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    University of Massachusetts Boston
   
 
  Oct 23, 2017
 
2015-2016 Graduate Catalog 
  
2015-2016 Graduate Catalog

Clinical Psychology


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Faculty

Tahirah Abdullah, PhD, University of Kentucky

  • Mental Health among African Americans
  • Mental Illness Stigma
  • Culture, Identity, and mental Health in African Americans
  • Barriers to Help-seeking for Mental Health Problems

Alice Carter, PhD, University of Houston

  • Developmental Psychopathology
  • Infant-Toddler Mental Health
  • Autism Spectrum Disorders
  • Screening and Early Identification
  • Early Intervention

Sheree Conrad, PhD, Boston University

  • Personality Psychology
  • Adult Political Attitudes and Emotion
  • Dissociation in PTSD, BPD, and Eating Disorders
  • Media Violence

Nickki Pearce Dawes, PhD, University of Illinois at Urbana-Champaign

  • Clinical Psychology
  • Adolescent Mental Health Promotion
  • Organized Youth Programs/Activities
  • Prevention

Abbey Eisenhower, PhD, UCLA

  • Child Clinical Psychology
  • Child Therapy
  • Developmental Psychopathology
  • Autism Spectrum Disorders and Intellectual Disability
  • Reduction of Health Disparities in Early Childhood Detection and Treatment

Susanna Gallor, PhD, University of Maryland, College Park

  • Multicultural Counseling Competency
  • Social Justice Competency and Practice
  • Race and Culture in Mental Health
  • Intersectionality Among Cultural and Social Identities

Sarah Hayes-Skelton, PhD, University of Nebraska-Lincoln

  • Clinical Psychology
  • Cognitive-Behavioral Treatments of Anxiety
  • Treatment Processes and Mechanisms

Heidi M. Levitt, PhD, York University

  • Psychotherapy Process and Outcome Research
  • Gender and Sexual Minority Identities and Cultures
  • Sexual Minority Stressors and Healing Their Effects
  • Qualitative Research Methods

Michael Milburn, PhD, Harvard University

  • Social Psychology
  • Attitudes and Behavior
  • Social Cognition
  • Political Psychology

Paul Nestor, PhD, Catholic University

  • Clinical Neuropsychology
  • Forensic Psychology
  • Attention in Schizophrenia
  • Violence and Psychosis

David Pantalone, PhD, University of Washington

  • Clinical Health Psychology
  • HIV/AIDS Prevention and Treatment
  • Substance Abuse
  • LGBT Health and Mental Health

Jean E. Rhodes, PhD, DePaul University

  • Clinical-Community Psychology
  • Mentoring
  • Natural Disasters
  • Resilience
  • Transitions to Adulthood
  • Adolescent Development
  • Women’s Issues

Lizabeth Roemer, PhD, Pennsylvania State University

  • Clinical Psychology
  • Mindfulness
  • Acceptance-based Behavioral Therapies
  • Anxiety
  • Adapting to Environmental Sources of Stress

Tracey L. Rogers, PhD, Boston University

  • Clinical Training and Supervision
  • Motivational Interviewing for Health and Mental Health Issues
  • LGBT Mental Health

Ester Shapiro, PhD, University of Massachusetts Amherst

  • Social Justice Contexts of Diagnosis and Intervention in Clinical Practice 
  • Transdisciplinary Approaches to Health and Growth Promotion during Family & Life Course Transitions 
  • Diverse College Student Educational Success Through Wellness as Fairness
  • Transnational Cultural and Community Studies

Karen L. Suyemoto, PhD, University of Massachusetts Amherst (Joint Appointment in Asian American Studies)

  • Racialization, Ethnicity, and Mental Health
  • Processes of Developing Empowerment, Empathy, and Advocacy for Racial Justice
  • Culturally Responsive and Social Justice Promoting Practice, Training, and Education

Laurel Wainwright, PhD, Boston University

  • Physiological Psychology
  • Social and Cognitive Development
  • Developmentally Delayed Children

The Program

Accredited by the American Psychological Association since 1993, University of Massachusetts Boston program in clinical psychology is based on the “scientist- practitioner” model. Our educational mission is to train psychologists who will be

  1. engaged in scientific and scholarly activities;
  2. applying their own research and the research of others in clinical practice, which may include prevention, assessment, intervention, consultation, and supervision; and
  3. engaging in research and scholarly inquiry as well as clinical practice to address social inequities and health disparities.

Consistent with the university’s urban mission, our program emphasizes the development of culturally responsive clinical and research practices. We strive to infuse all aspects of our training with an emphasis on cultural competence. Moreover, we hope to instill a lifelong commitment to meeting the needs of underserved and/or marginalized individuals, families, and communities, coupled with a strong sense of social responsibility. Thus, we encourage students to pursue careers in which they will work effectively with underserved and/or marginalized individuals, families, and communities.

 

Our training model is biopsychosocial in its scientific orientation and places special emphasis on the roles of culture and context in understanding the complexities of multiple dimensions of human behavior and functioning. The program prepares clinical psychologists who have an excellent foundation in psychological science and who can translate their basic knowledge into practical applications to meet the needs of children, adolescents, and adults from diverse socio-cultural groups. Graduates of the program have the requisite skills to translate basic psychological knowledge into practical applications, and to advance understanding of key human problems through research and other scholarly activities. Graduates also have the coursework and supervised pre-doctoral clinical training required to be eligible to sit for the Massachusetts licensing examination for health service provider psychologists.

Program Emphases

  • Theoretical issues in normal and abnormal development from infancy through adulthood.
  • Sociocultural, racial, ethnic, and minority issues. All of our courses highlight social and cultural approaches to normal and abnormal development, especially as they help to build an understanding of the perspectives of underserved and/or marginalized groups, including racial and ethnic minority and low-income groups.
  • A biopsychosocial approach to explaining and treating problems in living, symptomatic behavior, and mental illness. Research and clinical training facilitates students’ acquisition of skills and competencies for analyzing problems from a variety of perspectives critically.
  • Specialized assessment and intervention skills. The program trains students through coursework, mentoring relationships, and individually tailored clinical experiences in a broad array of assessment and intervention skills that not only enable them to treat and evaluate a broad range of problem behaviors, but to promote healthy adaptation, and prevent individual and social problems from developing.
  • While all students acquire a shared basic foundation in psychological theory, research methods, and clinical practice, the program is designed to allow students to individually tailor their training to meet their professional objectives. Flexibility in coursework, clinical practica, and research training increases as students progress through the program.

 

 

 

 

Programs

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