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Department of Clinical Psychology


The primary mission of the department of clinical psychology is to train clinical psychologists who are adept at the assessment, diagnosis and treatment of individuals afflicted by psychological distress. Moreover, we envisage the production of graduating students who are able to provide clinical psychological services across the developmental spectrum and with an acute sensitivity to particular of individuals from a wide range of varied cultural, religious, and ethnic backgrounds. We promote a scientist-practitioner approach to the work of a clinical psychologist and as such empirical evidence underlies our approach to all areas of our work. Overall, promoting a greater awareness of psychological needs and actively combating mental health stigma with the community and broader society within which we live are essential goals of this department. 


The College of Medicine and Health Sciences provides its students and faculty with world-class facilities.

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The Department of Clinical Psychology offers a Master of Science (MSc) degree in clinical psychology. The need for qualified clinicians and mental health professionals to serve the community necessitated the establishment of this program. The MSc program is designed to provide thorough training for Masters level psychologists to work in a variety of clinical settings including hospitals, schools, public agencies, and private practice. It also provides a foundation for students interested in pursuing advanced doctoral studies. The curriculum is structured to enable students pursue a plan of study to assure increased professional competence and breadth of knowledge in the field of clinical psychology. This program requires 39 semester hours of study, including two practicum courses (600 clock hours) of supervised practicum experience in an approved mental health or rehabilitation setting.

Clinical Psychologists are trained in the diagnosis, treatment, assessment, and prevention of mental health conditions. They are also the largest area of employment within the discipline of psychology. They work in a variety of settings including mental health clinics, hospitals, schools, industry, and private practice. The MSc in clinical psychology program adheres to the clinical science model of training, specifically, the scientist-practitioner model of clinical training, which includes the integration of science and practice. Graduated students are capable of producing research that advances scientific knowledge of psychopathology and its treatment and are expertly capable of applying evidence-based methods of assessment and clinical intervention. Concordant with the scientist-practitioner model, this program trains psychologists to provide the best psychological services to the community. 


Community Services

We provide services to the broader community across a number of varied domains. Faculty are engaged in the development and implementation of mental health-related workshops and programs at schools, industry, and welfare and governmental organizations. These are often designed to provide skills to those in management/ leadership positions to identify and refer those under their supervision for further assessment and/ or treatment. Regular presentations by both students and faculty are delivered online and in-person to the university community and the public in this country and elsewhere. Faculty serve on various committees at community organizations either to promote mental health awareness, program development, relevant policy development, or contributing towards the development of protocols (e.g., licensing and exam guidelines) relevant to the advancement of the field in this country. 

