Dr. David Schultz received a Ph.D. in child-clinical psychology from the University of Delaware, an M.A. in general-experimental psychology from the College of William & Mary, an M.Div. from Yale University, and a B.A. in history from the University of Maryland. At Delaware, Dr. Schultz worked with Drs. Carroll Izard and Brian Ackerman. Dr. Izard is a pre-eminent emotion theorist who has studied the universality of facial expressions, development of emotion expressions in infancy, and emotional competence in young children. Dr. Ackerman is a developmental psychologist who has focused on ways in which poverty might lead to children’s social and behavioral adjustment. At the College of William & Mary, Dr. Schultz worked with Dr. Kelly Shaver, a social psychologist who has studied causal attributions. From 2000-2003 he was a post-doctoral fellow at the Johns Hopkins University Bloomberg School of Public Health. At Johns Hopkins, Dr. Schultz worked with Dr. Phil Leaf, who has focused his work on mental health systems of care. He joined the faculty of UMBC in the fall of 2003. Before becoming interested in psychology, Dr. Schultz studied to become a Lutheran minister.
Dr. Schultz is the Director of the UMBC Home Visiting Training Certificate program and is interested in the evaluation of this program and home visiting services. He’s also interested in how young children think about their social worlds that place them at risk for conflicts, such as how they interpret provocations and others’ emotions.
DR. SCHULTZ’ PUBLICATIONS
Vergara, A. I., Alonso-Alberca, N., Gutierrez, J., & Schultz, D. (2022). How to measure emotion knowledge? Assessment of children’s emotion skills in Spanish school-age children. International Journal of Emotional Education.
Aquino, A. & Schultz, D. (2021). “Our work is to be there”: Understanding Latinx immigrant family, friend, and neighbour childcare providers’ motivations, needs, and experiences. Early Child Development and Care. doi: https://doi.org/10.1080/03004430.2021.2025052
West, A., Schultz, D., Schacht, R. L., Barnet, B., DiClemente, C., & LaCasse, M. L. (2021). Evaluation of interprofessional training to strengthen communication and coordination among providers working with expectant mothers and infants affected by substance use. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2021.106331
DiClemente, C. C., Wiprovinick, A., Moran, S., Groth, E., Schacht, R., Schultz, D., Aquino, A. K., & Jehl, B. (2021). Cross agency training to promote integrated care for substance exposed newborns. Journal of alcoholism, drug abuse, and substance dependence, 7: 024. DOI: 10.24966/ADSD-9594/100024
Imai-Matsumura, K. & Schultz, D. (2021). Development of the START program for academic readiness and its impact on behavioral self-regulation in Japanese kindergarteners. Early Childhood Education Journal. https://link.springer.com/article/10.1007%2Fs10643-021-01213-1.
Schultz, D. A., Schacht, R. L., Shanty, L. M., Dahlquist, L. M., Barry, R. A., Wiprovnick, A. E., Groth, E. C., Gaultney, W. M., Hunter, B. A. and DiClemente, C. C. (2019), The development and evaluation of a statewide training center for home visitors and supervisors. American Journal of Community Psychology. doi:10.1002/ajcp.12320.
Schultz, D., Jones, S., Pinder, W., Wiprovnick, A. Groth, C., Shanty, L., & Duggan, A. (2018). Effective home visiting training: Key principles and findings to guide training developers and evaluators. Maternal and Child Health Journal. doi: 10.1007/s10995-018-2554-6
Schultz, D., & Vanderwalde, H. (2012). Parenting Young Children. In James A. Bank (Ed.) Encyclopedia of Diversity in Education. SAGE Publications.
Schultz, D., Logie, S., Ambike, A., Bohner, K., Stapleton, L., Vanderwalde, H., Min, C., & Betkowski, J. A. (2010). The development and validation of a video-based assessment of young children’s social information processing. Journal of Abnormal Child Psychology, 38, 601-613.
Schultz, D., Grodack, A., & Izard, C. E. (2010). State and trait anger, fear, and social information processing. In M. Potegal, G. Stemmler, & C. Spielberger (Eds.) International Handbook of Anger (pp. 311-328). New York: Springer.
Schultz, D., Ambike, A., Stapleton, L. M., Domitrovich, C. E., Schaeffer, C. M., & Bartels, B. (2010). Development of a questionnaire assessing teacher perceived support for and attitudes about social and emotional learning. Early Education & Development, 21, 865-885.
Izard, C. E., Stark, K., Trentacosta, C., & Schultz, D. (2009). Beyond emotion regulation: Emotion utilization and adaptive functioning. Child Development Perspectives, 2, 156-163.
Cheah, C. S. L., Leung, C. Y. Y., Tahseen, M., & Schultz, D. (in press). Authoritative parenting among immigrant Chinese mothers of preschoolers. Journal of Family Psychology, Special Issue on Immigration.
Schultz, D., Izard, C. E., Stapleton, L. M., Buckingham, S., & Bear, G. A. (2009). Children’s social status as a function of emotionality and attention control. Journal of Applied Developmental Psychology.
Schultz, D., Ambike, A., Buckingham-Howes, S., & Cheah, C. S. L. (2008). Experimental analysis of preschool playmate preferences as a function of smiles and sex. Infant and Child Development, 17.
Schultz, D., Izard, C. E., & Abe, J. A. (2005). The emotions systems and the development of emotional intelligence. In R. Schulze & R. Roberts (Eds.), International handbook of emotional intelligence. Germany: Hogrefe.
Schultz, D., Izard, C. E., & Bear, G. A (2004). Children’s emotion processing: Relations to emotionality and aggression. Development & Psychopathology, 16, 371-387.
Schultz, D., & Shaw, D. S. (2003). Boys’ maladaptive social information processing, family emotional climate, and pathways to early conduct problems. Social Development, 12, 440-460.
Leaf, P. J., Schultz, D., & Kiser, L. J. (2003). School mental health in systems of care. In M. D. Weist (Ed.), Handbook of school mental health: Advancing practice and research (pp. 239-256). New York, NY, Kluwer Academic/Plenum Publishers.
Schultz, D., Izard, C. E., Ackerman, B. P., & Youngstrom, E. A. (2001). Emotion knowledge in economically-disadvantaged children: Self-regulatory antecedents and relations to social maladjustment. Development and Psychopathology, 13, 53-67.
Izard, C. E., Fine, S. A., Schultz, D., Mostow, A., Ackerman, B. P., & Youngstrom, E. A. (2001). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12, 18-23.
Ackerman, B. P., D’Eramo, K. S., Umylny, L., Schultz, D., & Izard, C. E. (2001). Family structure and the externalizing behavior of children from economically disadvantaged families. Journal of Family Psychology, 15, 288-300.
Schultz, D., Izard, C. E., & Ackerman, B. P. (2000). Children’s emotion biases: Relations to family environment and social adjustment. Social Development, 9, 284-301.