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Human Services Psychology

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The promotion of human well-being
through the acquisition and application
of psychological knowledge
concerned with the prevention and treatment
of psychological and physical disorders.

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Doctor of Philosophy Program

A Ph.D. program offered by the Department of Psychology.

The Ph.D. in Human Services Psychology program is composed of three interrelated and complementary programs which provide education and training in clinical psychology, behavioral medicine and community-social psychology.

PROGRAM DESCRIPTION

Initiated in 1983, the Human Services Psychology Program represents a reconceptualization of clinical psychology and several related specialties. The program's rationale derives from a general systems theory perspective which focuses on the generic nature of the knowledge and skills upon which these specialties draw and the multidimensional nature of the problems with which they are concerned. 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 which aims to provide students with skills as both researchers and practitioners.

The Human Services Psychology Program uses a biopsychosocial approach as the integrative perspective for its training of human service providers and researchers. 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.

Program Structure

The Human Services Psychology Program has an integrative conceptual structure encompassing three component specialty programs in behavioral medicine or health psychology, clinical psychology (APA accredited), and community and applied social psychology. Within the HSP Program's conceptual framework, these programs 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 diagnosis, treatment, and prevention of psychological and physical disorders.

The Behavioral Medicine Program 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.

The Clinical Psychology Program (APA accredited) focuses on problems involving behavioral and psychological functioning of adults, children, and families, and includes assessment and treatment of those problems.

The Community and Applied Social Psychology Program focuses on the community settings, social resources, and human services policies that influence the effective functioning of both individuals and communities.

The HSP program's primary commitment is to training psychologists for research and service in the public sector, placing special emphasis on the problems of inner-city, minority and poor populations, and of children, youth, and the aged. The program is integrative in that all students are required to have some course work from each of the specialty programs and are encouraged to consider a combination specialty program such as Clinical/Behavioral Medicine, Clinical/Community or Community/Behavioral Medicine.

We believe that the location of these three programs within the Human Services Psychology Program offers students in each program a broader and richer educational experience (and the potential for a more integrative perspective) than they would otherwise receive. In addition, students are encouraged to combine areas of focus. Thus there are subspecialties spanning several programs: Clinical/Behavioral Medicine, Clinical/Community and Applied Social, Child Clinical/Behavioral Medicine, Child Clinical/Community and Applied Social, and Community and Applied Social/Behavioral Medicine.

The program also includes a master's degree in Applied Behavior Analysis, offered by the department in collaboration with the Department of Behavioral Psychology at 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, behavior analysis, observational measurement techniques, treatment design, and the various skills essential to delivering services and maintaining their effectiveness.

PROGRAM ADMISSION REQUIREMENTS

For admission to the program, a student must have received a baccalaureate degree from an accredited institution. The basic minimum standard for admission is a B average, or a 3.0 on a 4.0 scale. Beyond these requirements, admissions are competitive, based upon scores on the Verbal, Quantitative, and Advanced Psychology tests of the Graduate Record Examination, grade point average, letters of recommendation, and any other information relevant to assessing a student's potential for successfully completing the program. Identification of research and program interests compatible with interests and competence of program faculty will also be considered.

In evaluating your own application's chances of acceptance for the program, you may find it useful to know that the program's selection ratio in terms of applications received (and % offered admission) in 2006 and 2007 were 126 (12%) and 122 (10%), respectively.

The mean (and median) of the Graduate Record Examination tests and Grade Point Average of students for classes accepted in 2006 and 2007 were:

Potential applicants to the HSP PhD Program are strongly encouraged to also review the FAQs regarding admission to the HSP Program and the HSP Program in general.

The deadline for application is December 1.

PROGRAM DEGREE REQUIREMENTS

Upon enrollment, each student is assigned a faculty advisor from the department with whom the student is expected to work during the first year on various research-related tasks on a non-credit basis. In consultation with the advisor, the student works out a program of course work, practica and research activity that builds on the student's experience and interests in preparation for a career of the kind the student prefers within the broad, emergent field of human services psychology. Students are required to take a set of core courses, consisting of three courses in research methodology and statistics and courses in each of the following substantive areas of psychology: biological, cognitive/affective and social bases of behavior, and individual differences. Students take courses in their specialty area, including at least one advanced seminar, elective courses, at least six credit hours of practicum and an internship of at least 1,500 hours (clinical students only). A minimum of 18 credit hours of research is also required. 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. Adjustments in the practicum requirements may also be made for master's level students entering the program with extensive, supervised clinical experience. Admission to candidacy for the doctoral degree is based upon satisfactory completion of the core course requirement and passing a qualifying examination during the summer preceding a student's third year of full-time study, or its equivalent in the case of part-time students or those entering with advanced standing.

