Psychology, Applied Developmental (ADPS) and Human Services (HSPS)
Department of Psychology
LINDA BAKER, Chair
CARLO DICLEMENTE, Graduate Program Director of Human Services Psychology
LYNNDA M. DAHLQUIST, Associate Graduate Program Director of Human Services Psychology
SUSAN SONNENSCHEIN, Graduate Program Director of Applied Developmental Psychology
BAKER, LINDA, Ph.D., Rutgers University; Cognitive development and education
BLASS, THOMAS, Ph.D., Yeshiva University; Social psychology
DAHLQUIST, LYNNDA M., Ph.D., Purdue University; Child health, pain, chronic illness
DICLEMENTE, CARLO, Ph.D., University of Rhode Island; Addictive behaviors, psychotherapy, self-efficacy
MATON, KENNETH, Ph.D., University of Illinois, Urbana-Champaign; Community psychology
MURPHY, CHRISTOPHER M., Ph.D., State University of New York, Stony Brook; Clinical psychology
PROVINE, ROBERT R., Ph.D., Washington University; Developmental neuroscience, human ethology
RABIN, BERNARD M., Ph.D., State University of New York, Buffalo; Physiological psychology
WALDSTEIN, SHARI, Ph.D., University of Pittsburgh; Behavioral medicine
BORRERO, JOHN, Ph.D., University of Florida; applied behavior analysis, single-subject research methods, caregiver-child interactions
BRODSKY, ANNE, Ph.D., University of Maryland, College Park; Clinical-community psychology
CHEAH, CHARISSA, Ph.D., University of Maryland, College Park; Children�s social and emotional development and culture
DELUTY, ROBERT H., Ph.D., State University of New York, Buffalo; Clinical psychology
FINKELSTEIN, JONATHAN C., Ph.D., University of Chicago; Social psychology
GRONINGER, LOWELL D., Ph.D., University of Illinois; Learning and memory PITTS,
STEVEN C. Ph.D., Arizona State University; Quantitative psychology, social psychology
SCHIFFMAN, JASON, Ph.D., University of Southern California; Schizophrenia(?)
SCHULTZ, DAVID, Ph.D., University of Delaware; Emotional development
SONNENSCHEIN, SUSAN, Ph.D., State University of New York, Stony Brook; Cognitive and educational development
STAPLETON, LAURA, Ph.D., University of Maryland, College Park; Measurement, statistics and evaluation
WARWICK, ZOE, Ph.D., Duke University; Physiological psychology, eating behaviors
BARRY, ROBIN, Ph.D., University of Iowa; Romantic relationships
BEATTY, DANIELLE, Ph.D. , City University of New York; Racial/ethnic disparities in cardiovascular disease risk
BEDIAKO, SHAWN, Ph.D., State University of New York, Stony Brook; Socio-cultural contexts of chronic illness, urban health behavior
ROBINSON, THOMAS (Joint with Africana Studies), Ph.D., Howard University; Personality and physiological psychology
SIGURDSSON, SIGURDUR OLI, Ph.D., Western Michigan University; Organizational behavior management
ALONSO, DIANE, PH.D., University of Maryland, College Park; Industrial/Organizational Psychology
FREIBERG, KAREN, Ph.D., Syracuse University; Child development and parent-child relationships
O�BRIEN, EILEEN, Ph.D., The Catholic University of America; Early-childhood development, women and children�s health policy, integrated behavioral health services
GARRETT, ADIA, Ph.D., University of Maryland Baltimore County; Child development
ROSEN, THEODORE, Ph.D., George Washington University; Industrial/Organizational Psychology
CATANIA, A. CHARLES, Ph.D., Harvard University; Learning, verbal behavior, behavior analysis.
DEMOREST, MARILYN E., Ph.D., The Johns Hopkins University; Measurement, statistics, data analysis. Emeritus.
