psychology phd programs in maryland

Psychology (Doctorate)

Psychology (PSYC)

Graduate Degree Program College: Behavioral and Social Sciences

Psychology is a remarkably broad field that studies mind and behavior at all levels of analysis ranging from the micro to the macro; from single cells to complex systems; from individuals to groups and cultures; and from invertebrates to humans. Some of these endeavors connect with the biological sciences and others with the social sciences. As analytical, methodological, and theoretical advances in one domain increasingly influence developments in another, psychologists collaborate in ever greater numbers with scientists in neighboring disciplines, resulting in new subfields that blend the biological and social sciences.

Our department reflects well this combined diversity of and collaborations among approaches. In recognition of this fact, we organized our training structure into 5 Ph.D. Specialty Areas:

• Clinical (CLIN)
• Cognitive and Neural Systems (CNS)
• Counseling (COUN)
• Developmental (DEV)
• Social, Decision, and Organizational Science (SDOS)

Research collaborations across areas are common and we encourage students to consider training across areas as well. 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.

Financial Assistance

The Department attempts to provide financial aid for all incoming students, although aid is not guaranteed. The different possible types of financial support include fellowships (nominated by the department), teaching assistantships, research assistantships, work on campus, and funded externships.

Office of Graduate Studies-Ph.D. Program Department of Psychology 1121 Biology-Psychology Building 4094 Campus Drive University of Maryland College Park, MD 20742 Telephone: 301.405.1454 Email:  PsycPhD@ umd . edu

Website:   http://www.psyc.umd.edu/landing/Graduate

Courses:   PSYC

Relationships:   Clinical Psychological Science (MPPS)  Industrial/Organizational Psychology (MPIO)   Neurosciences and Cognitive Science (NACS)

General Requirements

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

Program-Specific Requirements

• Letters of Recommendation(2)
• Supplementary Application  (Clinical Psychology only) 
• Supplementary Application  (Counseling Psychology only) 
• Supplementary Application  (Social/Decision/Organizational Sciences only) 
• Writing Sample (optional)
• GRE Subject-Psychology (Optional)

The Department accepts only those applicants who have demonstrated competence in completing the requirements of the doctoral degree. The typical student admitted to the graduate program has an overall undergraduate grade point average of 3.5 or above, a psychology grade point average over 3.5, appropriate background experiences, outstanding letters of recommendation, research experience and/or previous relevant work experience, and goals congruent with the program. The Department of Psychology encourages applications from members of racial/ethnic minority groups.

Students admitted to the graduate program often earn the M.S. degree en route to the Ph.D., however, this varies across specialty areas and the specific requirements within a given specialty area should be consulted. All students must be full-time until completion of all requirements of the doctoral program other than the dissertation has been met.

Application Deadlines

RESOURCES AND LINKS:

Program Website:  http://www.psyc.umd.edu/landing/Graduate Application Process:  gradschool.umd.edu/admissions

• Psychology, Doctor of Philosophy (Ph.D.)
• Psychology, Master of Science (M.S.)

The Department of Psychology shares a building with the Biology Department and is centrally situated on campus near three libraries and the student union. The Department has state-of-the-art laboratories, computer facilities, and video equipment. The geographic location in a suburb of Washington, D.C. provides access to a wide variety of laboratory and training facilities in governmental and other agencies. In addition, we are near the national headquarters for the American Psychological Association and Association for Psychological Science.

The Department follows all regulations involved in the use of human subjects and animals.

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• Accreditation
• Student Outcomes
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Professional Psychology Program

Columbian College of Arts & Sciences

• Student Admissions, Outcomes & Other Data
• Virtual Bulletin
• Alumni Outcomes
• Support Professional Psychology
• Core Courses & Tracks
• MPsy Option
• Postdoctoral Fellowship
• Internships

Clinical Training

• Affiliate Sites
• Psychodynamic Film and Media Set
• Appointments
• Partnerships

PsyD in Clinical Psychology

The Professional Psychology Program’s Doctor of Psychology (PsyD) in Clinical Psychology prepares students to assess and treat psychopathology through immersive clinical training and research methods. Whether they are passionate about helping teenagers with depression, supporting veterans through holistic therapy or counseling patients in the LGBT community, PsyD graduates apply the lessons they learn in the program to help a wide range of people.

The degree encompasses four years of education and training in clinical psychology — usually a full-time, three-year (nine-semester) curriculum in residence at GW followed by a yearlong internship. PsyD students also have the option to complete a Master of Psychology degree during their program.

Application Deadline: December 1

View Application Requirements

View student outcomes,   request more information.

"GW was my first choice throughout the application and interview process, due in large part to the intensive curriculum and emphasis on thorough clinical training."

Tiffany Lin PsyD '19

Program Outcomes

View All Student Outcomes

Clinical Practicum

The practicum component, the core experiential learning element of the PsyD Program, provides doctoral candidates with the opportunity to integrate theory and practice. Students participate in practica in the Center Clinic during every term of enrollment, with the option of completing the practicum training in the form of an external internship during the final year.

View Internship Requirements

Academic Tracks

At the beginning of their second year, students select one of three tracks as a major area of study. Students must complete at least four three-credit courses for their chosen track.

