Loyola University Maryland

Department of Psychology

Mission & Diversity Statement

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The psychology department is committed to the education of students in understanding and appreciating the science of behavior and mental processes at both the undergraduate and graduate levels. The undergraduate program in psychology endorses the educational mission of Loyola, to challenge students to “learn, lead, and serve in a diverse and changing world.” As such, students majoring in psychology are exposed to fundamental concepts that provide them with a solid foundation in the discipline. Development of critical thinking skills, an understanding of research methodology, and an appreciation of diversity are core to the mission of the undergraduate program.


The Master of Science in Counseling and Clinical Psychology at Loyola University Maryland provides training to individuals who wish to promote mental health in individuals, families, organizations, and communities through careers in direct service, leadership, research, and education. We strive to provide a learning environment that facilitates the development of skills in critical thinking, assessment, and intervention and that is grounded in an appreciation for both psychological science and human diversity.


The psychology department is committed to the professional training and development of doctoral level psychologists in the Ignatian tradition of cura personalis, which challenges students to "learn, lead, and serve in a diverse and changing world.

The goals and objectives of the Psy.D. program exist within the larger context of professional psychology, the principles of the American Psychological Association and the mission of Loyola University Maryland. The development of these goals and objectives was guided by the six original competencies adopted by the National Council of Schools and Programs in Professional Psychology (NCSPP, 1986-87 Mission Bay Conference); the recently adopted diversity competency (NCSPP, 2002 Chicago Conference); the Jesuit tradition of leadership and service; and the department's own mission and philosophy of training. The NCSPP competencies of relationship, assessment, and intervention form the basis for the first three goals. The NCSPP competency of research, the "scholar" dimension of the "scholar-professional" model of training, and the department's own commitment to scholarly inquiry across all activities in professional psychology form the basis for the fourth goal. Finally, the NCSPP competencies of diversity, management/education, and consultation/supervision guided the development of the last goal. This goal is also based on the department's commitment to training students to adapt to the diverse and changing needs in professional psychology, its recognition that psychologists will increasingly function outside of their traditional roles, and its model of training in which students are encouraged to develop unique professional identities.

The program's philosophy, educational model, and curriculum plan are consistent with the mission of Loyola University Maryland and the graduate division. They are also consistent with the following principles of the discipline:

  • Psychological practice is based on the science of psychology which, in turn, is influenced by the practice of professional psychology.
  • Training is sequential, cumulative, graded in complexity, and designed to prepare students for further organized training.

Diversity Statement

The Psychology Department’s commitment to diversity aims to advance social equality, empower individuals to explore and appreciate their unique attributes and life experiences, challenge stereotypes, promote critical thinking skills, prepare individuals to practice psychology in a diverse society, and enrich the experiences of those in the academic community. Loyola’s Department of Psychology values diversity and strives to  create a community enhanced by the rich experiences and diverse perspectives of its members. In accord with the vision and values of the Jesuit mission and the codes of ethical conduct for the American Psychological Association and the American Counseling Association, the Psychology Department recognizes the inherent value and dignity of each person and actively promotes an awareness of, sensitivity to, and representation of diversity, including, but not limited to, differences of age, sex, gender identity, race, ethnicity, national and regional origin, sexual orientation, religion and spirituality, disabilities, and socioeconomic status among students, faculty, administrators, and staff.   

Our commitment to diversity necessitates that we create a community that encourages the expression of diverse perspectives, supports learning and work that is free from discrimination and harassment, promotes inclusion and respect, and regularly evaluates progress toward meeting diversity goals.

Efforts to create and maintain such a community will focus on these five goals:

  1. Recruiting, selecting, and retaining diverse faculty, students, and staff.
  2. Creating a departmental culture characterized by sensitivity to and support of diversity issues and diverse community members.
  3. Including diversity issues in the curriculum at all levels of instruction. In line with university diversity requirements, the department will aim to expose students to diversity issues to engender awareness and sensitivity that they can use both in their academic and professional endeavors and in their own lives to be active agents of change in their communities. 
  4. Maintaining awareness of and active participation in University-wide diversity efforts, including policies and activities designed to promote inclusion and achieve diversity at all levels.
  5. Promoting the involvement of department faculty, staff, and students in partnering with diverse populations in the Baltimore-DC area through Loyola programs and other community institutions.
Loyola University does not discriminate on the basis of race, sex, color, national and ethnic origin, age, religion, disability, marital status, or sexual orientation in the administration of any of its education programs and activities or with respect to admission and employment. The designated Compliance Officer to ensure compliance with Title IX of the Education Amendment of 1972, as amended, and with Section 504 of the Rehabilitation Act of 1973, as amended, is Kathleen Parnell, assistant vice president for human resources, 5000 York Road, Room 206.