Applied Behavior Analysis

The master's program in Applied Behavior Analysis requires a minimum of 36 credit hours beyond the B.A. It consists of the core curriculum of the department's graduate programs 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 initial evaluation through development and administration of treatment protocols to evaluation of outcome.

FACILITIES AND SPECIAL RESOURCES

In addition to the department's well-equipped laboratories in interpersonal communications, learning, cardiovascular psychophysiology, pediatric psychology, and social development, and the university's computer and library facilities, the department is able to draw upon the rich research and applied clinical training resources found in the Baltimore-Washington corridor, and especially in the greater Baltimore area. Prominent among these are the Walter P. Carter Center, the Gerontology Research Center of the National Institute on Aging, the Kennedy Krieger Institute, the Maryland Psychiatric Research Center, the Laboratory of Psychology and Psychopathology of the National Institute of Mental Health, the Patuxent Institution, the Chase-Brexton Clinic, the University of Maryland Medical System, Johns Hopkins University, and the Springfield and Spring Grove Hospital Centers. Through the program's collaborative relationship with the Department of Psychiatry and the School of Social Work and Community Planning, students also have access to a variety of courses and training experiences on the campus of the University of Maryland at Baltimore (UMB).

OUTPLACEMENT SUCCESS

Recent graduates from our Human Services Psychology program have found initial career placements in a variety of settings which involve psychological services, teaching and research. Approximately 30 percent have moved into direct service provision in private practice settings. The majority have found employment in a variety of state and university institutions as staff psychologists, research associates and assistant professors. Typical employment settings range from Johns Hopkins University, NIH and medical centers across the country, to community mental health and state hospitals, schools or correctional institutions.

FINANCIAL ASSISTANCE

Financial assistance is available in the form of teaching assistantships and research assistantships. Also available are support from some special needs funding programs, such as the Meyerhoff Scholarship Program, and other grants through the Psychology Department and the Graduate School.

Health Insurance is covered automatically through an appointment to a teaching or research assistantship. For information on UMBC's health insurance policy for graduate assistants, please contact University Health Services.

UMBC's Financial Aid Office is responsible for administering financial support based on need. For information on loan programs, please contact the Financial Aid Office.

CONTACT INFORMATION

For application materials and general information, please contact:

Program Management Specialist
E-mail:
Fax: (410) 455-1055
http://www.umbc.edu/psychology

FACULTY

Steven C. Pitts, Ph.D.
Director, HSP Graduate Program
Arizona State University, 1999
Quantitative Psychology

Christopher M. Murphy, Ph.D.
Associate Director, HSP Graduate Program
SUNY at Stony Brook, 1991
Clinical Psychology

Shawn Bediako, Ph.D.
SUNY at Stony Brook, 2002
Social/Health Psychology

Thomas Blass, Ph.D.
Yeshiva University, 1969
Social Psychology

John C. Borrero, Ph.D.
University of Florida, 2004
Applied Behavior Analysis

Anne E. Brodsky, Ph.D.
University of Maryland, College Park, 1995
Clinical-Community Psychology

A. Charles Catania, Ph.D.
Harvard University1961
Learning, Verbal Behavior, Behavior Analysis

Lynnda M. Dahlquist, Ph.D.
Purdue University 1981
Pediatric Psychology

Robert H. Deluty, Ph.D.
SUNY at Buffalo. 1980
Clinical Psychology

Carlo DiClemente, Ph.D.
University of Rhode Island, 1978
Addictive Behaviors, Clinical Psychology

David M. Huebner, Ph.D., M.P.H.
Arizona State University, 2002
Clinical Psychology

Kenneth Maton, Ph.D.
University of Illinois at Urbana-Champaign, 1984
Community Psychology

Lynnanne M. McGuire, Ph.D
Binghamton University, State University of New York, 1999
Behavioral Medicine, Clinical Psychology

Robert R. Provine, Ph.D.
Washington University1971
Developmental Neuroscience, Human Ethology

Bernard M. Rabin, Ph.D.
SUNY at Buffalo, 1968
Physiological Psychology

Thomas Robinson, Jr., Ph.D.
Howard University ,1974;
Joint appt. with Africana Studies; Personality and Physiology Psychology

David Schultz, Ph.D.
University of Delaware, 2000
Emotional Development

Laura Stapleton, Ph.D.
University of Maryland, College Park, 2001
Measurement, Statistics and Evaluation

Shari Waldstein, Ph.D.
University of Pittsburgh, 1993
Behavioral Medicine

Zoë Warwick, Ph.D.
Duke University1992
Physiological Psychology, Eating Behaviors

A REGION OF OPPORTUNITIES

Just 15 minutes from downtown Baltimore and 30 minutes from the Washington beltway, UMBC offers easy access to the region's resources by car or by public transportation. Students find it easy to access classes, obtain practical experience and participate in opportunities at other schools in the University System of Maryland. Nearby national research centers, libraries and museums are also a resource for scholarly activity.