• The Adult Track offers students the opportunity to study the theory and techniques of individual adult psychotherapy in depth.
• The Assessment Track concerns aspects of psychological evaluation (e.g., neuropsychology) that include the appropriate role, use, administration and interpretation of various assessment instruments.
• The Child and Adolescent Track involves the study and treatment of children, with a focus on early detection and intervention in individual, family and school settings.  

Sample Courses of Study

Required Major Area Paper

All PsyD students must complete a Major Area Paper (MAP), in which they choose a case from their own clinical experience to develop a clinical/theoretical case study. 

Starting in the summer of their first year, students consult with faculty and supervisors to choose a case from their own clinical experience to more fully examine and write about as an in-depth clinical/theoretical case study for their MAP. Throughout the second and third year, students draw on all clinical coursework, clinician supervision and advisor input to write their MAP. Students are free to consider papers written in second-year courses as precursors that can be expanded into a MAP. The MAP is completed and approved by the end of the summer term prior to internship. 

Two readers review the MAP. The first reader is to be selected from the core faculty, and the second reader can be a member of the core, adjunct or clinical faculty with relevant expertise. The first reader makes sure that initial drafts of the MAP meet clinical and academic standards and grades the MAP. The second reader reviews and evaluates the MAP first draft (completed in mid-January). Both readers grade the completed draft. Students' academic advisors help in identifying appropriate first and second readers and may serve as the first reader. First and second readers should be identified by July 1 of a student’s second year.

Course Load Options

The program offers two course load options: full-time and reduced. Students must choose one or the other and cannot switch between options.

The reduced-load option allows students to pursue their degree with a reduction of one course per fall and spring semester with the intention of completing coursework in four years rather than three, followed by the required internship year. Students with a reduced load must take assessment and psychotherapy courses in the same sequence specified for students taking a full load of courses. 

Schedules of all reduced-load students must be approved by their advisors at matriculation and again by their advisor and the faculty by the end of the first year. Enrollment in practica is required in all four years.

Course Requirements

The following requirements must be fulfilled:

The general requirements stated under Columbian College of Arts and Sciences, Graduate Programs .

Satisfactory completion of at least 83 credits of approved graduate coursework. A maximum of 12 credits may be taken in courses offered by the other affiliated members of the Consortium of Universities of the Washington DC Metropolitan Area . Doctor of psychology students must complete all degree requirements within five years of matriculation in the program.

Successful completion of required courses, practical requirements, general examination, and major area paper.

Practical requirements

Successful completion of the practicum seminar PSYD 8203 in the summer of the first year and each fall and spring semester thereafter, as well as an additional practicum during a summer session.

Successful completion of an externship comprising a year-long, part-time supervised clinical assignment in two years of the program. A failed externship may, in exceptional circumstances and with the approval of the program director, be repeated. If the student fails a second time, no further opportunity will be provided, and the student’s degree candidacy is terminated.

Successful completion of a one-year, full-time internship at an institution approved by the program faculty is required.  If the student fails the internship, no further opportunity will be provided and the student's degree candidacy is terminated.

General Examination

Satisfactory completion of the general examination.

Major area paper

Satisfactory completion of a major area paper.

Learn More About the MPsy Option

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. 

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Psy.D. in Clinical Psychology

Achieve your calling with rigorous and supportive training.

Stevenson’s Doctor of Psychology (Psy.D.) program in Clinical Psychology prepares you to become a clinical psychologist and to provide evidence-based, culturally competent clinical services to individuals and their communities. The Psy.D. in clinical psychology program combines classroom instruction, clinical placements, and internship experiences that enable you to develop the skills and knowledge required for effective clinical practice.

Admissions Information

Academic curriculum, tuition & fees.

• Meet Our Faculty

Frequently Asked Questions

Stevenson’s psy.d. program fast facts.

• The Psy.D. in clinical psychology program is a full-time, five-year program.
• Faculty mentoring and guidance extend through coursework, internship support, and dissertation direction.
• The program is rooted in theory and research, with particular attention to individual and cultural diversity and culturally responsive practice.
• You will complete 16-20 hour/week externships in clinical settings in years two though four of the program, and a year-long, full-time internship in the final year of the program.
• Upon completion of the Psy.D. program, you will be prepared to sit for the Examination for Professional Practice in Psychology (EPPP), the national psychology licensure exam.

Program Model, Aims, and Outcomes

The Stevenson University Psy.D. program in Clinical Psychology operates from a practitioner-scholar model of training. 

Program Aims:

• To prepare entry-level health service psychologists with the knowledge and competencies necessary to engage in evidence-based clinical practice with diverse populations in accordance with the highest ethical, legal, and professional standards. 
• To provide students with practitioner-scholar training that develops strong professional identities as socially and culturally responsive clinical psychologists who seek to promote equity, inclusion, and the rights and dignity of all persons in their work. 

These two aims underlie the six program outcomes:

• Apply psychological theory and scientific knowledge of psychological function and dysfunction, maladaptation, and psychopathology.   
• Conduct evidence-based psychological assessments and diagnosis. 
• Provide evidence-based psychological intervention, treatment, supervision, and consultation services.   
• Apply research methods appropriate to the activities of the practitioner-scholar.   
• Perform professional activities consistent with ethical, legal, and professional standards of Health Services Psychology. 
• Use appropriate communication and interpersonal skills to deliver services to a diverse population. 

