Counseling Psychology Catalog - graduate studies at assumption ...

ASSUMPTION COLLEGE
GRADUATE SCHOOL
2 0 0 8 – 2 0 1 0 C A T A L O G
M A S T E R O F A R T S I N C O U N S E L I N G P S Y C H O L O G Y
One of the nation’s premier
Master’s level counseling psychology
programs, specializing in
Cognitive Behavioral Therapy.

Our mission is to prepare you for a rewarding career as a mental
health counselor. The Counseling Psychology program is designed to help you develop the
conceptual tools and practical skills that are required to be an effective counselor, both in
today’s practice as well as in anticipation of future changes in mental health service delivery.
The program is built on a set of competencies
in 5 major domains:
(1) competence in developing an interpersonal relationship with clients and clinical supervisors,
(2) competence in clinical assessment,
(3) competence in implementing evidence-based interventions,
(4) competence in evaluating psychological research in domains that contribute to the
practice of mental health counseling, and
(5) ethical and professional conduct in relationships with clients, faculty, and colleagues.
The Counseling Psychology program focuses on the synthesis of theory, practice, and
research. The curriculum includes both didactic and experiential learning components that
are designed to provide students with the kinds of skills that are important in this time of
changing mental health services.
A S SUM P T I O N C O L L E G E G R A D UAT E S C H O O L
500 Salisbury Street Worcester, MA 01609
(508) 767-7387 / (888) 882-7786 FAX (508) 767-7030 / e-mail: graduate@assumption.edu
www.assumption.edu/graduate

Why Cognitive Behavioral
Therapy is so crucial and
relevant for today’s clinician
In entry-level courses, you will receive a broad
overview of influential theories, models, and
research findings that have shaped the field of
Counseling Psychology. After you complete these
entry-level courses, you will have a broad, comprehensive
understanding of the field. The advanced
counseling courses will build on this foundation by
helping you develop and master specialized skills
in cognitive-behavioral therapies (CBT).
This emphasis on CBT is more crucial for
aspiring counselors today than at any time in the
history of our program.
Evidence-based treatments such as Cognitive
Behavioral Therapy have repeatedly proven their
effectiveness in real-world clinical settings. In fact,
for a number of the most common mental health
conditions, CBT has proven to be the most effective
treatment. As a result, CBT is increasingly being
recognized, promoted, and reimbursed by federal
healthcare policy-makers, insurance companies,
and HMOs.
The domino effect is that employers are
actively seeking skill-based counselors with
practical cognitive therapy experience.
In addition to the program’s “real-world”
emphasis on CBT, we cover topics specifically
focused on the most common clinical problems of
the day: Aggressive Behavior in Children, ADHD,
Depression, Anxiety, and Substance Abuse.
Throughout this publication, you can review
testimonial comments from prominent experts
and former students who agree that our program
is among the finest in the nation.
AARON T. BECK, M.D.
Emeritus Professor / Department of Psychiatry,
University of Pennsylvania
Director / Center for the Treatment and Prevention of Suicide
“The Counseling Psychology
program at Assumption College
Graduate School is without a
doubt the premier program
for master’s level professionals
in the country.”
“It provides in depth training in the most advanced
empirically-supported therapies, including cognitive
behavior therapy. Individuals taking this program are
essentially assured offers of positions on graduation.”
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Welcome the challenge.
B E C O M E A L E A D E R I N T H E P R O F E S S I O N.
On behalf of my colleagues who teach in the Counseling Psychology
program, I offer you a warm welcome to the program. We hope that
you will find it stimulating and rewarding.
If you enter this program, you are assured of learning from highly
skilled psychologists who are committed to fostering your development
as a mental health professional.
In addition to the depth of quality courses and the willingness of our
instructors to help each student develop his or her area of expertise,
Assumption offers unique advantages to help you advance your career.
• Graduates are frequently sought for positions requiring a
Master of Arts in Counseling Psychology
• The program can be completed in two years
• Generous Graduate Fellowships offer 30 credits of tuition remission
• Small class size improves interaction and learning
• Four electives provide flexibility to focus on personal interests
• Faculty members bring extensive real world clinical experience to
the classroom
• Internship opportunities in a city renowned for health care
• The program is designed to prepare graduates to meet the
educational requirements for licensure as a Mental Health
Counselor in Massachusetts and most other states. Assumption
cannot guarantee licensure and students are responsible for
monitoring of the licensing requirements.
Our graduates know that their confidence as Counseling Psychologists comes not from their title
but from the applied knowledge they gained at Assumption. We hope that you will join the many
leading mental health professionals who began their careers in our program.
Leonard A. Doerfler, Ph.D.
Director of the Counseling Psychology Program
Director of the Aaron T. Beck Institute for Cognitive Studies
Fellow, Academy of Cognitive Therapy

THOMAS H. OLLENDICK, PH.D.
University Distinguished Professor
Director / Child Study Center
Department of Psychology, Virginia Tech University
“Assumption’s program in
Clinical Psychology is one of
a kind in preparing Master’s
level students in cutting-edge
assessment, treatment, and
prevention practices.”
“Students leave this program well grounded in
psychological science and evidence-based
practices. One can only wish there were many
more such programs. Alas, there are not.”
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What You’ll Learn in
Counseling Psychology
at Assumption.
The program offers in-depth experience in understanding psychological conditions,
as well as the conceptual tools and practical skills required to be an effective counselor
in this time of changing mental health services.
Based in our Graduate Department of Counseling Psychology, the program stresses the synthesis
of theory, practice, and research. Emphasis is on flexible problem-focused approaches based upon
social learning models and supportive empirical evidence. Social learning models of therapy focus
on how certain thinking patterns can cause psychological distress and the role of interpersonal
interaction and relationships in creating psychological dysfunction. These kinds of interventions
help people take action to solve their problems and reduce their self-defeating behavior.

Interventions based on social learning models
have shown strong evidence of effectiveness in
helping people overcome problems with depression,
anxiety, stress, addictive behaviors, and
shyness as well as family, school, work, and
interpersonal relationships. These models provide
a clear structure and focus to the treatment of
psychological conditions and as you progress
through the program, the conceptual and practical
aspects of mental health counseling will be
integrated and synthesized. You will learn how
to use your interpersonal skills in ways that will
be beneficial for your clients, and you will gain
confidence in your ability as a competent therapist.
AURELA PANO, M.D., M.A. ’07
Mental Health Clinician
Mass Society for the Prevention of Cruelty to Children
“How can you go wrong with
one of the nation’s finest
Cognitive Behavioral Therapy
programs, supported by the
most caring professors you’ve
ever experienced?”
“The test of a great graduate program is how
much of the learning you end up using in your
work. I use CBT daily with the majority of
my clients. I believe in it totally, because in my
experience, it works and it works faster.”
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Unique Features Accelerate
Your Career Growth
G R A D U A T E F E L L O W S H I P S
Up to 10 Graduate Fellowships are offered annually to students
who have strong academic records. Tuition waivers are granted
for 30 credits. Graduate Fellows work closely with a Counseling
Psychology program faculty mentor for two semesters on advanced
psychological research. This experience is particularly beneficial for
students who expect to apply to a doctoral program in clinical or
counseling psychology, as recent Assumption graduates have done.
A Fellowship also provides opportunities for contact with local
community agencies and professionals which can be valuable in
exploring practicum and internship sites as well as career opportunities. Recent Fellows have
conducted research here at Assumption College as well as Boston Road Clinic, Children’s Friend,
St. Vincent Hospital, and the University of Massachusetts Medical Center.

To be considered for a Graduate Fellowship,
write to the Program Director explaining your
interest in the program and include a brief explanation
of your background and career interests.
The deadline for applying for a Graduate
Fellowship is March 1. Address your letter to:
Dr. Leonard Doerfler, Department of
Psychology, Assumption College, 500 Salisbury
Street, Worcester, MA 01609-1296. Applicants
for a Graduate Fellowship must have submitted
all required application materials to the Graduate
School Office by March 1.
F L E X I B I L I T Y T O P U R S U E
Y O U R C A R E E R G O A L S
The Counseling Psychology program provides
flexibility to pursue your individual goals. Four
elective courses provide an opportunity to develop
specialized skills with specific client groups as
well as in specific approaches to counseling. If
you are interested in developing in-depth expertise
in topics not covered in the program, you
may also take up to two directed study courses
with program faculty. Optional concentrations
are currently available in Cognitive-Behavioral
Therapies, and Child and Family Interventions.
Successful completion of either concentration
will earn you a certificate upon graduation.
Y O U R D E V E L O P M E N T
A S A T H E R A P I S T
The skills you will develop in this program are
valued highly by internship directors and employers,
and our faculty members are committed to
ensuring your future success as a therapist. You
will benefit from their wealth of clinical experiences
in mental health settings including hospital-based
inpatient units and outpatient mental
RUSSELL BARKLEY, PH.D.
Research Professor of Psychiatry
SUNY Upstate Medical University, Syracuse, NY
formerly Professor of Psychiatry & Neurology
University of Massachusetts Medical Center
“The first place that I call
whenever a position becomes
available for a Master’s
Degree in Psychology is
Assumption College.”
“Over the past 15 years in my former role as Director of
Psychology and senior clinical research scientist at UMass
Medical Center, I hired a number of graduates from the
Counseling Psychology program at Assumption College.
I found them to be exceptionally well-trained individuals
with a strong dedication to the field of psychology and
sound scientific and clinical experience.”
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95% OF OUR STUDENTS
WERE RATED AS
EXCELLENT OR ABOVE
AVERAGE IN KEY AREAS
BY PRACTICUM AND
INTERNSHIP SUPERVISORS
Practicum and internship experiences
are a critical facet of professional
training for our students because
practicum and internship is where
they develop and refine clinical skills
and competencies in “real world”
mental health agencies or settings.
During the Spring 2008 semester,
our faculty assessed the program’s
effectiveness in promoting mastery of
key counseling skills and competencies
during the practicum and internship
training. During the 2002-2003, 2003-
2004, 2004-2005, 2005-2006, and
2006-2007 academic years, 157 students
completed their practicum and
internship training in 61 different
community agencies. Based on ratings
by clinical supervisors in these
community agencies, these students
demonstrated very high levels of
mastery of important counseling
skills. Ratings by clinical supervisors
in community agencies indicated that
95% of students were rated as excellent
or above average in “ability to
communicate empathy” and 92% were
rated as excellent or above average in
“ability to use good judgment in
making decisions.” Supervisor ratings
also indicated that 86% of students
were rated excellent or above average
in “ability to integrate information
and develop a case formulation”
and in “skill in applying treatment
techniques or plan.”
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health clinics, non-profit community agencies, special school-based programs, and
private practice. Cutting edge courses focus on the effective treatment techniques
and procedures for conditions such as depression and anxiety. Moreover, faculty
members are knowledgeable in developing and directing mental health programs
and in working in managed care settings.
I N T E R N S H I P O P P O R T U N I T I E S
The required Practicum and Internship allows you to develop “hands on” experience
as a counselor and to integrate theory and practice. Your selection of a
practicum and internship site is particularly important because it is here that you
acquire the specialized expertise that will
advance your career. Our graduates consistently
rate their combined practicum and
internship experience as one of the most
rewarding and beneficial components of
the program.
Fortunately for Assumption students,
Worcester is a major New England health
care center. Our program has an excellent
relationship with many mental health agencies
in the community which opens up
many options for internship placements.
Among them are community agencies that
serve children, adolescents, adults, and families;
college counseling centers; inpatient
adult psychiatric units; residential treatment
programs for children and adolescents;
inpatient and outpatient substance abuse
programs; and correctional facilities for
adolescents or adults.
The faculty and Practicum-Internship Coordinator will assist you in identifying
a placement that matches your career interests and goals. If you live outside
the central Massachusetts area and wish to do your practicum and internship
closer to home, the coordinator will help you locate an agency that will satisfy the
program’s standards and regulations.

