns will also have a 4-hour per week research rotation for the entire year.

Research Rotation

The Department of Psychiatry has an active research program, and we are strongly committed to helping our interns further enhance their research skills. Up to 10% of an intern’s time may be protected for research-related activities. If an intern has not yet completed his or her dissertation, this time should be used to make significant progress towards defending the dissertation. If the intern has completed the dissertation by the time the internship starts, or at any point during the internship year, they are encouraged to use this protected time to link up with researchers at Penn with shared interests, and/or explore research questions that can be answered using data from any variety of data sets available. The intern should initiate this conversation with the Training Director, who can then direct him or her to an appropriate faculty mentor.

Clinical Rotations – General Adult Track

12-month Rotations

Center for Cognitive Therapy. At the Center for Cognitive Therapy, we offer training in both the psychotherapy process and the diagnostic interview process using the Cognitive Model and Evidence Based Practice. We treat a wide range of both emotional disorders and personality disorders. Supervision is offered by therapists who are both certified cognitive therapists and licensed psychologists or social workers. Primary supervisor: Mary Anne Layden, PhD, Director of Education.

Outpatient Psychiatry Clinic. The Outpatient Psychiatry Clinic (OPC) provides individual and group psychotherapy to the Penn community and to the larger West Philadelphia community. The OPC is a multidisciplinary team clinic including social workers, psychologists, psychiatrists, and nurse practitioners. Psychotherapy orientations include psychodynamic, cognitive behavioral, and eclectic. Providers use time-efficient treatments ranging from short-term psychodynamic to trauma-informed to rational emotive behavior to dialectical behavior therapeutic approaches, as well as many in between. Primary supervisor: Jeremy Tyler, PhD, Director of Psychotherapy Services.

The Psychosis Evaluation and Recovery Center (PERC) is a SAMHSA funded program providing both first episode psychosis and clinical high risk coordinated specialty care services to individuals from Philadelphia and surrounding counties. The trainee will play a lead role in ensuring high quality specialty care for each client in coordination with a multi-disciplinary team, including psychiatrists, psychologists, family psychoeducation and support therapists, supported employment specialist, and peer support specialists. Training opportunities within this framework will be customized to each intern’s training goals. The trainee will provide individual therapy, engaging youth in recovery oriented cognitive therapy (CT-R) integrated with complementary therapeutic strategies, with the aim of promoting recovery and relapse prevention in youth who have experienced early psychosis. Training in the assessment of psychosis using both unstructured and semi-structured approaches will be provided, and the trainee will have the opportunity to participate in client and collateral interviews during the intake evaluation process, as well as to conduct symptom monitoring assessments. Other opportunities include facilitating or co-facilitating groups, including CT-R for families, psychoeducation for families, processing for patients, and cognitive remediation. In addition to on-site supervision (weekly) and team meetings (twice weekly), there are numerous training and supervision opportunities through PERC’s participation in the Pennsylvania Early Intervention Center/HeadsUp, which provides ongoing training and education for early psychosis providers across Pennsylvania, and in the Connection Learning Health System hub of the Early Psychosis Intervention Network (EPINET). Primary Supervisor: Monica E. Calkins, PhD, Associate Professor and Associate Director of PERC.  **Note also available as a 6-month rotation

Center for Women’s Behavioral Wellness. Interns in the Center for Women’s Behavioral Wellness will receive supervision in the provision of evidence-based psychotherapies to women presenting with mental health conditions related to reproductive health complaints. Didactic sessions, journal clubs, and group and individual supervision will focus on providing interns with an understanding of the psychological effects of common reproductive life experiences such as pregnancy, the postpartum period, premenstrual dysphoric disorder (or other menstrual cycle related mood changes), infertility, pregnancy loss, midlife changes/menopause, and chronic health conditions that interact with reproductive health. The PCWBW is a collaboration between the departments of Psychiatry and Obstetrics and Gynecology. We provide clinical care to women throughout the lifespan and in both an outpatient psychology clinic and in an embedded women’s health clinic at HUP (The Helen O. Dickens Center). Primary supervisor: Sara L. Kornfied, PhD; Director, Maternal Wellness Initiative.

