university of maryland college park phd clinical psychology

Psychology (Doctorate)

Clinical Psychological Science (MPPS)

Graduate Degree Program College: Behavioral and Social Sciences

The University of Maryland is proud to offer a Master of Professional Studies (MPS) in Clinical Psychological Science, the only master’s-level degree that focuses explicitly on clinical psychological science. The goal of the MPS program is to provide rigorous training in clinical psychology, including coursework in evidence-based psychological assessment and interventions, as well as state-of-the-art research methods and critical thinking skills. Students take 10 courses (two per term) over the course of 15 months. Courses are taught in the evenings at the College Park campus and are designed for working professionals who desire advanced knowledge in clinical science to enter, advance, or expand their career options in the mental health field.

Christina Danko, Ph.D. Director of Graduate Studies Department of Psychology 1147 Biology-Psychology Building 4094 Campus Drive University of Maryland College Park, MD 20740 Telephone : 301.405.5862 Email : [email protected]

Website:   http://ter.ps/oesclinpsyc

Courses:  PSYC

GENERAL REQUIREMENTS

• Statement of Purpose
• Transcript(s)
• TOEFL/IELTS/PTE ( international graduate students)

PROGRAM-SPECIFIC REQUIREMENTS

• Letters of Recommendation (2)
• Supplementary Application
• Writing Sample (optional)
• Admissions Interview

APPLICATION DEADLINES

RESOURCES AND LINKS:

Program Website:  psychology.umd.edu   Application Process:  gradschool.umd.edu/admissions/application-process/step-step-guide-applying

• Clinical Psychological Science, Master of Professional Studies (M.P.S.)

Classes are held at the College Park campus in the evenings, after traditional working hours.

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Department of Psychology

College of arts, humanities, and social sciences, umbc clinical psychology ph.d.

The UMBC Clinical Psychology Program follows the scientist-practitioner model. Students learn empirically-supported principles of assessment and intervention, gain a solid foundation in research methods and data analysis, and develop competencies in scholarship, research, and clinical practice. The program seeks to infuse students with an appreciation of the reciprocal relations between research and practice, both in their personal development as clinical psychologists, and in the broader development of the field.

The UMBC Clinical Program is uniquely embedded within the Human Services Psychology (HSP) Program, which emphasizes an integrative, biopsychosocial perspective on community, mental health, and physical health. Students are expected to approach clinical problems with an awareness of biological, social, and community factors as well as behavioral and psychological ones, and to appreciate the complex interplay among them. The goal is to produce competent scientist-practitioners who maintain a holistic and integrated approach to the understanding, prevention, assessment, and treatment of mental and physical health problems, and who are prepared for careers that use clinical and research skills to address a wide range of human service needs. Consistent with the HSP model, students are encouraged (although not required) to combine their clinical training with another area of focus, specifically behavioral medicine, community psychology, and/or child clinical psychology.

Student Admissions, Outcomes, and Other Data

Research is a central component of the Clinical Program. Each student works closely with a primary faculty research mentor. Program faculty and students conduct research on a wide range of topics, with work ranging from basic laboratory studies to problems in applied clinical and community settings. Students are encouraged to present research at professional conferences and to publish their work in professional journals. Clinical Program students are required to complete an empirical doctoral dissertation that makes a unique contribution to knowledge in their area of specialization.

UMBC Clinical Psychology Program Flyer_2023

Clinical Psychology at UMBC is typically a five or six-year program, which includes a full-time one-year clinical internship. Pre-internship clinical training includes a minimum of two years (four academic semesters) of part-time placements in clinical settings. These clinical practica provide students with opportunities to apply the skills and knowledge that they have acquired in the classroom to real-world problems and diverse populations. Each student placed on practicum is assigned a faculty preceptor who serves as a liaison between the Clinical Program and the practicum agency and meets with students on a regular basis to discuss clinical training experiences, professional development, and integration of academic training with clinical experience.

For practicum placements, the department is able to draw upon the rich clinical training opportunities in the greater Baltimore area. Prominent examples include the University of Maryland Medical System, Johns Hopkins University Medical System, Mount Washington Pediatric Hospital, Baltimore Veterans Affairs Medical Center, Chase-Brexton Health Services, Springfield Hospital Center, and a variety of community-based organizations.

The required one-year full-time clinical internship is undertaken after the student has passed the Qualifying Examination and successfully defended their dissertation proposal. Students are eligible to receive the Ph.D. degree after successful completion of all program coursework, the doctoral dissertation, and an approved internship.

Our program aims are as follows:

• To produce graduates who possess a solid foundation of knowledge in core areas of scientific psychology consistent with the biopsychosocial framework of Human Services Psychology
• To produce graduates who possess the ability to design and conduct research studies that can provide independent contributions to knowledge in Human Services Psychology
• To produce graduates who possess a solid foundation of knowledge regarding clinical theory and empirically-supported clinical applications
• To produce graduates who can practice psychology according to ethical standards and with sensitivity to individual and cultural diversity
• To produce graduates who can conduct competent clinical assessments
• To produce graduates who can conduct competent clinical interventions

Program Costs

Historically, 100% of incoming students were offered financial support (since at least 2011). For more information on the student funding packages, visit our Funding Information / Opportunities page . 

Graduate Tuition and Mandatory fees per credit for Fall 2024

Tuition rates for funded GAs use in-state rates (regardless of actual state of residence). Clinical students are strongly encouraged to declare Maryland as their state of residence before internship (the department cannot fund Clinical students on internship).  

Mandatory Fees Explanation – UMBC Student Business Services

Monthly Payment Plan – UMBC Student Business Services

Graduate Student Financial Aid – UMBC Financial Aid Office

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The University of Maryland Psychology graduates have been successful in many different fields post-graduation, including human services, government, nonprofit, research, and more . Using information from the annual University of Maryland graduation survey, we have compiled details about PSYC majors, such as their post-graduation adventures.  Use this information as a place to start exploring your career interests. Review additional resources below and on the  Feller Center's  website.

Quick View:  Careers and Skills related to PSYC Major

Explore Career Paths

Related titles & work areas.

Explore Career Areas

Resources | Graduate School

Start Planning

Market Your Skills

Gain Experience

Build connections.

View organizations and position titles of recent PSYC graduates .

Advising | Working with Youth | Education

Job Titles: 

• Academic Advisor
• Admissions Counselor
• Camp Counselor/ Coordinator
• Elementary School Manager
• Head Aftercare Teacher
• In Home Autism Instructor
• Intensive Early Intervention
• Interpretive Aide
• Lead Preschool Teacher
• Middle School Program Coordinator
• Operations Coordinator
• Para Educator
• Post-baccalaureate Teaching Assistant
• Preschool Teacher
• Program Excellence Associate
• Teaching Assistant
• Youth Development Specialist

Organizations:

• American Red Cross
• BFits Thailand
• Center For Young Children
• Crisis Text Line
• For Love of Children
• Identity, Inc.
• Ivymount Corporation
• Montgomery County Public Schools
• SAR Academy
• Teach for America
• The George Washington University
• The Goddard School
• The Treatment and Learning Centers
• Trellis Services
• University of Denver
• University of Maryland College Park
• Uplift Education
• Vanguard Children's Academy

ENTRY TIPS:

• Alumni share lessons learned and career advice:  School Psychologist, Teaching, School Counseling, and Student Affairs
• Review FirstHand's Career Guide to Education , Education Jobs and Child Care Jobs for industry information and entry tips.
• Dental Assistant
• Drug Safety Associate
• Home Health Aide
• IRTA Fellow
• Lab Manager
• Laboratory Technician
• Medical and Research Assistant
• Medical Scribe
• Mental Health Associate/Technician
• Orthopedic Receptionist
• Pharmacy Technician
• Protege Intern of Recovery and Care
• Public Health Analyst Trainee
• Capital Digestive Care
• Children’s National Health System
• Erickson Living
• Johns Hopkins Hospital
• Maryland Pain and Spine Center
• Mary's Center
• National Community Church
• National Institutes of Health
• Office of the Chief Medical Examiner, Baltimore
• ScribeAmerica
• Technical Resources International, Inc.
• Transitions Healthcare LLC
• University of Maryland Medical Center
• Washington Orthopedics and Sports Medicine
• Learn more about  Careers in Forensic Investigations .
• Review FirstHand's Career Guide to Healthcare Provider Jobs for industry information and entry tips.
• Example resume formats: Health , Science , Other 

Business | Management | Marketing

• Account Executive/Management
• Associate District Manager
• Brand Associate
• Business Analyst
• Campus Project Specialist
• CASE Fundraising Intern
• Client Service Analyst
• District Manager
• Junior Negotiator
• Legal Assistant
• Loan Officer Assistant
• Management Consulting Analyst
• Marketplace Integrity Agent
• Mathematical Statistician
• Production Assistant
• Quality Assurance Specialist
• Residential Real Estate Agent
• Sales Associate
• Securities Analyst
• SEO Specialist
• Store Management Executive
• Strategic Operations Analyst
• Travel Specialist
• American Airlines
• Atlantic Coast Mortgage
• Bloomingdales
• BluShark Digital
• Colorado College
• Hungry Harvest
• Mayer Brown LLP
• Morgan Stanley
• Next Step Realty
• The Advisory Board
• WeddingWire
• Wells Fargo

Human Services | Mental Health | Advocacy

• ABA Therapist/Instructor
• Associate Behavioral Therapist
• Behavior Therapist
• Behavioral Health Technician
• Behavioral Technician
• Community Psychiatric Supportive Therapist
• Intake Coordinator
• Program Aide
• Program Manager
• Registered Behavior Therapist
• Rehab/Recovery Counselor
• Rehabilitation Counselor
• RISE Intern
• Senior Neuropsychology Intern
• Supported Employment Specialist
• Treatment Coordinator
• Therapeutic Mentor
• Advanced Behavioral Health
• Alvord, Baker & Associates, LLC
• Behavior Basic
• Cornerstone Montgomery
• Eliada Homes
• Epic Health Services, Inc.
• Kennedy Krieger Institute
• Kentlands Psychotherapy
• Little Leaves Behavioral Services
• National Alliance on Mental Illness
• National Center of Missing and Exploited Children
• Sheppard Pratt
• Signature Health
• TMS Neuro Solutions, LLC

Learn more about...

• Creative arts therapy
• Careers in mental health 
• Helping profession options
• Social justice & advocacy
• Healthcare Provider Jobs  
• Social Services Jobs
• Starting a Private Practice in Counseling, Tips from an Alumna

Human Resources/IO

• Corporate Recruiter
• Engagement Associate
• Human Resource Generalist/Analyst
• Human Resources Analyst
• Human Resources Coordinator
• Job Placement Specialist
• Leadership Consultant
• National Recruitment Coordinator
• Recruiter, Accounting and Finance
• Recruitment Consultant- Microsoft Cloud Technologies
• Staffing Coordinator
• Technical Analyst/Recruiter
• Alliant Staffing
• Frank Recruitment Group
• HireStrategy
• University of Maryland
• Wallace Montgomery & Associates
• Application tips from graduate programs  in IO, UMD Panel
• Student resources, learn about IO from SIOP
• Review FirstHand's Career Guide to Human Resources for industry information and entry tips.

