The School Psychology Program is a doctoral (Ph.D.) level program in professional psychology offered by the University of Maryland. Consistent with the College of Education's integrative theme of preparing discipline-based, reflective practitioners to serve a pluralistic society through research-based, professional programs, the Program embodies a scientist-practitioner orientation 

Mission

The Program's central mission is to provide leadership by: (a) preparing highly qualified school psychologists who will provide leading-edge service and front-line leadership; (b) providing outreach to schools in terms of action research, model psychological services program development, and providing continuing professional development opportunities for practicing school psychologists; and (c) producing research and scholarship that advances the science and practice of school psychology.

Why School Psychology at Maryland

Our Program at The University of Maryland 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 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

Consistent with this mission the Program's curriculum includes several especially strong components that would mark the Program's graduates. These include: inculcation of the fundamental importance of psychological research, and using the research base to inform school psychologists' practice; an emphasis on instructional consultation at both the individual teacher/child and systems levels; intensive training in an assessment model integrating both cognitive and personality dimensions; development of multicultural competencies through specific coursework, infusion in the curriculum, and field experiences with culturally diverse populations.

Annual Student Outcome data
View the Annual Student Outcomes data here