FELDSTEIN, STANLEY, Ph.D., Columbia University; Non-verbal behavior, clinical psychology
SIEGMAN, ARON W., Ph.D., Columbia University; Behavioral medicine
METZGER, MARY ANN, Ph.D., University of Connecticut; Developmental and mathematical psychology, non-linear dynamics in psychology
ALLEN, JOHN, Ph.D., St. Louis University; Clinical psychology
BELLACK, ALAN, Ph.D., Pennsylvania State University; Clinical psychology
BLACK, MAUREEN, Ph.D., Emory University; Child psychology
CATALDO, MICHAEL F., Ph.D., University of Kansas, Lawrence; Applied behavior analysis
CHAVIS, DAVID M., Ph.D., Peabody College of Vanderbilt University; Community psychology, prevention, evaluation and systemic change
CHESNEY, MARGARET, Ph.D., Colorado State University; Behavioral and Integrative Medicine
SCHOENBAUM, GEOFFREY, Ph.D., University of North Carolina, Chapel Hill; Neurobiology
Adjunct Associate Professors
DELEON, ISER G., Ph.D., University of Florida; Applied behavior analysis
GLASGOW, MICHAEL, Ph.D., University of Maryland, College Park; Physiology
HAGOPIAN, LOUIS, Ph.D., Virginia Polytechnic Institute and State University; Applied behavior analysis, severe behavioral disorders, anxiety disorders
HERNING, RONALD, Ph.D., University of Illinois, Urbana-Champaign; Mathematical and experimental psychology
KATZEL, LESLIE, M.D., Ph.D., The Johns Hopkins University; Geriatrics
KOP, WILLEM, Ph.D., University of Limburg; Medical psychology
SLIFER, KEITH, Ph.D., Florida State University; Applied behavior analysis
TEPPER, VICKI J., Ph.D., University of Maryland, Baltimore; Pediatrics
THAYER, JULIAN, Ph.D., New York University; Cardiovascular psycho-physiology
Adjunct Assistant Professors
ANDERSON, ROBERT, Ph.D., University of Maryland, Baltimore County; Clinical psychology
GIOIA, GERARD A., Ph.D., University of North Carolina, Chapel Hill; Pediatric neuro-psychology, executive function
HALTIWANGER, DAVID, Ph.D., University of North Carolina, Chapel Hill; Clinical psychology
HUSSEY-GARDNER, BRENDA, Ph.D., University of Maryland, College Park; Early-childhood special education
JORDAN-GREEN, LISA, Ph.D., Michigan State University; Substance abuse treatment and prevention
KAHNG, SUNGWOO, Ph.D., University of Florida; Applied behavior analysis
KURTZ, PATRICIA, Ph.D., Claremont Graduate School; Psychology
SCHAEFFER, CINDY, Ph.D., University of Missouri; Multisystemic Family Therapy
SOLLERS, III, JOHN J., Ph.D., University of Missouri-Columbia; Experimental psychology
ZWART, CHERYL, Ph.D., State University of New York, Binghamton; Clinical psychology
Affiliate Associate Professors
MARTELLO, JOHN, Ph.D., Howard University; Human developmental psychology
Affiliate Assistant Professors
KORN, MARCELLA, Ph.D., University of Arizona; Human development
The Department of Psychology offers graduate programs leading to a Ph.D. in Applied Developmental Psychology or Human Services Psychology. A non-thesis M.A. degree program in Applied Behavior Analysis is offered within the Human Services Psychology program.
Applied Developmental Psychology Program Description
Applied developmental psychology is a specialty that has demarcated a new domain of research questions and methods, with implications for the training of a new range of professional specialists. Some of the themes of this new approach include the dynamic interaction between context and social and cognitive development; the multi-dimensionality of tasks confronting children and caregivers in various circumstances, which has aroused widespread public concern, such as teenage parenthood, learning to read and living in poverty; and the challenge of integrating developmental theory with the practical demands of assessment and intervention. The ADP program recognizes the need for a multi-disciplinary focus on real-world, substantive problems and for first-hand familiarity with the tasks children face as they grow, with the environments that surround them and with the practicalities of intervention in the real world. Consequently, the program includes an emphasis on practicum experiences.
The program is designed to prepare its graduates for careers as practitioner researchers, people concerned with the design, evaluation and improvement of effective ways of enhancing the quality of human life. Although many of the opportunities for this kind of career are likely to be found in close association with existing health and education services, the roles of an applied developmental psychologist are more varied than those of a school psychologist or therapist and generally are likely to be more innovative.
The program has three concentrations with which students can affiliate, with flexibility both within and across concentrations to construct a program experience that combines broad exposure to foundational courses and to specialized courses and experiences tailored to individual students� career goals and interests:
The early development/early intervention concentration focuses on genetic, biological and environmental factors that impede and promote development in the early years and on established and innovative intervention approaches for infants and young children at risk. Students specializing in this concentration will be prepared to conduct and supervise research on factors that affect development in infancy and early childhood and to develop, tailor and evaluate intervention programs designed to foster development. Students will also be trained in assessing cognitive, socio-emotional and linguistic development of infants and young children and parent-child relationships. They will be prepared to work in interdisciplinary settings to evaluate young children and their families, to assist in formulating intervention plans to promote development and to facilitate parenting in families at risk. Graduates with this concentration may opt for careers in academia, research and program evaluation institutes; child development and pediatric settings; social policy/child advocacy organization; or in other contexts concerned with the development and welfare of infants, young children and their families.
The socio-emotional development of children within and across cultures concentration focuses on the interactions between individual, peer and parenting/family factors in the social emotional development of children in different socio-cultural contexts. Students specializing in this concentration will be prepared to conduct and supervise research on factors that affect the social emotional development of children from not only ethnic minority and immigrant families in the United States but also families in different cultures around the world.