A A R O N T. B E C K I N S T I T U T E
F O R C O G N I T I V E S T U D I E S
The Aaron T. Beck Institute for Cognitive Studies
is an extraordinary feature of our Counseling
Psychology Program. The Institute hosts internationally
known psychologists and psychiatrists
who address research and therapeutic developments
in cognitive therapy as well as ethical and
moral issues faced by therapists and clients. It
is the only such institute in the Northeast, and
students in the Counseling Psychology Program
attend the programs at no additional cost.
BECK
T H E A A R O N T. B E C K I N S T I T U T E
F O R C O G N I T I V E S T U D I E S
Beck Institute workshops and lectures offer
intensive instruction in clinical topics and will add
a richness to your professional training. Additional
information on the Institute is provided on page
15 of this catalog.
Y O U R P L A C E A S A C A R I N G
A N D T H O R O U G H E X P E R T
I N T H E F I E L D.
Most graduates soon enter positions representing
a wide range of mental health counseling, clinical
research, and administrative responsibilities at
locations including inpatient and outpatient psychiatric
facilities, community-based programs,
drug and alcohol treatment centers, and school
and residential programs.
THOMAS GOULD, M.A. CANDIDATE '09
Mental Health Counselor
UMass Memorial Health Alliance, Burbank Campus
Community Residential Counselor
McLean Hospital, Naukeag Drug & Alcohol Rehab Center
“We study with professors who
are on a first name basis with
Aaron Beck, the pioneer of
Cognitive-Behavioral Therapy.
It’s very exciting to be at
ground zero for innovation
and leadership in the field.”
“I leave class exhilarated, knowing that I'll
be immediately more effective in helping
my clients. I know I'm in the right place.”
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Beyond the Classroom:
Enjoying the College,
Worcester, and New England.
LOCATED IN THE HEART OF NEW ENGLAND
Assumption College is located in Worcester, Massachusetts, the
state’s second largest city and home to 9 colleges and more than
25,000 students. The campus is nestled on 185 park-like acres
in a safe and serene section of the city, approximately 3 miles
from downtown.
Worcester, the second largest city in Massachusetts, is a college town like
none other: home to nine colleges and over 25,000 students. A five-time
recipient of the All-America City Award, the city has a population of
176,000 and continually plays host to countless favored events, such as
NCAA basketball and hockey tournaments, and concerts by nationally
acclaimed artists at the DCU Center. With Shrewsbury Street’s ethnic restau-

ants, Highland Street’s hangouts, Water Street’s
entertainment district, Lake Quinsigamond’s
crew races, the Hanover Theatre, and a
downtown undergoing a $1 billion makeover,
Worcester is on the move. M
91
MASSACHUSETTS
90
84
Springfield
Hartford
91
190 495
290
WORCESTER
90
Sturbridge
CONNECTICUT
84
95
2
395
The diverse natural beauties of New England
are just a short drive away, with mountains to the
north and the Atlantic Ocean to the east, both
within an hour’s drive. Also located within an
hour to the east is the world-class city of Boston.
146
95
Lowell
295
Providence
90
95
RHODE
ISLAND
93
195
95
Boston
3
495
DAVID H. BARLOW, PH.D.
Director of Psychiatry
Center for Anxiety and Related Disorders at Boston University
“Having visited graduate
Psychology programs around
the country, it’s clear that
Assumption’s program is
among the finest.”
“I have found Assumption to be a leader in
preparing its graduates to be skilled, effective
clinicians working on the frontlines with people with
various psychological disorders. Students are fully
prepared to implement state-of-the-art psychological
interventions and assessment procedures with
proven effectiveness. Their graduates will continue
be in high demand for years to come.”
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A S S U M P T I O N G R A D U AT E S C H O O L C O U N S E L I N G P S Y C H O L O G Y
T H E M A S T E R O F A R T S P R O G R A M
In their program of study, students in the Counseling
Psychology Program pursue five broad areas of competence:
Relationship skills include the ability to: a) communicate
empathy, b) engage others, c) set others at ease, d)
establish rapport, and e) communicate a sense of respect.
Assessment skills include: a) the ability to formulate
the referral question, b) skill in selecting assessment
methods or techniques (e.g., interviewing, observation,
self-report measures), c) skill in collecting information
and processing this information, and d) ability to integrate
assessment information and develop a case formulation.
Intervention skills include: a) knowledge of various
models of behavior disorders, b) knowledge of various therapeutic
modalities and levels of care (e.g., inpatient, outpatient,
day treatment), c) ability to select a treatment modality
that matches the specific circumstances of the individual
client, d) skill in applying the treatment techniques or plan,
and e) ability to evaluate the efficacy of the intervention.
Research and evaluation skills, include the ability to
understand: a) research methodology in mental health
counseling, b) applied statistics, and c) the principles of
psychological measurement.
For Ethical and professional conduct, Counseling
Psychology students are expected to demonstrate a) knowledge
of the Ethical Principles of the American Counseling
Association, American Mental Health Counselors
Association, and American Psychological Association; and
b) the ability to identify potential ethical or professional
problems; and c) to act in accordance with these ethical and
professional standards.
The 60-credit Master of Arts program has three course
levels: entry level courses which stress the counseling
process and its application in field settings; general core
courses which provide a broad background in scientific and
professional foundations of mental health counseling; and
advanced counseling courses. The curriculum includes 12
elective credits which allows you to pursue career interests
and to gain in-depth training in a particular area.
The entry-level courses are designed to provide you
with a broad overview of influential theories, models, and
research findings that have shaped the field of Counseling
Psychology. After you complete these entry-level courses,
you will have a broad, comprehensive understanding of the
field. The advanced counseling courses will build on this
foundation by helping you develop and master specialized
skills in cognitive-behavioral therapies.
The curriculum is organized so that full-time students
can complete the required 19 courses, including practicum
and internship, in either two or three years depending on
when they begin taking courses. You may begin courses
during the summer, fall, or spring semesters. To complete
the program in two years, however, you must begin during
the summer semester in order to complete your oral exam
during spring semester of your second year; oral exams are
not conducted during the summer semester. The two-year
full-time program requires five three-course semesters and
one four-course semester.
We have organized the program so that it is possible
to complete the degree on a 3-year schedule. With this plan,
you will take 2 courses for 8 semesters and 3 courses for
one semester.
Part-time students are welcomed in the program and
you can take courses on a pace that fits your circumstances.
Students have up to 7 years to complete all requirements for
the Master of Arts in Counseling Psychology.
A D M I S S I O N R E Q U I R E M E N T S
The program uses a rolling admission procedure and you
may submit your application to the Graduate office at any
time during the year. When complete, your application will
be forwarded to the Counseling Psychology admissions
committee for their review. Candidates will be informed of
their decision in writing through the Office of the Graduate
School. If you are applying for a Graduate Fellowship, your
application must be complete by March 1.
Enrollment is open to qualified individuals who meet
the following academic admissions standards:
• A baccalaureate degree and at least six (6) psychology
courses completed at an undergraduate level. You must
complete the requisite six psychology courses before
consideration of your application for admission to the
graduate program;
• A minimum grade point average of 3.0, both overall and
in psychology courses.
You do not need to have majored in psychology as an
undergraduate student to enter the program. However,
if your undergraduate program did not include at least 6
psychology courses, you must complete additional courses
before you can be admitted to the program. If you are
considering applying to the program and have not yet taken
the requisite six (6) undergraduate psychology courses, the
Program Director will address your questions regarding
entrance requirements and will assist you in selecting
appropriate preparatory course work.
The Admissions Committee will consider several
factors when evaluating your application. One important
consideration is the strength of your background and
preparation in psychology. The Admissions Committee
may recommend admission if your overall GPA is below
3.0 but your GPA for the last 2 years is strong and performance
in your psychology courses is strong. If you believe
that you have evidence of extenuating circumstances that
explains a weak overall GPA, you may contact the Program
Director regarding your application.
The Admissions Committee also requires that you submit
three strong positive recommendations from your professors
or other professionals for whom you have worked.
Only letters that are academic or professional in nature will
be considered. At least one recommendation must be from
a professor you had for at least one course. If you have been
out of school for several years and are unable to obtain an
academic reference, you must contact the Program Director

for guidance in identifying individuals who can provide
suitable recommendations. It is important to choose individuals
who know your academic ability, research skills, or
clinical work well.
Finally, the Admissions committee will consider the
match between your professional interests and
Assumption’s program offerings. We recommend that you
give considerable thought to the content of your essay as it
is an important part of the evaluation process. Success in
the counseling program and in the field requires high levels
of responsibility, integrity, interpersonal skill, as well as
mastery of theory and research methodology. We are seeking
candidates who have thought deeply about their place
within the field of counseling and who possess strong academic
credentials. We encourage you to reflect this thought
and to describe your preparation thoroughly in the essay you
submit.
A P P L Y I N G T O T H E M A S T E R O F A R T S
P R O G R A M
A complete application includes the following:
• A complete application form and application fee (fee
waived for Assumption matriculated students or
alumni/ae);
• Official transcript(s) of undergraduate and graduate
records;
• Three (3) letters of recommendation. As outlined above,
these letters must be academic or professional in nature
with a minimum of one letter from a professor you had
for at least one course. Any exception is to be reviewed
with the Program Director before an application is considered
complete. Recommendations must be submitted on
the official recommendation form found in this Graduate
School Catalog or on the Assumption Graduate School
web site.
• An updated resume showing your academic and work
experiences.
• An essay of approximately 600 words that answers each of
the following questions:
–Describe the academic preparation and skills that you
have that you believe qualify you for the rigorous training
involved in our master’s program in Counseling
Psychology. Discuss experiential and field-based experiences
that you believe prepare you for our counseling
program.
–Describe what you hope to accomplish academically during
your graduate program and the career goals you have
for yourself. Focusing on the actual job you would like to
have five years after completing your graduate study will
bring specificity to your essay.
–Describe the qualities that you see as essential for an
effective counselor and then assess yourself in terms
of these characteristics.
Notes:
1. Graduate Record Examination (GRE) scores are not
required.
2. An interview is not required, however, candidates are
welcome to contact the Program Director at any time
with any questions about the program.
3. The Counseling Psychology admissions committee
reserves the right to request additional material in
support of the candidate’s application.
Candidates for the Master of Arts or CAGS in Counseling
Psychology are to note the following:
• All documents, transcripts and other papers submitted for
admission become the property of the College and will not
be returned.
• Courses taken by correspondence will not satisfy prerequisite
or program requirements.
• A student is not officially admitted or denied admission
until he/she has been notified by the Director of Graduate
Enrollment. Applicants are notified of their status in writing.
• After official notification of acceptance, application and
transcripts are kept on file for one year. If the candidate
has not matriculated within that year, he/she ordinarily
reapplies and is subject to the rules and regulations that
are in effect at the time of the new application.
• There is no conditional admission into the Counseling
Psychology graduate program.
• Incomplete dossiers are kept on file no longer than
one year.
• The Commonwealth of Massachusetts requires that, prior
to attending classes, graduate students must be immunized
against measles, mumps, rubella, diphtheria,
tetanus, Hepatitis B and meningitis. For specific information
call the Graduate Medical Secretary at 508-767-7507.
I N T E R N A T I O N A L S T U D E N T S
Those applicants who have attained a level of education
officially considered as equivalent to a bachelor’s degree
from an American institution of higher education are
eligible for admission to the program. A transcript evaluation
is often necessary to determine if the degree obtained
is equivalent to an American bachelor’s degree.
Applicants whose native or official tongue is not
English are required to provide evidence of English profciency
through the Test of English as a Foreign Language
(TOEFL) or International Language Testing System
(IELTS). Information about these tests are available from
TOEFL at www.toefl.org, Box 899, Princeton, NJ, 08540 or
from IELTS at www.ielts.org, IELTS Inc., 100 East Corson
Street, Suite 200, Pasadena, CA, 91103.
Students whose undergraduate or graduate transcripts
are not in English should provide certifed English translations
of these documents as well as the originals.
All international students must also complete
Assumption College’s International Student Information
Form concerning their financial resources or financial
support. Forms and information are available from the
Office of Student Life at 508-767-7401.
The curriculum
is organized
so that fulltime
students
can complete
the required
19 courses,
including
practicum and
internship, in
either two or
three years.
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A S S U M P T I O N G R A D U AT E S C H O O L C O U N S E L I N G P S Y C H O L O G Y
S P E C I A L S T U D E N T S T A T U S
Special student status may be granted by the Program
Director to individuals who either have an application in
progress or are interested in selected courses without
intending to become matriculated. To be eligible, a student
must have completed a minimum of six (6) undergraduate
psychology courses and must have a minimum grade point
average of 3.0 overall, and in their psychology courses.
A student is allowed to take up to four (4) Counseling
Psychology courses as a special student. Special students are
not allowed to register for additional courses until they have
been accepted into the degree program. Permission to enroll
in graduate courses as a Special Student does not guarantee
an individual admission to the Counseling Psychology program
nor does it guarantee that all of the courses taken will
be accepted in fulfillment of degree and/or licensure
requirements. The Dean of the Graduate School reserves
the right not to grant credit toward a degree for courses
taken before admittance into the degree program.
T H E P R O G R A M
Required Entry-level Courses Stressing
Conceptual Foundations
PSY 500 - Abnormal Psychology
PSY 501 - Psychology of Personality
PSY 502 - Psychology of Development
PSY 504 - Psychological Measurement
PSY 600 - Counseling (Principles and Practices)
Required General Core Courses
PSY 604 - Ethical Principles for Counselors
PSY 627 - Issues in Professional Practice
PSY 630 - Cultural Competencies in Counseling
PSY 650 - Research Seminar
PSY 790 - Professional Integrative Seminar
Required Advanced Courses Stressing Counseling Process
PSY 705 - Group Approaches to Counseling
and Psychotherapy
PSY 708 - Cognitive Assessment and Psychotherapy
PSY 801 - Counseling Practicum
PSY 802 - Counseling Internship I
PSY 803 - Counseling Internship II
E L E C T I V E S A N D C O N C E N T R A T I O N S
Once you have satisfied these program requirements, you
may select advanced elective courses in specific areas of
concentration. These electives provide you with an opportunity
to develop specialized skills in working with particular
client groups and in using specific approaches to counseling.
You may also use your electives towards gaining
sophisticated and in-depth expertise in a particular concentration.
Concentrations currently include Cognitive-
Behavioral Therapies and Child and Family Interventions.
You can fulfill the requirements for both concentrations in
the 60-credit program (that is, without taking additional
courses). To fulfill the requirements for both concentrations,
you must complete both PSY711 and PSY712.
C O N C E N T R A T I O N I N C O G N I T I V E -
B E H A V I O R A L T H E R A P I E S
Dr. Edmund F. O’Reilly is coordinator for this concentration,
which reflects the influence and activities of the Aaron
T. Beck Institute for Cognitive Studies and the established
expertise and interests of departmental faculty. Structured,
problem-focused cognitive-behavioral therapies focus on
the interrelationship of thinking, behavior, and emotion.
They are a collaborative undertaking in which the client
and therapist develop the means to solve the client’s problem,
thus enabling him or her to live a responsible and productive
life.
If you select this concentration, you must complete at
least three of the following courses:
PSY 711 - Cognitive-Behavioral Assessment of Children
PSY 712 - Cognitive-Behavioral Interventions with Children
PSY 713 - Cognitive Therapy for Family of Origin
Problems
PSY 715 - Cognitive-Behavioral Assessment of Adults
PSY 716 - Cognitive-Behavioral Interventions for
Depression and Anxiety
PSY 718 - Psychological Interventions for Addictive
Behaviors
Upon completion, you will receive a Certificate of
Graduate Training from the Aaron T. Beck Institute for
Cognitive Studies.
C O N C E N T R A T I O N I N C H I L D A N D
F A M I L Y I N T E R V E N T I O N S
Dr. Peter Toscano is the coordinator for this concentration
which reflects the established expertise and interests of the
faculty in the areas of childhood trauma, adoption, school
interventions, and major psychopathology in children,
adolescents, and young adults. The concentration focuses
on skills used when working with children, adolescents, and
families in a variety of contexts. A broad developmental
perspective is integrated within this concentration. If you
select this concentration, you must complete at least three of
the following courses:
PSY 701 - Marital Therapy
PSY 702 - Advanced Family Therapy
PSY 711 - Cognitive-Behavioral Assessment of Children
PSY 712 - Cognitive-Behavioral Interventions with
Children
PSY 720 - Systems Interventions for Children
PSY 727 – Assessment and Treatment of ADHD
P R A C T I C U M - I N T E R N S H I P S E Q U E N C E
The Counseling Practicum-Internship Sequence is comprised
of three indivisible and consecutive courses: the
Practicum, and Internships I and II.
The Coordinator is Dr. Peter Toscano. Supervised
Practicum and Internships are required for the Master of
Arts degree in Counseling Psychology. Only degree candidates
of Assumption College may enroll in these courses.