Job Titles:

• Clinical Research Assistant
• Clinical Study Coordinator
• Environmental Justice Researcher
• Faculty Research Assistant/Staff
• Intramural Research Training Award (Research Assistant Fellow) IRTA
• MRI Participant Navigator
• Research and Recruitment
• Coordinator
• Research Assistant
• Research Coordinator/Project
• Manager (Faculty Assistant)
• Research Project Assistant
• Summer Post-Bac, Research
• Behaviors and Experiences
• Child Mind Institute
• Child Trends
• Emory University, Rollins School of Public Health
• Friends Research Institute
• Georgetown University Medical Center
• Johns Hopkins Bayview Medical Center
• Laboratory of Behavioral and Genomic  Neuroscience (NIAAA)
• McLean Hospital
• Neurocognitive Development Lab
• Northwell Health
• UMD Identity Management Lab
• Legal Practice Assistant
• Litigation/Legislative Paralegal
• Paralegal Specialist Trainee
• Senior Paralegal
• LEGAL SERVICES: Career options
• Akin Gump Strauss Hauer & Feld LLC
• Delany McKinney LLP
• Gordon Rees Scully Mansukhani, LLP
• Harman Claytor Corrigan & Wellman
• Jaklitsch Law Group
• Robert Half Legal

Law (JD)- PSYC Graduates are going to:

Emory University

Florida International University

Syracuse University

University Of Maryland Francis King Carey School Of Law

Villanova University

• Important qualities/skills generally include: communication, interpersonal, organizational, research, analytical, speaking, problem solving and writing skills.
• Apply for internships. Gaining experience in the field will test your interest and demonstrate interest to law school programs.  
• Review FirstHand's Career Guide to  Law  for industry information and entry tips.
• Law school/internship/jobs tips & resources

Advice from UMD Alumni:

• Taylor Henderson, GVPT '18 | Current Law Student, Villanova Law
• Lillia Damalouji, GVPT '18 |  GMU  
• Senior Counsel, U.S. Securities and Exchange Commission | BSOS Career Chat

Review current internship & job openings in  Handshake . 

Start Exploring Career Titles

Use the sample job and internship titles (mentioned above) to start exploring career paths. The links below provide a short overview of the positions.  Review more  career areas related to this major as well as tips to succeed. 

• Review popular career fields that PSYC majors pursue, OOH
• Occupational Outlook Handbook , a career title dictionary
• O*NET Online , the nation's primary source of occupational information
• Career assessment options , FOCUS2, Strong Interest Inventory, etc. 
• Terrapins Connect , talk with professionals working in the field through UMD’s alumni network
• Federal positions by major , research career titles with the federal government related to your major
• Career Guides: Vault ,  browse 100’s of industry guides to gain inside tips

Education, Human Services & NonProfit industry overview, by the University Career Center 

Tips from Alumni/Employers

• First Act Panel : Entry Level Career Tracks for Psychology Majors Notes
• How To Become A Psychologist Panel
• Careers in ABA Therapy with a Bachelor Degree 
• Gaining experience/exploring careers in a counseling/helping profession
• Creative Arts Therapy
• Counseling Licensure Panel, Tips from UMD PSYC Alumni
• Professionals in the education industry share lessons learned and career advice: School Psychologist, Teaching, School Counseling, and Student Affairs
• Careers in Industrial Organizational Psychology
• Careers in Social Work
• Careers in Public Policy

Resources: Career Planning 

Explore career path options with these resources:

• Careers in Psych  -  Psychology Today
• Careers in Psychology  -  American Psychological Association (APA)
• Encyclopedia of Psychology  -  Provides information on career paths, job boards, and graduate school
• Forensic Psychology: Is It the Career for Me?  -  Psychology Today
• Interesting careers in psychological science, APA  - C areer options for psychological scientists
• Non-Academic careers in psychology  - C areer options outside of teaching for PhD candidates
• Non-PSYCH jobs that interest psychology majors
• Psychology careers  - O verview of options
• Social Psychology Network  - A ll areas of PSYC
• Choose a counseling area based on your values
• UMD PSYC Department Resources for labs, graduate school prep, etc. 

Planning for Graduate School

Sample  graduate programs   UMD PSYC students have attended. Start researching your career path of interest to identify the educational requirements. 

Researching programs/Accreditation

• Accredited programs in Counseling -  CACREP
• Accredited masters/PhD programs - APA
• Non-Academic Careers for PhDs
• Psychology degree specialties
• Considerations for a graduate degree in clinical psychology
• Clinical Neuropsychology degree and career guide
• IO graduate programs, ranked by students
• Learn about the licensing process:   Information by state

Learn from alumni: Review notes from the PSYC Mastering your Master Degree Panel

Prepare to Apply

Application tips from the Feller Center

• Questions to consider before applying
• Application timeline ,  stay on track with your graduate school application
• Start your Graduate School Application Tracking Document
• Review what PSYC grad programs are most looking for in applications, 2023
• Financial Aid resources for PSYC students
• Fully Funded Master’s Programs in Psychology by ProFellow

Preparing and Applying for Graduate School in Psychology , APA A free video series to guide students through research, applications, interviews and decisions. This series of 12 videos takes prospective graduate students step-by-step through the preparation, application, interview, and admission processes. 

MSW vs Masters of Counseling

A Master of Counseling

• Designed to give candidates a deeper understanding of human behavior and development.
• Specialize in providing guidance.
• Mental health counseling, school and career counseling, and family counseling are expected to grow 23 percent, 11 percent, and 16 percent, respectively.
• CACREP accredited programs. 

A Master of Social Work

• Give students a strong grounding in wider societal problems—such as substance abuse and addiction disorders.  Read more . 
• Provide therapy and counseling to their clients, they follow different pathways to licensure and different job titles.
• While social workers focus on different capacities of therapy, depending on their licensure.
• Social work careers are projected to grow 12 percent from 2020 to 2030.
• Explore programs in Maryland .

Social workers and counselors both have the opportunity to help others improve their lives, and each career is involved in sustaining the health and wellness of the community at large. Both types of professionals are qualified to offer some form of clinical mental health counseling.

Considering a PhD?

About two thirds of students in competitive PhD programs took a gap year(s) or a research based post-bac fellowship. 

Common questions answered:

• A PhD program general takes 4 to 7 years. 
• A master degree is not required before applying to a PhD program. In fact, many PhD programs include a masters degree.
• The most competitive students describe how they will be a fit with the program (i.e. interest in research, faculty, career goals, etc.). 
• GPA is examined as an example of how the applicant studies, writes, research (sometimes grades in stats and research methods are reviewed), etc. If you undergrad GPA doesn't demonstrate your abilities, consider taking one or two grad classes to provide evidence of your abilities. 
• Choosing Between the PsyD and PhD Psychology Graduate Degree

Tuesday, March 4, 2025  |  6:00 p.m. - 8:00 p.m. STAMP Student Union, Colony Ballroom 

Market  Skills Developed: PSYC Major

Sample list of skills developed in class by Psychology majors:

• Communication skills
• Content in psychology
• Critical thinking
• Data analysis
• Interpretation
• Research methods
• Scientific approach to solving problems

APA Psychology Major Opens Doors

Undergraduate Psychology Program Learning Objectives

Articulating Your Skills As A Psychology Major Worksheet

Skills lead to jobs. Which skills do you possess?

• Careers and Skills related to PSYC Major
• Assess  your skills, abilities, interests, and values.
• LinkedIn Learning  skill based videos. 

Highlight your skills in your  application materials . 

Where are PSYC Majors Interning?

Internships are a great way to try out an interest, regardless if they are directly related to your major. Employers tend to favor job seekers who have had an internship in the field they are hiring for.  Also review, 10 Things To Do To Land a Psychology Internship .

Sample internship sites/title

• Advocacy Intern, Consumers Union
• Case Manager Intern, Westchester County Dept. of Community Mental Health
• Clinical Assistant, Kennedy Krieger Institute
• Clinical Experience Intern, KidsPeace
• Family Justice Intern, Montgomery County Family Justice Center
• Forensic Psychology Intern, Court Appointed Special Advocates of Washington, DC
• HR Management Intern, Discovery Communications
• Intern, CoFED
• Intern, Cornerstone
• Intern, Montgomery County State Attorney’s Office
• Intern, National Consortium for the Study of Terrorism and Responses to Terrorism
• Investigative Intern, DC Public Defender Service
• Laboratory Technician , United States Army Medical Research Institute of Infectious Diseases
• Media Researcher, Vocus
• MFP Intern, American Psychological Association
• Research Assistant, UMD Psychotherapy Clinic & Research Lab
• Research Intern, Ocean Mammal Institute
• Summer Intern , APA
• White House Intern, The White House
• Learn about more internship sites !

Sample list of opportunities:   Start your search with these tips !

• Handshake - Job and internship openings for off-campus positions for UMD students
• UMD Psychology Blog - Lists current opportunities
• UMD PSYC Internship Directory  - Lists places where students have interned in the past
• PSYC Internship Guide - one page resource with links to tips
• Keywords to consider in your search
• Internships for undergraduates, APA List

Highlighted options 

• UMD National Scholarships Office  - Internship opportunities in DC
• Federal government internships - Links to openings and application tips
• Volunteer- Help Center Hotline Counselor @ UMD
• Summer Internships : Applied Research Laboratory for Intelligence and Security (ARLIS), UMD | Seek undergraduates studying cognitive/neuroscience & psychology.
• Tips for locating entry level options  in health care and student opportunities 

Prepare to apply :  Tips to customize your resume, cover letter, etc. 

Research: Sample options

• Research option on campus
• APA undergraduate research and internships opportunities
• Clinical Research Internships for Undergraduates - Dr. Lynn Friedman
• UMD Research Centers - potential RA positions
• Research Assistantship - options in PSYC
• Conducting Independent Research - obtain credit for your research 
• PSYC E-News Blog - lists current research position openings
• Undergraduate Research Opportunities , APA list

Postbaccalaureate Fellowships

• ProFellow - search for fellowships in a variety of fields; requires a free account to access
• UMD National Scholarships Office - review a listing of opportunities for UMD recent grads & graduate students
• Looking for a  Post-Baccalaureate Position  to get some clinical psychology experience before applying to graduate school? The Council of University Directors of Clinical Psychology has assembled the most useful links and resources .
• Gain inside application tips from UMD Alumni

This is a directory of internship sites that provide great industry experience for Psychology Majors. Have questions? Request an internship for credit appointment with Advisor Steve Young. 

The Psychology Research Empowerment Program (PREP) seeks to strengthen the pipeline from first year to Ph.D. for students who are first in their families to attend college.

BSOS Students Gain Experience Through:

• Obtain Academic Credit
• Internship Openings
• What is an internship?
• Options by Major/Tips to get started
• Research Centers in BSOS
• Locate Openings
• Cross-Cultural Options
• Study International Relations  
• Language Career & Internship Opportunities 
• Terps for Change
• Maryland LEAD Program
• Alternative Breaks
• Data Analytics in BSOS
• Federal Fellows
• Professional/Career Courses
• Locate On-Campus Jobs
• Innovation and Entrepreneurship Resources
• Scholarships for BSOS Majors
• Openings, Quad Jobs

After researching career paths, consider talking with people working in your field of interest to gain inside information. The links below provide sample events where you may be able to meet professionals in your field of interest. Use these opportunities to learn more about your field of interest, establish new networking contacts, and informational interviews .

Meet Alumni & Employers

• Career Events for BSOS students
• University Career Center Event Calendar
• Terrapins Connect , is an online platform that allows students’ virtual access to UMD alumni who have volunteered to share industry specific information, conduct resume reviews, etc.
• Use LinkedIn to locate alumni & recruiters
• Intern for a Day , matches students with professionals working in a field of interest to shadow for the day or offer informational interviews
• Get contact information:  Employer & Industry  notes for BSOS majors 

Professional Associations Links

Consider reviewing state and national psychology related associations to access career path information and even attend association sponsored events to network with professionals in your field of interest.

• American Psychological Association
• American Occupational Therapy Association, Inc.
• American Physical Therapy Association
• American Counseling Association

Rahila O. Olanrewaju

Strategy & Analytics at Deloitte

Rockville, MD, USA

Connect Now

Neil Reilly

Director, Policy Development & Special Initiatives at NYC Dept of Housing Preservation & Development

New York, NY, USA

William O'Brien

College Park, MD

View More Connections

Master of Professional Studies in Clinical Psychological Science

• Professionals and Post-Baccalaureates >
• Professional Graduate Programs >
• Clinical Psychological Science >

Program Overview

Clinical psychological science.

Clinical psychology researchers have made important advancements in the development of psychosocial interventions that are effective in treating a range of disorders. These empirically supported interventions, however, are often not available in the community because providers frequently have limited training in the use of these interventions or they lack adequate scientific training to appreciate the importance of making evidence-based decisions in conducting assessment and in selecting treatments that work. A related concern is that educators, policy makers, research support staff and other professionals working in areas related to mental health often lack training in the latest findings concerning the causes of clinical disorders, their effective intervention, and the broader skill of critical thinking in evaluating the research literature. Clinical psychological science is a training perspective that emphasizes the role of science in understanding and treating clinical disorders.