The educational contexts of development concentration focuses on the cognitive, social and motivational factors that impact different aspects of children�s learning. Topics of interest range from cognitive/academic content, such as literacy and mathematics; to socialization of cognitive skills, such as the impact of parents, teachers and peers as socialization agents; to the effects of educational interventions on child outcomes. Students specializing in this concentration will learn about the effects of families, neighborhoods, and cultural contexts on children�s learning and about individual differences, such as learning and developmental disabilities. Graduates with this concentration may pursue careers in academia and/or in child development settings to assess individuals for learning difficulties and other developmental disabilities, to collaborate with schools and school systems to evaluate the efficacy of different educational programs and to design individual and group interventions. They will also be prepared to work in educational and social policy settings to help interpret research findings and translate research results into relevant policy.
Admission to the program is based on a review by the admissions committee of each applicant�s complete profile, including the applicant�s grade point average in the baccalaureate degree; performance in relevant courses of study; stated goals (personal, career and research); evaluation by referees; relevant research and practical experience; maturity; GRE scores on verbal, quantitative and advanced psychology tests (taking account of the applicant�s cultural and educational background); and identification of an area of research interest compatible with the research interests and competence of the program�s faculty.
Applicants must have at least a baccalaureate degree from an accredited institution and a �B� average, or 3.0 on a 4.0 scale, and must take the relevant tests of the Graduate Record Examination. Full-time enrollment is the standard in the ADP program, but on rare occasions, students will be accepted on a part-time basis. The deadline for applications is January 9. Individuals wishing to apply for admission to this program should contact the graduate program director at email@example.com for further information. All original application documents must be sent directly to the Graduate School, not the graduate program.
ADP Core Courses
PSYC 653: Cultural Aspects of Human Development
PSYC 781: Social and Personality Development
PSYC 651: Cognitive Development
PSYC 611 and PSYC 711: Data Analytic Procedures I and II
PSYC 710: Research Methods
Elective in statistics or methods (e.g., Measurement of Behavior, Qualitative Methods, Program
Evaluation, Advanced Quantitative Topics courses)
Basic Psychology Core Courses
Learning, Development and Biological Bases
Individual Differences, Social and Diversity
Other ADP Program Requirements
Public Policy Issues OR Prevention OR Intervention Assessment (e.g., PSYC 629, PSYC 720)
PSYC 686: Ethical and Professional Issues
PSYC 601: Topics in ADP
PSYC 690: Field Experience
Specialization Courses (9 credits) Research Requirements
Masters thesis (or research competency) (PSYC 799, minimum of six credits) Dissertation (PSYC 899, minimum of 12 credits)
Total number of credits for Ph.D. degree: 72
Students may decide to take more than the 72 credit minimum to acquire the background and experience they seek for their own particular career goals. It is possible to complete the program within four years, but students often take more time to acquire practicum experiences beyond the minimum requirement. Core course and research credit requirements may be adjusted for students entering the program with master�s degrees or acceptable graduate course credit from other institutions.
Human Services Psychology Program Description
Human Services Psychology (HSP) is composed of three interrelated and complementary programs which provide training in Clinical Psychology (APA approved), Behavioral Medicine, and Community and Applied Social Psychology. Human Services Psychology offers a multidimensional and systemic perspective that reflects the complexity of the types of problems and contexts that our graduates are trained to address. We believe that this approach fosters a more comprehensive and integrative approach to both research and professional practice. It also represents a more cost effective and flexible approach to professional training than most traditional single specialty professional training programs since it allows us to provide training for a number of specialties within the framework of a single program.
Human Services Psychology is defined as that sector of professional psychology concerned with the promotion of human well being through the acquisition and application of psychological knowledge and principles concerned with the diagnosis, treatment, and prevention of psychological and physical disorders. Thus, the program is designed to prepare students to contribute to the growth of knowledge in this area, as well as to apply this knowledge to a broad range of human problems. Consequently, the program is based upon a scientist practitioner model of training (sometimes referred to as the Boulder Model) which aims to provide students with skills as both researchers and practitioners. We believe that, even though some students in the HSP Program may not plan to follow research careers, it is their training as scientists, as well as practitioners, which most fundamentally distinguishes them from other mental health professionals and human services providers.
The HSP Program uses a biopsychosocial approach as the integrative perspective for its training of human service providers and researchers. There is a commitment in course design and practicum experience to understand not only the unique contributions of biological, psychological, and social aspects of human functioning but also the substantial interactions of these three components in almost every problem area addressed by human services psychology. We believe that HSP students should espouse this broader, interactive perspective in designating program interests and developing their graduate program of studies. Thus, the HSP program encourages a focus on the boundaries of biopsychosocial interactions as well as a solid understanding of each individual aspect in order to promote a more holistic and integrated approach to psychology research, service and practice.
Within the HSP program�s conceptual framework, these specialty areas are regarded as differing primarily in their particular focus within the human services matrix and in how they conceive of and approach the generic problems of diagnosing, treating and preventing psychological and physical disorders. Thus, clinical psychology focuses on problems involving behavioral and psychological functioning of adults, children and families, and it includes assessing and treating those problems. Behavioral medicine focuses on problems involving relations between behavioral and biological levels of human functioning, problems more typically seen in medical settings, and problems related to physical health. Community and applied social psychology focuses on the community settings, social resources and human services policies that influence the effective functioning of both individuals and communities. Students are able to combine areas of focus. For example, students may elect to combine clinical training with specialty training in behavioral medicine or training in community and applied psychology.