C O U N S E L I N G P R A C T I C U M
The Practicum (PSY 801) is a one semester summer course
which immediately precedes two semesters of Internship
(PSY 802 and 803). Practicum requires a minimum of 100
hours at a clinical agency or school. Degree candidates who
plan to participate in the Practicum must attend an informational
meeting during the spring semester prior to the
summer in which they enroll in their practicum. Minimal
qualification for Practicum is satisfactory completion of
PSY 500 (Abnormal Psychology), PSY 501 (Psychology of
Personality), and PSY 600 (Counseling Principles and
Practices).
Students may not terminate their Practicum placement
or withdraw from the Counseling Practicum Seminar (PSY
801) except in extraordinary circumstances and only with
the written permission of the Practicum-Internship
Coordinator. Students are not permitted to re-enroll in the
Practicum course without written permission of the
Practicum-Internship Coordinator.
I N T E R N S H I P
The Internship Program (PSY 802 and 803) is required for
the Master of Arts in Counseling Psychology. It is a twoconsecutive-semester
program which begins in the fall and
concludes in the spring of the same academic year. Over the
course of two semesters, students must complete a minimum
of 600 hours at a clinical agency or school. Students
cannot withdraw from or terminate their placement in the
middle of the internship sequence except in extraordinary
circumstances and only with the written permission of the
Practicum-Internship Coordinator. Students are not permitted
to re-enroll in the Internship courses without written
permission of the Practicum-Internship Coordinator.
To enroll in the Internship courses, students must have
successfully completed Counseling Practicum (PSY 801)
and two 700-level advanced courses.
A A R O N T . B E C K I N S T I T U T E F O R
C O G N I T I V E S T U D I E S
Dr. Aaron T. Beck has earned an international reputation
as one of the founders of Cognitive Therapy. The approach
focuses on the influence of thinking as it affects emotions
and behavior. Cognitive Therapy helps people resolve their
psychological symptoms and difficulties by assisting them
in thinking and acting more realistically and adaptively.
The Institute’s activities and programs enjoy Dr. Beck’s
active support and involvement. He has visited campus several
times in recent years to lecture on Cognitive Therapy
and to meet with the Counseling Psychology program’s faculty
and graduate students. The Institute hosts internationally
known psychologists and psychiatrists during its annual
lecture series and sponsors conferences and training programs
in Cognitive Therapy for students and Mental Health
professionals. Continuing education workshops are also
available for professional counselors. The Institute strives
to provide the community at large with information that
illuminates the contributions of cognitive factors to the
resolution of problems in daily life.
The Beck Institute workshops and lectures are available
to graduate students at no cost and offer intensive
instruction in clinical topics that will enrich your professional
training.
Selected Speakers and Award Recipients include:
1999 - 2000
Aaron T. Beck, M.D.
Director, Center for Cognitive Therapy and
University Emeritus Professor of Psychiatry,
University of Pennsylvania
“New Frontiers of Cognitive Therapy”
2000 - 2001
David M. Clark, D. Phil.
Professor of Psychology, Oxford University
“Development in Cognitive Therapy for Social Phobia”
2001 - 2002
Russell A. Barkley, Ph.D.
Professor of Psychiatry and Neurology
University of Massachusetts Medical Center
“Nature and Management of ADHD in Children”
2002 - 2003
David Brent, M.D.
Professor of Psychiatry, Pediatrics, and Epidemiology
University of Pittsburgh School of Medicine
“Depression and Suicide in Children”
2003 - 2004
Judith Beck, Ph.D.
President, Beck Institute, Bala Cynwyd, PA
“Cognitive Therapy of Personality Disorders”
2004 - 2005
Steven D. Hollon, Ph.D.
Professor of Psychology, Vanderbilt University
“Cognitive Therapy of Depression: From Action to
Insight (and Back Again)”
2005 - 2006
Diane Chambliss, Ph.D.
Professor of Psychology, Director of Clinical Training
University of Pennsylvania
“Empirically Supported Treatments: What Could
Be Bad?”
2006 - 2007
Christine A. Padesky, Ph.D.
Distinguished Founding Fellow of the Academy of
Cognitive Therapy
“Building Resilience with Cognitive Therapy”
2007 - 2008
Robert L. Leahy, Ph.D.
Director, American Institute for Cognitive Therapy
Clinical Professor of Psychology,
Cornell University Medical School
“Cognitive Therapy for Chronic Worry”
For a complete
list of all of
the prominent
Beck Institute
speakers
and award
recipients,
link to the
Beck Institute
through the
Graduate
School
website.
15

16
A S S U M P T I O N G R A D U AT E S C H O O L C O U N S E L I N G P S Y C H O L O G Y
T H E C E R T I F I C A T E O F A D V A N C E D
G R A D U A T E S T U D I E S ( C A G S ) P R O G R A M
The Certificate of Advanced Graduate Studies provides
specialized knowledge and skills in specific areas of
Counseling Psychology. It is awarded upon completion
of a minimum of 30 credits beyond the Masters degree
in Counseling Psychology or related area.
A D M I S S I O N R E Q U I R E M E N T S F O R T H E
C A G S P R O G R A M
The program uses a rolling admission procedure and you
may submit your CAGS application to the Graduate office at
any time during the year. When complete, your application
will be forwarded to the Counseling Psychology admissions
committee for their review.
Enrollment is open to qualified individuals who meet
the following academic admissions standards:
• Successful completion of a master’s degree in Counseling
Psychology or Mental Health Counseling.
• A baccalaureate degree and at least six (6) psychology
courses completed at an undergraduate level with a
minimum grade point average of 3.0, both overall and
in psychology courses.
The Admissions Committee also requires that you
submit three strong positive recommendations from your
professors or other professionals for whom you have
worked. Only letters that are academic or professional in
nature will be considered. At least one recommendation
must be from a professor you had for at least one course. If
you have been out of school for several years and are unable to
obtain an academic reference, you must contact the Program
Director for guidance in identifying individuals who can provide
suitable recommendations. It is important to choose individuals
who know your academic ability, research skills, or
clinical work well.
Finally, the Admissions committee will consider the
match between your professional interests and Assumption’s
program offerings. We recommend that you give considerable
thought to the content of your essay as it is an important
part of the evaluation process. Success in the counseling
program and in the field requires high levels of responsibility,
integrity, interpersonal skill, as well as mastery of theory
and research methodology. We are seeking candidates who
have thought deeply about their place within the field of
counseling and who possess strong academic credentials.
We encourage you to reflect this thought and to describe
your preparation thoroughly in the essay you submit. Prior
to making its recommendation, the admissions committee
will conduct a required interview to discuss the match
between your professional interests and the program
offerings. In evaluating your application, the admissions
committee will consider your graduate and undergraduate
performance and coursework, along with information
discussed during the interview.
A P P L Y I N G T O T H E C A G S P R O G R A M
A complete application includes the following:
• A complete application form and application fee (fee
waived for Assumption matriculated students or
alumni/ae);
• Official transcript(s) of undergraduate and graduate records;
• Three (3) letters of recommendation. As outlined above,
these letters must be academic or professional in nature
with a minimum of one letter from a professor you had
for at least one course. Any exception is to be reviewed
with the Program Director before an application is
considered complete. Recommendations must be submitted
on the official recommendation form found in this
Assumption College Graduate School Catalog or on the
Assumption Graduate School web site.
• An updated resume showing your academic and work
experiences.
• An essay of approximately 600 words that answers each
of the following questions:
–Describe the academic preparation and skills that you
have that you believe qualify you for the rigorous training
involved in our CAGS program in Counseling
Psychology. Discuss experiential and field-based experiences
that you believe prepare you for our counseling
program.
–Describe what you hope to accomplish academically
during your CAGS program and the career goals you
have for yourself. Focusing on the actual job you would
like to have five years after completing your CAGS will
bring specificity to your essay.
–Describe the qualities that you see as essential for an
effective counselor and then assess yourself in terms of
these characteristics.
• An interview is required for admission into the program.
Once your application is complete and forwarded to the
program office, the Program Director will contact you to
arrange an interview.
Notes:
1. Graduate Record Examination (GRE) scores are
not required.
2. The Counseling Psychology admissions committee
reserves the right to request additional material in
support of the candidate’s application.
T W O C A G S O P T I O N S A R E A V A I L A B L E
Under the first option, students who have earned a Master
of Arts degree in Counseling Psychology but whose program
of study did not satisfy all requirements for licensure
as a Mental Health Counselor may select courses that will
address those deficiencies. The program’s curriculum is
designed to meet the educational requirements for licensure
for Mental Health Counselors in Massachusetts and
most other states. Practicum and internship experience is
available but is not required. If you select this option, a
combination of entry-level and general core courses, as well
as advanced assessment and intervention courses will be

tailored to your needs. All students in the CAGS Program
must complete PSY 708 and PSY 790. In addition, you must
complete at least 2 advanced (700-level) courses (excluding
PSY 705 and PSY 708).
The second option provides an opportunity to sharpen
and refine your skills as a therapist and develop sophisticated
and in-depth expertise at a more advanced level. This
option is particularly attractive if you are unable to commit
the time and resources required for a doctoral degree.
Increasing evidence points to these new problem-focused
interventions as both effective and cost efficient. The CAGS
program allows you to practice and refine your therapeutic
skills and become proficient in these new therapeutic treatment
techniques and strategies. Courses are taught by doctoral-level
clinical psychologists who bring a wealth of clinical
experience to the classroom. If you select this option, at
least 21 credits must be at the advanced level (700 and 800
level courses). Practicum and internship experience is available
as part of your program of study but is not required.
If your CAGS allows, you may select your advanced
counseling and assessment courses to satisfy one or both
of our optional concentrations in Cognitive-Behavioral
Therapies, or Child and Family Interventions. You can fulfill
the requirements for both concentrations by completing
both PSY 711 and PSY 712.
To complete the Concentration in Cognitive-
Behavioral Therapies, you must complete PSY 708
(Cognitive Assessment and Psychotherapy) and at least
three of the following courses. Upon successful completion,
you will receive a certificate of graduate training from the
Aaron T. Beck Institute for Cognitive Studies.
PSY 711 - Cognitive-Behavioral Assessment of Children
PSY 712 - Cognitive-Behavioral Interventions with Children
PSY 713 - Cognitive Therapy for Family of Origin
Problems
PSY 715 - Cognitive-Behavioral Assessment of Adults
PSY 716 - Cognitive-Behavioral Interventions for
Depression and Anxiety
PSY 718 - Psychological Interventions for Addictive
Behaviors
To complete the Concentration in Child and Family
Interventions, you must complete at least three of the following
courses:
PSY 701 - Marital Therapy
PSY 702 - Advanced Family Therapy
PSY 711 - Cognitive-Behavioral Assessment of Children
PSY 712 - Cognitive-Behavioral Interventions
with Children
PSY 720 - Systems Interventions for Children
PSY 727 - Assessment and Treatment of ADHD
An oral exam is required in both CAGS program
options and is taken at the end of your program of study
and only upon completion of PSY 790, the Professional
Integrative Seminar. The objective of the oral exam is to
provide you with a forum to demonstrate how you integrate
theory, practice, and research relative to the training that
you received.
You must complete PSY 708 as part of your program.
O R A L E X A M S
The oral exam is required for all students in the Counseling
Psychology program. You may take the exam after completing
all of your course work or concurrent with the last
semester of your course work. You may take no more than
3 courses the semester that you take the oral exam.The
objective of the oral exam is to provide a forum for you to
demonstrate how you integrate theory, practice, and
research related to the training that you have received in
the Counseling Psychology program. In essence, you will be
asked to describe a conceptual model and to show how this
model guides and informs your clinical decision making.
Therefore, your skill in case conceptualization is an important
aspect of the oral exam. As preparation for the oral
exam, you must enroll in PSY790 (Professional Integrative
Seminar). Guidelines for the oral exam will be provided
during the Professional Integrative Seminar.
Oral exams are scheduled during the fall semester
(generally October or November) and the spring semester
(generally March or April). Your oral examination committee
will consist of 2 faculty members. The oral exam itself is
a one-hour exam. During the exam, you are expected to
integrate the various elements of your training and study.
You will be expected to call upon information from both
your course work and internship experience. The procedures
for the oral exam will mirror the training that you
have received in the program. The exam itself will be
conducted in such a way as to maximize your opportunity
to exhibit your ability to synthesize and integrate theory,
practice, and research. Much more information about the
content and expectations of the oral exam will be provided
to you when you take PSY790 (Professional Integrative
Seminar).
Oral exams carry the grade of pass, fail, or pass with
distinction. Your transcript, however, only provides the
information that the oral exam was completed and the date
of the exam. If you fail the oral exam, you will be given one
additional opportunity to demonstrate competence. Generally,
the second exam is given no sooner than the next regularly
scheduled oral exam period.
The CAGS
Program
provides an
opportunity
to sharpen
your skills as
a therapist
and develop
sophisticated
and in-depth
expertise.
17