6-month Rotations

Assessment & Consultation Rotation will have two primary components. First, each intern will be expected to complete 6 full batteries on complex adult patients from the community on a variety of differential diagnostic questions, including evaluations for Learning Disabilities, ADHD, Intellectual Disability, TBI, dementia, psychoticism, executive functioning, and general diagnostic clarification. Interns will be expected to have facility with structured diagnostic interviewing, as well as the WAIS, WMS and WIAT, the CVLT, the MMPI-2 and MMPI-2-RF, the DKEFs, and use of computerized CPTs. Any intern not having previous experience with these specific instruments should do the rotation in the first part of the year, and should participate in summer didactic instruction specific to those measures. The second component of the rotation will be the opportunity to provide supervised supervision to clinical psychology graduate student trainees at the University of Pennsylvania completing their introductory practicum in Assessment and Consultation. Interns will provide some live supervision of the trainee’s cases, will collaborate with the trainee on choosing tests and measures and refining their diagnostic case conceptualization, will edit and comment on the trainee’s draft assessment reports, and will join the trainee and the senior supervisor for the final feedback session with the patient. This rotation is an opportunity to refine differential diagnosis and case conceptualization skills, to maintain and expand facility with various tests and measures, and to provide an invaluable service to the diverse community in the greater Philadelphia area, most of whom would never be able to access comprehensive assessment outside of our clinic. Primary supervisor: Melissa Hunt, Ph.D.

The Joan Karnell Supportive Care Program. The Joan Karnell Supportive Care Program at Pennsylvania Hospital has a long history of partnering with Penn Medicine psychology trainees in an effort to provide psychosocial care to patients struggling with cancer and sickle cell diagnoses. In this tradition, psychology interns on this rotation provide individual short-term psychotherapy (eight sessions) to patients with cancer/sickle cell diagnoses and their family members. Opportunities for couple and family treatment also occasionally arise. Our trainees take a flexible approach to treatment. Depending on the client's needs, psychotherapy might involve exploratory engagement, supportive techniques, or some combination of the two. Each intern carries a caseload of ~6 patients and has the opportunity to facilitate support and/or therapy groups with patients/caregivers. Our interns are also integrated into the medical, supportive, and palliative care teams. Supervision involves both a weekly individual meeting and a weekly group meeting. Primary supervisors: Jennifer Slipakoff,  MSW, LCSW .

The Penn Medicine Autism Clinic. The Penn Medicine Autism Clinic serves individuals from 12 months of age through adulthood and provides initial diagnostic assessments as well as comprehensive behavioral/psychological evaluations for patients with prior autism spectrum disorder (ASD) diagnoses. Our mission is to use gold standard assessment tools, in conjunction with family-centered care, to facilitate parents’ understanding of their child’s unique developmental/behavioral profile and how that relates to the child’s intervention/educational needs. Families are then connected directly to quality, evidence-based intervention that is most appropriate for their children. The intern will participate in comprehensive treatment-planning evaluations for individuals with autism. Primary supervisor: Keiran Rump, Ph.D.

Center for the Treatment and Study of Anxiety. On this rotation, trainees will receive intensive training in exposure and response prevention (ExRP) for obsessive compulsive disorder. Participants will also receive training in prolonged exposure therapy (PE) for posttraumatic stress disorder (PTSD) depending on availability of training cases. Additionally, participants will receive training in a variety of evidence-based treatment manuals for other anxiety-related disorders depending on the chief complaints of patients on their caseload. Trainees will conduct individual therapy and group therapy. Primary supervisors: Lily A. Brown, Ph.D., Director & Elizabeth Turk-Karan, Ph.D., Assistant Professor.