The HSP Program also includes a master�s program in Applied Behavior Analysis (ABA), offered by the Department of Psychology in collaboration with the Department of Behavioral Psychology of the Kennedy Krieger Institute in Baltimore. Applied behavior analysis addresses significant problems at the level of the behavior of the individual. Its many applications include behavior problems in children, parent training, developmental disabilities, education and behavioral medicine. Mastery of applied behavior analysis calls for competence in the detailed knowledge base of learning theory and applications to behavior reduction and skill acquisition, statistical and measurement techniques for evaluating behavior and designing treatments, and the various skills essential to delivering services and maintaining their effectiveness.
Admission to the program is competitive and based on a review by the graduate admissions committee of each applicant�s complete profile, including the applicant�s grade point average in the baccalaureate degree; performance in relevant courses; a personal statement of interests and career goals; letters of recommendation; relevant research and practical experience; maturity; GRE scores on verbal, quantitative and advanced psychology tests; and identification of an area of research interest compatible with the research interests and competence of the program�s faculty. Students are required to meet the basic minimum standards for admission to the Graduate School. The graduate admissions committee may also consider other information presented by students relevant to their potential for successfully completing the program and the compatibility of their professional goals with those of the program and program faculty. Full-time enrollment is the standard in the HSP doctoral program. Individuals wishing to apply for admission should contact the human services psychology graduate program specialist, at firstname.lastname@example.org for further information and internal application materials. Applicants should note that the deadline for application for admission to the doctoral program is December 1. Applications for the applied behavior analysis master�s program are due by March 1. All original application materials must be sent directly to the Graduate School, not the graduate program.
Once enrolled, students are assigned a member of the faculty of the psychology department as an academic advisor with whom they are expected to work during the first year on various research-related tasks on a non-credit basis. In consultation with the advisor, students work out a program of course work, practice and research activity that builds on their experience and interests in preparation for a career of the kind they prefer within the broad, emergent field of human services psychology. The doctoral program is planned as a five-year program, including an internship for clinical students. The doctoral degree requires a minimum of 75 credit hours beyond the bachelor�s degree, but it may range upward to 90, depending upon individual tailoring of programs and area combination.
Students are required to take a set of core courses, consisting of four courses in research methodology (Data Analytic Procedures I and II, Research Methods and Measurement of Behavior or an approved �methods of inquiry� course); an integrative two-course core sequence covering behavior, learning and cognitive aspects of behavior, social aspects of behavior and individual differences; and a course each in Human Diversity and Ethical Issues in Psychology. Students are required to take a minimum of five courses in their specialty area (including at least one advanced seminar) and five elective courses. To foster the broad, integrative perspective expected of graduates of the HSP Program, students are expected to take at least one elective from each of the sub-program areas.
A minimum of 18 credit hours of research is required, divided between six hours for a required pre-dissertation research competency project or master�s thesis and 12 hours for the doctoral dissertation for all HSP students. Students focusing in clinical psychology (including combined areas of foci that include clinical psychology) are also required to take at least six credit hours of practicum and an internship of at least 1,500 hours. Core course, practicum and research credit requirements may be adjusted for students entering the program with master�s degrees or acceptable graduate course credit from other institutions.
Admission to candidacy for the doctoral degree is based upon completion of the requirements for the master�s degree and passing a qualifying examination usually administered during the summer preceding a student�s third year of full-time study or its equivalent.
The master�s program in applied behavior analysis requires a minimum of 36 credit hours beyond the bachelor�s degree It consists of a core curriculum of substantive courses in biological aspects of behavior, learning and cognitive aspects of behavior, social aspects of behavior and individual differences, plus courses in basic and applied analysis of behavior, behavioral treatment design and data evaluation, ethics of behavioral interventions and practicum placement for hands-on experience with relevant behavioral procedures. In place of a master�s thesis, students are required to apply the skills acquired in the program by completing a full behavioral intervention from incoming evaluation through developing and administering treatment protocols to evaluating outcome.
Facilities and Special Resources
In addition to the department�s well-equipped laboratories in development and educational contexts, inter-personal communications, learning, cardiovascular psycho-physiology, addictive behaviors, child health psychology, relationship analysis, domestic violence, social development, culture, child and adolescent development, organizational behavioral management and community and applied social psychology, the department is able to draw upon the rich research and applied training resources found in the Baltimore-Washington corridor, especially in the Greater Baltimore area. Prominent among these are the Walter P. Carter Center, the University of Maryland Medical School, the Gerontology Research Center of the National Institute on Aging, the Kennedy Krieger Institute, the Laboratory of Psychology and Psychopathology of the National Institute of Mental Health, Mount Washington Pediatric Hospital, Children�s National Hospital, the Clifton T. Perkins Hospital, the Chase-Brexton Clinic and the Springfield and Spring Grove hospital centers.