18
A S S U M P T I O N G R A D U AT E S C H O O L C O U N S E L I N G P S Y C H O L O G Y
F A C U L T Y A D V I S O R S
Students accepted into the program are assigned a faculty
advisor. You should consult your advisor about course
requirements, selection of electives, and concentration
requirements. You must become familiar with the program
requirements as well as the licensure requirements (if you
plan to pursue licensure as a mental health counselor). The
Department has a form that outlines the required courses
and you should use this form to plan your program of
study.
R E V I E W O F S T U D E N T P E R F O R M A N C E
The progress of all students will be reviewed during the Fall
and Spring semesters by the Department. Students whose
grade point average drops below 3.0, or who earn a failing
grade in a course (i.e., below B-), will be placed on academic
probation. Students whose GPA is below 3.0 then have one
semester to bring their grade point average to 3.0.
Students who have a GPA less than 3.0 for two semesters
in a row will be terminated from the program unless
the full-time faculty of the Counseling Psychology Program
vote to continue the student in the program. Students
placed on academic probation a second time, or students
who earn a failing grade in two courses, will be terminated
from the program unless the full-time faculty of the
Counseling Psychology program vote to continue the
student in the program.
The graduate program in Counseling Psychology trains
students for service to the public. The Department has an
obligation to the community to ensure that only those students
demonstrating academic and clinical competence and professionally
responsible behavior be continued in the program.
Students failing to meet these criteria during their training
may be recommended for termination from the program.
W A I V E R O F R E Q U I R E D C O U R S E S
The conditions under which the Department will grant a
waiver of a required course are as follows:
1. If the student has taken an equivalent graduate course at
another college or university, has passed the course with
a grade of B or higher, and has taken the course within
the past seven years, a waiver may be granted with no
waiver exam required. It is the student’s responsibility to
demonstrate that the course taken elsewhere is, in fact,
equivalent to the required course offered at Assumption.
The request for the waiver must be addressed to the designated
faculty member who in most cases is the full-time
faculty member primarily responsible for teaching
the required course. In certain situations, the designated
faculty member may request additional reading or the
submission of materials and/ or papers in order to establish
the equivalence of courses and/or may submit the
request to the Departmental Waiver Committee for final
consideration.
2. If for any other reason a student requests a course waiver,
the student must document in writing the reasons for the
request and present the request to the Program Director.
In some cases, the Program Director may decide to submit
the request to the departmental Waiver Committee for
final consideration. When the reasons for the request are
considered valid, the student will be allowed to take a
waiver exam. Waiver exams may be oral or written, at
the discretion of the Program Director.
Undergraduate courses will not be construed by the
department as equivalent to graduate courses. In exceptional
circumstances, if a student thinks that he/she has taken the
equivalent of a graduate course, he/she may follow the procedure
outlined in statement (2.) above.
Requests for a course waiver and arrangements to take
waiver exams may be made only during the first week of fall
and spring semesters.
The student who is successful in obtaining a waiver
for one or more courses must still complete the required
number of course credit hours in order to obtain a given
graduate degree.
L I C E N S U R E
Licensure is important for professional practice as a
mental health professional and the Counseling Psychology
Program is designed to prepare graduates to meet the
educational requirements for licensure as a Mental Health
Counselor in Massachusetts and most other states. The
legislature in each state establishes the requirements for
licensure and the licensing board determines if an individual’s
education and supervised experience meets their
requirements. In addition to specific educational requirements,
the licensing regulations require that individuals
complete a minimum of two years post-masters degree
supervised clinical experience and pass a licensing exam.
Licensing standards continue to evolve and a state’s
licensing regulations change from time-to-time. Even
though the Counseling Psychology Program offers coursework
and supervised practicum and internship experiences
that allow students to compile a licensable portfolio, the
program cannot guarantee licensure. Ultimately, the state
licensing board determines whether an individual satisfies
the licensure requirements.
The faculty in the Counseling Psychology Program
will assist students in planning their graduate plan of study
to meet the current educational requirements for licensure
and will provide information and guidance about the current
licensing regulations. However, as noted above, these
regulations change sometimes or the licensing board may
change its interpretation of these regulations if the board’s
membership changes. As a result, students should be aware
of the requirements stated in the most current version of
Massachusetts 262 CMR 2.00 requirements for licensure as
a Mental Health Counselor. Students interested in eventually
applying for licensure should select courses in a manner
that is consistent not only with the Department program
requirements, but also the content areas required by the
Licensing Board. Copies of Massachusetts 262 CMR 2.00
Requirements can be downloaded from the Massachusetts
Board of Registration of Allied Mental Health Professionals
web site at www.mass.gov/dpl/ boards/mh/cmr/26202.htm.
For students who are interested in applying for licen-

sure in other states, the Counseling Psychology Program
faculty will provide assistance in locating and understanding
the licensing regulations for those states. The faculty
also will provide assistance in developing an educational
plan of study that will allow students to compile a portfolio
that can be submitted to the licensing board in other states.
P O L I C Y R E G A R D I N G D I S C L O S U R E O F
P E R S O N A L I N F O R M A T I O N
The faculty who teach in the Counseling Psychology
Program are sensitive to issues regarding the disclosure of
personal information in courses and other program activities.
All faculty in the program respect the privacy of students
in their courses. In general, course asssignments do
not require students to disclose personal information about
themselves or their relationships with parents, peers, and
spouses or significant others.
A few courses in the Counseling Psychology Program
do have assignments that require the disclosure of some
personal information, but the information that is disclosed
is not very sensitive in nature and students always choose
what kind (and how much) information to disclose. For
example, one assignment (among several other assignments)
in a course on psychological assessment may involve
self-monitoring (tracking the occurrence) of a specific
behavior for 1-2 weeks and writing a summary report on the
nature and frequency of this behavior. For an assignment
like this, students choose the target behavior (typically, calories
or grams of fat consumed, exercise, caffeine consumption,
or cigarette smoking) that they will use to fulfill the
required assignment. For other assignments (such as inclass
role play exercises or completing a family genogram),
students can make up the information instead of disclosing
personal information about themselves or their family and
friends.
Aside from course assignments, the faculty in the
Counseling Psychology Program may require students to
disclose personal information if the information is necessary
to evaluate or obtain assistance for students whose personal
problems could reasonably be judged to be preventing them
from performing their training or professionally related
activities in a competent manner. The faculty may require
students to disclose personal information if their actions
are judged to pose a threat to other students in the program
or the community at large.
Overall, in the Counseling Psychology Program,
course assignments do not require students to disclose
personal information about themselves or their relationships
with parents, peers, and spouses or significant others.
In those instances when a course has an assignment or
project that requires the disclosure of some kind of personal
information, students are not required to disclose personal
information that is sensitive or very private and they have
complete control over the nature and extent of the personal
information that will be disclosed.
DAN KOLUBINSKI, M.A. ’05
Psychologist
Jason Roth & Associates (private practice)
Halifax, Nova Scotia
“The internship was an ideal
bridge to my career as a
counselor—a culminating
experience in which I put
theory into practice with the
support of supervisors who
had complete faith in me and
what I had learned.”
“The annual Beck Institute lectures were a highlight.
Where else can you access leaders in the field who
are standing before you to be recognized for outstanding
achievement—and then hear them speak
on their groundbreaking work? I use techniques
learned during those lectures in my work today.”
19

20
C O U N S E L I N G P S Y C H O L O G Y C O U R S E D E S C R I P T I O N S
P S Y 5 0 0 - A B N O R M A L P S Y C H O L O G Y
Summer/Fall Doerfler
This course provides a comprehensive overview of the main
forms of emotional disorder, with a special focus on description
and analysis of the experiential world of the patient. The
most important theoretical approaches to “mental illness”
are compared and contrasted so that the student gains a critical
appreciation of the differing insights provided by the
various approaches. 3 credits
P S Y 5 0 1 - P S Y C H O L O G Y O F P E R S O N A L I T Y :
T H E O R Y A N D R E S E A R C H
Summer/Fall Lyubchik/O’Reilly
Analysis of a variety of theoretical formulations or perspectives
that attempt to articulate “personality” phenomena. Work is
focused on the logical structure of personality concepts and the
relationship of these concepts to actual human phenomena.
The positive contributions and the limitations inherent in various
theoretical perspectives are treated in the course. 3 credits
P S Y 5 0 2 - P S Y C H O L O G Y O F D E V E L O P M E N T
Fall/Spring Comparini/Kuersten Hogan
An examination of human growth and development during
infancy through adolescence. Emphasis is placed on the relationship
between theory, research, and application of knowledge
in child development through a consideration of different
theoretical perspectives (psychoanalytic, behavioral, cognitive-developmental),
current research on selected topics
(e.g., prenatal influences, perceptual and cognitive development,
cross-cultural differences in child rearing), and intervention
programs designed to stimulate cognitive and social
development in infants and young children. 3 credits
P S Y 5 0 4 - P S Y C H O L O G I C A L M E A S U R E M E N T
Fall/Spring O‘Reilly
An introduction to the instruments and the methods used in
the measurement and evaluation of the psychological characteristics
of human beings, including elementary principles of
statistical analysis. 3 credits
P S Y 6 0 0 - C O U N S E L I N G ( P R I N C I P L E S A N D
P R A C T I C E S )
Summer/Fall Toscano
Examines basic approaches, principles, and procedures
of counseling. Students engage in some directed role
playing of counseling techniques as well as prepare a
class demonstration based on their personal integration
of readings and practice. Research related to counseling
as well as issues regarding the nature of the
counseling relationship are considered. (PSY500 and
PSY501 must be taken as prerequisites or concurrently.)
3 credits
P S Y 6 0 4 - E T H I C A L P R I N C I P L E S F O R
C O U N S E L O R S
Summer/Fall Weagraff
The purpose of this course is to provide students with a working
knowledge of ethical issues in mental health care practice.
The course will consider the manner in which governing
principles of health care ethics are articulated within the gen-
eral values and specific prescriptions/proscriptions (legal and
moral) which constitute current moral wisdom of the mental
health professional. Ethical codes of the American
Counseling Association, American Mental Health Counselors
Association, and the American Psychological Association will
be examined. Lectures, case analysis, class discussion of
assigned readings, and written assignments will provide both
the conceptual and practical tools for addressing the critical
ethical issues which arise in your practice. 3 credits
P S Y 6 2 7 - I S S U E S I N P R O F E S S I O N A L P R A C T I C E
Spring/Summer Toscano
This course is designed to introduce the counseling psychology
student to the varied facets of professional practice and
development. It begins with an in-depth study of the
Massachusetts’ law on the Requirements for Licensure as a
Mental Health Counselor covering topics from educational
to pre- and post-masters supervised practice requirements.
Other topics covered include the history and reasons behind
professional regulation in the mental health professions, the
licensing exam, job searching, specialization of practice, continued
education and training, private practice considerations,
and licensing laws in other states. A major emphasis is
on helping the student explore professional identity issues by
asking such questions as “What does it mean to be a counseling
psychologist?” “What skills do I have and what role do I play
as a member of a multidisciplinary treatment team?” “What
professional organizations should I belong to? Why” “What
is the difference between a profession and a job?” 3 credits
P S Y 6 3 0 - C U L T U R A L C O M P E T E N C I E S I N
C O U N S E L I N G
Spring Hylton
Competent mental health professionals must use culturally
appropriate intervention strategies when working with a
diverse clientele. The purpose of this course is to foster the
development of multicultural competence in counseling
practices. The course is designed to promote the awareness
of cultural factors that can affect counseling practices,
knowledge about various cultural backgrounds and experiences.
Issues to be addressed in this course include prejudice,
racism, oppression, and discrimination that affect individuals
from various racial or ethnic groups, elders, individuals
with disabilities, women, gay men, and lesbians.
Prerequisites: PSY500, PSY501, PSY600. 3 credits
P S Y 6 5 0 - R E S E A R C H S E M I N A R
Spring/Summer Fitzpatrick/Kuersten Hogan
This course provides students with the conceptual tools necessary
to design and critically evaluate research in the areas
of psychology and counseling. Problems in methodology are
explored through readings, discussion, and involvement in
research. Prerequisite: PSY504. 3 credits
P S Y 6 6 0 - S P E C I A L T O P I C S S E M I N A R I N
C O U N S E L I N G P S Y C H O L O G Y
TBA TBA
This course is designed to provide students with contemporary
topics and issues in psychotherapy. Topics will be chosen
based on timeliness, interest, and relevance to current
psychological practice. The course will allow students the

