Counseling and School Psychology

Faculty

Gonzalo Bacigalupe, EdD, University of Massachusetts Amherst; MPH, Harvard University

family Health
eHealth
Technology’s Impact on Families
Immigration

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

Inclusion
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
Addiction
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 Program

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.

Counseling and School Psychology

Faculty

The Program

Programs