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.
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.
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.
School Psychology Information Session
We invite prospective applicants who are interested in becoming child psychologists to join our faculty and current students on October 26 at 10 AM to learn about our master's and doctoral programs. We also will share information about the application process. Child psychology is a great career path for those interested in working with children in schools, clinics, hospitals, and early childhood centers.
School Psychology Faculty
 Kizzy AlbrittonAssociate ProfessorExamines 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 ProfessorResearch focuses on the dissemination and implementation of empirically supported practices (ESPs) for children with disruptive behavior, trauma, anxiety and depression in community settings. |
 Cindy CarlsonProfessorActive 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 EddyProfessorDevelops 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 PracticeDirector 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 PracticeDirector 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. |
 Laura Quiñones CamachoAssistant ProfessorStudies predictors of risk for mental health problems in early childhood. |
 Erin RodriguezAssociate ProfessorStudies 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 Centers
Laboratory for Leveraging Evidence and Advancing Practice for Youth Mental Health Services (LEAP Lab)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 LabStudies family, linguistic, and sociocultural influences on children’s adaptation to stress and their mental and physical health outcomes. |
Psychological and Educational Assessment CenterServes as a training center for the graduate programs in Counseling Psychology and School Psychology and a resource for people who are seeking assessment for possible learning difficulties or conditions that may affect learning. |
© College of Education at the University of Texas at Austin 2021