Our Faculty’s Commitment to You

Our faculty’s clinical, instructional, and mentoring expertise is matched by their commitment to Stevenson’s student-centered mission. Psy.D. faculty are active practitioners and scholars with interests in diverse areas including:

• Psychological resilience and liberation
• Learning, attentional, and neurodevelopmental disabilities
• Pregnancy, childhood, and early motherhood
• Assessment, diagnosis, and treatment of stress, anxiety, and related disorders
• Ethnic identification, cultural expression, and psychological well-being

Our Doctorate of Psychology faculty provide you with real-world clinical expertise, as well as a commitment to excellence in instruction and mentoring. Check out our faculty and their interests on the  Meet our Faculty  tab. 

• How to Become a Clinical Psychologist
• Getting Started on the Path to Psychology
• Exploring Popular Clinical Psychology Careers

Accreditation

Stevenson’s Psy.D. program in Clinical Psychology, which began admitting students in 2021, was developed to be consistent with the American Psychological Association’s (APA) accreditation standards for doctoral programs in Health Service Psychology. The program is currently  in the process of applying for initial accreditation  (i.e., for Accredited, on Contingency status).

The program submitted a self-study to the APA Commission on Accreditation as part of this application in Fall 2023, and was notified in Spring 2024 that it has been authorized for a site visit based on review of that self-study. An accreditation decision is anticipated following completion of the site visit, which is tentatively projected to occur in Spring 2025. All accreditation-related decisions and their timing are at APA’s discretion and cannot be guaranteed by the program.

Both this webpage and APA’s “Programs Applying for Initial Accreditation” webpage ( https://accreditation.apa.org/programs-applying-for-initial-accreditation ) will be updated to reflect the Psy.D. program’s accreditation status if/when changes to this status occur.

Questions related to the program’s accreditation 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   202-336-5979 [email protected]    www.apa.org/ed/accreditation  

The Psy.D. program has been approved by the Maryland Higher Education Commission and the Middle States Commission on Higher Education.  

Required Application Materials for all Students

• Priority Consideration due by December 1. 
• Best Consideration due by February 1.
• Why are you interested in pursuing a Psy.D. in Clinical Psychology and how does this degree align with your professional goals?
• What academic and professional experiences have prepared you for doctoral study?
• Why are you interested in Stevenson’s program in particular? Please be specific.  
• The Psy.D. program emphasizes social and cultural responsiveness so that graduates will be equipped to work ethically and effectively with individuals and groups from diverse cultural backgrounds. Please share a specific example of an experience you’ve had that illustrates your personal approach to working with diverse individuals and your future training goals in this area.
• Three professional/academic letters of recommendation and accompanying recommendation form. At least one letter must be from an academic reference (i.e., a professor or academic research supervisor). At least two academic references are strongly preferred. All letter writers should be able to speak to your potential for doctoral-level study and/or clinical practice.
• Official transcripts from all degree-granting institutions attended.
• Applicants who did not major in Psychology or a closely related field at the undergraduate level will be considered for admission, but must complete the following prerequisite courses: Statistics; Psychopathology; Human Development; and Research Methods. A course in Test and Measurements is recommended, but not required.
• These courses can be completed at any accredited two- or four-year college or university (including Stevenson University) or as part of a prior graduate program.
• At least three of the four required courses must be completed prior to application submission; the fourth class can be in progress at the time of application.
• While we do not require GRE scores for admission, you have the option to submit them for consideration as a part of your application package. The exam must be taken within the past five years.

Interviews (by invitation only)

Following initial applicant review, Doctorate of Psychology candidates selected for interviews will be invited to campus. The interview day provides program faculty the opportunity to learn more about the candidates. Additionally, it provides candidates the opportunity to learn more about the program through individual and group interviews, meetings with current students, and Q&A sessions. The interview is required for consideration for admission to the Psy.D. in clinical psychology program.  Additional information about interviews, including interview dates, will be provided to applicants during the application process.

Post-Acceptance Requirements for all Psy.D. Program Students

• Annual criminal background checks are required for all students in the Psy.D. program. During the summer prior to enrollment, accepted students are required to obtain, pay for, and pass a criminal background check. These background checks are regularly required by the clinical sites at which students will complete practica and internships. Failure to pass a criminal background check may result in revocation of acceptance to the program.
• The enrollment deposit of $300 and the  enrollment form  must be submitted before April 15 for the fall semester. The deposit is non-refundable after these dates. For international students, the Certificate of Eligibility (I-20) will not be processed until the deposit is received.
• The  University’s health profile  must be completed in its entirety before July 1 for fall entrance. All students planning to live on campus are also required to be immunized against meningococcal disease, per Maryland State law.

Scholarships and Financial Aid

• State Grants and Scholarships
• Federal Loans
• Private Loans
• Graduate Assistantships

International Students

Additional application requirements for international students.

• An applicant must submit official transcripts from all high school/secondary institutions. Non-English foreign high school/secondary and post-secondary transcripts must be submitted to an international credentials evaluation service that is a current member of the National Association of Credential Evaluation Services (NACES) for a course-by-course evaluation including GPA. A member list is available on the  NACES website .
• International students must demonstrate a satisfactory level of English proficiency. Any student whose native language is not English must submit Proof of English Proficiency through one of the following methods: TOEFL (Test of English as a Foreign Language) with a score of 90 or higher (internet-based) and have no individual section score lower than 20; IELTS (International English Language Testing System) with a minimum overall band score of 6.5 and no individual score lower than 6.0; Duolingo with a score of 125 or higher; Pearson Test of English with a score of 70 or higher; Cambridge English with a score of 175 or higher on B1 or B2. This is subject to review and additional information may be requested.
• A legible and high-quality, color copy of the unexpired passport identification page is required of all international students. International students currently attending a high school or college/university in the United States must also submit a high-quality copy of their current Departure Record (I-94) and U.S. visa. International students currently holding an F-1 or F-2 visa must submit a copy of their Certificate of Eligibility (I-20). Please submit this documentation to the Undergraduate Admissions office before April 1 for the fall semester.