The Master of Professional Studies in Clinical Psychological Science is an exceptional opportunity for students looking to begin or advance their career in the mental health field. Students receive both a broad understanding of psychological principles and intensive training in the science of clinical psychology. The program emphasizes contemporary theories of clinical disorders and empirically supported interventions for the treatment of these disorders.

The MPS-Clinical Psychological Science provides the highest level of rigorous academic training and mentorship while meeting the needs of those who are interested in complementing their course work with clinical or research experiences. The program is offered through the Department of Psychology in the College of Behavioral and Social Sciences . Designed for working professionals, students can earn a University of Maryland degree while continuing to work full-time with minimal disruption to personal and professional life. Students with specific academic questions may contact Dr. Christina Danko, via email: [email protected] .

School Psychology, Ph.D.

The University of Maryland School Psychology Program is a research-intensive, Ph.D. program in professional psychology that embodies the scientist-practitioner orientation. Faculty and students represent a breadth of theoretical orientations, research and professional interests. Program graduates pursue academic/research and practice-oriented careers. Graduates of the Program are eligible for licensure as professional psychologists in Maryland and other states. Graduates also are eligible for the Nationally Certified School Psychologist (NCSP) credential, awarded by the National Association of School Psychologists (NASP). Because the training program is approved fully by the Maryland State Department of Education (MSDE), graduates are automatically eligible for MSDE certification as a School Psychologist.

We accept both those with or without previously earned master’s degrees. All Program students without a previously earned master’s degree must earn an M.A. with thesis prior to advancement to doctoral candidacy. The Program essentially subsumes a typical “specialist” (M.A. plus Advanced Graduate Specialist Certificate) program that corresponds to NASP standards for training of specialist-level school psychologists, such that doctoral students typically earn the MA/AGS (or AGS only in the case of doctoral students with previously earned master’s degrees) within their doctoral programs.

The School Psychology Program is embedded within the Counseling Psychology, School Psychology, and Counselor Education (COPE) Program Area within the Counseling, Higher Education, and Special Education (CHSE) Department.

Video: School Psychology- An Overview of the Profession and Training Program at UMD

Graduates of the University of Maryland Ph.D. School Psychology Program are prepared to pursue a variety of career paths including academic, research or practitioner careers.

Why Choose School Psychology at Maryland?

Our Program stresses the application of psychological knowledge from a variety of theoretical orientations to address educational and mental health issues of students and schools. Program and Departmental faculty are diverse in terms of research interests and theoretical perspectives. Faculty members model a scientist-practitioner approach in the application of psychological knowledge to address school-related prevention, academic, developmental, and mental health issues. Students are encouraged to think simultaneously as researchers and practitioners. Admissions offers are made to applicants judged to have the potential to develop competencies in both research and professional practice.

The Emphasis of our Program The Program's curriculum includes several especially strong components that mark the Program's graduates. In particular, we provide intensive experiences in both the research and practice components of the discipline. We combine an emphasis on psychological research and the use of research to inform practice with intensive clinical training. Our program includes: an assessment model that integrates both cognitive and personality dimensions; an emphasis on the theory and practice of consultation at multiple levels; and commitment to personal and individual diversity through specific coursework, infusion in the curriculum, and field experiences with culturally diverse populations.

Accreditation Status

The University of Maryland Ph.D. School Psychology Program is accredited by the American Psychological Association (APA; next site visit scheduled for 2028), and we are fully accredited by the National Association of School Psychologists (NASP; next review scheduled for 2030). The training program is housed within the College of Education, which is accredited by the National Council for the Accreditation of Teacher Education (NCATE). All of the College of Education’s school professional preparation programs are approved by the Maryland State Department of Education (MSDE).

Accreditation organization contact information is as follows: American Psychological Association Office of Prog. Consultation and Accreditation 750 First Street, NE Washington, DC 20002-4242 E-mail: [email protected] Phone: 202.336.5979 Fax: 202.336.5978  Web-based listing of APA-accredited programs: www.apa.org/ed/accreditation/programs/accred-school.aspx National Association of School Psychologists 4340 East West Highway, Suite 402 Bethesda, MD 20814 E-mail: [email protected] Program Approval Board Phone: 301.657.0270 Fax: 301.657.0275 Web-based listing of NASP-approved programs: Program Annual Report and Student Outcomes Data

School Psychology Student Organizations

Student Affiliates of School Psychologists (SASP)

Our doctoral students have the opportunity to join SASP, a student-run organization that fosters growth and professionalism among the students in the School Psychology program at the University of Maryland. SASP facilitates an awareness and understanding in the school psychology profession by providing support and developmental opportunities. By providing students with the opportunity to be involved in social activities and conducting research with faculty, SASP refines and strengthens the program's overall mission for maintaining and training quality school psychologists. More Information on SASP

Program Goals and Objectives

The following goals and objectives operationalize the program’s mission of integrating foundational scientific knowledge, clinical practice, and research experiences.

Scientific Knowledge

Goal: Students will develop foundational knowledge and become well-versed in profession-wide competencies via the required course sequence.

• Obejective 1a: Students will be well-versed in foundational scientific knowledge including: (a) history and systems of psychology; (b) affective, biological, cognitive, and social aspects of behavior; (c) research methods, statistical analysis, and psychometrics. 
• Objective 1b: Students will gain knowledge regarding professional competencies including (a) research, (b) ethical/legal standards; (c) individual and cultural diversity; (d) professional values and attitudes; (e) communication/interpersonal skills; (f) assessment; (g) intervention; (h) supervision; and (i) consultation.

Clinical Practice

Goal: students will demonstrate entry-level competence, provide evidence-based school psychological services, and develop identities as professional psychologists..

Sub-goal 1: Students will demonstrate entry-level competence as specified by the American Psychological Association with respect to “discipline-specific knowledge, profession-wide competencies and learning/curriculum elements required by the profession.”

• Objective 1a: Students: (1) will demonstrate knowledge of theory and research pertinent to mental health service delivery in regard to: (a) psychodiagnostic, psychoeducational, and educational assess­ment, (b) interventions to address academic and social behavior issues, and (c) individual and group counseling of school-age students; and (2) will demonstrate the ability to apply their knowledge in the foregoing areas to the solution of identified client problems.
• Objective 1b: Students: (1) will demonstrate knowledge of theory and research in regard to: (a) case- and consultee-centered consultation, (b) team-based support systems, and (c) systems-level consultation; and (2) will demonstrate the ability to apply their knowledge in the foregoing areas to the solution of identified client or systems-level problems.

Sub-goal 2: Students will be able to provide evidence-based school psychological services in the context of a multicultural, pluralistic society such that inter-individual differences and differences in culture, ethnicity, gender, socioeconomic status and sexual orientation are understood and respected.

• Objective 2a: Students will demonstrate knowledge of inter-individual differences (e.g., temperament, learning abilities, personality attributes, disability status) and knowledge of the influences of social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors on students’ development and learning.
• Objective 2b:     Students will apply knowledge of such differences in their assessment, consultation, counseling and other professional work in order to ensure effective, equitable, and respectful school psychological services to all of their clients and other service recipients.

Sub-goal 3: Students will develop identities as professional psychologists specializing in school psychology, and practice in accord with professional practice standards and a scientific knowledge base.

• Objective 3a: Students demonstrate knowledge of the historical development of psychology and of school psychology in the context of current developments in the discipline.
• Objective 3b: Students will demonstrate professional identities as psychologists through their membership and participation in professional and scientific organizations, and through their expressed research and professional goals.
• Objective 3c: Students will demonstrate knowledge of, and adherence to, ethical and legal guidelines in all aspects of their professional work.

Research Component

Goal: Students will understand, generate, and disseminate research in order to contribute to the scientific knowledge base.

• Objective 1a: Students will have an ongoing involvement in all stages of the research process with increasing independence over time.
• Objective 1b: Students will engage in conducting original research and disseminating psychological science via completion of the master’s thesis, doctoral dissertation, and comprehensive requirements.

Research Labs

Emotions, Equity, & Education Lab (Dr. Colleen O'Neal) Temperament & Narratives Lab (Dr. Hedy Teglasi)   Bullying Prevention and Mental Health Promotion Lab (Dr. Cixin Wang)  Risk, Resilience, and Culture Lab (Dr. Chunyan Yang)

Our AGS and PhD graduates meet MSDE requirements for certification as a school psychologist. Our graduates are also eligible for the NCSP, Nationally Certified School Psychologist, through NASP.

Per new US Department of Education regulations regarding state licensure disclosure, a determination has not been made as to whether this program meets the requirements for professional certification in any particular state or territory other than Maryland. We are in the process of reviewing state certification requirements and will update this page when more information is available.

For more information visit the  graduate admission requirements  webpage. Select an area of interest from the various offerings in the College of Education to determine the admission requirements and deadlines.  If you are unsure of your area of interest you may request information by submitting an  Inquiry Form . 

Admissions Information

Information about applying to the School Psychology program can be found  here . 

Also, please refer to the University of Maryland  Guide to Applying  for guidance on the steps to follow and how to apply for graduate admission. If you have questions or concerns about the administrative process, we ask you to first review their list of  Frequently Asked Questions .  For questions about the application process, or to check on the completion of your application please contact:

Judy Foster,  Coordinator of Graduate Admissions Office of Student Services, College of Education (301) 405-2359                   

After you apply for graduate admission you may check your application status by logging into the  online graduate application  using your user name and password.  Graduate faculty in the Academic Department you applied to will review your completed application for graduate admission. 

Please refer to the Guide to Applying  for instructions on how to apply for graduate admission. If you have questions or concerns, we ask you to first review our list of  Frequently Asked Questions .  International applicants should visit the International admissions webpage for additional information.  For questions about the application process, or to check on the completion of your application please contact:

Judy Foster, Coordinator of Graduate Admissions Office of Student Services, College of Education (301) 405-2359                  

After you apply for graduate admission you may check your application status by logging into the  online graduate application  using your user name and password.  Graduate faculty in the Academic Department you applied to will review your completed application for graduate admission.  Questions regarding application reviews and decision recommendations should be directed to Department of Counseling, Higher Education, and Special Education (CHSE).  Please contact:

Carol Scott , Coordinator of Graduate Studies Counseling, Higher Education, and Special Education (301) 405-8384

Please contact the Office of Student Services, [email protected] , or (301) 405-2364.

Academic advisement for graduate students is provided by the graduate faculty in the Department of Counseling, Higher Education, and Special Education (CHSE).   For advising information, please contact the Coordinator of Graduate Studies, Carol Scott at (301) 405-8384 or [email protected] .

For a list of the College of Education Scholarship opportunities visit:  /admissions/ financial-aid-scholarships .  For information about additional funding opportunities, including the Graduate School Fellowship and Graduate Assistantship availability visit:  https://gradschool.umd.edu/funding/fellowship-information .    

For information about other student financial aid, review the Office of the Student Financial Aid website .

Required Coursework

The curriculum requirements are designed to ensure adequate preparation in reference to the Program's goals. A total of 74 coursework credits are required, with an additional 21-27 credits being required for research and fieldwork/internship. The Program typically requires four years of full-time, resident graduate study in coursework and fieldwork prior to the pre-doctoral internship. Students are required to have an approved dissertation proposal prior to beginning internship. The Program Handbook includes a detailed listing of course requirements. Those entering the program with advanced degrees may have some requirements waived based on previous graduate work, as described in the Program Handbook

Required Course Sequence here

Typical Course Sequence here

Practicum/Fieldwork Requirements

The School Psychology Program provides a sequence of experiential coursework and field placements starting in the first year with pre-practicum laboratory experiences, practicum, fieldwork, and the pre-doctoral internship. Lab experiences and practicum courses have on- and off-campus components. Post-practicum fieldwork typically occurs during the fourth year and internship during the fifth year. Practicum experiences are closely supervised and directed by program faculty. Post-practicum fieldwork and the pre-doctoral internship allow for a greater degree of independent functioning by the student under field-based supervision, with oversight by the program faculty.