opportunity to examine current issues with greater detail
than would be possible in other course offerings.
Prerequisites: PSY500, PSY501, PSY600. 3 credits
P S Y 7 0 1 - M A R I T A L T H E R A P Y
Summer Bozicas
This course focuses on contemporary theoretical approaches
to couples therapy. The major theoretical models include:
family of origin/relational; cognitive/ behavioral; and communication.
Theory, case studies, and simulation are the
basis for class interaction in seminar format. Each student
has the responsibility to begin formulating an organized theoretical
approach to treating couples. Prerequisites: PSY500,
PSY501, PSY600, PSY700, PSY708. 3 credits
P S Y 7 0 2 - A D V A N C E D F A M I L Y T H E R A P Y
Summer Kuersten Hogan
This course will focus on understanding interactional patterns
and influences from the perspective of major family
therapy paradigms. Consideration of family treatment for
both adult and child clinical presentations will be examined.
In addition to the theoretical introduction, the course will
cover practical topics such as when to choose family treatment,
dealing with the beginning therapist’s anxieties, assessing
interactional styles, structuring initial treatment sessions,
developing a treatment focus, and basic treatment skills.
Prerequisites: PSY500, PSY501, PSY600, PSY708. 3 credits
P S Y 7 0 5 - G R O U P A P P R O A C H E S T O
C O U N S E L I N G A N D P S Y C H O T H E R A P Y
Fall/Spring Kuersten Hogan
This course is designed to provide a theoretical understanding
of group development, purpose, and dynamics. Through
reading and discussion, different approaches to the use of
groups will be explored. Issues related to group counseling
methods, skills, and leadership styles will be examined. This
course will cover a range of groups that are used by mental
health counselors (e.g., therapeutic, psychosocial, psychoeducational).
Prerequisites: PSY500, PSY501, PSY600, PSY708.
3 credits
P S Y 7 0 8 - C O G N I T I V E A S S E S S M E N T A N D
P S Y C H O T H E R A P Y
Fall, Spring O’Reilly
The focus of this course is on a psychotherapeutic understanding
of cognitive structure and content as it influences
the client’s perceptions, emotional states, and behavior. The
theory and practice of Kelly, Beck, Meichenbaum, and Ellis
receive systematic treatment. Personal construct assessment,
cognitive modification, stress inoculation training, selfinstructional
methods, and cognitive restructuring techniques
receive special emphasis. Prerequisites: PSY500,
PSY501, PSY600. 3 credits
P S Y 7 1 1 - C O G N I T I V E - B E H A V I O R A L
A S S E S S M E N T O F C H I L D R E N
Spring Kuersten Hogan
This course reviews the basic principles underlying the
assessment of children’s behavior and psychological adjustment
using a cognitive–behavioral and developmental theo-
retical framework. Special considerations when working
with children will be reviewed along with specific attention
directed toward: (1) ethics, (2) behavioral observation/coding
systems, (3) rating scales, (4) use of self-report with children,
and (5) interviews. Students will receive instruction in
choosing an appropriate instrument, designing a multimethod
assessment battery, interpreting test results, and
writing reports. The important link between assessment and
treatment planning and evaluating treatment outcome will
be stressed as well. Prerequisites: PSY502, PSY504, PSY708;
PSY502 and PSY504 may be taken concurrently. 3 credits
P S Y 7 1 2 - C O G N I T I V E – B E H A V I O R A L
I N T E R V E N T I O N S W I T H C H I L D R E N
Summer Toscano
The purpose of this course is to acquaint the student with a
variety of therapeutic techniques designed to address childhood
difficulties. A framework for evaluating and choosing a
treatment approach and a brief overview of diagnostic classification
systems and their relevance to treatment will be provided.
Practical techniques will be reviewed including: interviewing,
interventions for working with parents, for consulting
to schools, intervening with common childhood developmental
problems (e.g., enuresis/encopresis) as well as more
extreme psychological difficulties such as anxiety disorders,
conduct disorders, and abuse. Cognitive– behavioral treatment
approaches that have been empirically supported will
be emphasized, and the advantages and disadvantages of
techniques discussed within a developmental framework.
Prerequisites: PSY500, PSY501, PSY502, PSY504, PSY600,
PSY708, PSY711. 3 credits
P S Y 7 1 3 - C O G N I T I V E T H E R A P Y F O R F A M I L Y
O F O R I G I N P R O B L E M S
Fall Bozicas
This course presents a cognitive model for treating survivors
of traumatic and/or dysfunctional family of origin circumstances.
Topics to be covered include assessment issues, dysfunctional
schemata, information processing deficits, the use
of affect, the use of the therapeutic relationship, transference
and countertransference issues, strengthening boundaries
and building coping strategies. Prerequisites: PSY500,
PSY501, PSY600, PSY708. 3 credits
P S Y 7 1 5 - C O G N I T I V E - B E H A V I O R A L
A S S E S S M E N T O F A D U L T S
Spring Doerfler
This course reviews the basic principles that guide assessment
of clinical problems using a cognitive-behavioral framework.
Students will learn about several assessment strategies including
behavioral observation, self-report, self-monitoring, and
structured interviews and rating scales. Special attention will
be paid to the assessment of anxiety, depression, addictive
behaviors, social skills, and marital dysfunction. The important
link between assessment and treatment planning, and
evaluating treatment outcome will be stressed as well.
Prerequisites: PSY500, PSY501, PSY504, PSY600, PSY708;
PSY504 may be taken concurrently. 3 credits
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C O U N S E L I N G P S Y C H O L O G Y C O U R S E D E S C R I P T I O N S
P S Y 7 1 6 - C O G N I T I V E - B E H A V I O R A L
I N T E R V E N T I O N S F O R D E P R E S S I O N
A N D A N X I E T Y
Summer Doerfler
The purpose of this course is to acquaint the student with
cognitive-behavioral theories of the etiology and treatment
of depression and anxiety. Topics to be covered include the
diagnosis of depressive and anxiety disorders, principles of
cognitive and behavioral assessment, evaluation of suicidal
ideation and behavior, and therapeutic techniques to alleviate
depression and anxiety. Cognitive-behavioral approaches
that have been empirically validated will be emphasized.
Prerequisites: PSY500, PSY501, PSY600, PSY708. 3 credits
P S Y 7 1 8 - P S Y C H O L O G I C A L I N T E R V E N T I O N S
F O R A D D I C T I V E B E H A V I O R S
Spring Doerfler
The purpose of this course is to acquaint the student with
psychological theories of the etiology and treatment of
addictive behaviors. Topics covered include the diagnosis of
addictive behaviors (alcohol and drug abuse, tobacco use),
pharmacological effects of various substances, principles of
psychological assessment, evaluation of clients’ motivation
to change, and therapeutic techniques for changing addictive
behaviors. Interventions that are most strongly supported by
outcome research will be emphasized in this course.
Prerequisites: PSY500, PSY501, PSY600, PSY708. 3 credits
P S Y 7 2 0 - S Y S T E M S I N T E R V E N T I O N S
W I T H C H I L D R E N
Fall Kuersten Hogan
This course will offer an opportunity to explore clinical
interventions with children and adolescents within the major
contexts influencing their development and mental health—
their families, schools, communities, and legal system.
Emphasizing the fact that children and youth are particularly
susceptible and dependent upon their environments, this
course will attempt to provide the student with an appreciation
of how these influence a child’s personal identity and
actual behavior as well as an understanding of the need to
take these into account in developing viable clinical interventions.
Prerequisites: PSY500, PSY501, PSY502, PSY600,
PSY708. 3 credits
P S Y 7 2 7 - A S S E S S M E N T A N D T R E A T M E N T
O F A D H D
Spring Bozicas/Murphy
The purpose of this course is to provide students with an
overview of the nature, diagnosis, assessment, and treatment
of Attention Deficit Hyperactivity Disorder in children, adolescents,
and adults. As part of this overview, various empirical,
clinical, and controversial issues will be discussed and
critically examined within a developmental framework.
Students will be exposed to materials which will help them
answer the following questions: What is ADHD? Is it a real
disorder? Are we over-diagnosing and over-medicating children?
Do we have reliable and valid methods of diagnosing
it? What are the best ways of assessing and treating ADHD?
How does ADHD differ in children and adults? How does
ADHD interact with the Americans with Disabilities Act
(ADA)? This course will cover child, adolescent, and adult
presentations of this disorder and present empirically-supported
interventions specific to each population. An
overview of psychopharmacological treatments as well as
specific parent-training programs will be discussed.
Prerequisites: PSY500, PSY501, PSY600, PSY708. 3 credits
P S Y 7 2 8 - P S Y C H O P H A R M A C O L O G Y
F O R C O U N S E L O R S
Fall Moran
This course is designed to provide mental health counselors
with a practical overview of the most commonly prescribed
psychiatric medications. Psychotropic medications are considered
to be important treatments for many psychological
disorders and these drugs are often combined with psychotherapy
for the treatment of a wide range of psychological
disorders. Even though medication decisions are made by
professionals who are trained in medicine and licensed to
prescribe drugs, it is beneficial for mental health counselors,
psychologists, and social workers to have a thorough knowledge
of how psychotropic medications are used and how
they work in the human body. This course will cover significant
medical aspects of the use of these drugs, including indications
based on diagnosis, physiological functions, side
effects, and criteria for evaluating client response and recommending
further treatment or reevaluation. Prerequisites:
PSY500, PSY501, PSY600, PSY708. 3 credits
P S Y 7 9 0 - P R O F E S S I O N A L I N T E G R A T I V E
S E M I N A R
Fall Kuersten Hogan/O’Reilly/Toscano
This course is designed to facilitate the synthesis and integration
of theory, practice, and research related to psychotherapy.
Special attention will be paid to issues of case conceptualization,
psychological assessment, and the efficacy of psychotherapy.
In addition, students will be encouraged to develop a
more sophisticated understanding of psychological interventions
for specific psychosocial problems and difficulties.
Prerequisite: PSY708, PSY801 for MA candidates. 3 credits
P S Y 8 0 0 - D I R E C T E D S T U D Y
Summer/Fall/Spring Staff
Individually supervised study and projects with program
advisor where appropriate. Students may take no more than
two directed studies. 3 credits
P S Y 8 0 1 - C O U N S E L I N G P R A C T I C U M
Summer Bluestone/Bozicas/Rosen
Counseling Practicum involves placement in a clinical setting
to enable students to develop basic counseling skills and
integrate professional knowledge and skills. Counseling
Practicum provides an opportunity to perform, on a limited
basis and under supervision, some of the activities that a
mental health counselor would perform. In addition to the
supervised practicum, this course involves a weekly seminar.
Prior permission of the Practicum Coordinator is required in
order to arrange for a practicum setting appropriate to the
student’s academic and career goals. Prerequisites: Consent
of the Practicum Coordinator and completion of PSY500,
PSY501, PSY600. 4 credits