Additional Post-Acceptance Requirements for all International Applicants

In order to receive a current I-20 and proceed with full-time enrollment, please follow the instructions below submitting each official document to the Admissions Office . Please pay close attention to the deadlines listed for EACH official document below.

• All international students holding or intending to seek an F-1 student visa must submit current official bank statement(s) signed by an official from the banking institution. Statements must be in English verifying the student’s financial resources in U.S. dollars for the total cost of attendance, including tuition and fees, other academic expenses, living expenses, and transportation for the year of intended enrollment. The current year’s Estimated Cost of Attendance Chart is listed on our Financial Aid website.
• International students must show $30,000-$40,000 as a minimum amount in U.S. dollars. This is the estimated annual family contribution to your Stevenson education. If this is not an amount a family can contribute each year, Stevenson is not likely going to be an affordable option in the college search.   
• Please submit this documentation to the Admissions Office   before April 1 for the fall semester .
• All international students holding or intending to seek an F-1 student visa must complete the  International Student Declaration of Finances form , including the  Sponsor form  if applicable. Please submit this documentation to the Admissions Office before April 1 for the fall semester. 
• Accepted F-1 international students are responsible for paying the Student and Exchange Visitor Information System (SEVIS) fee. See  fmjfee.com .

Important Note to ALL International Students: Doctorate F-1 visa students must take a full-time course load each semester and continue in good academic standing to remain eligible. 

Psy.D. program students develop profession-wide competencies in all areas integral to the role of the clinical psychologist, including research, ethical and legal standards, individual and cultural diversity, professional values and attitudes, communication and interpersonal skills, assessment, intervention, supervision, consultation, and interprofessional/ interdisciplinary skills.

Students will also develop discipline-specific knowledge in the following areas:

• The history and systems of psychology
• Affective, biological, cognitive, developmental, and social aspects of behavior
• Advanced integrative knowledge of basic discipline-specific content areas
• Research methods
• Statistical analysis
• Psychometrics

Relevant legal standards, ethical reasoning, and consideration of individual and cultural diversity factors are discussed across the curriculum. 

View Suggested Course Sequence

Annual tuition and fees for Psy.D. students starting Fall 2024 are $19,396 for the 2024-2025 academic year.  

Tuition – $18,597

University Fees – $799

Additional Fees

Students are independently responsible for paying required fees related to clinical placements, including: subscription fees for a clinical hour tracking system; background check fees; and internship and Match registration fees. Other fees related to individual placement sites, such as Psychology Associate licensure application, supplemental student liability insurance, and parking costs, may also be required. 

Cost of Attendance

The Cost of Attendance (COA), sometimes referred to as the student budget, is an estimate of what it will cost to attend Stevenson University for one year.  It’s intended to help the applicant budget, but it’s also used by the financial aid office to determine eligibility for aid.

 The COA includes tuition and estimates for living expenses (housing and food); books, course materials, supplies, and equipment; transportation; personal expenses, average student federal loan fees for students attending school at least half time, and academic programs that require licensure, certification, or a first professional credential, and have costs associated with obtaining such qualification.

The COA is not a bill and actual expenses will vary by student. Students who incur costs for eligible study abroad programs, disability-related expenses, dependent care or cooperative education costs, may request a cost of attendance adjustment by contacting the Office of Financial Aid. 

What’s included in my COA?

Your cost of attendance is made up of two different types of costs: direct and indirect.

Direct costs are items that will appear on your University bill, such as tuition, fees, and housing (if you live on campus), food plans and Inclusive Access (IA) course materials.  

Tuition and Fees: The figures reflect the cost of tuition and fees for a student taking full time credits during each of the fall and spring semesters of the respective academic year (which is considered full-time). 

For students who live “on-campus”, the housing and food allowances are based on the average cost for on-campus housing and Meal Plan A Unlimited. Actual costs will be determined by room and meal plan selection.

Indirect costs will not appear on your bill, but are allowances associated with going to college and should be included in your budget.

Living expenses:  For students who “off-campus not with parents”, the housing and food allowances are based on the average cost for on-campus housing and Meal Plan A Unlimited. If you commute from your parents’ home, you will receive the “Living with Parent” housing and food allowance.

Books and supplies: This is an estimate of the cost of books and supplies for a typical student for the entire academic year. You may be billed directly for Inclusive Access (IA) course materials associated with specific courses.  The supply cost assumes that students do not have a computer, and allows for a student to purchase a personal computer.

Transportation:  An allowance which may include transportation between campus, residences, and place of work.

Miscellaneous personal expenses:  An estimate of costs for clothing, haircuts, entertainment, etc. for the year, assuming the student is attending the institution on at least a half-time basis.  Money spent on these types of items will vary from student to student.