Fieldwork Experiences

Typically completed during a student’s fourth year, fieldwork experiences call for an assignment of 10 hours per week gaining experience in school psychology science and practice in an education-related setting, with field-based supervision and support by a faculty member.  Students may choose a variety of activities, based on their interests. For example, a student may work in assessment or consultation in a school or school system; conduct program evaluations for school, school system, or educational agency programs; engage in consultation or research for a school system; or engage in an administrative or advocacy role in a school psychology-related organization.

Pre-Doctoral Internship

A paid, pre-doctoral internship equivalent in length to full-time work for either one K-12 school year or one calendar year, totaling at least 1750 hours, is required after the completion of all coursework. The internship must be completed in no longer than a 24 month period. Internships must either be APA-accredited or conform to the CDSPP Internship Guidelines . Pre-doctoral internships are either: (a) a full-year, school-based internship, or (b) a full-year internship in a consortium arrangement in which at least half is in a school setting. Alternative internship placements are available for students who either: (a) have previously completed a 1200-hour specialist-level school psychology internship, or (b) whose combination of previous internship and work experience as a school psychologist are judged to be equivalent to the required specialist-level internship. Specific requirements for the internship, and policies and procedures pertaining thereto, are detailed in the Program Handbook

Research Requirements

Research involvement is an integral part of the School Psychology Program.  Accordingly, students become involved in research activities during their first semester, and continue their involvement continuously prior to their internship year. Students are required to make at least one presentation at a national conference and to submit at least one manuscript for publication prior to earning their Ph.D.

Master's Thesis

The master's thesis is the culminating requirement for the master’s degree. All students must complete a formal master's thesis in order to earn the M.A.

Research Competency

Doctoral students entering with a master's degree who have not completed an acceptable research project must demonstrate research competency in lieu of doing a master's thesis.  This research competency project must be completed and approved by the Program prior to advancement to doctoral candidacy.  The Program Handbook includes criteria for evaluating students’ previous research work.

Doctoral Dissertation

The doctoral dissertation is a major research project designed to both demonstrate the student's research competence and to make a substantive contribution to the research literature.  An approved dissertation proposal is due prior to beginning the pre-doctoral internship.

Summary of Comprehensive Requirements here

Waiver of Program Requirements for Students with Previous Graduate Work

The school psychology program welcomes applicants who have done previous graduate work. Inevitably, individuals with previous graduate work are interested in how such work will affect the require­ments of their program. The program's policy on waivers of curriculum requirements is guided by two considerations: (a) that students not be required to engage in needless repetitious coursework when they have satisfactorily acquired the knowledge and skills embodied in a particular requirement, and (b) notwithstanding the first consideration, that graduates of any program in psychology are regarded and evaluated by the professional community on the basis of completion of their most advanced degree. Therefore, it is the Program's responsibility to ensure adequate development of the knowledge and skills that are required of all professional school psychologists.

Coursework: A specific course may be waived by the Program Faculty under the following conditions:

• the previous course for which the student desires credit was a course taught at the graduate level and restricted to graduate students only at a regionally accredited college or university;
• the student earned a grade of A or B in the course;
• review by an instructor of the course to be waived for comparability of content, where applicable; and
• approval by the student's advisor.

Internship: In accordance with accreditation and licensure standards, all students must complete a full-year (or equivalent) pre-doctoral internship regardless of previous professional experience or training. However, the nature (e.g., emphasis of activities, type of setting) of the internship may be modified based on the student's professional background and experience.

Research: A student who has completed a previous master's thesis that involved the collection and analysis of empirical data has satisfied the pre-dissertation research competency requirement. Students who have completed other research projects (including non-empirical master's theses), published or unpublished, will be waived from the research competency requirement if the student's involvement in the research project was equivalent to all of the aspects of the research competency requirement.

Waiver vs. Transfer: Coursework, fieldwork, or research requirements for which a student obtains a waiver do not appear on the student's University of Maryland transcript. Although credits do not appear on the student's transcript, waivers of courses reduce the total number of credits required at Maryland; it is not necessary for students to make up these credits with substitute courses.

Note to Those with Completed Specialist Training in School Psychology: Although individual circumstances vary, students who have previously completed specialist-level preparation as a school psychologist may expect programs that require four years of full-time study at Maryland (including internship); in unusual cases the program for such students can be completed in three years total. The internship year does not, necessarily, require the student to remain in the Baltimore/Washington metropolitan area.

Program Contacts

Dr. Cixin Wang, Program Director ( [email protected]  )

Ami Patel, Graduate Assistant  ( [email protected] )

Carol Scott, Coordinator ( [email protected] )

Program Faculty

The School Psychology Program faculty is composed of four core full-time members responsible for administering the Program (Drs. O’Neal, Teglasi, and Wang) but other faculty members from the CHSE Department and other Department in the College and University teach courses and serve on thesis and dissertation committees for our students. The core faculty members typically supervise our students’ research and practicum experiences as well as teach. Brief biographies of core faculty are provided below.

Colleen O’Neal, Ph.D.,  Associate Professor, is a graduate of Long Island University’s APA-accredited clinical psychology Ph.D. program. She earned a B.A. in psychology at Cornell University and a masters in child development at Auburn University. She completed an NIH postdoctorate in mental health statistics at NYU and continued at the NYU School of Medicine Child Study Center as an assistant professor conducting school-based intervention research. She recently received a Fulbright Alumni Award, as a team co-leader, to study the prevention of Burmese refugee minority child mental health and promotion of academic competence in Malaysia. She currently serves on the Fulbright refugee higher education and peer review committees for Southeast Asia. She is also the co-coordinator of the emotions preconference at the Society for Research in Child Development. The overarching goal of her research is mental health service equity for minority children. In addition to international mental health prevention among refugee children, her research focuses on the longitudinal study of emotional development, stress, and the prevention of anxiety and depression among low-income, minority children in the U.S.

Hedy Teglasi, Ph.D.,  Professor, is a graduate of Hofstra University's APA-accredited psychology program, and is Board Certified in School Psychology of the American Board of Professional Psychology (ABPP) and a Fellow of the APA (Div. 16), Society for Personality Assessment, and the American Academy of School Psychology. She has held elected office in the American Academy of School Psychology and served as Chair of the American Board of Professional School Psychology. She completed her internship in a public school system, a university-based psychological evaluation and research center, and a family clinic serving the judicial system.  She has served as associate editor of the School Psychology Quarterly and as member of several editorial boards, including Psychological Assessment. Dr. Teglasi's research has focused on the impact of temperament and social-information processing schemas on social and emotional adjustment as these relate to assessment and interventions.  Her publications include chapters and articles on assessment (including parent conferences and report-writing), temperament, social information processing, and programs for interventions (including bullying, and enhancing social-emotional competence).  She is the author of two recent reference texts on the use of storytelling techniques in personality assessment.

Cixin Wang, Ph.D.,  Assistant Professor, received her Ph.D. in School Psychology from University of Nebraska-Lincoln in 2011. She then completed a two-year postdoctoral training at Kennedy Krieger Institute/Johns Hopkins University in 2013. Her research interests focus on bullying prevention and mental health promotion among children and adolescents. Her research seeks to: (1) better understand different factors contributing to bullying/ victimization and mental health difficulties, including individual, family, school, and cultural factors; (2) develop effective prevention and intervention techniques to decrease bullying at school; and (3) develop school-wide prevention models to promote mental health among students, especially among culturally and linguistically diverse (CLD) students.

Chunyan Yang, Ph.D., Associate Professor, focuses on understanding the risk and resilience experiences of PreK-12 students and other school members (e.g., educators, parents, and school leaders) in the contexts of school-wide SEL implementation, universal pre-K policy implementation, and bullying/school violence prevention. Her scholarship has contributed to the fields of school psychology, developmental psychology, educational psychology, teacher education, international psychology, and the interdisciplinary field of school violence. Across the above fields, she has published over 70 scholarly works and given more than 80 presentations at national and international conferences. Her work has been funded by the Spencer Foundation, Jacobs Foundation, the William T. Foundation, and the Society of the Study of School Psychology. Dr. Yang received her Ph.D. in Education with a specialization in school psychology from the University of Delaware. Prior to joining the faculty at the UMD, she served as an assistant and then associate professor of school psychology at the University of California Santa Barbara and the University of California Berkeley, respectively. She also worked as a school psychologist in the district-wide Multicultural Assessment and Consultation Team in northern Colorado. Dr. Yang was the recipient of the National Academy of Education/Spencer Postdoctoral Fellowship in 2020, the Outstanding Early Career Psychologist Award from APA Division 52: International Psychology in 2021, and the Lightner Witmer Early Career Award from APA Division 16: School Psychology in 2022. 

Emeritus Faculty

Emeritus faculty includes those who have been long-standing core members of the school psychology faculty, but who are now retired. Emeritus faculty may continue to advise students who began their work with them, continue an active program of research and scholarship, and serve on thesis and dissertation committees. These valued faculty members do not accept new advisees.

William Strein, D. Ed., Associate Professor Emeritus, graduated from the APA-accredited school psychology program at the Pennsylvania State University.  He is a Fellow of APA (Division 16 – School Psychology). Prior to joining the program in 1981, he worked for several years as a school psychologist in public schools in Pennsylvania and Virginia, and served as a visiting faculty member in the school psychology program at UNC-Chapel Hill.  He is actively involved in professional organizations both nationally and in Maryland.  His research focuses on children's social-emotional learning, particularly children’s self-perceptions of competence. His publications also have addressed work on professional issues in school psychology, including prevention and the application of population-based models to school psychology.

Gary Gottfredson, Ph.D . , Professor Emeritus, earned his PhD in psychology from the Johns Hopkins University.  He was principal research scientist and directed the School Improvement Program and the Program in Delinquency and School Environments at the Johns Hopkins Center for Social Organization of Schools.  He is a fellow of APA Divisions 5 and 17 (Evaluation, Measurement and Statistics; Counseling Psychology), the Association for Psychological Science, and the Society for Experimental Criminology; has served on the APA Task Force on Victims of Crime and two National Research Council committees; chaired the APA Committee on Employment and Human Resources, been president of the APA Division of Population and Environmental Psychology; and has been a member of MSDE's Achievement Initiative for Maryland's Minority Students Steering Committee.  His research and publications have focused on educational program development and evaluation, school-based prevention of problem behavior, the assessment of school environments, and psychological assessment. 

Sylvia Rosenfield, Ph.D ., Professor Emerita, graduated from the school psychology program at the University of Wisconsin-Madison.  Previously, she was a school psychologist in the Madison (WI) public schools and a faculty member at Fordham and Temple Universities. She has served as treasurer and president of the APA Division of School Psychology, as well as a member of the APA Board of Educational Affairs.  She is a Nationally Certified School Psychologist. Her awards include the NASP Legends Award, the NASP Lifetime Achievement Award, and the APA Distinguished contributions to Education and Training Award; she is a Fellow of APA and AERA. Her research and multiple publications have focused on training and practice in indirect services, particularly consultee-centered and instructional consultation, and school psychology.  Recent publications include co-authorship of the Blueprint for Training and Practice III, published by NASP, and a co-edited book on implementation of evidence based practices in schools.

In addition to working with Program faculty, students take courses and may do research with other nationally recognized graduate faculty members in the CHSE Department, and in other departments such as Psychology or Human Development and Quantitative Methods.

Academic deadlines are provided by the Office of the Registrar for the academic year. Students should refer to the deadlines listed in Important Dates  prior to the beginning of the degree completion semester.  

Students should check with their Department or Program for any deadlines it may have.  Please contact:

Visit the School Psychology program  handbooks and forms  page.

The Graduate Student Life Handbook provides information on academics, campus resources, finances, health, job opportunities, and information on how to get involved as a graduate student. 

Graduate students in the College of Education are responsible for meeting University and the Graduate School policy, and for meeting Program requirements.   The Graduate Catalog  is the official listing of Policies governing graduate education at the University of Maryland.  The schedule adjustment policy is available from the Office of the Registrar and provides information on adding and dropping courses, penalties, and refund schedules.