P S Y 8 0 2 - I N T E R N S H I P I ( C L I N I C S E T T I N G )
Fall Bluestone/Bozicas/Rosen
Internship involves placement in a clinical setting to enable
students to work with clients under professional supervision
and to acquaint students with the structure, operation, and
procedures of a clinical setting. The internship is intended to
enable the student to refine and enhance basic counseling
skills, develop more advanced counseling skills, and integrate
professional knowledge and skills appropriate to the student’s
career goals. In addition to the supervised field experience,
this course involves a weekly seminar. Prior permission of the
Internship Coordinator is required in order to arrange for an
internship setting appropriate to the student’s academic and
career goals. Prerequisites: Consent of the Internship
Coordinator and completion of PSY801 (Counseling
Practicum), and two advanced (700-level) counseling courses.
4 credits
P S Y 8 0 3 - I N T E R N S H I P I I ( C L I N I C S E T T I N G )
Spring Bluestone/Bozicas/Rosen
P S Y 8 1 1 - A D V A N C E D C O U N S E L I N G P R A C T I C U M
Summer Bluestone/Bozicas/Rosen
Advanced Counseling Practicum involves placement in a clinical
setting to enable students to develop counseling skills and
integrate professional knowledge and skills. Advanced
Counseling Practicum provides an opportunity to perform
some of the activities that a mental health counselor would
perform under the direct supervision of a licensed mental
health professional. In addition to the supervised practicum,
the course involves a weekly seminar. Prior permission of the
Practicum/Internship Coordinator is required in order to
arrange a practicum placement that is appropriate to the student’s
academic career goals. Prerequisites: Consent of the
Practicum Coordinator and PSY500, PSY501, PSY600, or
their equivalent. 4 credits
P S Y 8 1 2 - A D V A N C E D C O U N S E L I N G I N T E R N S H I P
I ( C L I N I C S E T T I N G )
Fall Bluestone/Bozicas/Rosen
Advanced Counseling Internship involves placement in a
clinical setting to enable students to work with clients under
professional supervision and to acquaint students with the
structure, operation, and procedures of a clinical setting. The
internship is intended to enable the student to refine and
develop more advanced counseling skills and to integrate professional
knowledge and skills appropriate to the student’s
career goals. In addition to the supervised field experience,
this course involves a weekly seminar. Prior permission of the
Practicum/ Internship Coordinator is required in order to
arrange an internship placement that is appropriate to the
student’s academic career goals. Prerequisites: Consent of the
Practicum/Internship Coordinator and completion of PSY811
(Advanced Coun-seling Practicum) and two advanced counseling
courses. 4 credits
P S Y 8 1 3 - A D V A N C E D C O U N S E L I N G I N T E R N S H I P
I I ( C L I N I C S E T T I N G )
Spring Bluestone/Bozicas/Rosen
LUCY MUIGAI, M.A. ’07
Worcester, MA
“In a nutshell, the quality of
this program is simply amazing.
Imagine receiving a job offer
before graduation! It happened
to me and other students in my
graduating class.”
“The organization with which I interned
specifically told me that interns from
Assumption College’s Counseling
Psychology program were preferred.”
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C O U N S E L I N G P S Y C H O L O G Y A D M I N I S T R A T I O N A N D F A C U L T Y
Counseling Psychology Program
Kennedy Building Rm 123
Phone: (508) 767-7390 Fax: (508) 767-7623
A D M I N I S T R A T I O N
Leonard A. Doerfler
Ext. 7549 / doerfler@assumption.edu
Director of the Counseling Psychology Program
Director of the Aaron T. Beck Institute for Cognitive Studies
Fellow, Academy of Cognitive Therapy
Edmund F. O’Reilly
Ext. 7554 / eoreilly@assumption.edu
Coordinator of the Cognitive-Behavioral Therapies
Concentration
Founding Director, Aaron T. Beck Institute for Cognitive Studies
Peter F. Toscano, Jr.
Ext. 7460 / ptoscano@assumption.edu
Coordinator of the Child and Family Intervention
Concentration
Practicum and Internship Program Coordinator
Susan Volungis
Ext. 7390 / volungis@assumption.edu
Administrative Secretary
Adrian O. Dumas
Ext. 7365 / adumas@assumption.edu
Director of Graduate Enrollment Management & Services
Arlene Tatro
Ext. 7154 / atatro@assumption.edu
Graduate Financial Aid Advisor
F A C U L T Y
Leonard A. Doerfler
Ext. 7549 / doerfler@assumption.edu
Professor of Psychology (1989). B.S., University of Pittsburgh;
M.A., Ph.D., University of Missouri-Columbia, 1982; Fellow,
Academy of Cognitive Therapy.
Dr. Doerfler’s clinical and research interests include cognitivebehavioral
and interpersonal models of mood disorders,
predictors of psychiatric hospitalization, psychotherapy outcome
assessment, psychosocial adjustment to life-threatening
illness, and assessment of depression and post-traumatic
stress disorder in heart attack survivors. He is a clinical
psychologist and is Director of the Counseling Psychology
Program’s Aaron T. Beck Institute for Cognitive Studies
and Adjunct Associate Professor of Psychiatry at the
University of Massachusetts Medical Center.
Paula Fitzpatrick
Ext. 7550 / pfitzpat@assumption.edu
Associate Professor of Psychology (1996). B.A., University of
Connecticut; Ph.D., University of Connecticut, 1993.
Dr. Fitzpatrick’s research focuses on understanding the
function of perception and cognition in movement, the
acquisition of new skills, and becoming proficient in performing
these skills. Her current research investigates the
role of touch in using hand-held tools, the perceptual and
cognitive principles that foster the development of manual
skills, and the kinds of movement control strategies that
reduce cognitive effort in the production of skilled manual
actions. Dr. Fitzpatrick is an experimental psychologist.
Maria D. Kalpidou
Ext. 7294 / mkalpido@assumption.edu
Assistant Professor of Psychology (1998). B.A., Aristotle
University (Thessaloniki, Greece); M.A., Tufts University;
Ph.D., Louisiana State University, 1997.
Dr. Kalpidou’s interests focus on socioemotional development
of young children. Her work examines the co-regulation of
aversive behaviors in mother-child interactions, the relationship
of behavioral and emotional self-regulation in preschoolage
children, and psychosocial adjustment in immigrant
children. Dr. Kalpidou is a developmental psychologist.
Regina Kuersten-Hogan
Ext. 7585 / kuersten@assumption.edu
Psychology (2000). B.A., University of Massachusetts, Boston;
M.A., Ph.D., Clark University, 1998; Post-Doctoral
Fellowship, Brown University Medical School.
Dr. Kuersten-Hogan’s clinical interests focus on the early
childhood period of development, particularly family factors
involved in children’s development. She is a clinical psychologist
who is providing therapy to children and families
at Children’s Friend.
Amy C. Lyubchik
Ext. 7390 / alyubchi@assumption.edu
Assistant Professor of Psychology (2002). B.A., Clark
University; M.A., Ph.D., University of Rochester, 1998;
Post-Doctoral Fellowship, Harvard Medical School.
Dr. Lyubchik’s clinical and research interests include the
development of prosocial behaviors, such as the formation of
secure attachments, social referencing, empathy, and moral
development in infancy and early childhood. Her current
research explores the contribution of specific distortions in
parent-infant interaction to the disorganization of the
infant’s attachment strategies. Dr. Lyubchik is a clinical
psychologist.
Edmund F. O’Reilly
Ext. 7554 / eoreilly@assumption.edu
Associate Professor of Psychology (1975). A.B., Boston
University; M.A., Kent State University; Ph.D., State
University of New York at Albany, 1971.
Dr. O’Reilly’s clinical and research interests center on how
the social variables of self-disclosure and apology affect forgiveness.
He is currently investigating the gravity of various
personal offenses within the contexts of discovery versus
disclosure. These are construed as contextual factors that
may influence apology and forgiveness. Dr. O’Reilly is a
clinical psychologist and is Coordinator of the Counseling
Psychology Program’s Concentration in Cognitive-
Behavioral Therapies.

Peter F. Toscano, Jr.
Ext. 7460 / ptoscano@assumption.edu
Associate Professor of Psychology (1976). B.A., Clark University;
Ph.D., State University of New York at Stony Brook, 1976.
Dr. Toscano’s clinical and research interests include adoption
issues in children and adolescents, child maltreatment, and
developmental psychopathology. He is a clinical psychologist
and Coordinator of the Counseling Psychology Program’s
Practicum and Internship Program and the Concentration
in Child and Family Interventions. He is also Assistant
Professor of Psychiatry at the University of Massachusetts
Medical Center.
L E C T U R E R S
Hanya Bluestone
Psychology (2006). A.B., Harvard University; M.A., Ph.D.,
California School of Professional Psychology–Fresno, 1995.
Dr. Bluestone is a forensic psychologist for the Department
of Mental Health. She works in the Adult Court Clinic at
the Worcester Trial Court. Dr. Bluestone also serves as a
mental health consultant to the Worcester County Jail and
maintains a small private practice in Spencer, MA. Over the
course of her career, Dr. Bluestone has worked in residential
treatment programs for children, correctional settings,
inpatient psychiatric units, and outpatient clinics. Her areas
of interest include Dialectical Behavior Therapy, suicide
prevention, women’s issues, clinical supervision, and treatment
of Bipolar Disorder.
George D. Bozicas
Psychology (1989). B.S., Fitchburg State College; M.A.,
Assumption College; Ph.D., University of Rhode Island,1986.
Dr. Bozicas’ clinical interests include family of origin issues
in individual psychotherapy, treatment of attention deficit
hyperactivity disorder in children, adolescents, and adults,
and marital and couples therapy. He is a clinical psychologist
who is a member of a private mental health group practice.
Lisa Comparini
Psychology (2005). B.A., Austin College; M.A., Ph.D., Clark
University, 2000; Post-Doctoral Fellowship, University of
Connecticut.
Dr. Comparini’s research interests focus on the role of
social interaction in development. In particular, she is
interested in the role of language in shaping and mediating
various social and cognitive skills, as well as on the role of
social interaction in language development itself. Related
to this, she is simultaneously interested in the social and
cultural contexts of development and how these lead to culturally
specific developmental trajectories. Dr. Comparini
is a developmental psychologist.
Laura A. Ferrer
Psychology (2004). B.A., Pennsylvania State University;
M.A., Ph.D., Ohio State University, 1998.
Dr. Ferrer’s clinical interests focus on working with adults
and adolescents to treat a variety of disorders, including
mood, anxiety, and eating disorders, personality disorders,
and lifespan developmental concerns. She is Clinical
Instructor in Psychology in the Department of Psychiatry,
Harvard University Medical School (McLean Hospital) and
also is in private practice.
Jennifer Hylton
Psychology (2005). M.Ed., Cambridge College; Psy.D.,
Antioch New England Graduate School, 2001.
Dr. Hylton is a native of Jamaica. She has extensive experience
working with disadvantaged populations. Her diverse
work experience includes emergency mental health assessments,
individual and group psychotherapy, and school
psychology in an urban school setting. She is a licensed
clinical psychologist, licensed school psychologist, and a
licensed marriage and family therapist. Dr. Hylton is in private
practice where she provides psychological evaluations
and psychotherapy to adolescents, adults, and families. She
has particular interest in working with populations from
diverse cultural backgrounds.
Peter W. Moran
Psychology (1992). B.A., Assumption College; M.A., State
University of New York, Plattsburg; Ph.D., Brigham Young
University, 1982.
Dr. Moran’s clinical interests include cognitive-behavioral
treatment of anxiety and mood disorders, psychotherapy
outcome assessment, and managed care issues in clinical
practice. He is a clinical psychologist at the Center for
Psychiatry at St. Vincent Hospital, Clinical Director for
Prescott Health Care, and Adjunct Assistant Professor of
Psychiatry at the University of Massachusetts Medical Cente.
Kevin R. Murphy
Psychology (2002). B.A., Boston College; M.S.; Florida State
University; Ph.D., University of Connecticut, 1990.
Dr. Murphy’s clinical interests focus on the assessment and
treatment of attention deficit hyperactivity disorder in adolescents
and adults. He is a clinical psychologist in private practice.
Paul M. Rosen
Psychology (1989). B.A., UMass; M.A., University of Denver;
Ph.D., University of Denver, 1977.
Dr. Rosen’s clinical interests include self-mutilation in
children and adolescents and severe psychopathology in
adolescents. He is a clinical psychologist and Clinical
Director of Educational Support Programs at the Central
Massachusetts Special Education Collaborative.
John D. Weagraff, Jr.
Psychology (1995). B.A., Pennsylvania State University;
M.A., Ibid.; M.Div., Andover Newton Theological School;
Ph.D., Boston College, 1989; Psy. D., Massachusetts School of
Professional Psychology, 1995.
Dr.Weagraff’s clinical interests include ethical and professional
issues in counseling and psychotherapy. He is a clinical
psychologist and also a minister; Dr. Weagraff works in the
Department of Pastoral Care Services at Westboro State Hospital.
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A S S U M P T I O N G R A D U AT E S C H O O L A C A D E M I C I N F O R M A T I O N
A C A D E M I C G R I E V A N C E P R O C E D U R E
If a student has a grievance concerning grades and other
academic issues he/she may seek resolution through the
Academic Grievance Procedure. The academic grievance
procedure process and criteria may be obtained from the
Graduate School office.
A C A D E M I C H O N E S T Y
Representing the work of another as your own is a violation
of fundamental principles of truthfulness and an offense
against the academic community. Academic dishonesty may
result in the student failing the course, at the discretion of
the instructor. Academic dishonesty includes cheating on
examinations, as well as plagiarism (failure to credit properly
the ideas, organization of material or phrasing of another,
including the use of term paper or reference paper services).
Submitting one’s own work, in part or in whole, to
more than one instructor without proper notification is also
academically dishonest and subject to appropriate disciplinary
action.
A C C O M M O D A T I O N S F O R L E A R N I N G
D I S A B I L I T I E S
Students with learning disabilities, ADHD/ADD, chronic
medical conditions, physical disabilities, or psychiatric
disabilities who plan to request academic accommodations
must self-identify and provide appropriate recent documentation
of disability to the Director of Disability Services.
Individual Education Plans (IEP) and 504 Plans are not
considered documentation and do not carry over to higher
education. Documentation guidelines are available at:
www.assumption.edu/acad/ASC/disabilities.html.
Once documentation has been reviewed by the college,
the student must schedule a meeting with the Director
Disability Services. During this meeting, the student and
director will determine reasonable accommodations. Please
be aware that some accommodations may take up to 12 weeks
to implement. Students are strongly advised to begin the
process of self-identification, eligibility, and accommodation
determination well before the start of the semester in order
to provide the college with reasonable notice.
Students must request accommodations each semester.
Students who are registered with Disability Services will
receive an email reminder, sent to their Assumption.edu
email account at the start of each semester.
A U D I T
With permission of the Program Director, a Special Student
or, in special cases, a matriculated student may audit a
course. The fee is one-half of the regular three-credit-hour
fee. A student who changes status from credit to audit after
the seventh week of classes (or, in summer sessions, after
the third week) must have permission of the Program Director
and the Dean of the Graduate School. No refund is available
to those who change status from degree credit to audit. All
changes must be process by the registrar prior to the last
class meeting.
C L A S S A T T E N D A N C E
All students must attend class whenever an announced test,
quiz, oral or written examination is given and whenever a
report or paper is due. In addition, instructors have the prerogative
of establishing specific attendance requirements in
their own courses. Each student has the responsibility to
keep fully informed of class assignments, special activities
and examinations of all types, and to meet the requirements
of the course.
C O U R S E W I T H D R A W A L S / A D D I T I O N S
Course Withdrawals (‘drop”)
Students may withdraw from a course at any time up to
the eighth class meeting. To withdraw from a course, the
student must notify the program office of his/her intent to
withdraw and request that a withdrawal form be processed.
The date of withdrawal is the date on which the student
notified the program office. A student may be administratively
withdrawn upon determination that he/she has
not attended class sessions. See the Financial Information
section for the tuition refund schedule.
Course Additions (“add”)
Students may register for a course up to one week after the
start of any given course. No additions are permitted
beyond that date.
Unusual Circumstances
Where illness or extraordinary circumstances require a
student to withdraw after the eighth class meeting, the
student may submit a written statement to the Program
Director requesting a withdrawal from the course(s).
D I R E C T E D S T U D I E S
Directed studies are allowed on a limited basis with the
permission of the Professor and the Program Director.
Students in the Counseling Psychology program may take
no more than two directed studies.
E N R O L L M E N T S T A T U S
A student who is enrolled in nine or more credits during
the Fall and Spring semesters is considered a full-time student.
All others are considered part-time students.