Recent graduates from our ADP and HSP programs have found initial career placements in a variety of settings that involve psychological services, teaching and research. About 30 percent have moved into direct service provision in private-practice settings. The majority have found employment in various local, state and federal agencies including VA Centers and in medical university settings as staff psychologists, research associates and assistant professors.
Financial assistance is available in the form of teaching assistantships and research assistantships.
Special Topics in Psychology [1-3]
Consideration of selected topics in psychology for advanced graduate students. Some of these topics include qualitative methods, clinical interventions in behavioral medicine, seminars in cognitive psychology and applied developmental psychology.
Biological, Cognitive and Developmental Bases of Behavior 
The first of two core courses for doctoral students in psychology that addresses biopsychosocial bases of behavior. It provides basic foundational knowledge in the following core areas: neuroscience,behavior genetics,learning, cognitive functions,lifespan development, and history and systems. Emphasis is on integration of material across domains.
Personal, Social, Community and Cultural Bases of Behavior 
The second of two core courses for doctoral students in psychology that addresses biopsychosocial bases of human behavior. Core II complements the basic foundational knowledge in the following core areas: neuroscience, behavior genetics, learning, cognitive function, lifespan development, and history and systems from Core I and offers foundational knowledge in the areas of Individual Differences and Personality, Social Influence and Social Cognition, Community and Cultural Dimensions of Human behavior, and Prevention and Policy interventions based on these perspectives. In addition, the course includes important historical readings as well as current views and controversies. Emphasis is on integration of material across domains.
Biological Bases of Behavioral Development 
An introduction to theory and research dealing with biological perspectives in behavioral development. Topics to be covered include hominid evolution, genetics and behavior, pre-natal and post-natal determinants of behavior, neuro-endocrine and mediation, organization of behavior, behavioral ecology and socio-biology.
Learning and Cognition 
A systematic survey of research and theory about learning and cognition from a variety of perspectives. Topics include reinforcement, discrimination, respondent conditioning, attention, memory and language. Special attention is given to the role of these processes in problems of human behavior.
Adult Psychopathology 
Examination of major forms of adult psychopathology. Research and theory on psychological and biological mechanisms of selected disorders and current approaches to their diagnosis and classification are emphasized.
Developmental Psychopathology 
This course introduces major theoretical models of development and developmental psychopathology and examines how these models influence current research and practice in child clinical psychology and applied developmental psychology. This course examines general models used to understand psychopathology in children, as well as models that are more diagnosis-specific. Prerequisite: Consent of instructor.
Human Diversity Research and Intervention 
This course explores human diversity in the research and practice of psychology. Similarities and differences across a wide variety of human diversity, including ethnicity, race, age, gender, sexual orientation, class, religion, ability, community/cultural context will be discussed. This course will include a focus on understanding the definitions, development, meanings, values and implications of diverse identities and experiences in society, in psychology, and in work with research participants and intervention clients. The main focus will be on practical guidelines for understanding the salience of diversity in psychological work and becoming a culturally competent psychologist in a complex, multiply diverse society. Primary and secondary source readings, including first person accounts and research and intervention case vignettes will be utilized as a means of understanding how issues of culture are manifest and transversed in a variety of cultural contexts.
Data Analytic Procedures I 
The purpose of the course is to train students in the theory and uses of simple and complex analyses of variance and in the uses of multiple regression analyses as a hypothesis-testing procedure.
Data Analytic Procedures I Laboratory 
Prerequisite: PSYC 611.
Methods in Applied Behavior Analysis 
This course treats behavioral interventions for establishing, strengthening and maintaining functional behavior (e.g., communication skills) and reducing aberrant behavior (e.g., self-injury), and it examines the experimental foundations of assessment and intervention methods, including research on multiple sources of behavior. By integrating clinical research and practice, it also prepares students for the practicum and intervention sequences in the Applied Behavior Analysis Program. Co- or Prerequisite: PSYC 605.
Measurement in Applied Behavior Analysis 
This course provides a basic understanding of systematic data collection and analysis methods used in applied behavior analysis to make informed (data-driven) clinical decisions. The course covers behavioral assessment strategies and topics, including sampling and observation methods, inter-observer agreement and behavioral inter- viewing. It also covers data-analysis methods for systematically answering clinical questions with individual clients, including functional analysis, graphical data analysis and reversal, multiple-baseline and multi-element designs. Prerequisite: PSYC 615.
Methods of Assessment I 
This course is a clinically oriented introduction to intellectual and personality assessment of children and adults. The course provides instruction in the theory, administration, scoring, interpretation and report writing of the WISC-III and WAIS-III, as well as an introduction to self-report inventories, clinical interviewing and observational techniques. Assessment of familial dysfunction also will be addressed.