Graduate students are required to submit various forms at specific points in the program and as part of the degree clearance process.  Please refer to Steps Toward Graduation to determine the steps and forms that are required.    The  forms for use by graduate students are available here. 

Maryland Masters in Clinical Psychology Graduate Programs

Written by Sarah Walsh

Clinical PsyD — Rutgers University | Clinical Psychologist

Maryland is home to several esteemed clinical psychology graduate programs that provide comprehensive training in the field of clinical psychology. These programs are designed to equip students with the knowledge, skills, and practical experience necessary to become competent clinical psychologists and contribute to the field of mental health.

Clinical psychology graduate programs in Maryland typically offer a blend of rigorous coursework, supervised clinical training, and research opportunities. Students delve into coursework covering various domains, including psychopathology, psychological assessment, evidence-based interventions, research methods, ethics, and cultural diversity. These programs aim to foster a solid theoretical foundation and an understanding of the scientific underpinnings of clinical psychology.

Supervised clinical training is a core component of clinical psychology graduate programs in Maryland. Students have opportunities to gain practical experience through supervised practicum placements, allowing them to apply their knowledge in real-world clinical settings. These placements may take place in diverse settings such as hospitals, clinics, community mental health centers, or university counseling centers. Under the guidance of experienced clinicians, students develop their assessment, diagnostic, and therapeutic skills while working with individuals from various backgrounds.

Research is another significant aspect of clinical psychology graduate programs in Maryland. Students may have opportunities to engage in research projects, collaborate with faculty members, and contribute to the advancement of knowledge in the field. Through research experiences, students develop critical thinking skills, research methodologies, and the ability to apply research findings to inform their clinical practice.

Upon completion of clinical psychology graduate programs in Maryland, students are well-prepared to pursue various career paths. Graduates may choose to work in clinical practice settings, research institutions, and academic settings, or pursue further study at the doctoral level. They may contribute to the field by providing evidence-based interventions, conducting research, teaching, or taking on leadership roles in the mental health community.

Please note that the provided introduction offers a general overview of clinical psychology graduate programs in Maryland. It’s recommended to explore the specific program websites for more detailed and up-to-date information on admission requirements, curriculum, faculty, clinical training opportunities, and research areas offered by each program.

Masters in Clinical Psychology Programs in Maryland

Here are some Masters in Clinical Psychology programs in Maryland:

University of Maryland, College Park – Clinical Psychology Program

Website: Master’s in Clinical Psychology Program

Description: The Clinical Psychology Program at the University of Maryland, College Park offers a comprehensive Master’s degree program in Clinical Psychology. The program provides students with a strong foundation in the scientific and theoretical aspects of clinical psychology while emphasizing the practical application of knowledge and skills. Students engage in coursework covering various domains such as psychopathology, psychological assessment, therapeutic interventions, research methods, ethics, and cultural diversity. The program also includes supervised clinical practicum experiences, allowing students to gain hands-on training and develop their clinical skills under the guidance of experienced clinicians. Graduates of the program are prepared to work in mental health clinics, hospitals, and research institutions, or pursue further study at the doctoral level.

University of Maryland, Baltimore County

Website: Master’s in Industrial / Organizational Psychology Program

Description: The Industrial/Organizational Psychology program at UMBC-Shady Grove is renowned for its cutting-edge and immersive curriculum, designed and taught by distinguished industry experts. This program, housed within UMBC’s esteemed Department of Psychology, stands out as a truly distinctive and highly practical graduate program that equips students with the essential skills demanded by today’s dynamic job market.

Students enrolled in this program embark on a comprehensive journey that encompasses a wide array of vital subjects. Through rigorous coursework and hands-on experiences, they delve into the realm of organizational behavioral management, learning the intricacies of effectively guiding and motivating employees within diverse workplace environments. The curriculum also delves into the realm of consulting, equipping students with the necessary tools to provide expert advice and guidance to organizations seeking to enhance their performance and efficiency.

Moreover, the program covers human factors, which involves understanding the interaction between humans and technology within organizational settings. Students gain valuable insights into optimizing human-machine interfaces and designing ergonomic workspaces that promote productivity and well-being.

Another focal point of the program is professional human resources practice, offering a comprehensive exploration of the strategic and operational aspects of managing human capital within organizations. From talent acquisition and talent assessment to talent management and employee development, students gain the expertise needed to identify, attract, assess, and nurture top-tier talent in today’s competitive job market.

Throughout their journey, students have the unique opportunity to construct a professional portfolio, showcasing their applied knowledge and skills. Additionally, they cultivate meaningful relationships with both faculty practitioners and industry professionals, enabling them to forge valuable connections and gain insights from seasoned experts in the field.

This program caters to aspiring professionals who aspire to thrive in various areas, including Human Resources, Talent Acquisition, Talent Assessment and Talent Management, Organizational Behavior and Development, and Training and Development. By providing a comprehensive and specialized curriculum, UMBC-Shady Grove’s Industrial/Organizational Psychology program empowers students to excel in their chosen fields and make a lasting impact in the ever-evolving world of work.

Loyola University Maryland – Clinical Psychology Program

Website: Master’s in Clinical Professional Counseling Program

Description: This Program at Loyola University Maryland offers a Master’s degree program that provides students with a comprehensive understanding of clinical professional counseling. The program focuses on training students in evidence-based assessment and treatment methods, as well as the ethical and cultural considerations involved in providing psychological services. Students engage in coursework covering various areas such as psychopathology, assessment techniques, therapeutic interventions, research methods, and professional ethics. The program places a strong emphasis on supervised clinical practicum experiences, allowing students to gain hands-on training and practical skills in working with diverse populations. Graduates of the program are well-prepared to pursue careers in mental health clinics, hospitals, research institutions, or further study at the doctoral level.

Johns Hopkins University – Clinical Psychology Program

Website: Master’s in Clinical Mental Health Counseling and School Counseling Program

Description: The Clinical Mental Health Counseling Program at Johns Hopkins University offers a Master’s degree program that combines rigorous coursework, clinical training, and research experiences. The program provides students with a solid foundation in clinical psychology theory, research methods, and evidence-based interventions. Students engage in coursework covering various areas such as psychopathology, assessment techniques, therapeutic interventions, research design, statistics, ethics, and cultural diversity. The program offers supervised clinical practicum experiences, allowing students to develop their clinical skills and gain practical experience working with diverse populations. Additionally, students have opportunities to engage in research projects and collaborate with faculty members who are actively involved in research. Graduates of the program are well-prepared for careers in clinical practice, research, or further study at the doctoral level.

Please note that the provided descriptions offer a general overview of the respective programs, and it’s advisable to visit the program websites for more detailed and up-to-date information about admission requirements, curriculum, faculty, and specific opportunities offered by each program.

Doctorate of Clinical Psychology Programs in Maryland

Here are detailed descriptions of Doctorate of Clinical Psychology programs in Maryland:

Website: Doctorate in Clinical Psychology Program

Description: The Clinical Psychology Program at the University of Maryland, College Park offers a highly regarded Doctorate of Clinical Psychology (Psy.D.) program. The program provides students with comprehensive training in clinical psychology theory, research, and practice. Students engage in coursework covering various domains such as psychopathology, psychological assessment, evidence-based interventions, research methods, ethics, and cultural diversity. The program emphasizes the integration of scientific knowledge and clinical skills, preparing students for professional practice in a variety of mental health settings. The program also provides supervised clinical practicum experiences, allowing students to gain hands-on training and refine their clinical competencies. Graduates of the program are prepared to become licensed clinical psychologists and pursue careers in clinical practice, research, teaching, or leadership roles in the field of psychology.

University of Maryland, Baltimore County – Clinical Psychology Program

Website: Clinical Psychology Program

Description: The Clinical Psychology Program at the University of Maryland, Baltimore County offers a Doctorate of Clinical Psychology (Psy.D.) program that prepares students for careers in clinical practice, research, and leadership roles in the field of psychology. The program combines rigorous coursework, supervised clinical training, and research experiences. Students engage in coursework covering various areas such as psychopathology, assessment techniques, evidence-based interventions, research methods, ethics, and cultural diversity. The program places a strong emphasis on the integration of theory, research, and practice, preparing students to apply scientific knowledge in professional settings. Students also gain extensive clinical experience through supervised practicum placements, allowing them to develop advanced clinical skills under the guidance of experienced clinicians. Graduates of the program are well-prepared to provide evidence-based psychological services, contribute to research in the field, or pursue further study at the postdoctoral level.

Description: The Clinical Psychology Program at Loyola University Maryland offers a Doctorate of Clinical Psychology (Psy.D.) program that prepares students for careers as professional psychologists. The program provides a comprehensive education in clinical psychology theory, research, and practice. Students engage in coursework covering various domains such as psychopathology, assessment techniques, evidence-based interventions, research methods, ethics, and cultural diversity. The program places a strong emphasis on the integration of theory and practice, preparing students to apply psychological principles in real-world settings. Clinical training is a significant component of the program, with students gaining practical experience through supervised practicum placements in diverse clinical settings. Students also have opportunities to engage in research projects and collaborate with faculty members who are actively involved in research. Graduates of the program are well-prepared for careers in clinical practice, research, teaching, or leadership roles in the mental health field.

To learn about all Masters in Psychology Programs offered in Maryland, click here .

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University of Maryland Fully Funded PhD in Psychology

University of maryland.

The University of Maryland, College Park, MD, offers a fully funded PhD in Psychology. Students are accepted into the following specialty areas: Clinical (CLIN), Cognitive and Neural Systems (CNS), Counseling (COUN), Developmental (DEV), Social, Decision, and Organizational Science (SDOS). The Department expects each doctoral candidate to be conversant in the field of psychology as well as an expert in his or her specialty area. All admitted Ph.D. students are assisted in the form of a fellowship or graduate assistantship for the first 5 years, which includes tuition remission of up to 10 credits per semester. Applicants applying to the Counseling (COUN) program have a “best consideration” date of November 15.

• Deadline: Dec 03, 2024 (Confirmed)*
• Work Experience: Any
• Location: North America
• Citizenship: Any
• Residency: United States

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Clinical, Counseling & Applied Psychology at University of Maryland - College Park

Clinical, counseling & applied psychology degrees available at umcp, umcp clinical psychology rankings, popularity of clinical psychology at umcp, salary of clinical psychology graduates with a master's degree.

Clinical Psychology majors graduating with a master's degree from UMCP make a median salary of $61,852 a year. This is a better than average outcome since the median salary for all clinical psychology graduates with a master's is $44,962.

Clinical Psychology Student Diversity at UMCP

Umcp clinical, counseling & applied psychology master’s program.

All of the 3 students who graduated with a Master’s in clinical psychology from UMCP in 2021 were women.

The following table and chart show the ethnic background for students who recently graduated from University of Maryland - College Park with a master's in clinical psychology.

Majors Similar to Clinical Psychology

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Psychology Doctoral Programs in Maryland

Are you searching for doctoral programs in psychology in Maryland to advance your professional opportunities in studies on the human mind and behavior? Well, you have certainly come to the right place. Despite being one of the most compact states, Maryland is among the most densely populated states in the United States and has several metropolitan areas bustling with plentiful real-world learning opportunities in diverse communities.

Situated in the Mid-Atlantic region near the nation’s capital at Washington D.C., the “Old Line State” serves as the perfect spot for attending higher education with some of the top-ranked universities in the nation. Whether you are born and raised or considering moving to Maryland, the following are the six accredited doctoral programs to further a rewarding career in psychology.

Loyola University Maryland

Department of psychology.

As a private non-profit institution founded in the Roman Catholic and Jesuit traditions for a liberal arts education of the whole person, Loyola University Maryland is situated on an 80-acre urban campus in the heart of downtown Baltimore. Recognized for hosting an exemplary community service program that serves disadvantaged communities in the greater metropolitan area, Loyola is currently ranked as the 5th best college and 6th top up-and-coming school in the North by the U.S. News and World Report. Not only has the Department of Psychology been nationally recognized for the 141st best psychology graduate programs, but it also has the 114th top clinical psychology doctoral program in the entire United States.