Average Federal student loan fees: There is an origination fee of 1.057% for Federal Direct Subsidized and Unsubsidized student loans, which is taken out of the loan before funds are sent to Stevenson University. Some of our parents opt to take advantage of the Parent PLUS loan. The fee amount varies with the amount borrowed from the federal government.

Professional licensure, certification, or a first professional credential:  An allowance for the costs associated with obtaining a license, certification, or a first professional credential, for a student in a program that prepares them to enter a profession that requires such a qualification.

2024-2025 Doctorate of Psychology Annual

Core Faculty

Marie C. McGrath, Ph.D. Graduate Program Director, Clinical Psychology Professor of Psychology 

Dr. Marie McGrath earned her Ph.D. in School Psychology from Temple University in 2005 and joined the Stevenson faculty in Fall 2020. Before coming to Stevenson, Dr. McGrath was a faculty member in the Department of Psychology at Immaculata University, where she served as core faculty in the Clinical Psychology Psy.D. program; directed the School Psychology M.A./Ed.S. program; and received the Lindback Distinguished Teaching Award in 2012. Dr. McGrath is a licensed psychologist and a certified school psychologist in the state of Pennsylvania, as well as a nationally certified school psychologist. She a recent past president of the Pennsylvania Psychological Association (PPA) and served on the PPA Board of Directors for the past 10 years in various roles. She is currently the organization’s Awards chair. She is also a member of the Board of Directors of the Pennsylvania Psychological Foundation. She was selected to the American Psychological Association’s Leadership Institute for Women in Psychology in 2019. 

Soonhee Lee, Ph.D., ABPP Director of Clinical Training Associate Professor of Psychology 

Dr. Lee earned her Ph.D. in Clinical Psychology from the University of Rochester in 2011 and joined Stevenson University in Fall 2022. Dr. Lee is a licensed psychologist and is board-certified in Counseling Psychology. She has extensive clinical experience in diverse settings such as university counseling centers, psychiatric hospitals, and private practice. She has also served as a clinical supervisor for practicum students, doctoral interns, and postdoctoral fellows, as well as a Training Director for an APA-accredited doctoral internship in Health Service Psychology. Dr. Lee values cultural humility and global perspectives, and considers social justice as a core value in psychology. She has held leadership roles in diversity committees and affinity groups and has led community outreach efforts to raise critical consciousness. Her clinical and research interests include supervision and training, couples therapy, group dynamics, grief, collective healing, and leadership development.

Colleen Spada, Psy.D. Associate Professor of Clinical Psychology

Dr. Spada holds a Doctor of Psychology (Clinical Psychology) from Loyola University, and has taught at Stevenson since 2010. She served as a Doctoral Supervisor while at Loyola, supervising master’s level clinical and counseling students who were completing their externships. Her clinical experience includes individual therapy for clients presenting issues such as depression, anxiety, addiction, and interpersonal struggles as well as conducting workshops and training for organizations and businesses on topics such as stress reduction, self-esteem building, and relaxation. She currently maintains her own private clinical practice and provides educational services for pregnant women offering information about evidence-based practices during pregnancy, labor and childbirth, as well as labor management through the use of mindfulness techniques.

Ryan Willard, Ph.D. Assistant Professor of Clinical Psychology

Dr. Willard earned his Ph.D. in Counseling Psychology from The University of Kansas in 2022, and joined Stevenson University in Fall 2023. Prior to Stevenson, Dr. Willard served as Visiting Assistant Professor of Counseling Psychology in the Department of Psychology and Counseling at the University of Central Arkansas. His clinical experience includes serving as a Doctoral Psychology Intern at the Syracuse Veterans Affairs Medical Center in Syracuse, New York, where he also conducted predoctoral research. He also served as a Counseling Psychology Clinical Supervisor at the University of Kansas. Dr. Willard focuses on the connections between depression and physical health and wellbeing. His approach to teaching and counseling emphasizes humor, curiosity, creativity, and fairness.

Associated Faculty

Deondra Smith, Psy.D. Assistant Professor of Psychology

Dr. Smith earned her Psy.D in Clinical Psychology from the American School of Professional Psychology at Argosy University, Washington DC Campus. She has taught at Stevenson University since 2018. She is a Licensed Psychologist and owns her own private practice where she provides both therapeutic and psychological assessment services to children, adolescents, and adults. She has extensive experience in supervising and training undergraduate and graduate students within the field of psychology. Her clinical interests focus on the integration of play therapy and other non-directed modalities in therapy to enhance overall emotional identification and expression in children and adolescents. Also, her clinical work focuses on increasing accessibility of mental health resources to BIPOC communities. Her research interests include examining the relationship between ethnic identification, cultural expression and psychological well-being.  

Jeffrey D. Elliott, Ph.D. Chair and Professor of Psychology

Dr. Elliott earned his Ph.D. in Human Services Psychology (Clinical Track) from the University of Maryland Baltimore County. He is a Maryland Licensed Clinical Psychologist. He has taught at Stevenson since 2001 and served as Department Chair of Psychology since 2010. At Stevenson, he is a recipient of the Rose Dawson Award for Excellence in Teaching, which is awarded to one faculty member each year. In the past, he served as a Clinician, Clinical Coordinator, and Clinical Supervisor for the Domestic Violence Center of Howard County (1995-1998, 2000-2010) and has experience in inpatient settings for the seriously mentally ill and in addictions. His current clinical work focuses on enhancing educational opportunities and outcomes for at-risk teenagers. His research interests focus on attitudes affecting relationship violence and relationship indiscretions as well as social psychological factors affecting clinical work. His most recent collaborative research with students focused on diverse topics such as self-care and stress, early parental bonding and loneliness, confrontation of micro-aggression, and compliance with law enforcement officers. He particularly values mentoring students. 