Methods of Assessment II 
This course will cover the theory, rationale and use of projective techniques and the use and rationale of standardized personality tests in describing and predicting patterns of human behavior. Focus is on the use of these techniques with both children and adults.
Clinical Intervention I 
This course acquaints students with the theories, research and techniques of psychodynamic, humanistic, cognitive and behavioral therapies. The application of these therapies in treating aggressive, anxious, depressed and other maladaptive behaviors in children, adolescents and adults is addressed by reviewing appropriate literature and participating in course-linked practice.
Clinical Intervention II 
In this course, students are taught techniques to establish therapeutic relationships, enhance motivation to change, and facilitate behavioral and cognitive change in adult clients. Empirical research is reviewed on involvement in and outcome of psychological interventions in individual, relationship and group therapeutic modalities. Prerequisite: PSYC 622.
Principles of Consultation 
This course provides a basic grounding in the nature of consultation performed by psychologists and other specialists in social processes. Readings and class discussion explore a range of approaches: mental health consultation, process consultation, organizational development and conflict resolution. Class activities may include case study, critical incident method, structured exercises, role-plays and simulations.
Community Psychology 
This course provides an introduction to the theory, practice and research concerned with the interventions of community psychology. A major goal is to articulate how psychologists intervene at the level of small groups, organizations, institutions and communities to reduce stress, to enhance the quality of life and to prevent the onset of emotional/behavioral disorders. The course includes lectures, small group discussions and guest presenters.
Primary Prevention 
This course covers the theoretical, empirical and applied underpinnings of primary prevention. Topics include etiology, levels of intervention, research design, parenting interventions, inter-personal problem-solving skills in children, social-support systems, modification of high-risk lifestyles and macro-environmental stress.
Social Psychology 
This course provides an in-depth presentation of theory and research on the relationship between the individual and the social environment. Topics within the major sub-areas of social perception and attribution, attitudes and attitude change, group processes, aggression and inter-personal influence will be discussed. The course also will consider social-psychological perspectives on applied problems.
Clinical Neuro-psychology 
This course considers interactions between nervous-system activity and human behavior and is concerned with evaluating nervous- system functions in the control of normal and abnormal behavior. Particular attention is paid to changes in the neuro-physiological and biochemical processes that accompany behavior pathologies generally encountered in clinical settings. Prerequisite: Consent of instructor.
Neuro-psychological Assessment 
This course provides a survey of assessment procedures used to evaluate suspected or known central nervous-system dysfunction. Areas covered include describing the nature of neuro-psychological deficits, using interview and test data to assist in diagnosis, the longitudinal evaluation of changes using neuro-psychological function, and assessing the effects of medical and behavioral interventions. Prerequisites: PSYC 620 and PSYC 646.
Child Clinical Psychology 
This course covers the etiology, symptomatology, assessment and treatment of psychopathology in children and adolescents. A variety of treatment approaches (e.g., behavior modification, cognitive therapies and family therapy) will be presented, and students will learn how to apply these techniques to such problem areas as anxiety, depression, hyperactivity, non-compliance and aggression. Prerequisites: PSYC 607, PSYC 622, PSYC 623 and consent of instructor.
Cognitive Development 
This course provides an in-depth examination of current research and theory in cognitive development. Representative topics include problem-solving, memory, concept formation, perception, metacognition, communication and social cognition. Theoretical perspectives include those of Piaget, Vygotsky and contemporary information processing theorists. Emphasis is on the relevance of basic theory and research for understanding problems of cognitive development.
Learning Problems 
This course focuses on problems of children in learning situations, including the nature and validity of diagnosing of these problems, as well as treatments and assessing treatment. Neurological, perceptual, cognitive, emotional and motivational explanations for deficits will be explored in the context of normal development.
Cultural Aspects of Human Development 
This course examines selected issues and approaches at the interface between culture and human development, such as the linguistic relativity hypothesis, culture contact and social change, bilingualism and bi-culturation, gender and sexuality, parental behavior and ideas, cognitive style, the socialization of academic abilities and values, home-school relations and moral development, methodological strategies in cultural and cross-cultural research, meaning systems and hermeneutics, and indigenous and national psychologies. Applications are considered to contemporary problems of social-service policy and practice in various societies, as is cultural bias in psychological assessment.
Advanced Topics in Applied Behavior Analysis 
This course offers advanced coverage of special topics, including interventions concerned with communication skills in the developmentally disabled, management of self-injury and other dangerous behavior problems, feeding disorders, autism, etc. Students will demonstrate skills in literature search and integration of the literature by writing reviews and giving presentations on specific topics. Prerequisite: PSYC 616.
Applied Social Psychology 
This course covers the application of theories and findings of experimental social psychology to individual and social problems. Examples of topics covered: the role of dissonance, reactance and attribution processes in behavior change in applied settings; intrinsic motivation; misattribution techniques and the alleviation of dysfunctional behavior; issues in attitude behavior congruence; media influences; and value self-confrontation and behavior change.