Doctor of Psychology (Psy.D.) in Clinical Psychology

Focused on a unique service-oriented educational approach that trains doctoral students to become leaders and innovators capable at effectively addressing the ever-changing demands of mental health services, the PsyD in Clinical Psychology program adheres to the scholar-practitioner model with an emphasis on the integration of a comprehensive knowledge base in psychological theories and practical clinical skills. As the first program of its kind in the state, the full-time five-year PsyD degree leads to licensure in any state of the nation with the requirement to devote at least 20 hours each week for clinical practice at Baltimore area field placement sites. For individuals who have already graduated from one of the APA-accredited psychology master’s programs, there is an option to be admitted into the second year of the curriculum for an accelerated degree path as well.

Accreditations

• American Psychological Association (APA) Commission on Accreditation (CoA)
• Middle States Commission on Higher Education (MSCHE)

Contact Information

Beatty Hall Room 220C 4501 North Charles St. Baltimore, MD 21210 (410) 617-2175 [email protected] http://www.loyola.edu/academic/psychology/programs/doctorate.aspx

University of Maryland – Baltimore County

Located about a half hour from the heart of the nation’s capital at Washington, D.C. on a suburban 530-acre campus, the University of Maryland in Baltimore County is a distinguished public research institution with more than 14,000 students. With recent national recognition for its diversity, affordability, and student mentoring services, UMBC is currently ranked as the 158th best college, 85th top public school, and 1st best up-and-coming university in the entire nation by the U.S. News and World Report. Even more importantly, the Department of Psychology is recognized for having the 132nd best graduate psychology programs and 104th top clinical psychology program in the country.

Doctor of Philosophy (Ph.D.) in Human Services Psychology

Composed of three interrelated fields which provide training in Clinical Psychology, Behavioral Medicine, and Community or Applied Social Psychology, the Ph.D. in Human Services Psychology (HSP) program is concerned with promoting the human well-being through the application of psychological knowledge to the diagnosis, treatment, and prevention of mental health illnesses. The program is designed to prepare graduate students to contribute to the growth of empirical-based research findings in these areas and apply this knowledge to a broad range of psychological or physical human problems. Using a bio-psychological approach as the integrative perspective for training competent human service providers and researchers, the program is typically completed in five or six years with a full-time one-year clinical internship.

Psychology Building Room 312 1000 Hilltop Circle Baltimore, MD 21250 (410) 455-2567 [email protected] http://psychology.umbc.edu/hsp/

University of Maryland – College Park

As the flagship campus of the state that offers students a distinctively suburban environment within easy access to the big-city learning opportunities of Washington D.C. and Baltimore, the University of Maryland –College Park is a comprehensive public institution with a diverse community of more than 27,000 students. Recognized for being among the best college buys by Kiplinger’s Personal Finance magazine, UMD is currently ranked as the 62nd best college and 21st top public school in the entire nation by the U.S. News and World Report. Also nationally recognized for hosting some of the best online doctoral programs, the Department of Psychology has the 37th best clinical psychology and 40th top psychology graduate programs in the United States.

Doctor of Philosophy (Ph.D.) in Clinical Psychology

Emphasizing the integration of research with clinical practice in the clinical-scientist training model, the Ph.D. in Clinical Psychology program prepares clinical psychologists who are knowledgeable in the scientific method of inquiry as well as skilled in the development and implementation of research-based treatments to remediate mental health disorders. Based on a mentorship model where students receive rigorous research training experience, all students are involved in hands-on research to further understanding of clinical phenomena, such as personality disorders, anxiety, depression, ADHD, addictions, and schizophrenia. Through a seamless blend of five to six years of didactic coursework, practicum, research, and internship experiences, the program sensitizes students to maladjustment across diverse cultures.

Doctor of Philosophy (Ph.D.) in Counseling Psychology

As one of the oldest psychology doctorate programs in the nation that has been continuously accredited by the APA since 1953, the Ph.D. in Counseling Psychology program is offered in collaboration with the Department of Counseling, Higher Education, and Special Education. Representing a broad range of research interests from psychotherapy processes and multiculturalism to vocational psychology and interpersonal relationships, the program follows a scientist-practitioner model with students gaining hands-on research experiences and diverse life experiences. Only offered on a full-time basis, the program requires students to complete a 10-20 hour per week graduate assistantship during the nine-month academic year, formal advanced coursework, Master’s research thesis, comprehensive examination, doctoral dissertation, and full-time predoctoral internship in the final sixth year.

Doctor of Philosophy (Ph.D.) in School Psychology

Following the scientist-practitioner model, the Ph.D. in School Psychology program aims to produce school psychologists who are prepared to pursue academic or research careers to become producers of psychological science as well as prepared to practice at high-level practice positions of leadership in the field. Stressing the application of psychological knowledge from a variety of theoretical frameworks to address educational and mental health issues of students in various school environments, the research-intensive doctoral program inculcates the fundamental importance of using empirical research to inform school psychologists’ practice with field experiences in culturally diverse educational settings.

• National Association of School Psychologists (NASP)

1147 Biology/Psychology Building College Park, MD 20742 (301) 405-1454 [email protected] https://psyc.umd.edu/landing/Graduate

Uniformed Sciences University of the Health Sciences

Department of medical and clinical psychology.

Established in 1972 under legislation sponsored by U.S. Representative Felix Edward Hebert as a health science university run by the U.S. Federal Government in Bethesda, the Uniformed Services University of the Health Sciences trains uniformed health professionals to directly support the Military Health System, National Security and National Strategies of the United States, and our Armed Forces. Home to around 850 graduate students, USUHS is a traditional academic health center with an additional mission that is unlike any other institution of higher learning in the nation. According to the U.S. News and World Report, the Department of Medical and Clinical Psychology has the 114th best clinical psychology doctoral program.

With the goal of developing professional knowledge, skills, and attitudes appropriate to specific areas of practice through the integration of theory with research, the Ph.D. in Clinical Psychology program follows a scientist-practitioner Boulder model of training with a strong emphasis on the development of sensitivity to cultural diversity. Within the program, students have the opportunity to pursue one of two distinct tracks. While those wishing to use their scientific training in the context of clinical work or problem solving in the field should pursue the Military Track, students who want to develop the skills needed to conduct clinically meaningful research are encouraged to follow the Medical Track. Regardless of program track, all students are required to actively participate in clinical practicum, clerkship, and internship training experiences for the development of intervention skills.

4301 Jones Bridge Rd. Bethesda, MD 20814 (301) 295-9669 [email protected] https://medschool.usuhs.edu/academics/geo/phd-in-clinical-psychology

With psychology degrees emerging as one of the most popular choices at universities worldwide due to the huge range of career opportunities in the field, earning a doctoral degree in psychology can be the perfect option for those seeking a rewarding and challenging career that truly makes a difference in the lives of others. If you are interested in pursuing high-level professional opportunities to advance a career in the in-demand profession, be sure to check out these top-notch doctoral programs in psychology in Maryland that have been given the stamp of approval by the APA for excellence.

