Gonzalo Bacigalupe, EdD, University of Massachusetts Amherst; MPH, Harvard University
- family Health
- Technology’s Impact on Families
Mel Collier-Meek, PhD, University of Connecticut
- Treatment Integrity and Related Implementation Variables, Including Barriers
- Methods to Promote Implementation in Consultation and Coaching Frameworks
- Implementation of Evidence-based Practice Across School, Home, and Community Settings
Amy Cook, PhD, University of Connecticut
- Social Justice
- Educational Equity
- School-Family-Community Partnerships
Lisa Cosgrove, PhD, Duquesne University
- Informed Consent
- Conflict of Interest
- Women’s Health
Lindsay Fallon, PhD, University of Connecticut
- Treatment Integrity of Evidence-Based Behavioral Interventions
- Cultural Considerations in Classroom and School-wide Positive Behavioral Supports
Adam Feinberg, PhD, Lehigh University
- System Level Change Relative to Positive Behavior Intervention & Supports (PBIS)
- Response to Intervention
Laura Hayden, EdD, Boston University
- Life Skill Development Through Sport and Physical Activity
- Professional Issues in School Counseling
Sharon Horne, PhD, University of Georgia
- Gender Issues
- Gay, Lesbian, Bisexual, and Transgender Issues
- Social Justice and International Psychology
Sharon Lamb, EdD, Harvard Graduate School of Education
- Child/Adolescent Sexual Development
- Sex Education and Ethics
- Media Representations
- Feminist Theory
Boaz Levy, PhD, University of Southern California
- Dual Diagnosis
- Bipolar Disorder
Takuya Minami (Tak), PhD, University of Wisconsin
- Psychotherapy Process and Outcome
- Effectiveness of Psychotherapy Practiced in Clinical Service Settings
Melissa Pearrow, PhD, Northeastern University
- Prevention and Intervention in School-based Mental Health Services
- Youth Empowerment
- Promotion of Positive Behaviors and the Provision of Mental Health Services in Schools, Particularly in Urban Schools
Tim Poynton, EdD, Boston University
- Postsecondary Transition of High School Students
- School Counselor Attitudes and Beliefs
- Technology Applications in School Counseling
Steven Vannoy, PhD, University of Wisconsin; MPH University of Washington
- Evidence-based and Alternative Psychotherapies
- Integrated Mental Health Care in Medical Settings and Suicide Prevention
The University of Massachusetts Boston PhD program in counseling and school psychology prepares doctoral-level professional counseling psychologists for careers as scholars, university faculty, and practitioners. Our program fosters a scientist-practitioner model that emphasizes practice grounded in research and science. In adhering to this model, we ensure that students are informed about and contribute to scientific knowledge.
Our program model includes two specializations:
The Counseling Psychology Specialization
Our counseling psychology program strives to:
- To develop scientist-practitioners in applied psychology who deliver strengths and evidence-based, developmentally-informed prevention, assessment, and intervention services in community and mental health settings.
- To prepare entry level counseling psychologists to apply advanced research skills to explore and evaluate social and psychological issues and conduct independent research.
- To advance higher education teaching instructors who apply best practices in learning methods to convey psychological content and practices.
- To promote culturally-responsive advocates for policy and social justice issues who are prepared to use innovative approaches to solve problems related to mental health care disparities, improve services for underrepresented populations, and employ contextually-informed systems-level strategies to advance both local and transnational concerns.
While many graduates will go on to academic careers in universities in order to prepare future counselors and counseling psychologists, they will also be able to pursue careers in clinical or research settings.
The program is designed to take four to five years of full time study post-bachelor’s, plus a full time internship. The program requires 91 graduate credits. Those who enter with a master’s degree in counseling or a related field will have a reduction in required course credits to the extent their master’s level courses match our required courses. Courses address:
- Social Justice and Systems Change
- Research and Statistics
- Applied Practice
- Psychological Foundations
The School Psychology Specialization
This specialization prepares doctoral-level professional school psychologists for careers as scholars, university faculty, and practitioners. Our program utilizes a scientist-practitioner model that emphasizes practice to support students, school staff, families and community members that is grounded in rigorous research and science. In adhering to this model, our school psychology PhD program of study is designed to:
- Develop scientist-practitioners who deliver evidence-based, prevention, assessment, consultation and intervention services in school and community settings.
- Prepare doctoral level school psychologists to apply advanced research skills exploring and evaluating educational and psychological issues, and conduct independent research.
- Promote culturally responsive graduates and leaders who understand contextual, policy, and social justice issues related to diversity and educational disparities at local and transnational levels.