Post-Doctoral Training Program

Counseling and Psychological Services (CPS) at Princeton University offers Post-Doctoral training to graduates who come from scientific and scholarly-based counseling and psychology programs, who demonstrate the capacity to engage in theoretical and research-based inquiry, and who have a readiness for intensive training in practice. The Post-Doctoral training program offers extensive clinical experience with substantial supervision, interdisciplinary collaboration, treatment team participation, and outreach opportunities.

The training program seeks to facilitate clinical competence through personal and intellectual development in the context of supervisory relationships. CPS values multi-theoretical and evidence-based approaches to treatment within short-term therapeutic individual, couples, and group therapy models. We also offer concentrations in DBT-Informed Counseling, Eating Disorders, Alcohol and Other Drug Counseling, and Sports Psychology.

Post-Doctoral Fellows graduating from our program have gone on to work at various college counseling centers including but not limited to Princeton, UC Berkeley, Columbia, Drexel, Wake Forest University, Georgetown, Cornell, UCLA, Lehigh and Stevens Institute of Technology.

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About Counseling and Psychological Services (CPS) 

CPS provides assessment and treatment for mental health concerns such as anxiety, depression, stress/crisis management, identity concerns, transitional issues, grief, substance abuse, and eating, sexual, and/or relationship issues. Staff provide a broad range of services to all Princeton students. Spouses and dependents of Princeton students are also eligible for consultation.

CPS is a multidisciplinary staff composed of fifteen Ph.D. and Psy.D. Licensed or License eligible Counseling and Clinical Psychologists, five Licensed Clinical Social Workers, one M.D. Psychiatrist, three Psychiatric Advanced Practice Nurses, and one Office Manager. Additionally, there are three outreach counselors (one Clinical Psychologist and two Licensed Social Workers), three Post-Doctoral Fellows and two Social Work Interns. The total CPS staff includes 34 professionals who work part to full time.

Approximately 25% of the student body receives clinical services each year while an even larger percentage of students and staff and faculty receive service through outreach and psycho-educational programming.

About the Post-Doctoral Training Program

CPS provides initial triage consultations, urgent care assessments, short term individual treatment, couples therapy, group therapy, psychiatric evaluations/consultations, and University outreach.

CPS specialized treatment teams meet weekly, bi-weekly or monthly, and target multi-disciplinary treatment and intervention toward specific student groups. Teams review challenging cases, develop treatment plans, support clinicians’ therapeutic goals, provide suggestions and recommendations for care, provide relevant training experiences, and serve as a supportive staff resource.

UHS has a thirteen-bed Infirmary available for students with medical and/or mental health issues. The infirmary is not a psychiatric in-patient unit.  All Staff have admitting privileges for students who might benefit from a higher level of care which does not require a hospital emergency department or in-patient hospitalization.

Overall Philosophy of Training

The Post-Doctoral training program offers extensive clinical experience with substantial supervision, interdisciplinary collaboration, treatment team participation, and outreach opportunities. The training program seeks to facilitate clinical competence through personal and intellectual development in the context of supervisory relationships. CPS values multi-theoretical and evidence-based approaches to treatment within short-term therapeutic models.

Staff practice from a variety of theoretical models including: psychodynamic, cognitive, cognitive-behavioral, intersubjective/psychoanalytic, developmental, mindfulness-based, attachment, object relations, and others. Essential to these efforts is a focus on multiculturalism with awareness that ethical practice is crucial to effective care. To support these efforts CPS uses scholarly research to inform practice and deepen understanding of effective clinical interventions. Additionally, this overall philosophy is guided by these principles:

Training Model

A Clinical Practitioner Model Informed by Theory and Research guides the CPS Training Program. Post-Doctoral Fellows are trained to ground their practice of psychology in theory and research. This model is accomplished in an intensive, supervised counseling center experience working with a multicultural group of interdisciplinary professionals. Imbued in this model are service provision, didactic and experiential instruction, and the use of psychological theory/ research.

CPS provides a setting in which Fellows strengthen and consolidate their abilities to practice psychology. They successfully complete the fellowship when they reach a level of independent practice defined by having sufficient ability to practice core competencies without ongoing supervision. Training involves developing both core competencies and positive professional identity essential for an entry-level psychologist providing services in:

  1. Brief and Longer-Term Individual & Group Counseling
  2. The Treatment of Eating Disorders, Emotional Dysregulation and/or Alcohol and Other Drug issues
  3. Crisis Intervention
  4. Programming/Outreach
  5. Consultation

CPS recruits applicants from scientist-practitioner and scholar-practitioner programs so they come with a foundation of theoretical and research-based knowledge, with the capacity to engage in theoretical and research-based inquiry, and with readiness for intensive training. A part of competent practice includes being informed about the seminal and current theoretical and research-bases of psychology. CPS accomplishes integration through:

  1. Developing critical thinking to guide the use of research to inform clinical practice
  2. Generating clinical hypotheses to explore in supervision
  3. Learning the empirical bases that guide the use of assessment
  4. Attending and/or presenting at professional conferences
  5. Participating in in-service training programs on best current clinical practices.

