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Nicole E Brandt

Nicole E Brandt Ph.D.

Academic Title: Assistant Professor
Primary Appointment: Psychiatry
Additional Title(s): Program Manager, Center for School Mental Health
Location: 737 West Lombard St 4th Floor, 420
Phone: 410-706-1456
Phone: 410-706-0980
Fax: 410-706-0984

Personal History:

Dr. Nicole Evangelista Brandt received her Ph.D. in Clinical Psychology with a specialization in children and adolescents from Ohio University. She completed her predoctoral clinical internship at the VA Maryland Health Care System/University of Maryland Baltimore Psychology Consortium, School Mental Health track. After completing her internship, Dr. Brandt completed a two-year postdoctoral fellowship with the Center for School Mental Health at the University of Maryland School of Medicine. In 2011, she joined the faculty of the Division of Child and Adolescent Psychiatry and currently is an Assistant Professor. Within the Center for School Mental Health (CSMH), the only federally funded school mental health program and policy analysis center in the country, Dr. Brandt serves as the Program Manager.

Dr. Brandt's research interests include improving family engagement in children's mental health treatment, dissemination and implementation of evidence-based practices in school mental health, and the self-perceptions of children with ADHD.

Dr. Brandt worked directly in elementary and middle schools providing expanded school mental health services in both rural and urban settings for several years before transitioning into program administration and supervision roles. Dr. Brandt is a licensed psychologist, clinical supervisor, and the Training Director for the University of Maryland School Mental Health Program. In these roles, she provides training and supervision for predoctoral psychology interns, postdoctoral fellows, psychiatry fellows, and graduate student externs/interns (social work, and clinical and counseling psychology).

Research Interests:

  • Family Engagement in Children's Mental Health
  • School-Based Mental Health
  • Quality Assessment and Improvement
  • Implementing Evidence Based Practices
  • Self-Perceptions of Children with ADHD

Clinical Speciality:

  • Children and Adolescents
  • School-Based Mental Health
  • Cognitive Behavioral Therapy
  • ADHD/Disruptive Behaviors


  1. Owens, J. S., & Evangelista, N. M. (2003). ADHD children's perceptions of self and other. New Research for Mental Health, 16, 156-160.
  2. Owens, J.S., Goldfine, M., Evangelista, N.M., Hoza, B., & Kaiser, N. (2007). A critical review of the positive illusory bias and children with ADHD. Clinical Child and Family Psychology Review, 10, 335-351.
  3. Evangelista, N. M., Owens, J. S., Golden, C. M., & Pelham, W. E. (2008). The positive illusory bias in children with ADHD: Do positive illusory perceptions generalize to perceptions of others? Journal of Abnormal Child Psychology, 36, 779-791.
  4. Karpenko, V., Owens, J. S., Evangelista, N. M., & Dodds, C. (2009). Symptom improvement in ADHD children in the NIMH MTA study: Does it correspond with improvement in other domains of functioning? Journal of Clinical Psychology, 65, 76-93
  5. Orchowski, L., Evangelista, N. M., & Probst, D. (2010). Benefits and barriers to reflectivity: Implications for Supervisors. Psychotherapy Theory, Research, Practice, Training, 47, 51-67.
  6. Mulloy, M., Evangelista, N. M., Betkowski, J., & Weist, M. (2012). Mental Health Screening. In Roger J.R. Levesque (Ed.), Encyclopedia of Adolescence. New York: Springer Science + Business Media, LLC.
  7. Stephan, S., Brandt, N., Lever, N., Acosta-Price, O., & Connors, E. (2012). Key priorities, challenges, and opportunities to advance an integrated mental health-education research agenda. Advances in School Mental Health Promotion. 5(2), 125-138.
  8. Brandt, N. E., Sidway, E., Dyvorsky, M. & Weist, M. (in press). Culturally Responsive Strategies for Youth Gangs in Schools. In C. S. Clauss-Ehlers, Z. Serpell, & M. Weist (Eds.). Handbook of Culturally Responsive School Mental Health: Advancing Research, Training, Practice, and Policy.