Drugs and Behavior 
The course integrates contemporary theory and empirical observations from neurophysiology, biochemistry and psychology as each interfaces with problems relating drug action and behavioral consequences. It focuses on current research relating biogenic amines, behavior and central nervous system action and chemical alteration in drug-induced states and chronic or acute behavioral disorders. Prerequisite: Consent of instructor.
Organizational Behavior Management 
The purpose of this class is to expose students to a behavior-analytic conceptualization of organizational behavior and the underlying research on applied interventions in a variety of organizational settings. The readings and class discussions will provide students with a strong foundation in organizational psychology from a behavioral orientation, with particular emphasis in the last section of the class on issues specific to human services settings. Students will also develop a research proposal for an OBM-type intervention in an applied setting. During the course of the class, students will be given opportunities to hand in sections of the proposal, so that they will receive frequent feedback on their manuscript before the final deadline.
Industrial Organizational Psychology 
A general survey of industrial/organizational psychology, including such topics as personnel selection and evaluation, job satisfaction, environmental factors, and current research on individual behaviors in complex organizations.
Seminar in Social Psychology 
Social Psychology is the study of the individual�s relation to others and factors affecting that relation. Social Psychology includes a diverse set of topics, including self-identity, decision-making, attitudes, influence of culture and groups, persuasion, prejudice and discrimination, aggression, conflict management, helping, quality of life and mental health, and forensics. This course encompasses a broad overview of these content areas with particular interest in how such content can be applied to real-world situations for greater individual and group well-being and productively.
Introduction to Data Analytic Processes in I/O Psychology 
This course gives students a background in and a basic understanding of the statistics used in industrial/organizational psychology, and provides an overview of the theory and uses of simple and complex analyses of variance and of the uses of multiple regression as they apply to industrial/organizational psychology. More recent advanced statistical methods are also introduced, including statistics to determine �group� effects (ICC1, ICC2, and rwg), structural equation modeling and hierarchical linear modeling.
Psychology and the Law 
This course introduces students to critical behavioral issues as they are reflected in the courts and penal institutions. Topics include the implications of psychological theory and research for evaluating legal testimony, for cross-examination procedures and for jury selection, plus the McNaghten Rule, the concept of personal responsibility and the penal institution as an instrument designed to alter behavior. The course will involve lectures and a practicum. Note: Also listed as LAW 526. Prerequisite: Consent of instructor.
Human Factors 
This course provides background in the areas of Human Factors and Human-Computer Interaction as they relate to the design and use of information systems in the workplace. In addition, this course addresses the importance and interdisciplinary nature of information systems, computer science, psychology, and sociology as they relate to the design of usable systems. Quantitative and qualitative methods for analyzing usability will be discussed and conducted, including task analyses, usability tests, and expert reviews, as well as ongoing assessments of installed products by interviews and surveys. Students learn about the design lifecycle and guidelines that are involved in developing professional-level, high quality user interfaces. Students also learn to address the needs of disabled users in terms of accommodation and accessibility.
A comparative survey of major personality theories will serve as a background for an analysis of basic issues in personality structure, development and processes. Empirical research on clinically relevant personality topics, such as the origins and control of aggressive behavior and stress and coping strategies, will be reviewed.
Ethical and Professional Issues in Psychology 
Field Experience [1-3 credits each semester]
PSYC 691, PSYC 692
Field Experience [1-2 credits each semester]
Practicum I and II in Applied Behavior Analysis Interventions [3,3]
This sequence provides students with basic competencies relevant to increasing functional behavior (e.g., communication skills) and decreasing maladaptive behavior (e.g., self-injury). Experience with basic behavioral interventions will include procedures such as shaping and chaining, arranging differential consequences of behavior and manipulating antecedent stimuli. Pass/fail grading only. Co- or Prerequisite: PSYC 615.
Advanced Seminar in Human Services Psychology 
Selected topics in human services psychology. Prerequisite: Consent of instructor.
Directed Research Experience [1-3 per semester; 6 total]
Students receive one to three graduate credits for participation in ongoing faculty research projects. Prerequisite: Consent of instructor.
Directed Independent Study [1-3]
Research Methods in Psychology 
Examination of various methods and models of research in developmental and human services psychology and the applications and assumptions associated with them. Students critique research studies and complete a research proposal.
Data Analytic Procedures II 
Applications of multi-variate methods of data analysis in psychological research. Topics include multi-variate descriptive statistics, multi-variate multiple regression, multi-variate analysis of variance and covariance and factor analysis. Prerequisite: PSYC 611 or consent of instructor.
Data Analytic Procedures II Laboratory 
Longitudinal Data Analysis 
The focus of this course is on the understanding and application of analytical techniques that are alternatives to the Repeated Measures ANOVA model when working with data arising from longitudinal designs; Latent Growth Curve modeling (LGC) and Individual Growth Curve analysis (IGC). This course focuses on the ability to distinguish and choose between the techniques, to understand strengths and weaknesses of the techniques, to critically read research using the techniques, and to apply both of these techniques to your own research. Prerequisite: PSYC 711.