Virginia N. Iannone, Ph.D. Vice Provost for Student Success Professor of Psychology  

Dr. Virginia (VJ) Iannone received her Ph.D. in Clinical Psychology from the Catholic University of America and joined the faculty at Stevenson University in 2002. Her research interests include examining mental toughness in youth athletes as well as examining the role of injury, retirement, and other transitional events on quality of life. She was appointed as a Teaching Fellow for the Center for Teaching and Learning in 2019 and was awarded Excellence in Teaching Awards from the National Society for Leadership and Success (2015) and Stevenson University (2017). She is a founding and executive board member of the Mid-Atlantic Consortium for Sport and Performance Psychology and holds active memberships in several professional organizations related to the science and practice of sport psychology.

Adjunct Faculty

Rich Metzger, Ph.D. Adjunct Professor of Psychology

Dr. Metzger holds a Ph.D. in Experimental Psychology (Cognitive) from the University of North Dakota, with additional training at The Institute of Child Development (Minnesota) and the Lineberger Cancer Center (North Carolina). He has a broad experience in basic memory research as well as applications in health, education, and the legal system.

Clinton Lewin, Psy.D. Adjunct Professor of Clinical Psychology

Joseph Magness, Ph.D. Adjunct Professor of Clinical Psychology

Daniel Krajan Pardo, Psy.D. Adjunct Professor of Clinical Psychology

Q: When is the deadline to apply?

A: The priority deadline to apply to our Psy.D. program is December 1. The best consideration deadline is February 1.

Q: Is there an application fee? 

A: There is no application fee. 

Q: What do I need to major in? 

A: Applicants with a strong academic background in psychology, counseling, human services, or a related field are preferred. Applicants who did not major in Psychology or a closely related field at the undergraduate level will be considered for admission, but must complete the following prerequisite courses: Statistics; Psychopathology; Human Development; and Research Methods. A course in Test and Measurements is recommended, but not required.

• At least three of the four required courses must be completed prior to application submission; the fourth class can be in progress at the time of application. 

Q: How long is the Psy.D. program?

A: Stevenson University’s Psy.D. program in Clinical Psychology is a five year course sequence. 

Q: How much does the Psy.D. program cost?

A: Annual tuition and fees at Stevenson University for Psy.D. program students starting Fall 2023 are $18,988 for the 2023-2024 academic year.

Q: How will I know if I am selected for an interview? 

A: Applicants who are offered an interview following initial review of their application materials by the Psy.D. Admissions Committee will be notified via email.

Q: Is the program accredited by the American Psychological Association (APA)? 

A: The Psy.D. program is not accredited at this time, but has applied to APA for initial accreditation (i.e., Accredited, on Contingency status) and is currently under review for this status. Specifically, the program submitted a self-study to APA in Fall 2023 as part of the initial accreditation application process, and received authorization in Spring 2024 for a site visit based on review of that self-study. All accreditation decisions and their timing are at APA’s discretion and cannot be guaranteed by the program. Please see this webpage’s Overview tab for more information on the accreditation application process and our status.

Q: What transcripts need to be submitted?

A: Official transcripts from all colleges or university attended need to be submitted to the Admission Office.  An official transcript is one that comes from the school directly to Stevenson in either a sealed envelope or in a secure email.  Students can send transcripts to [email protected] .

International students who have attended or who are currently attending a U.S. post-secondary institution must submit official transcripts from all institutions. Students who have completed post-secondary academic coursework outside of the United States must submit an official course-by-course transcript evaluation from an organization that is a current member of the National Association of Credential Evaluation Services ( https://www.naces.org/members ) (NACES). A member list is available on the NACES website.

Q: Are transfer credits accepted?

A: All requests for transfer credit will be reviewed on an individual basis. Master’s courses are generally not accepted for transfer credit. Classes previously taken in another doctoral program in psychology that were not applied to a terminal degree will be considered for transfer credit. A syllabus and/or other supporting materials may be required in order to evaluate a course for transfer credit. 

Q: Is Psy.D. program coursework offered in-person or online?

A: The Psy.D. program is offered in-person on the university’s Greenspring campus. The program is not offered through online/distance education. 

Student Admissions, Outcomes, and Other Data

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Email Psy.D. Admissions

Resources for Stevenson Graduate Students

The Doctor of Psychology program is located on Stevenson’s Greenspring campus located in the heart of Maryland’s beautiful Greenspring Valley. The campus offers the following facilities and amenities for graduate students:

• Ample parking & easy access to I-695 and I-83
• Library with dedicated resources and study spaces for graduate students
• Graduate Computer Labs
• Graduate Lounge
• Fitness Center
• Labyrinth & Meditation Center

Psy.D. Degree By the Numbers

In addition to coursework, each year, students gain experience through a series of placements in clinical settings—generally 16-20 hours per week—culminating in a year-long full-time internship.

Degree requirements include 112.5 credit hours, which includes a doctoral dissertation and a one-year full-time internship.

Employment for clinical, counseling, and school psychologists; marriage and family therapists; and substance abuse counselors is projected to grow 15-22% by 2026.