Academic Programs

  1. Vally, Z., Alghraibeh, A.M., & Elhai, J.D. (2021). Severity of depression and anxiety in relation to problematic smartphone use in the United Arab Emirates: The mediational roles of rumination and fear of missing out. Human Behavior and Emerging Technologies, Online First, DOI: 10.1002/hbe2.259.
  2. Zickfeld, J., van de Ven, N., Pich, O., … Vally, Z., et al. (2021). Tears evoke the intention to offer social support: A systematic investigation of the interpersonal effects of emotional crying across 41 countries. Journal of Experimental Social Psychology, 95, 104137.
  3. Vally, Z., Moussa, D., Khalil, E., Al Fahel, A., Al Azry, N., & Jafar, N. (2021). Celebrity Worship in the United Arab Emirates: An Examination of Its Association With Problematic Internet Use, Maladaptive Daydreaming, and Desire for Fame. Psychology of Popular Media, 10(1), 124-134.
  4. Jones, B.C., DeBruine, L.M., Flake, J.K., … Vally, Z., … et al. (2021). To which world regions does the valence–dominance model of social perception apply? Nature Human Behaviour, 5, 159–169.
  5. Vally, Z. (2021). Symptoms of Internet Gaming Disorder, Inattention, and Impulsivity: a Cross-Sectional Study Conducted in the United Arab Emirates. Psychiatric Quarterly, 92(1): 301-310.
  6. Vally, Z., & Alowais, A. (2020). Assessing Risk for Smartphone Addiction: Validation of an Arabic Version of the Smartphone Application-Based Addiction Scale. International Journal of Mental Health and Addiction. Online First DOI: 10.1007/s11469-020-00395-w
  7. Vally, Z., & Ahmed, K. (2020). Emotion regulation strategies and psychological wellbeing: Examining cognitive reappraisal and expressive suppression in an Emirati college sample. Neurology, Psychiatry and Brain Research, 38, 27-32.
  8. Vally, Z. (2020). Public perceptions, anxiety, and the perceived efficacy of health-protective behaviours to mitigate the spread of the SARS-Cov-2/ COVID-19 pandemic. Public Health, 187, 67-73.
  9. Vally, Z., Laconi, S., & Kaliszewska-Czeremska, K. (2020). Problematic Internet Use, Psychopathology, Defense Mechanisms, and Coping Strategies: a Cross-Sectional Study from the United Arab Emirates. Psychiatric Quarterly, 91, 587–602.
  10. Balhara, Y., Singh, S., Doric, A., … Vally, Z., … et al. (2020). Can daily internet use time screen for problematic internet use among college students? A receiver operator characteristic curve-based multi-country study. Neurology, Psychiatry and Brain Research, 38, 43-48.
  11. Stevanovic, D., Doric, A., Balhara, Y., … Vally, Z., … et al. (2020). Assessing the symptoms of Internet Gaming Disorder among college/university students: An international validation study. Psihologija, 53(1), 43-63.
  12. Vally, Z., D’Souza, C.G., Habeeb, H., & El Hichami, F. (2020). An investigation of the association between body appreciation, need for self-expression, and interest in cosmetic enhancing procedures. Perspectives in Psychiatric Care, 56(2), 330-337.
  13. Balhara, Y., Doric, A., Stevanovic, D., … Vally, Z., … et al. (2019). Correlates of problematic Internet use among college and university students in eight countries: An international cross-sectional study. Asian Journal of Psychiatry, 45:113–120.
  14. Vally, Z. (2019). Generalized problematic Internet use, depression, and explicit self-esteem: Evidence from the United Arab Emirates. Neurology, Psychiatry, and Brain Research, 33, 93-100.
  15. Vally, Z., & El Hichami, F. (2019). An examination of problematic mobile phone use in the United Arab Emirates: Prevalence, correlates, and predictors in a college-aged sample of young adults. Addictive Behaviors Reports, 9, 100185, DOI: 10.1016/j.abrep.2019.100185.
  16. Vally, Z., & D’Souza, C.G. (2019). Abstinence from social media use, subjective well-being, stress, and loneliness. Perspectives in Psychiatric Care, 55(4), 752-759.
  17. Vally, Z., D’Souza, C., Habeeb, H., & Bensumaidea, B. (2019). The factor structure and psychometric properties of an Arabic-translated version of the Body Appreciation Scale-2. Perspectives in Psychiatric Care, 55(3), 373-377.
  18. Vally, Z., Cody, B., Albloshi, M., & Alsheraifi, S. (2018). Public stigma and attitudes towards psychological help-seeking in the United Arab Emirates: the mediational role of self-stigma. Perspectives in Psychiatric Care, 54(4), 571-579.
  19. Vally, Z., Cody, B., Alsheraifi, S., & Albloshi, M. (2018). A comparative description of perceived stress and coping strategies among psychology and non-psychology students in the United Arab Emirates. Perspectives in Psychiatric Care, 54(4), 539-546.
  20. Vally, Z. (2018). Do doctoral training programs actively promote a culture of self-care among clinical and counselling psychology trainees? British Journal of Guidance and Counselling, 47(5), 635-644.
  21. Vally, Z., & Abrahams, L. (2016). The Effectiveness of Peer-Delivered Services in the Management of Mental Health Conditions: A Meta-Analysis of Studies from Low- and Middle-Income Countries. International Journal for the Advancement of Counselling, 38(4), 330-334. 


Note: If calling from outside the UAEU organization, dial (+971 3 713) before the extension.

Name Position Email Extension
Prof. Abdalla Hamid Professor and Chair 6477
Prof. Maria S. Campo-Redondo Professor 6475
Dr. Zahir Vally Associate Professor 6497
Dr. Salma Daiban Assistant Professor 5630
Dr. Suad Almarzooqi Assistant Professor 6454
Office of Assistant Dean  for Students Affairs, Health Sciences 4464

General Enquiries

Thank you for your interest in the Department of Clinical Psychology. We welcome your query and encourage you to contact us using the information below:

United Arab Emirates University,
College of Medicine and Health Sciences
P.O.Box: 17666, Al Ain, UAE


Phone: +971 3 713 4464

United Arab Emirates University (UAEU) - Best University in Abu Dhabi, UAE


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Jan 15, 2024