Department of Psychology, College of Humanities and Social Sciences
Graduate Faculty
Bell, Angela, PhD, intergroup dynamics and the experiences of being a member of a stigmatized group.
Byrne, Christina, PhD, psychological trauma and intimate partner violence.
Ciao, Anna C., PhD, risk factors for developing eating and weight concerns, eating disorder and obesity prevention and early intervention, barriers to seeking psychological treatments, dissemination of evidence-based interventions.
Czopp, Alexander M., PhD, negative implications for intergroup relations of “positive” stereotypes of groups, prejudice reduction through interpersonal confrontation.
Delker, Brianna, PhD, psychology of trauma and abuse perpetrated within close relationships, social and cultural contexts of trauma, developmental psychopathology.
Devenport, Jennifer, PhD, legal psychology, jury decision-making, factors influencing erroneous eyewitness identifications.
Du Rocher Schudlich, Tina, PhD, developmental psychopathology, marital conflict and children, parent-child emotion regulation.
Fast, Anne A., PhD, cognitive development; development of prosocial behavior; motivations for prosocial behavior; development of socio-moral reasoning; perceptions of intellectual property infringement; gender cognition and identity development.
Gonzalez, Antonya, PhD, cognitive development.
Graham, James M., PhD, adaptive processes in romantic relationships, romantic love, measurement, multivariate statistics.
Grimm, Jeffrey W., PhD, animal models of drug taking and drug seeking, neurobiology of drug taking and drug seeking.
Gruman, Diana, PhD, school counseling, child and adolescent development, educational psychology.
Hyman, Ira, PhD, memory, cognitive psychology, social cognition.
Jantzen, Kelly J., PhD, behavioral and cognitive neuroscience, human environment interactions.
Kaplan, Joshua, PhD, behavioral neuroscience.
Lehman, Barbara, PhD, childhood family environment and social/psychological health, research methods and statistics.
Lemm, Kristi, PhD, implicit attitudes.
Mallinckrodt, Brent, PhD, attachment in adults, affect regulation, the counseling relationship as a catalyst for client change, social support, training students for social justice advocacy.
Matsukura, Michi, PhD, cognition, perception.
McCabe, Jennifer, PhD, women’s wellness.
McLean, Kate, PhD, adolescent identity development.
Riggs, Anne E., PhD, social cognition, cognitive development, educational psychology.
Rose, Jacqueline K., PhD, molecular mechanisms of learning, memory, and plasticity.
Sattler, David, PhD, natural disasters, social dilemmas, small group research.
Scollon, Christie, PhD, science of well-being, memory for emotions, culture and emotion.
Smith, Aaron, PhD, treatment of psychological trauma and the causal mechanisms of posttraumatic growth; veteran mental health.
Sowell, Shaun, PhD, school counselors’ advocacy role, training school counselors with social justice focus, school counselor professional identity development.
Symons, Lawrence, PhD, perception.
Villicana, Adrian, PhD, intergroup relations, identity processes and social issues.
Warren, Michael, PhD, mindfulness in adolescence, virtue and moral development, allyship towards marginalized groups, positive psychology and positive youth development.
Program Advisor: Dr. Diana Gruman, Academic Instructional Center 472
Program Description
The MEd school counseling program prepares professional counselors for employment in educational settings and is designed for those students intending to apply for the state educational staff associate certificate endorsed in school counseling at the elementary and secondary levels. Certification as a public school teacher is not required for admission to the program. The school counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and the National Council for Accreditation of Teacher Education (NCATE).
The program contains a thesis option for those students interested in pursuing a research project related to the degree program.
Goals
The program prepares knowledgeable, skilled, collaborative, and ethical counselors who value diversity, equity and social justice and meet the relevant licensing or credentialing standards for practice in mental health and public and private educational settings in the State of Washington.
Prerequisites
The following specific courses are required for those who do not have a degree in psychology: introductory psychology, statistics, abnormal psychology, and child/adolescent development. Deficiencies in prerequisites may be completed after program admission, but must be completed prior to first enrollment.
Application Information
Deadlines: Program faculty will begin reviewing application materials after February 1 and will continue to review materials until the enrollment limit is reached or June 1, whichever comes first. Because maximum student enrollment in the program is limited, all applicants are strongly encouraged to submit application materials by February 1. All prerequisites must be completed prior to fall quarter enrollment. Documentation of personal suitability of applicants for counseling is required through a statement of purpose with specific questions, letters of reference, and interviews where possible.
TA Deadline: To be considered for a graduate teaching assistantship, applicants must have their application materials submitted by February 1.
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