As the first American Psychological Association-accredited doctoral school psychology program, the School Psychology doctoral program at the University of Texas at Austin has a long history of scientist-practitioner training, scholarly contributions to research, and academic and professional leadership.
Accreditation status may be confirmed by APA via:
Education Directorate
Office of Program Consultation and Accreditation
750 First St. NE
Washington, DC 20002-4242
Phone: (202) 336-5979
TDD/TTY: (202) 336-6123
Fax: (202) 336-5978
Email: apaaccred@apa.org
Program Overview
Consistent with the broad and general health service psychology specialty of school psychology, the program prepares students to be scientist-practitioners capable of addressing the significant and complex problems and issues facing children, youth, and their caretakers in a variety of settings and contexts.
Required Courses
As a program we strive to advance equity in our admission, retention, and graduation of diverse students; through our scholarship, we create opportunities for students to engage in research with diverse and marginalized populations; through training in evidence-based and culturally-responsive practice, we promote the health and resilience of youth and their systems over time.
Faculty
 Kizzy AlbrittonAssociate Professor Examines ways that school psychologists can improve the academic, social-emotional, and behavioral outcomes for young children (i.e., preschool) from minoritized and marginalized backgrounds in early childhood settings. |
 Sarah Kate BearmanAssociate Professor Research focuses on the dissemination and implementation of empirically supported practices (ESPs) for children with disruptive behavior, trauma, anxiety and depression in community settings. |
 Cindy CarlsonProfessor Active in current healthcare reform endeavors, studies integrated behavioral health, attachment theory, and consultation theories and processes such as home-school partnership and family-centered treatment. |
 J. Mark EddyProfessor Develops and rigorously tests prevention and intervention programs intended to benefit children and families, and particularly those who are living in stressful circumstances. |
 Jane GrayAssistant Professor of Practice Director of Clinical Training Supports the clinical training of doctoral students, teaches clinically-focused courses and prepares students for psychology internship training. |
 Jessica O’BlenessAssistant Professor of Practice Director of Clinical Training, School Psychology Masters Program Supports the clinical training of MA/SSP students, teaches undergraduate and graduate level courses related to clinical training and psychology, and prepares students for MA/SSP internship training. |
 Erin RodriguezAssociate Professor, Area Chair Studies family, linguistic, and sociocultural influences on children’s adaptation to stress, to better understand how family coping, language and communication, and sociocultural context impact children’s mental and physical health outcomes. |
Affiliated Faculty Mentors
Laura Quiñones Camacho
Assistant Professor
Studies predictors of risk for mental health problems in early childhood.
Affiliated Centers
Examines factors that promote and support effective use of empirically supported mental health interventions for youth, evaluates the effectiveness and acceptability of interventions in low-resource settings, and emphasizes research-practice partnerships.
Pediatric Coping and Language Lab
Studies family, linguistic, and sociocultural influences on children’s adaptation to stress and their mental and physical health outcomes.
Additional Resources
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