G R A D I N G
The grades are as follows: A, A–, B+, B, B–, C+, C, C–, D+,
D, D–, and F.
The following courses are graded on Pass/Fail: PSY801
Counseling Practicum, PSY802 Internship I, PSY803
Internship II, and PSY790 Professional Integrative Seminar.
A grade of “C+” or lower is not acceptable for credit.
Failures are not removed from the student transcript.
The “I” (Incomplete) is given when a student for reasonable
cause does not complete the requirements of a
course. If the Incomplete is not changed to a grade by the
marking time of the following semester, the grade will be
changed automatically to a Failure. In extenuating circumstances,
the department chair or program director may petition
the Dean of the Graduate School for an extension to
complete the work in the course.
The “W” on a transcript signifies that the student has
officially withdrawn from a course.
A minimum QPA of 3.0 is required for graduation.
P R O G R A M D I S M I S S A L
The College reserves the right to dismiss students for poor
academic performance, academic dishonesty, or unprofessional
behavior.
P R O G R A M T I M E L I M I T
All requirements for the Master’s degree and the CAGS
must be satisfied within seven calendar years. In unusual
cases, and on the written request of the student, exceptions
to this limit may be recommended to the Dean of the
Graduate School by the Program Director.
T R A N S F E R C R E D I T S
Graduate work completed at other institutions prior to
acceptance as a degree candidate may be offered in partial
fulfillment of the course requirements with the approval of
the Program Director and the Dean of the Graduate School.
No more than six credits may be considered for transfer.
These credits should have been earned within seven years
prior to the date on which the Assumption College graduate
degree is officially conferred. Students are to submit an
official transcript of record to the Program Director when
requesting approval of advanced credits. No transfer of
credit will be approved until the student has completed
twelve credits of graduate work at Assumption College.
A student who receives advanced credit is not exempt from
any part of the comprehensive examinations.
Once admitted into the program, students must obtain
the permission of both the Program Director and the Dean
of the Graduate School to take courses at another institution.
ERIN CHRISTIANO, M.A. ’05
Clinician
DYS Locked Facility / Worcester Secure Treatment Unit
Westboro, MA
“The program laid the ideal
foundation for me to grow
into a skilled, flexible, and
creative clinician. The
Cognitive-Behavioral model
is highly effective in my work
with violent juveniles.”
“Highlights were the expertise, availability, and
compassion of the faculty, the opportunity to
participate in Fellowship program research, and
the Beck Institute lectures which feature leading
thinkers and practitioners in the field. I’m thrilled
to hold my master’s degree from Assumption.”
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28
A S S U M P T I O N G R A D U AT E S C H O O L F I N A N C I A L I N F O R M A T I O N
T U I T I O N A N D F E E S
Tuition / 2008-2009 Academic Year:
Per 3 credit course $ 1404.00
Per 4 credit course
Fees:
$ 1872.00
Application Fee $ 30.00
Registration Fee (per semester) $ 20.00
Graduate Degree Audit Fee*
*fee is assessed one time only
$ 100.00
Promissory Note Default Fee $ 100.00
Health Insurance:
Massachusetts State Law requires that any student enrolled in six
or more credits in the fall or spring semester must submit evidence
of health insurance coverage or the student will be automatically
enrolled in the College’s insurance plan.
Payment:
All checks should be made payable to Assumption College.
Tuition may be paid by check or credit card. Assumption accepts
MasterCard, VISA, or Discover. Financial aid, loans, payments
deferred payment plans, etc., must be received by the payment due
date of each semester. All fees and policies are subject to change
without notice at the discretion of the Trustees of the College.
The application fee should be sent directly to the Graduate
School office. The application fee is waived for Assumption
College matriculated students and alumni.
Assumption’s policy is that full tuition and registration fee
payment be made at the time of course registration. Any
outstanding tuition and/or fee balances must be paid before a
student’s grades are released or degree is conferred.
G R A D U A T E F E L L O W S H I P
The Counseling Psychology program awards fellowships based
on scholastic record. Fellows work with a faculty mentor on clinically-related
research for an academic year. This award is credited
to the students account as tuition remission. To apply, candidates
should submit a letter to the Program Director, Dr. Leonard
Doerfler on or before March 1st. Questions can be directed to the
department at (508) 767-7390.
E X T E N D E D P A Y M E N T P L A N
Tuition Pay (AMS) offers graduate students a low cost extended
payment plan. This is not a loan program, there are no interest
charges. The application fee for the fall or spring semester, if
applied individually, is $35. If a student applies for the fall and
spring semesters at the same time the fee is $60. The first payment
for the fall semester is due August 1. The first payment for
the spring semester is due December 1. Summer sessions are not
eligible. Applications are available from the Finance office at
(508) 767-7471.
V O U C H E R U S E
Students who are awarded Graduate Fellowships, Traineeships, or
Assistantships in a graduate degree program are not permitted to
use course vouchers to pay for courses that are included in their
program of study.
A C A D E M I C S U P P O R T C E N T E R
The study skills graduate assistant works with students
interested in learning study skills, students on Conditional
Enrollment or Academic Probation, and students with learning
disabilities. Interested candidates should contact the Director
of the Academic Support Center at (508) 767-7170 for details.
F E D E R A L S T A F F O R D S T U D E N T L O A N S
Federal aid is available in the form of loans for both U.S. citizens
and permanent residents. The amount of Federal financial aid is
based on the cost of education less the amount you are expected
to contribute toward that cost. Federal loans can be up to $20,500
(subsidized and unsubsidized) per year, but cannot exceed the
combined undergraduate and graduate aggregate limit.
To apply for a Federal student loan, unconditionally accepted
full-time (3 courses/semester) and half-time (2 courses)
students must complete the FAFSA form (see www.fafsa.ed.gov).
Students must also complete a master promissory note and a
Graduate Financial Aid Application, available from the Financial
Aid Office or on the Assumption web site. Students can contact
the Financial Aid Office for further assistance at (508) 767-7154.
For additional information on subsidized and unsubsidized
Stafford Loans and Graduate PLUS Loans, visit our web site at
www.assumption.edu/graduate
S T U D E N T A F F A I R S
A limited number of positions are available through the Office of
Student Affairs. Resident Director and Head Resident Assistant
positions provide certain tuition remission and housing benefits.
Call the Office of Residential Life at (508)767-7505 for details.
Two assistantship positions are available through the Office of
Campus Life. Call (508)767-7536 for information.
C A R E E R P L A N N I N G
Full-time graduate students are eligible for a limited number
of Career Planning Graduate Assistant positions which provide
stipend and/or tuition remission benefits. Contact the Director of
Career Services at (508) 767-7409 for details.
V E T E R A N S ’ B E N E F I T S
Eligibility is based on the regulations issued by the Veterans’
Administration. Veterans should contact their Veterans’
Representative or the Registrar’s Office for further information
at (508) 767-7408.
E M P L O Y E R T U I T I O N R E I M B U R S E M E N T
Students are encouraged to contact their employer’s Human
Resource Department to inquire about any available tuition
benefits. Students are expected to pay in full at the time of
registration and then comply with their individual employer’s
reimbursement policies. Many employers have a “Promissory
Note” agreement with Assumption College. Call (508) 767-7426
to inquire if your employer is on the Promissory Note list.
Students are required to sign a supplemental Assumption
“Promissory Note” and in the event that the student defaults on
the terms of the promissory note, the student will be assessed a
default fee.
A L T E R N A T I V E L O A N S
Private loan options are also available. Contact the Financial Aid
Office at (508) 767-7154 for information.
R E F U N D S
No consideration will be given to an application for a refund
unless the student has given notice to the Program Director at
the time of withdrawal from a course. No fee paid, or any portion
thereof, is returnable as a matter of right upon a student’s
withdrawal from the College. Where illness, physical disability
or extraordinary circumstances require a student to leave, he/she
may file with the Director of Graduate Enrollment a written
statement of the causes of such withdrawal, accompanied by a
statement from the registrar giving the date of withdrawal. The
“date of withdrawal” is the date on which the student has actually
notified the department. Refunds on tuition will be made according
to the following schedule:
Withdrawal prior to the 1st class session ................100%
Withdrawal prior to the 2nd class session................. 90%
Withdrawal prior to the 3rd class session .................50%
Withdrawal after the 3rd class session..........................0%