Our five year course sequence is designed to develop your discipline-specific knowledge and profession-wide competencies.

Through our course sequence, year 1 through 5 is designed to develop your discipline-specific knowledge and profession-wide competencies.

Department of Psychology

College of arts, humanities, and social sciences, doctoral programs.

The Department of Psychology offers graduate programs leading to Ph.D. degrees in applied developmental psychology and human-services psychology. A non-thesis M.A. degree in applied behavior analysis is offered within the Human Services Psychology program.

• Ph.D. in Applied Developmental Psychology
• Ph.D. in Human Services Psychology  

Masters Programs

• Masters in Applied Behavior Analysis
• Masters in Industrial/Organizational
• Accreditation
• Consumer Information
• Equal Opportunity
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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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Department of Psychology

From undergraduate to doctoral work, Loyola’s psychology department prepares students for a transformative career in direct service, leadership, research, or education. Loyola psychology students weigh evidence, think critically, act ethically, and recognize and understand the complexity of individual and societal diversity.

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Loyola Clinical Centers

Loyola graduate and doctoral psychology students complete a portion of their training at the Loyola Clinical Centers, which provides state-of-the-art facilities and treatment for individuals experiencing difficulties in the areas of psychology, literacy, hearing, speech, and language.

Learn more about the Loyola Clinical Centers

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I was confident that this was the program that would provide me with the tools and confidence to grow into a skilled clinician.

The professors are incredibly supporting, and they genuinely care about you and your success... The Jesuit education focuses on social justice, and diversity is integrated into all aspects of our curriculum.

My time at Loyola inspired me to make service of others an active part of my career path.

Loyola graduates have a spark in their eye and a fire in their hearts. They are involved in their communities... They are working to create a better world for those who don't have the same rights or privileges.

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Maryland Psychology Doctorate Programs

Like the rest of the U.S., increasing rates of mental illness and behavioral health disorders are a major concern here in Maryland. That’s one big reason why psychology degrees are among the most sought-after today.

Fortunately for Maryland students, there are several degree programs in the state that can help them set the foundation for professional psychologist licensure here in Maryland. Let’s learn more about the programs and what students need to know.

What’s On This Page

Quick facts.

• Maryland PsyD Programs
• Other Psychology Doctorates
• Maryland Psychologist Requirements
• Maryland Doctorate Salary Outlook
• In the state of Maryland, 11 schools offer advanced degrees in the field of psychology.
• Out of all the universities in Maryland, John’s Hopkins University has the highest graduation rate at 92%.
• Both St. Mary’s College of Maryland and the University of Maryland-College Park both were ranked in Princeton Review ‘s Great Schools for Psychology in 2018.
• The university with the highest tuition rate is Loyola University Maryland with an average tuition cost of $34,152.
• U.S News and World Report ranked Loyola University Maryland as the 5th best university in the north.

List of PsyD Degree Programs in Maryland

Both types of psychology doctorates, Psy.D. (Doctor of Psychology) and Ph.D. (Doctor of Philosophy), that are required to successfully apply for licensure in Maryland are offered here in the state. What do students need to know about these programs, which, fortunately for students in Maryland, are each accredited by the American Psychology Association (APA)?

SEE ALSO:   5+ Online Accredited PsyD Programs

Loyola University

Loyola University’s Psy.D. in Clinical Psychology first earned APA accreditation in 2000, making it the first of its kind in the state. The program remains the only Psy.D. that’s approved by the APA in Maryland. More than 140 students have earned their Psy.D. through the program since 2010, and 97% have earned professional licensure.

• Institution type: Private, not-for-profit
• Campus: Baltimore
• Annual tuition: $31,500
• Degrees offered: PsyD in Clinical Psychology
• Accreditation: APA
• Visit school: Click here

Other Psychology Doctorates in Maryland

University of maryland.

The University of Maryland system offers a variety of Ph.D. degrees in psychology fields at two campuses, College Park and Baltimore County. At the main campus in College Park, students can choose three APA-accredited programs, a Ph.D. in Counseling Psychology that was first accredited in 1953, a Ph.D. in Clinical Psychology that’s been accredited since 1963 and a School Psychology Ph.D. accredited since 1984. The Clinical Psychology Ph.D. at Baltimore County has been accredited since 1990.

• Institution type: Public
• Campus: College Park, Baltimore County
• Annual tuition: Admitted students will generally receive free tuition and annual stipends
• Degrees offered: PhD in Clinical Psychology (both campuses), PhD in Counseling Psychology (College Park), PhD in School Psychology (College Park)

Uniformed Services University

Uniformed Services University, a federal government-established medical and health services college for the armed forces, has had an APA-accredited Ph.D. in Clinical Psychology since 1997. Students can choose from a military or civilian track, depending on their interest areas and individual life goals. A total of 60 students have completed the program over the past 10 academic years, and the licensure rate is 100%.

• Institution type: Public, military
• Campus: Bethesda
• Annual tuition: All students must be members of the uniformed services and receive free tuition in exchange for serving after graduation
• Degrees offered: PhD in Clinical Psychology

How to Become a Psychologist in Maryland

The foundation of any successful career in psychology begins with a rigorous education in the subject. But for those who want to practice in the state of Maryland, there are several steps they must take to do so legally.