Measurement of Behavior 
Course content includes basic measurement theory; essentials of test evaluation, including reliability, validity and utility; methodology of test construction and development; and using and interpreting test scores. The course enables students to evaluate existing assessment instruments in psychology and to propose, implement and evaluate innovative procedures when necessary. Prerequisite: PSYC 611.
Structural Equation Modeling 
This course will build upon students' knowledge of multivariate statistical analysis by introducing them to one of the newer multivariate techniques - structural equation modeling. This technique encompasses an entire family of methods known by many names, among them covariance structure analysis, latent variable analysis, confirmatory factor analysis, path analysis, and causal modeling. An understanding of structural equation modeling will be developed by relating it to students' previous knowledge of multiple linear regression and exploratory factor analysis, and expanding to allow for correlated and causally related latent constructs. Prerequisite: PSYC 711.
Infant Assessment 
An in-depth examination of the theoretical and applied issues relating to assessing children up to age three, with specific focus on assessments of intellectual development, socio-emotional development, adaptive behavior and family functioning. Although the course is tailored for developmental psychologists in applied arenas, the approach taken is inter-disciplinary, with discussions included on how specific norm- and criterion-referenced assessments have been used to intervene with high-risk and developmentally delayed infants. Note: It is expected that students enrolling in PSYC 720 also will enroll in PSYC 691. Prerequisites: PSYC 651 and PSYC 781 or consent of instructor.
Assessment of Children 
This course focuses on assessing children from pre-school through high school. Assessment of cognitive skills will be emphasized, and social/behavioral issues also will be considered. The over-arching goal of this course is to help students understand the theories and research underlying the assessment of children and to apply this knowledge to the task of evaluating children.
This course focuses on the parenting subsystem and the biological, familial and socio-cultural factors that influence it. Topics range from issues in the transition to parenthood, psycho-biological underpinnings of parenting, parenting and the cultural context and fathers and parenting in an assortment of high-risk contexts.
Applied Psychology and Public Policy 
This course examines major public policy issues relevant to applied developmental and human services psychology. Federal and, to a lesser degree, state policies, policy making constituencies and policymaking processes will be reviewed.
Qualitative Methods 
PSYC 738 will provide an introduction to qualitative research traditions, paradigms, ethics, and methods, and its application to psychological study. Qualitative methods are an vital complement to quantitative methods in psychology, providing a means of exploring the processes and meanings of human experiences. Readings and discussion of both theoretical and applied issues in qualitative research will be supplemented by aplied psychology fieldwork experience. Fieldwork may involve additional reading on both methods and study content, work collecting data in community settings, analyzing data on site at UMBC, etc.
Topics in Behavioral Medicine [1 per semester]
HSP Advanced Seminar in Child Health Psychology 
This advanced graduate seminar provides an overview of current issues in child health psychology. Topic areas include: childhood cancer, chronic pain conditions, stressful and painful medical procedures, chronic childhood illnesses (e.g. diabetes and asthma), compliance and self-management, and professional/ethical issues in child health psychology. Each medical topic area will be addressed from a multidimensional perspective including: a) a brief overview of the disease process and/or medical management, b) the experience of the child and the developmental tasks affected by health condition, c) implications for the family and the larger community, d) coordination with the medical system, and e) the empirical/theoretical literature. Clinical case material will be presented to complement empirical readings. The role of the psychologist as a consultant in primary and tertiary care pediatric settings also will be discussed.
Language Development 
Social Development 
Reading and Reading Disabilities 
Children�s Mathematical Thinking 
Children�s and adolescents� mathematical reasoning processes. Topics may include mathematical reasoning, conservation of number and early predictors of mathematical thought. Prerequisite: Cognitive Development or consent of instructor.
Intervention in Infancy and Early Childhood 
Psychological Aspects of Aging 
Schooling and Development 
PSYC 793 and 794
Interventions in Applied Behavior Analysis I and II [3 per semester, 3 total]
�s thesis.) Pass/fail grading only. Prerequisites: PSYC 616 and PSYC 693-694. Co- or prerequisite: PSYC 655.
Field Experience in Teaching of Psychology [1 per semester, 2 total]
This course is intended for graduate students interested in learning how to teach at the college level. Students will work closely with an identified faculty mentor in all aspects of course development and delivery and receive guidance/supervision in independent teaching of a course. Students must have a master�s degree in Psychology.
Master�s Thesis Research [2-9]
�s thesis research under the direction of a faculty member. Note: Six credit hours are required for the master�s degree.
Pre-Doctoral Dissertation Research [3-9]
Doctoral Dissertation Research 
Research on the doctoral dissertation under direction of faculty advisor. Note: A minimum of 18 credit hours is required for the doctoral degree.
Psychology Internship Course
This course can be used if a student is on internship and has completed the dissertation.