C O U N S E L I N G P S Y C H O L O G Y A B O U T A S S U M P T I O N C O L L E G E
C O L L E G E ’ S M I S S I O N
Assumption College, rooted in the Catholic intellectual
tradition, strives to form graduates known for critical intelligence,
thoughtful citizenship and compassionate service.
We pursue these ambitious goals through a curriculum
grounded in the liberal arts and extending to the domain of
professional studies. Enlivened by the Catholic affirmation
of the harmony of faith and reason, we aim, through the
pursuit of truth, to transform the minds and hearts of
students. Assumption favors diversity and ecumenically
welcomes all who share its goals.
A S S U M P T I O N I S T S P O N S O R S H I P
The order of the Augustinians of the Assumption, founders
of Assumption College, was begun by an educator whose
most cherished project was the establishment of a Catholic
university. Fr. Emmanuel d’Alzon envisioned an institution
committed to academic excellence. Father d’Alzon was also
devoted to helping adults learn, adapt, grow and change in
various ways.
L O C A T I O N
Assumption College occupies a 185-acre campus in
Worcester, approximately three miles from the center of the
city. Worcester is located approximately 50 minutes west of
Boston.
Cultural attractions in Worcester include the
American Antiquarian Society, the Worcester Art Museum
and the Higgins Armory Museum. The large college and
university population in the area, as well as the DCU
Center, attracts an array of theatrical, musical, and artistic
groups each year. The city is a blend of various ethnic groups
that migrated to the area in the nineteenth century and in
recent times. Worcester is both an industrial center and a
university community, home to nine of the 13 institutions
of higher learning that constitute the Worcester Consortium
for Higher Education. For exceptional achievements and
programs, Worcester has gained national recognition.
A C C R E D I T A T I O N
Accredited by:
New England Association of Schools and Colleges, Inc.
State of Massachusetts Department of Education
Council on Rehabilitation Education
A member of:
American Assembly of Collegiate Schools of Business
Association of American Colleges
Association of Catholic Colleges and Universities
Association of Continuing Higher Education
Association of Governing Boards of Universities
and Colleges
Association of Independent Colleges and Universities
in Massachusetts
Council of Graduate Schools
Council of Independent Colleges
College Entrance Examination Board
Institute of Higher Education
National Association of Independent Colleges and
Universities
National Catholic Educational Association
National Commission on Accreditation
National Council on Rehabilitation Education
Worcester Consortium for Higher Education, Inc.
Affiliated with:
The Institute of Augustinian Studies in Paris, France
Graduate School
Martel House, Rm 104
Monday-Friday 8:30 a.m. - 4:30 p.m.
For Information, call (508) 767-7387
Web site: www.assumption.edu/graduate
E-mail: graduate@assumption.edu
Counseling Psychology Program Office
Kennedy, Rm 123
Monday-Friday 8:30 a.m. - 4:30 p.m.
For Information, call (508) 767-7390
Web site: www.assumption.edu/graduate
Class Cancellation
Class cancellation because of snow or hazardous
driving conditions will be announced on the
Assumption Cancellation Line: (508) 767-7360.
IMPORTANT NOTICE:
The College reserves the right to withdraw or modify any of
the courses or programs listed in this catalog, or to cancel
any course or program for which it deems the registration
insufficient, or to make any course or regulation change it
considers necessary. The College further reserves the right to
suspend the acceptance of applications in particular programs.
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30
C O U N S E L I N G P S Y C H O L O G Y C A M P U S F A C I L I T I E S
A C A D E M I C S U P P O R T C E N T E R
The Academic Support Center is a peer tutoring service
which is provided by the College for the benefit of the
entire Assumption College community. It is in the D’Alzon
Library on the second floor, 508-767-7170.
It is supervised by the Director and staffed by students
and qualified professionals who have been selected for their
abilities as tutors in areas such as math, economics, statistics,
accounting, quantitative methods, science, writing, and foreign
languages. Students with special needs, including learning
disabilities, are encouraged to call the Director at 508-767-
7311. Small group tutorials in study skills are also available.
Online tutoring is available in writing, math, accounting,
statistics, biology, and chemistry. Go to www.etutoring.org
for online tutoring.
The Academic Support Center is open Monday
through Thursday 8:30 a.m.–10:00 p.m., Friday 8:30
a.m.–4:30 p.m., and Sunday evenings 6:00–10:00 p.m.
during the Fall and Spring semesters.
B O O K S T O R E
The Assumption College Bookstore is located on the second
floor of the Hagan Campus Center. The Bookstore provides
the college community with textbooks, general trade and
reference books, school supplies, clothing, gift items, and
drinks and snacks.
The Bookstore hours are posted during each semester.
For the convenience of Graduate and Continuing & Career
Education students, in addition to the regular hours, the
Bookstore is open until 7 p.m. Monday through Thursday
during the first two weeks of each Fall and Spring semester,
and during the first week of each Summer session.
MasterCard, Discover, and Visa are accepted. Books can be
ordered online at http://bookstore.assumption.edu.
C A R E E R S E R V I C E S
The Office of Career Services, located in La Maison
Francaise, Suite 205, offers a number of programs and
resources to assist students matriculated into a graduate
degree program with career planning and developing effective
job search campaigns. The Career Services resource
center houses career and job search resources, fee-based
career assessment testing, and other career-related
programs. Job postings can be accessed on the Student
Development and Counseling Center web site at
www.assumption.edu/stulife/StuDev/jobs/default.php. As
an alumnus or alumna of one of Assumption’s graduate
degree programs, you are welcome to use the Office of
Career Services over the lifetime of your career.
The Office of Career Services can be reached at 508-
767-7542, or at gradccecareers@assumption.edu.
D I N I N G F A C I L I T I E S
The Taylor Hall Dining Room is open Monday-
Thursday 7:30am-7:30pm, Friday 7:30am-7:00pm, and
Saturday 11:00am-6:00pm, and Sunday 11:00am-7:30pm
during the fall and spring semesters. Charlie’s is open
Monday-Friday 7:30am-11:00pm, Saturday 4:00pm-
11:00pm, and Sunday 4:00pm-8:00pm (Coffee Bar open
until 11:00pm).
E M M A N U E L D ’ A L Z O N L I B R A R Y
The Emmanuel d’Alzon Library is located on the quad
behind the Hagan Campus Center. Fully handicap accessible,
it has a seating capacity of 350 using a wide variety of
arrangements, including three group study rooms.
The steadily growing collection consists of more than
200,000 volumes and the library subscribes to more than
1,125 journals. Electronic resources include more than 800
e-journals and over 80 databases. Our access to other
resources is facilitated by our participation in local, regional,
and national library networks.
The library is normally open as follows:
Monday-Thursday 8:00 a.m.-1:00 a.m.
Friday 8:00 a.m.-6:00 p.m.
Saturday 10:00 a.m.-8:00 p.m.
Sunday 1:00 p.m.-1:00 a.m.
Schedule changes are recorded on the Library’s voice
mail (508) 767-7271.
In order to use the Library, a student must have a
current, valid student I.D. available from Public Safety.
The Library’s automated system is available on the
World Wide Web at http://www.assumption.edu/
dept/library.
H E A L T H S E R V I C E S
All graduate students should have their own primary care
provider. Emergency treatment only with referral to the
individual’s provider or emergency room is available.
Graduate students taking six (6) or more credits in the fall
or spring semester must submit evidence of health insurance
coverage or the student will be automatically enrolled
in and billed for the College’s health insurance plan.
Graduate students must provide immunization records as
required. Health Services is located in Armanet House,
Monday-Friday 8:00am – 6:00pm.
I D C A R D S
Student IDs are required of all students and may be obtained,
free of charge from Public Safety. Verification of class registration
required to obtain an ID card. For information call
(508) 767-7225.
I N F O R M A T I O N T E C H N O L O G Y C E N T E R
The IT Center houses public access labs and technologyrich
classrooms with over 150 computers as well as help
staff. Equipment and software are available for standard
applications and free laser printing.

The IT Center is normally open as follows:
Monday-Thursday 7:00am-Midnight
Friday 8:30am-6:00pm
Saturday Noon-6:00pm
Sunday Noon-6:00pm
For questions regarding College computers, Assumption
email accounts and Assumption Blackboard accounts,
students may call the Help Desk at 508 767-7060.
M E D I A C E N T E R
The Media Center provides audio-visual services to the
College community and is located in the DiPasquale
Building, 508-767-7215.
The Media Center houses a television studio which is
used for a wide variety of academic disciplines including:
psychology, communication skills, history, foreign languages,
speech, counseling techniques, and television production.
The media center also has video editing systems
that can be utilized for DVD authoring and duplication.
A Polycom videoconferencing system is also available for
academic use.
The Media Center is normally open as follows:
Monday–Thursday 8:30 a.m. – 10:00 p.m.
Friday 8:30 a.m. – 4:30 p.m.
Saturday 4:00 p.m. – 11:00 p.m.
O F F I C E O F C A M P U S M I N I S T R Y
Campus Ministry strives to give life and meaning to the
motto of Assumption College, “…until Christ be formed in
you,” by its efforts to enable the members of the college
community to be seekers of truth who are rooted in the
Gospel and who embrace the personal responsibility of
their baptismal call to bring about a world of justice, peace,
and love. This mission is carried out through retreats,
reflection, and discussion groups, alternative break service
opportunities, liturgical ministries, and a variety of other
spiritual development programs.
Located in Townhouse 8 and in the Hagan Campus
Center, the Office of Campus Ministry can be reached at
508-767-7419 Monday–Friday from 8:30 a.m.–4:30 p.m.
P A R K I N G
All vehicles brought onto the campus must be registered
with Public Safety. Parking permits for graduate students
may be obtained from Public Safety free of charge, with
proof of course registration.
Public Safety may impose a ban on parking in the
event of severe snow conditions. The ban is announced on
the College Snow Line (508) 767-7360, or by calling Public
Safety at (508) 767-7226. During the ban, parking is allowed
only in designated areas.
All fines incurred as a result of driving or parking violations
are payable at the Business Office (Alumni Hall)
within seven business days. Failure to pay fines may result
in loss of driving and parking privileges on campus. Fines
must be paid prior to eligibility for degree conferral.
P L O U R D E R E C R E A T I O N C E N T E R
The Plourde Recreation Center houses a six-lane swimming
pool, an aerobics/dance studio, four racquetball courts, a
jogging/walking indoor track, a fully equipped fitness center,
locker rooms and saunas. Graduate students may use
the facility on a pay-per-use basis ($5 per visit for students
and for guests). Student ID cards are required. Contact 508
767-7072 for hours and information.
P O S T O F F I C E
The Post Office window, located in the lower level of the
Hagan Campus Center, is open from 10:00 a.m. to 4:15 p.m.
on weekdays, and 10:00 a.m. to 2:00 p.m. Saturday.
Saturday hours are only applicable during the fall and
spring semesters excluding holiday weekends.
P U B L I C S A F E T Y / C A M P U S P O L I C E
The Department of Public Safety, located on the ground
floor of Kennedy Building, maintains 24 hour coverage in
an effort to protect all students and college personnel.
The Assumption College Annual Security Report provides
statistics for the previous three years of reported crimes
that occurred on-campus, in certain off-campus buildings
or property owned or controlled by Assumption College,
and on public property within, or immediately adjacent to
or accessible from campus. The report includes policies
concerning campus security, sexual assault, and other matters.
You can obtain a copy by contacting the Assumption
College Department of Public Safety or on the web site at:
www.assumption.edu/police.
The on-campus extension is 5555 for emergencies and
7225 or 7226 for non-emergencies. From off campus call
(508) 767-7225 or (508) 767-7226.
R E G I S T R A R ’ S O F F I C E
Students may review their academic records by appointment.
Those wishing to obtain transcripts of their academic
records should apply in writing or in person to the
Registrar’s Office (Alumni Hall). The fee for transcripts is $4.
Call 508-767-5024 for information on ordering.
Official transcripts are withheld only if a student has
not met all financial obligations to the college. Grades will
be mailed as soon as possible after each marking period.
Grades will not be released over the phone.
R E S I D E N T I A L L I F E
Assumption College does not maintain housing for graduate
students. There are a limited number of Head Resident
Assistant (HRA) and Resident Director (RD) positions
available each academic year. Call (508) 767-7505 for information.
Off-campus housing information is posted on the
web site at www.assumption.edu.
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A S S U M P T I O N C O L L E G E C A M P U S D I R E C T O R Y A N D D I R E C T I O N S
1 La Maison Francaise
2 Taylor Dining Hall
3 Bishop Wright Hall
4 Function Parking
5 Testa Science Center
6 Founders Hall
7 Desautels Hall (MBA program office)
8 Alumni Hall
9 President’s House
10 Chapel of the Holy Spirit
11 Emmanuel House
12 Emmanuel d’Alzon Library
13 Fuller Hall/Information Technology Center
14 Switzer Building (Rehabilitation Counseling
program office)
15 DiPasquale Media Center
16 Kennedy Hall/Public Safety (Psychology,
Special Education, and School Counseling
program offices)
17 Power Plant
18 Hagan Campus Center
19 Laska Gymnasium
20 Plourde Recreation Center
21 H.L. Rocheleau Athletic Field
22 Salisbury Hall
23 Aubuchon Hall
24 Nault Hall
25 Hanrahan Hall
26 Young Hall
27 Bissonnette Hall
28 Tennis Courts
29 Maintenance Facility
30 Martel House (Graduate School Office)
31 Moquin Hall
32 Dion Hall
From the North: Take I-495 or I-190 to I-290 West into Worcester to
Exit 18-Ware, Framingham, Route 9. Bear right from the exit ramp
onto Lincoln St. Bear right onto Concord St. which becomes Salisbury
St. Continue on Salisbury St. for about two miles through the intersection
at Park Ave., bear left at the Forest St. fork and right at the
Flagg St. fork. Assumption College is on your right.
From the South, East or West: Take the Massachusetts Turnpike to
Exit 10-Worcester/Auburn Exit and follow I-290 East to Exit 17-
Ware, Framingham, Route 9. Turn left from the exit ramp onto
Belmont St. (Route 9). Go down the hill and through the intersection
at Lincoln Square to the top of the next hill. Turn right onto Harvard
Street. Turn left at the second traffic light onto Salisbury Street.
Continue on Salisbury St. for about two miles through the intersection
at Park Ave., bearing left at the Forest St. fork, and right at the
Flagg St. fork. Assumption College is on your right
From the Southeast: There are two options: Take I-495 to I-290 to
Exit 18-Ware, Framingham, Route 9, then follow directions "From
the North" above; or Take 195 to Providence, I-95 North to 146 to
122A North to I-290 East to Exit 17-Ware, Framingham, Route 9,
then follow directions "From the South, East or West" above.
Call (508) 767-7000 or (888) 882-7786 for more information.
33 Normand R. Marois Field
34 Armanet House/Health Services
35 Tennis Courts
36 Dufault Hall
37 Authier Hall
38 70 Nelson Place
39 62 Nelson Place
40 Worcester Hall
41 Wachusett Hall
42 Living/Learning Center
43 Student Development Center
44 50 Old English Road
45 South Hall
46 West Hall
47 Plough Hall
➛
N

A C A D E M I C C A L E N D A R
2008–2010
S U M M E R S E S S I O N 2008
May 26 Monday Memorial Day – No Classes
May 27 Tuesday Classes Begin
July 4 Friday Independence Holiday – No Classes
August 4
F A L L 2008
Monday Classes End
September 1 Monday Labor Day – No Classes
September 2 Tuesday Classes Begin
October 13-14 Mon.-Tues. Columbus Day Recess – No Classes
November 26-30 Wed.-Sun. Thanksgiving Recess – No Classes
December 11
S P R I N G 2009
Thursday Classes End
January 19 Monday Martin Luther King Jr. Day –No Classes
January 21 Wednesday Classes Begin
March 9-15 Mon.-Sun. Spring Recess – No Classes
April 8-13 Wed.-Mon. Easter Recess – No Classes
May 7 Thursday Classes End
May 16 Saturday Commencement
S U M M E R S E S S I O N 2009
May 25 Monday Memorial Day – No Classes
May 26 Tuesday Classes Begin
July 3 Friday Independence Day – No Classes
August 3
F A L L 2009
Monday Classes End
August 31 Monday Classes Begin
September 7 Monday Labor Day – No Classes
October 12-13 Mon.-Tues. Columbus Day Recess – No Classes
November 25-29 Wed.-Sun. Thanksgiving Recess – No Classes
December 10
S P R I N G 2010
Thursday Classes End
January 18 Monday Martin Luther King Jr. Day – No Classes
January 20 Wednesday Classes Begin
March 8-14 Mon.-Sun. Spring Recess – No Classes
March 31-April 5 Wed.-Mon. Easter Recess – No Classes
May 6 Thursday Classes End
May 15 Saturday Commencement
S U M M E R S E S S I O N 2010
May 24 Monday Classes Begin
May 31 Monday Memorial Day – No Classes
July 5 Monday Independence Day – No Classes
August 2 Monday Classes End

500 Salisbury Street, Worcester, MA, 01609
p 888.882.7786 or 508.767.7387 f 508.767.7030 e-mail: graduate@assumption.edu
www.assumption.edu/graduate