• Get a bachelor’s degree in psychology or a closely related field. The best bet is to major in psychology as an undergraduate, but some candidates may be able to pursue the next steps with a degree in another field, provided it’s a closely related one and they have psychology classes they can show on their transcript. Without that, doctoral programs may require students to get a master’s degree in psychology, and some schools require that anyway.
• Get your doctorate. Licensure candidates will be considered if they have completed a doctorate in psychology, which includes a Psy.D. as well as a Ph.D. Academic programs should be accredited by the APA; if not, students will need to provide additional academic documentation of curriculum.
• Meet state requirements. In addition to a doctoral degree in psychology, candidates must have participated in clinical, counseling or school psychology programs that included at least 3,250 hours of supervised professional experience. At least 1,750 hours must come from an internship that took no more than two years to complete. Applicants must also submit to a criminal background check, as well as scoring at least 500 on the Examination for Professional Practice in Psychology and at least 75% on the Maryland jurisprudence exam.
• Remain licensed, and keep up with requirements. Maryland psychologist licensed must be renewed every two years.

Maryland Clinical Psychologist Salary and Job Outlook

The average clinical, counseling or school psychologist in Maryland makes just under $80,000 per year, according to data from the U.S. Bureau of Labor Statistics . This is considerably higher than the overall annual rate of $60,230 for all workers in the state.

SEE ALSO: Maryland Psychologist Salary- Clinical, Counseling, and School

Psychologist jobs also are on the move in Maryland. Openings are projected to increase by 15.2% through the next decade, much higher than the growth rate of 5% expected for all jobs in the U.S.

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PhD Program

Tuition and fees.

See PhD tuition and fees.

• We utilize a per-credit tuition structure for all students.
• Go to the   Student Financial Services Website   for more information on Tuition, Billing and Payments.

Academic Year 2024-2025

Note:  Notwithstanding any other provision of this or any other University publication, the University reserves the right to make changes in tuition, fees and other charges at any time such changes are deemed necessary by the University and the University System of Maryland Board of Regents.  Review the  UMB Policy on Payment of Tuition and Fees . 

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Admission Steps

School psychology - phd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Additional Standards for Non-Native English Speakers

Additional standards for international applicants.

For the 2025-2026 academic year

See 2024-2025 requirements instead

Fall 2025 quarter (beginning in September)

Priority deadline: December 2, 2024

Final submission deadline: June 16, 2025

International submission deadline: May 5, 2025

Priority deadline: Applications will be considered after the Priority deadline provided space is available.

Final submission deadline: Applicants cannot submit applications after the final submission deadline.

Degrees and GPA Requirements

Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.

University GPA requirement: The minimum grade point average for admission consideration for graduate study at the University of Denver must meet one of the following criteria:

A cumulative 2.5 on a 4.0 scale for the baccalaureate degree.

A cumulative 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree.

An earned master’s degree or higher from a regionally accredited institution or the recognized equivalent from an international institution supersedes the minimum GPA requirement for the baccalaureate.

A cumulative GPA of 3.0 on a 4.0 scale for all graduate coursework completed for applicants who have not earned a master’s degree or higher.

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), C1 Advanced or Duolingo English Test are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Your TOEFL/IELTS/C1 Advanced/Duolingo English Test scores are valid for two years from the test date.

The minimum TOEFL/IELTS/C1 Advanced/Duolingo English Test score requirements for this degree program are:

Minimum TOEFL Score (Internet-based test): 80

Minimum IELTS Score: 6.5

Minimum C1 Advanced Score: 176

Minimum Duolingo English Test Score: 115

Additional Information:

Read the English Language Proficiency policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Application Materials

Transcripts, letters of recommendation.

Required Essays and Statements

Other Required Materials

We require a scanned copy of your transcripts from every college or university you have attended. Scanned copies must be clearly legible and sized to print on standard 8½-by-11-inch paper. Transcripts that do not show degrees awarded must also be accompanied by a scanned copy of the diploma or degree certificate. If your academic transcripts were issued in a language other than English, both the original documents and certified English translations are required.

Transcripts and proof of degree documents for postsecondary degrees earned from institutions outside of the United States will be released to a third-party international credential evaluator to assess U.S. education system equivalencies. Beginning July 2023, a non-refundable fee for this service will be required before the application is processed.

Upon admission to the University of Denver, official transcripts will be required from each institution attended.

Two (2) letters of recommendation are required.  Letters should be submitted by recommenders through the online application.

Essays and Statements

Personal statement instructions.

Please upload a letter of application (limit 3 pages, double-spaced, 12-pt. font). In your letter: (a) discuss your future professional goals; (b) describe how the School Psychology program at the University of Denver specifically, will contribute to and advance your goals; and (c) discuss how your goals will advance diversity, equity, inclusion, and accessibility in school psychology; and (d) discuss your research interests and specific alignment with faculty who share similar interests.

Résumé Instructions

The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Additional requirements for this program:

Applicants may be contacted to schedule a virtual admissions interview.

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Online Application

Financial Aid Information

Start your application.

Your submitted materials will be reviewed once all materials and application fees have been received.

Our program can only consider your application for admission if our Office of Graduate Education has received all your online materials and supplemental materials by our application deadline.

Application Fee: $65.00 Application Fee

International Degree Evaluation Fee: $50.00 Evaluation Fee for degrees (bachelor's or higher) earned from institutions outside the United States.

Applicants should complete their Free Application for Federal Student Aid (FAFSA) by February 15. Visit the Office of Financial Aid for additional information.