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	University of Tulsa
	Aug 18, 2024   2024-2025 Graduate Bulletin     2024-2025 Graduate Bulletin | The Ph.D. program in clinical psychology has been continuously accredited by the American Psychological Association (750 First Street NE, Washington, DC 20002-4242; 202-336-5979) since 1991. The program prepares graduates to become scientist practitioners of clinical psychology. Students develop a broad range of skills for the identification, evaluation, and resolution of human problems in agency, health-care, consulting, academic, or private practice settings. Training is based on the assumption that practice involves application of the theories, methods, and findings of scientific psychology to clinical problems. The mission of graduate training in clinical psychology is to provide quality training in the scientist-practitioner model within a small private university setting. Science and practice are regarded as inseparable elements. Practice itself is regarded as the application of the theories, methods, and results of scientific psychology to clinical problems . The science of psychology is construed broadly, and students are expected to develop familiarity with a wide range of psychological theories, methods, and results. We encourage students to understand the limits of human perception, reason, and intuition, and to appreciate scientific methods as correctives to the flaws and biases of natural human judgment. Learning Outcomes The broad aim of the program is to train professionally competent health service psychologists with a broad background in the field of psychology who can apply psychological theory, assessment techniques, and research methodology to address clinical problems. To elaborate this broad aim, our program defined specific training aims that were informed by the APA Guidelines for training Health Service Psychologists and the APA standards of Accreditation.  Namely, PhD students will: demonstrate advanced discipline specific knowledge concerning biological bases of behavior, psychological, social, and biological development across the lifespan, theories and principles of social psychology, cognitive psychology, emotions, and history of psychology as a science; acquire clinical skills pertaining to empirically supported psychological assessment, clinical diagnosis and case conceptualization, intervention planning, implementation, and evaluation, clinical supervision, and clinical consultation; obtain skills concerning research methods and data analysis to perform and disseminate psychological research; achieve knowledge of academic, ethical, legal, and professional standards, and demonstrate these standards in professional values, attitudes, and behaviors; and  acquire knowledge of individual and cultural diversity and be prepared to adapt their methods and practice to meet the needs of diverse populations. Admission to the Ph.D. degree program in clinical psychology is selective, and because of high demand, not all qualified applicants can be admitted. Candidates must meet the requirements for admission to the Graduate School, including language proficiency, found in the Admission     section of this Bulletin . In addition, minimum requirements for admission to the program include: An undergraduate GPA of 3.0 or higher on a 4.0 scale; Satisfactory letters of recommendation; and Satisfactory test scores on the verbal and quantitative portions of the Graduate Record Examination. Candidates for the Ph.D. degree program in clinical psychology typically have completed a minimum of 18 credit hours of undergraduate coursework in psychology including courses in abnormal psychology, and either statistics, tests and measurements, or experimental psychology. Admission to the Ph.D. degree program in clinical psychology is open to applicants who have completed a bachelor’s degree, as well as applicants who have completed a master’s degree. Applications for admission to the Ph.D. degree program in clinical psychology are evaluated once a year for Fall semester matriculation. The application deadline for the Ph.D. degree program in clinical psychology is December 1. Curriculum Requirements The doctoral program requires 90 credit hours of graduate work beyond the baccalaureate. The program requires completion of at least three full-time academic years of study and a pre-doctoral internship. All three years of academic study must be completed in residence at The University of Tulsa. Specialized issues in clinical psychology are addressed in topical seminars. Students must pass a comprehensive examination for the Ph.D. consisting of a general written and a clinical oral portion. Although a master’s thesis is not required nor offered, students must demonstrate research competence through completion of the pre-candidacy project, the proposal for the dissertation, and the doctoral dissertation. Students must pass a final oral examination on the dissertation. Flexibility exists in the choice of electives and practicum training experiences, allowing students to tailor the program to meet their individual needs. In addition to the 90-hour program, all students are required to complete a one-year pre-doctoral internship in a setting and training program approved by the clinical program committee. The doctoral training program at The University of Tulsa does not provide this internship. It is the responsibility of the student to apply for and be accepted by an internship that meets the training requirements listed in The Handbook for Graduate Programs in Clinical Psychology   .  Clinical Psychology Core (21 Hours Minimum) PSY 7223 Theory and Practice of Clinical Psychology PSY 8063 Introduction to Scientist-Practitioner-Based Psychotherapy PSY 7153 Psychopathology PSY 7113 Clinical Assessment: Intellectual PSY 7193 Clinical Assessment: Personality PSY 7543 Diversity, Ethics, Law, & Clinical Practice PSY 7612-3 Clinical Supervision and Program Consultation *       *Clinical Supervision requires 13 hours of practicum or permission of instructor. Methods Core (9 Hours Minimum) PSY 7343 Research Methods in Psychology PSY 7283 Statistical Methods for Research II Choose one of the following three courses for third Methods class: PSY 7053 Psychometrics PSY 8973 Doctoral Level Seminar PSY 7383 Multivariate Methods for Research General Psychology Core (18 Hours Minimum) PSY 6113 Cognitive and Affective Psychology PSY 6483 Neuroscience and Psychopharmacology PSY 6413 History of Psychology PSY 7043 Advanced Social Psychology PSY 7073 Human Development Electives (18 Hours Minimum) *Independent studies, research hours, practicum hours above the minimum required, and courses are appropriate here. Electives may also include approved transfer courses or other general psychology courses. Ph.D. students may transfer a maximum of twelve credits from another program subject to approval from the clinical program committee and the Graduate School. Practicum (13 Hours Minimum) A request to take more than thirteen hours in practicum coursework is subject to availability. Must include minimum of PSY 7351   , 6 hours of PSY 7451-6   , and 6 hours of PSY 8550-6   .  PSY 7451-6 Practicum I: Clinic Practicum in Clinical Psychology PSY 8450-6 Practicum in Clinical Psychology PSY 8550-6 Advanced Practicum in Clinical Psychology Research Paper (Optional - 4 Hours Maximum) All clinical psychology doctoral students are required to complete a research paper but enrollment is optional. If a student chooses to enroll in a thesis course while completing the research paper component, there is a four credit hour maximum that can be counted towards the degree program requirements. PSY 7981-6 Research and Thesis (Optional) Students are required to complete a one-year clinical psychology internship at an approved site. During the course of the internship, students will be enrolled in a zero-credit course for each relevant semester. A student may choose to also enroll in internship sections for additional credits, but enrollment in the zero-credit course is the only requirement for completion of the program. Program requirements are not met until the internship supervisor certifies successful completion of the internship. The specific end date of the internship may also have implications for the date a student’s degree is conferred. Please consult with the Graduate School to determine your anticipated semester of graduation based on the completion date for your internship and any other outstanding program requirements. PSY 8800-9 Clinical Psychology Internship Dissertation Research (1 to 15 Hours) Registration in at least one hour of Research and Dissertation is required for graduation, with a maximum of 15 credit hours for the degree program as a whole. PSY 9981-9 Dissertation Research Pre-Candidacy Project Doctoral students are not required to complete a thesis, even though they may receive an M.A. degree in their pursuit of the Ph.D. However, an independent research project is required prior to taking the comprehensive exams.  By the end of the first year, the student must have selected an advisor and finalized an approved research topic for the Pre-Candidacy Project.  Research completed as an undergraduate is unacceptable as a Pre-Candidacy Project. Successful completion of the Pre-Candidacy Project requires a finalized research paper by April of the student’s second year in the program as well as a 15-minute presentation on Pre-Candidacy Day.  The project is not considered complete without both an approved written report and a presentation. Students entering with a Master’s degree from another institution who have completed a research Master’s thesis in clinical psychology may petition their advisor to accept it in lieu of the Pre-Candidacy Project. In all cases, a copy of the completed paper or thesis must be included in the student’s file. Petitions to the Clinical Program Committee for a one year extension would only be approved in the case of unusual extenuating circumstances, and they must be presented to the program committee at least one month in advance of Pre-Candidacy Day. If a doctoral student is not able to successfully complete these requirements for the Pre-Candidacy Project, it is expected the student will be asked to leave the doctoral program and pursue the terminal master’s degree option.  Additional information regarding the Pre-Candidacy Research Project is contained in the Handbook for Graduate Programs in Clinical Psychology. Comprehensive Examination The comprehensive examination requires the student to demonstrate a comprehensive knowledge of the theories, methods, and findings of scientific psychology, and the application of this knowledge to clinical problems.  A Written General portion surveys breadth of psychology knowledge and methods.  A Clinical Oral portion assays the application of this knowledge to clinical problems, as well as knowledge of the ethical and legal guides to practice.  Each portion may have several subsections. Students must have successfully completed the Pre-Candidacy Project in order to be eligible for the Written General portion of the comprehensive examination. Students are expected to take the Written General portion at the beginning of their third year. If successfully completed, students are eligible to take the Clinical Oral portion of the comprehensive examination, typically in the spring semester of the third year in the program. If a student fails their initial attempt at the written comprehensive examination and wishes to proceed to take the oral comprehensive examination that same year, that oral examination attempt will now be permitted. However, this change does not alter existing rules regarding consequences of failures on comprehensive examinations. Specific scheduling and examination instructions are circulated to all eligible students each fall semester. The Comprehensive Examination is not considered passed until a student has passed both portions. If either portion is failed the Clinical Program Committee may entertain a motion to recommend dismissal to the Graduate School. This would typically occur if a student performed severely below standards on either examination. However, under normal circumstances, a student who fails a portion of the Comprehensive Examination is permitted one re-examination. In the case of the Written General portion, the next scheduled examination is one year later. If a student obtains two failing grades across examination portions, the Clinical Program Committee will automatically consider a motion to recommend dismissal to the Graduate School. A conditional pass is possible in both the Clinical Oral and Written examinations, requiring the student to remedy areas of weakness determined by the committee. The conditions must be met before students may continue with program requirements (e.g., dissertation proposal, application to internship). Prior to the student continuing with program requirements, the committee must approve that the required conditions were met. If a student fails to meet such conditions in the time period specified by the committee, the original examination will revert to Failure. The student must then attempt to pass the entire comprehensive examination again. This re-evaluation must occur by the end of the fourth year of program enrollment. Otherwise, the Clinical Program Committee will entertain a motion to recommend that the Graduate School dismiss the student from the program. For additional information regarding the Comprehensive Exam process, please refer to the Handbook for Graduate Programs in Clinical Psychology. Dissertation Committees and Admission to Candidacy A doctoral committee must include the primary faculty research advisor as chair, two faculty members from the Department of Psychology who possess graduate faculty status (list available from the Graduate School), and a member outside of the Department of Psychology who possesses graduate faculty standing. Additional readers may be requested with final approval at the discretion of the Graduate School. Final approval of all committees from the Graduate School is required before the dissertation proposal defense. Following the successful completion of the student’s proposal defense, the doctoral committee chair formally requests from the Graduate School that the student be admitted to doctoral candidacy. Practicum and Field Work Practical experiences are an important part of the psychology training programs. Both TU psychology clinics and community placements can be accessed to assure students receive a variety of experiences. Students are expected to behave in an ethical, legal, professional, and skilled manner during any practicum placements. Practicum assignments and course management will be arranged by the Coordinator of Practicum Training. The performance of students in Practicum and Fieldwork is carefully monitored and students are expected to regularly attend Practicum except for an appropriately excused absence. Eligible students must have previously completed the following classes with a grade of B or higher: PSY 7223   , PSY 7113   , PSY 7153   , PSY 7193   , and PSY 7543   .  Grades below a B in Practicum or Fieldwork are not considered acceptable and will not count towards graduation requirements.  If two grades below “B” are earned in Practicum or Fieldwork, a student will not be allowed to enroll in the course again. This may affect graduation requirements unless the course was being taken for elective credit only. If a student is removed from a practicum because of poor performance or misbehavior, the Coordinator of Practicum Training may refuse to provide future placements. A single episode of serious misconduct in a clinical placement could result in prohibition from further clinical training and dismissal from the program. Additional information regarding the management and grading of practicum requirements may be found in the Practicum Manual. Internships The Ph.D. in Clinical Psychology requires that the student complete an approved, one-year, pre-doctoral internship in clinical psychology. Eligible students must have completed a Pre-Candidacy Project, all required coursework, the Comprehensive Examination, and successfully defend their dissertation proposal. It occurs near the end of training and should be well matched to the career goals of the student.  An approved internship is one which is deemed acceptable by the Clinical Program Committee (CPC).  Both APA-accredited and APPIC member sites are acceptable to the CPC.  Internships must be pre-doctoral, post candidacy and post-coursework. They should be clearly distinguishable from practicum, and the level of training will be more advanced than clinical practicum experiences.  The internship must be one year full-time (or equivalent), under the direction of licensed, doctoral level psychologists, and offer a formal program of training for interns. Under extraordinary circumstances, students may petition the CPC to complete a non-accredited or non-APPIC member internship. In evaluating the petition, the CPC will balance the needs of the student with the good of the profession, protection of the public, and ethical standards. Students must gain approval from the CPC before applying to any internship that is neither APA accredited nor an APPIC member, the student should seek approval from the CPC.  