The environment in which this training model occurs is designed to provide a collaborative milieu for training. To accomplish this, CPS provides a Mentor/Apprenticeship Environment. This is operationalized based on the following program characteristics:

  1. Staff provides clinical and professional identity role modeling.
  2. Staff collaborates actively with Post-Doctoral Fellows.
  3. Staff members create a milieu respectful of Fellows, honoring their cultural identities, valuing their positive self-growth, and establishing a strong work ethic.

CPS is a fast-paced, heavily utilized service in which Fellows receive quality supervision in an environment that strives to promote competence supported by scholarship. The program sets the stage for a vibrant training experience providing Fellows with rich and substantial developmental opportunities. This is the philosophy, model, and setting for the Training Program further elucidated by the following goals:

Training Goals 

Post-Doctoral Fellows are expected to achieve the following goals over the course of their fellowship at CPS:

  • Fellows become competent broad and general clinical practitioners with a specific concentration (e.g., eating concerns, alcohol and other drugs, DBT informed emotion management treatment) and a specialization in college counseling.
  • Fellows develop competence in psychological assessment via diagnostic interviewing.
  • Fellows increase their awareness of areas of diversity and become multi-culturally competent at the level of independent practice.
  • Fellows become competent in group practice at the level of independent practice.
  • Fellows become competent in crisis evaluation and intervention both with clients and the campus community.
  • Fellows develop the necessary knowledge, skills, and experience to competently provide outreach and consultation.
  • Fellows become knowledgeable about and sensitive to the ethical and legal standards affecting the professional practice of psychology and act in a professional manner.

Program Activities

Typical Schedule 

36.25 Hours per Week

  • 21 Hours Clinical Work (Approximately)
    • Individual Therapy (14 Hours)
    • Group Therapy (1 Hours)
    • Initial Consultations (2 Hours)
    • Intake (4 Hours)
  • 3 Hours Supervision
    • Individual Supervision (2 Hours)
    • Group Supervision (1 Hour)
  • 5.25 Hours Conferencing/Training/Outreach
    • Didactic Training (Seminar) (1 Hour)
    • Clinical Case Conference (1 Hour)
    • Support Group (1 hour)
    • Clinical Team Meetings (2 Hours)
    • Outreach/Educational Activities (1.25 Hour)
  • 6 Hours Paperwork/Administrative Activities
    • Administration time (5 Hours)
    • Staff Operations Meeting (1 Hour)


Each semester Supervisors evaluate the Post-Doctoral Fellows. Evaluations are reviewed with Fellows who are given the opportunity to formally respond. In addition, Fellows complete an evaluation for their supervisors, and regularly evaluate seminars, their orientation experience, and the overall Program.

Evaluations are conducted formally using electronic evaluation forms and through discussion. Evaluations occur at several levels among Fellows and supervisors, and address all experiences including individual, couples, and group work; outreach and programming; assessment; ethics; use of supervision; and multicultural work.

Post-Docs are given the opportunity to evaluate all individuals from whom they receive evaluation and are provided with formal opportunity to respond to any evaluation they receive.

Evaluation occurs three times during the training year:

  • September: To identify each Fellows’ baseline skill level and to decide goals for the first half of the year, Fellows complete the baseline form and discuss their self-perceptions in a meeting with all three supervisors.
  • December: Tassess progress at the mid-way point of the year Fellows receive written feedback from supervisors and meet with all three supervisors to discuss the evaluation. Fellows receive feedback, review Fall goals and set/reaffirm final Spring goals, and assist in generating methods by which to meet the training goals.
  • June: To assess and address progress at the end of the academic year Fellows undergo a similar process to the December evaluations. Fellows receive feedback, review progress toward goals and identify professional goals and plans for continued education. 


This is a full-time position from August 12, 2024 to August 15, 2025 with a competitive salary plus full and generous Princeton benefits, including health insurance and time off.

An additional benefit of Post-Doctoral Training at Princeton is the accumulation of supervised hours towards licensure.

Applying to be a Post-Doctoral Fellow

Who Should Apply

The following candidate qualifications are required and preferred:


  1. Fulfilment of all requirements of your doctoral degree such that your status is “Post-Doctoral” by the start of the Princeton Post-Doctoral Training Year including:
    1. Successful completion of your Pre-Doctoral Internship (APA-Accredited Preferred)
    2. Completion of all doctoral requirements from your program in clinical or counseling psychology (APA-Accredited Preferred)


  1. Prior experience working in a university or college mental health service
  2. Experience treating clients with substance abuse problems, eating disorders, and/or trauma history; experience leading group
  3. Experience working effectively with people on a broad spectrum of social and cultural identities
  4. Experience working with clients with multiple diagnoses
  5. Experience with mindfulness and meditation in clinical practice

How to Apply

  1. Apply online (using Requisition #: 2023-18053)
  2. Upload:
    1. Your Letter of Interest (which includes a statement about the area of Concentration/Teams in which you are interested)
    2. Your Curriculum Vitae, and
    3. Three letters of recommendation, including one letter from your internship site training director/coordinator.

Applications must be received by January 2, 2024.


Direct any questions you have to David B. Campbell, Ph.D., Manager, Clinical Psychology Post-Doctoral Training.

Princeton University is an equal opportunity affirmative action employer.