The Center for Weight and Eating Disorders. The Center for Weight and Eating Disorders provides evidence-based individual psychotherapy services and psychological evaluations for bariatric patients preparing for surgery. Interns will be trained and supervised in the administration of bariatric evaluations and letter-writing, while interacting with a multi-disciplinary team. They will also have a small caseload of patients seeking psychotherapy for presenting problems such as binge eating disorder, weight management (often by referral of medical specialists), night eating syndrome, bariatric-related issues, and body image issues. Primary supervisor: Courtney McCuen-Wurst, PsyD, LCSW

Consultation/Liaison Service. This rotation takes place in the Hospital of the University of Pennsylvania, where interns are part of the C/L team. The C/L team is contacted whenever medical inpatients in the hospital are reporting emotional distress or other psychiatric concerns. Interns respond to these calls with a bedside evaluation of the patient to determine what services they might benefit from. This often leads to conducting short-term therapy while the patient is in the hospital, and then helping them find a place to continue treatment after discharge. Interns work alongside psychiatrists and social workers for an interdisciplinary team approach. Primary supervisor: Samantha Zwiebel, M.D.

Inpatient Psychiatry Unit. The inpatient unit is located at Pennsylvania Hospital, which is part of the Penn Health System in the Center City neighborhood. Interns provide evaluation and therapy for inpatients and are an important component of the treatment team. Each morning, interns will round on the unit with the attending psychiatry and other providers followed by case conference. Interns will spend 3 months each on a unit focused on mood disorder-spectrum cases and 3 months on a psychosis-spectrum unit.   Primary supervisor: Reed Goldstein, Ph.D.

Pain Medicine. Over 80 million adults in the United States suffer from chronic pain. Often patients with patient present with multiple medical and psychiatric co-morbidities which requires a multimodal approach. The PENN Pain Medicine Center provides diagnostic assessments, a variety of interventions including neuromodulation, injections, medication management and behavioral health care. The behavioral medicine clinic sees 10-12 patients per day and provides preoperative psychological evaluations, CBT/ACT and co-management of patients with chronic pain and concomitant substance use disorders. Interns will be involved in direct patient care under supervision, exposure to interventional pain care and provided opportunity for scholarly activity (case reports, review articles). Primary Supervisor: Martin D. Cheatle, PhD, Associate Professor

• College of Arts & Sciences
• Graduate Division
• College of Liberal and Professional Studies

• Graduate Student Awards in Microbiology

Microbiology, Virology and Parasitology program within the Cell and Molecular Biology graduate group has announced awards to three talented graduate students. We are excited to see where your research leads you! 

Priyanka Chatterjee is a 4th year PhD student in the Microbiology, Virology and Parasitology subtrack of the Cell and Molecular Biology graduate group. She received the NIH F31 Ruth L. Kirschstein National Research Service Award to fund her dissertation research in the Pohlschröder Lab.

Yirui Hong is a 4th year PhD student in the Biology graduate group. She received the Teece Dissertation Research Award to fund her dissertation research in the Pohlschröder Lab.

Jacob Cote is a 2nd  year Ph.D. student in the Microbiology, Virology and Parasitology subtrack of the Cell and Molecular Biology graduate group. He received an NSF Graduate Research Fellowship (GRFP) to fund his dissertation research in the Pohlschröder Lab.

• University of Pennsylvania
• School of Arts and Sciences
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This image depeicts a stimulus used in David Brainard's lab for studies of how object shape and material properties influence object color appearance.

By analyzing participants' eye movements to task-relevant display as they follow spoken instructions to manipulate one of the pictured objects on the display, research in Delphine Dahan's lab examines speech comprehension in real time.

Work done in the Thompson-Schill Lab shows increased activity in the left frontal operculum when healthy volunteers were asked to selectively retrieve an object's name among competing alternatives

The laboratory of Alan Stocker studies the effects of sequential decision making in perception. For example, the selection of a target affects the subsequent percept of the target's orientation: the perceived angle relative to the distractor orientation is larger than it actually is.