For more information on the internship application and completion process, refer to the Handbook for Graduate Programs in Clinical Psychology. Ph.D. in Clinical Psychology Program Program Overview UC San Diego JDP Justice, Equity, Diversity, and Inclusion (JEDI) Committee Program Committees Student Council SDSU Psychology Clinic Program Administration Program Faculty Practicum Supervisors Doctoral Students Degree Learning Outcomes Major Areas of Study Clinical Practicum Course Catalog Facilities & Centers Research and Clinical Training Student First-Authored Publications Selection Process What We Consider for a Competitive Application How to Apply Faculty Mentorship Financial Support Admission FAQs Student Admissions, Outcome, and Other Data Basic Needs Resources Community/Cultural Centers Financial Aid & Scholarships Graduate Affairs Graduate Housing Student Disability Centers Student Health & Well-Being Student Handbook Table of Contents Mentor-Student Guide Registration Classes / Sample Curriculum Cognitive Psychology Requirement Statistics and Research Design Emphasis in Child and Adolescent Psychopathology Emphasis in Quantitative Methods Master of Science in Clinical Psychology Master of Public Health Class Attendance Transcripts Change in Major Area of Study Waiving Courses Grounds for Dismissal Student Records Program Milestone Checklist/Timelines Guidance Committee Second Year Project Clinical Comprehensive Exam Behavioral Medicine Comprehensive Exam Experimental Psychopathology Comprehensive Exam Neuropsychology Comprehensive Exam Dissertation Advancement to Candidacy After Graduation Student Funding Tuition and Fees Establishing Residency International Students Financial Aid Incentive Awards & Program Support Travel Funds Ethical Standards/Professional Behavior Where Do You Go When You Have A Problem, Question, Concern, or Complaint? Policy on Disclosure of Potential Conflicts of Interest Representation of Your Affiliation Web page and blog policy Membership in APA Outside Employment Requests to Spend Time Off-Site Research Experience Human Subjects/IRB Practicum Placements Accruing Clinical Hours in the Context of Research Activities Supervision Tracking Clinical Hours Integrated Reports Practicum Grades Policy on Working with Diverse Clients/Patients Prerequisites JDP Student Awards Student Portals Campus ID Cards E-Mail Accounts Change of Address Leave of Absence Second Year Project Cover Sheet Dissertation Proposal Defense Announcement Final Dissertation Defense Announcement Spring Student Evaluation Individual Development Plan (IDP) MPH Interest Form JDP SharePoint SDSU / UC San Diego Joint Doctoral Program in Clinical Psychology About the Program The program provides outstanding education and training to scientifically oriented research professionals who will make significant contributions to clinical psychology in their areas of specialization. The program combines the scholarly resources and offerings from the Department of Psychology in SDSU’s College of Sciences and the Department of Psychiatry in UC San Diego’s School of Medicine. As a clinical science program, we emphasize integrating research and practice in training, activities, and experience, allowing students to participate in clinical research activities throughout the program. The development of research skills and attitudes is the foundation of training; clinical psychologists will have duties encompassing teaching, research, diagnosis, treatment, consultation, and program evaluation and design, including applying research skills and knowledge to various areas and settings. Our doctoral program enables students to be at the forefront of developments and applications in clinical psychology. The program includes an initial two-year core curriculum of formal instruction followed by additional experience/instruction in the student’s chosen major area of study. The SDSU/UC San Diego JDP in Clinical Psychology curriculum is based on a twelve-month academic year. Students typically complete the program within five to six years, including an American Psychological Association (APA)-accredited internship. Completion of the core curriculum ensures that all students have a common background in: Empirical psychology (biological, cognitive, affective, developmental, and social bases of behavior). Conceptualizations of psychopathology. Theory and techniques of psychological assessment. Therapeutic interventions and therapeutic skills. Experimental design and statistics. Clinical activities, integrated with formal instruction, begin in the second year. Students will acquire higher clinical proficiency through practicum placements at nearly 30 training sites supervised by SDSU/UC San Diego joint-doctoral faculty representing research and clinical expertise in virtually every topic relevant to clinical psychology. Major Areas of Study: Specialized training is conducted through seminars, tutorials, and extensive research and clinical experience under faculty supervision. The APA-accredited clinical internship typically occurs in the fifth or sixth year. Whenever possible, clinical practica and therapeutic activities are coordinated with the student’s progression through courses and research activities. Summers are utilized to offer more concentrated research and clinical training. For more information about the three areas, visit our Major Areas of Study page. Program History The SDSU/UC San Diego Joint Doctoral Program in Clinical Psychology began in 1985, was first accredited by APA in 1990, and has been reaccredited consistently since then. Since 1949 and 1964, SDSU and UC San Diego, respectively, have been regionally accredited by the Western Association of Schools and Colleges (WASC) Senior College and University Commission . In addition, the School of Medicine at UC San Diego is accredited by the Association of American Medical Colleges (AAMC) . The program emphasizes and appreciates broadly defined human diversity and offers extensive opportunities for students to become involved in research and clinical activities focused on diverse, underserved populations. Recently, rankings calculated by the National Research Council (NRC) placed the SDSU/UC San Diego joint doctoral program among the top five psychology programs in the country, regardless of whether they were clinical or nonclinical. Similar rankings have been reported by Academic Analytics in 2010 and by Stewart, Roberts, and Roy (2007). This program is a good-standing member of the Council of University Directors of Clinical Psychology (CUDCP), the Academy of Psychological Clinical Science (APCS), the Council of Clinical Health Psychology Training Programs (CCHPTP), and the Association of Psychology Training Clinics (APTC). These organizations strive to provide quality education and training at the doctoral level, ensuring the doctoral program stays abreast of changes and developments in the field.  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] BSOS Facebook BSOS Twitter Current PSYC Terps Program Overview Becoming a PSYC Terp Undergraduate Research Internships and Teaching Assistantships Student Engagement Academic Opportunities Life After UMD PSYC Events Commencement Doctoral Program Overview Seeking a Doctoral degree? Seeking a Master's degree? Current Doctoral Students Funding Overview Graduate Student Resources Brain, Mind, and Behavior Mental Health Social, Group, and Cultural Processes Participating in Research Diversity & Inclusion Clinical Psychology Clinic Counseling Psychology Clinic Cassandra Phetmisy Assistant Professor Publications Grad Students Dr. Cassandra N. Phetmisy is an Assistant Professor of Psychology at the University of Maryland in College Park. She received her PhD in Industrial-Organizational Psychology from Rice University. Her research is centered on the influence of critical contextual (non-work) stressors on employee effectiveness and wellbeing. A core question she answers through research is: “How does stress influence employees’ well-being, goal pursuit, and work experiences?” Dr. Phetmisy focuses on three central topics to address this question: (i) behavioral and psychological effects of financial stress and pay on employees, (ii) psychological processes that influence employee resilience, and (iii) health implications of employee stress. Areas of Interest Financial and Economic Stressors Organizational Pay (e.g., amount, timing, volatility) Stress and Wellbeing Resilience and Motivation Doctoral Programs Social, Decision, and Organizational Sciences (SDOS) PhD Rice University; Psychological Sciences, 2024 MA Rice University; Psychological Sciences, 2022 BS University of Houston; Psychology, 2018 My goal as an instructor is to help students build their scientific literacy skills and to cultivate their career confidence and curiosity. I aim to prepare students for a diverse set of careers and routes by teaching students to build critical arguments, think about topics from different perspectives, continually learn and grow, and confidently share their ideas.  I am primarily curious about understanding and addressing challenges that are not directly work-related but nevertheless impede on employees' abilities to perform at work, pursue career goals, or maintain job satisfaction and wellbeing. My research program follows three central and interrelated aims. First, I seek to explain the role of financial stress and workplace pay practices on employees’ behaviors, perceptions, and decision-making at work. My second line of research clarifies the processes that shape employee resilience, or the continued pursuit of goals despite adversities. Third, I aim to further our understanding of physiological and mental health implications of employee stress. To address these aims, I draw from varied organizational research methods, including experience sampling methodology, physiological measurement, meta-analysis, qualitative interviews, multi-source data (e.g., supervisors and employees), and experimental designs.  Current Students Former students. Login / Logout 158 IMAGES Clinical Psychology Programs PhD in School Psychology at Temple University Assistant or Associate Professor, Developmental Psychology, Department The Psychology Undergraduate Experience: University of Maryland History of the Department Department COMMENTS Clinical Psychology The Clinical Psychology Doctoral Program at the University of Maryland has been accredited by the American Psychological Association (APA) since 1963 and by the Psychological Clinical Science Accreditation System (PCSAS) since 2017. Our program emphasizes the integration of research and clinical practice and follows the Clinical Scientist training model. In line with this training model, the ... Doctor of Philosophy in Psychology (Ph.D.) Psychology Clinic - serves as the training site for doctoral students in clinical psychology through their first three years in the program. The Clinic provides services to both University students and the suburban Maryland and greater Washington, D.C. community. Graduate The Department of Psychology has a strong core of dedicated, nationally and internationally known faculty who have wide-ranging interests. Students are accepted into one of the specialty areas: Clinical, Cognitive and Neural Systems (CNS), Counseling, Developmental, or Social, Decision, and Organizational Scie. About the Doctoral Program. Psychology (Doctorate) General Requirements: Statement of Purpose. Transcript (s) TOEFL/IELTS/PTE (international graduate students) Program-Specific Requirements: Letters of Recommendation (2) GRE Subject (Psychology) (Optional) CV/Resume. Psychology (PSYC) The Department's doctoral programs in both Clinical and Counseling Psychology have been approved by the American Psychological Association. School Psychology, also an APA approved program, is offered in the College of Education. Counseling Psychology, Doctor of Philosophy (Ph.D.) Counseling Psychology, Doctor of Philosophy (Ph.D.) Ph.D. students are expected to attain advanced skills as both practitioners and researchers in their area of specialization. All doctoral students are required to take advanced courses in statistics and research design. Advance to Candidacy: In addition to the course requirements below ... Clinical Psychological Science (MPPS) Abstract The University of Maryland is proud to offer a Master of Professional Studies (MPS) in Clinical Psychological Science, the only master's-level degree that focuses explicitly on clinical psychological science. The goal of the MPS program is to provide rigorous training in clinical psychology, including coursework in evidence-based psychological assessment and interventions, as well ... MPS The Master of Professional Studies in Clinical Psychological Science (MPPS) is a 30-credit, 10-course graduate program designed to improve your marketable expertise, professional flexibility and mobility, career advancement readiness, and preparation for Ph.D. training. UMBC Clinical Psychology Ph.D The UMBC Clinical Psychology Program follows the scientist-practitioner model. Students learn empirically-supported principles of assessment and intervention, gain a solid foundation in research methods and data analysis, and develop competencies in scholarship, research, and clinical practice. The program seeks to infuse students with an appreciation of the reciprocal relations between ... Psychology The University of Maryland Psychology graduates have been successful in many different fields post-graduation, including human services, government, nonprofit, research, and more. Program Overview The MPS-Clinical Psychological Science provides the highest level of rigorous academic training and mentorship while meeting the needs of those who are interested in complementing their course work with clinical or research experiences. The program is offered through the Department of Psychology in the College of Behavioral and Social Sciences. Counseling Psychology, Ph.D.: Program Admissions The Counseling Psychology Program is designed to prepare students for academic, research, and practice careers at the doctoral level. The program is based on the scientist-practitioner model, which emphasizes the value of concurrent training in research, practice, and their integration. Consistent with this model, we strive to create a positive ... Apply for Admission To maintain our low student-faculty ratio that permits high-quality supervision of both research and professional education, only a small number of students with outstanding credentials are selected for admission each year. The Department only accepts graduate students who have demonstrated the capacity for completing the doctoral degree and whose goals are consistent with the educational ... Counseling Psychology, Ph.D. The Counseling Psychology Program is designed to prepare students for academic, research, and practice careers at the doctoral level. The program is based on the scientist-practitioner model, which emphasizes the value of concurrent training in research, practice, and their integration. Consistent with this model, we strive to create a positive ... School Psychology, Ph.D. The University of Maryland School Psychology Program is a research-intensive, Ph.D. program in professional psychology that embodies the scientist-practitioner orientation. Faculty and students represent a breadth of theoretical orientations, research and professional interests. Program graduates pursue academic/research and practice-oriented careers. Graduates of the Program are eligible for ... Maryland Masters in Clinical Psychology Graduate Programs Description: The Clinical Psychology Program at the University of Maryland, College Park offers a comprehensive Master's degree program in Clinical Psychology. The program provides students with a strong foundation in the scientific and theoretical aspects of clinical psychology while emphasizing the practical application of knowledge and skills. University of Maryland Fully Funded PhD in Psychology The University of Maryland based in College Park, MD offers a fully funded PhD in Psychology. Students are accepted into the following specialty areas: Clinical (CLIN), Cognitive and Neural Systems (CNS), Counseling (COUN), Developmental (DEV), Social, Decision, and Organizational Science (SDOS). The Clinical Psychology Major at University of Maryland Learn important facts about the clinical, counseling & applied psychology major at University of Maryland - College Park. Major ranking, average salary of clinical psychology grads, and more. Clinical Program Overview Our curriculum provides an integration of training in general and clinical psychology, research, and clinical practice. Students are expected to enroll full-time in the program. Most students also carry a 10-20 hour per week assistantship (e.g., teaching assistantship, graduate research assistantship) during the academic year. PsyD Programs and Graduate Schools in Maryland 2024+ What is a PhD in Psychology? The PhD in Psychology is a research doctoral degree in psychology. Earning a PhD Psychology typically prepares graduates to fulfill the educational requirements for state licensure. Those who pursue their PhD in psychology may favor academic research or teaching at the college level over clinical practice. Psychology Doctoral Programs in Maryland Department of Psychology As the flagship campus of the state that offers students a distinctively suburban environment within easy access to the big-city learning opportunities of Washington D.C. and Baltimore, the University of Maryland -College Park is a comprehensive public institution with a diverse community of more than 27,000 students. Recognized for being among the best college buys ... Clinical Psychology Programs UTulsa's Clinical psychology graduate programs equip aspiring psychologists with the knowledge and skills necessary to tackle complex clinical problems. Offering master's and doctoral degrees, UTulsa's Clinical Psychology Department trains students to do exactly what psychologists in modern society do: ethically apply knowledge of ... PDF Eligibility: Professor from the University of Maryland, Baltimore (UMB) , University of Maryland, Baltimore County (UMBC), or University of Maryland, College Park (UMCP). UMBC and UMCP applications must include a UMB CoPI. - Research Associates, Instructors, Adjunct or visiting faculty are not eligible to apply. MPS in Clinical Psychological Science The goal of the MPS program is to provide rigorous training in clinical psychology, including coursework in evidence-based psychological assessment and interventions, as well as state-of-the-art research methods and critical thinking skills. Courses are taught in the evenings at the College Park campus and are designed for working professionals ... Program: Clinical Psychology, Ph.D. Candidates for the Ph.D. degree program in clinical psychology typically have completed a minimum of 18 credit hours of undergraduate coursework in psychology including courses in abnormal psychology, and either statistics, tests and measurements, or experimental psychology. PSYC Home Dr. Andres De Los Reyes received the Presidential Citation from the American Psychological Association for his commitment to enhancing the mental well-being of children and for his creation of the Future Directions Forum, an annual career development event for young psychological scientists. Read more. SDSU / UC San Diego Joint Doctoral Program in Clinical Psychology The SDSU/UC San Diego Joint Doctoral Program in Clinical Psychology began in 1985, was first accredited by APA in 1990, and has been reaccredited consistently since then. ... Senior College and University Commission. In addition, the School of Medicine at UC San Diego is accredited by the Association of American Medical Colleges (AAMC). Phetmisy, Cassandra Dr. Cassandra N. Phetmisy is an Assistant Professor of Psychology at the University of Maryland in College Park. She received her PhD in Industrial-Organizational Psychology from Rice University. Her research is centered on the influence of critical contextual (non-work) stressors on employee effectiveness and wellbeing. assignment essay homework paper phd report resume review thesis