Master of arts in Counseling PsyChology - graduate studies at ...

Master of arts in Counseling PsyChology
2 0 1 0–2 0 1 2 C ata l o g
one of the nation’s
premier Master’s
level counseling
psychology programs,
specializing in Cognitive
Behavioral therapy.

Assumption College Graduate School
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
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.
e Counseling Psychology program focuses on the synthesis of
theory, practice, and research. e 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.

“...the premier
program for
master’s level
professionals
in the country”
“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 empiricallysupported
therapies, including
cognitive behavior therapy.
Individuals taking this program
are essentially assured offers
of positions on graduation.”
aaron t. Beck, M.D.
Emeritus Professor / Department
of Psychiatry, University of Pennsylvania
Director / Center for the Treatment
and Prevention of Suicide
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. Aer you
complete these entry-level courses, you will
have a broad, comprehensive understanding
of the field. e advanced counseling courses
will build upon this foundation by helping
you develop and master specialized skills in
cognitive-behavioral therapies (CBT).
is 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 erapy have repeatedly proven
their effectiveness in real-world clinical
settings. 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.
e 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.
roughout 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.
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Welcome the challenge
Become a leader in the Profession.
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
• e 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
• e 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 erapy

“... one of a kind in
preparing Master’s
level students”
“assumption’s program in
Counseling 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.”
thomas h. ollendick, Ph.D.
University Distinguished Professor
Director / Child Study Center
Department of Psychology,
Virginia Tech University
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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.
ese 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. ese
models provide a clear structure and focus to the treatment of
psychological conditions. 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.

“My experience at
assumption turned
into more than I could
have dreamed of.”
“I entered the M.a. in Counseling
Psychology program as an
International student. I’m now
employed as a full-time clinician
here in Massachusetts by the
organization for which I did my
practicum. this is a direct result
of the exceptional knowledge and
skills I received from assumption,
especially the work in Cognitive
Behavioral therapy, which is
perfectly suited for the crisis
situations in which I often work.”
ana turrer, M.a. ’09
In-Home Therapy Clinician
North Suffolk Mental Health Association
Revere, MA
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unique features accelerate your Career growth
graduate fellowships
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. is 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. e 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.

“the first place that
I call whenever a
position becomes
available”
“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 welltrained
individuals with a strong
dedication to the field of
psychology and sound scientific
and clinical experience.”
russell Barkley, Ph.D.
Research Professor of Psychiatry
SUNY Upstate Medical University, Syracuse, NY
formerly Professor of Psychiatry & Neurology
University of Massachusetts Medical Center
flexibility to Pursue
your Career goals
e 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 erapies,
and Child and Family Interventions. Successful
completion of either concentration will earn
you a certificate upon graduation.
your Development
as a therapist
e skills you will develop in this program
are valued highly by internship directors and
employers, and our faculty members are
committed to ensuring your 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 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 working in managed care settings.
internship opportunities
e 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.
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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.
e 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.
aaron t. Beck institute for Cognitive studies
e Aaron T. Beck Institute for Cognitive Studies is an extraordinary
feature of our Counseling Psychology Program. e 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.
Aaron T. 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.
your Place as a Caring and thorough expert
in the field
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.

“It was exciting to
be at ground zero
for innovation
and leadership
in the field.”
“We studied with professors
who are on a first name basis
with aaron t. Beck, the pioneer
of Cognitive-Behavioral therapy.
It was exciting to be at ground
zero for innovation and leadership
in the field.
learning from outstanding
professors who have real-world
clinical experience gave me the
confidence and skills to hit the
ground running in my career.
It was invaluable, cutting-edge
training that applies directly to
the success of the work I do every
day of the week as a clinician.”
thomas gould, M.a. ‘09
Master's Level Clinician
Community Health Link
Gardner, MA
Sampling of Practicum and Internship
Placement Options:
AdCare Hospital
Children’s Friend –
Worcester
Community Healthlink -
Substance Abuse/
Criminal Justice
Department of Youth
Services - Westboro Unit
Family Services
of Central Mass
Mass Society for
Prevention of
Cruelty to Children
McLean Hospital-
Child Neuropsychology
New England Center
for Children
Rainbow Child
Development Center
UMass Adolescent Unit
UMass Medical Center -
Outpatient Clinic
UMass Transitions:
Intensive Residential
Treatment
Westboro State Hospital
Wetzell Diagnostic Center
Worcester Youth
Guidance Center
YOU, Inc.
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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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 12 colleges and more
than 30,000 students. e campus
is nestled on 185 park-like acres
in a safe and serene section of the
city, approximately three miles
from downtown.
Listed on Forbes.com as one of the top-ten most livable cities in the
country and five-time recipient of the All-America City Award, metro
M
Worcester has a population of 787,000. e city continually plays host
to countless favored events, such as NCAA
basketball and hockey tournaments, and
2
concerts by nationally acclaimed artists at
91
MASSACHUSETTS
the DCU Center. With Shrewsbury Street’s
90
fine dining and fun restaurants, Highland
Springfield
90
Sturbridge
Street’s hangouts, Water Street’s entertain-
84
395
Hartford
ment district, Lake Quinsigamond’s crew
91
races, the Hanover eatre, and a downtown
undergoing a $1 billion makeover,
Worcester is on the move.
84 CONNECTICUT
95
190 495
290
WORCESTER
e 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
6

“... a leader in
preparing its
graduates to be
skilled, effective
clinicians”
“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-ofthe-art
psychological interventions
and assessment procedures with
proven effectiveness. their
graduates will continue be in
high demand for years to come.”
David h. Barlow, Ph.D., aBPP
Professor of Psychology and Psychiatry
Director, Center for Anxiety and Related
Disorders at Boston University
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M.a. in Counseling Psychology
The Master of Arts Program
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 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. Full-time students may begin in the summer
or fall semester. Part-time students may begin in the summer, fall,
or spring semester. 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.
Admission Requirements
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 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.
Applying to the Master of Arts Program
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
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.
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.
International Students
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. An official course-by-course transcript evaluation, and
translation if necessary, is required 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.
All international students must also complete Assumption
College’s International Student Information Form (I-20)
concerning their financial resources or financial support. Forms
and information are available from the Office of Student Life
at 508-767-7401.
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M.a. in Counseling Psychology
The Program
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
Electives and Concentrations
Once you have satisfied these program requirements, you may
select four 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.
Concentration in Cognitive-Behavioral Therapies
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.
Concentration in Child and Family Interventions
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
Practicum-Internship Sequence
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.
Counseling Practicum
The Practicum (PSY 801) is a one semester summer course which
immediately precedes two semesters of Internship (PSY 802 and
803). The Practicum requires a minimum of 100 hours at a clinical
agency or school. Students 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.
Counseling Internship
The Internship (PSY 802 and 803) is a two-consecutive-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.
Aaron T. Beck Institute for Cognitive Studies
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. Dr. Beck visited campus several times
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
he 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 enriches students’ 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”
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.
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”
2008 - 2009
David A. Clark, Ph.D.
Professor of Psychology,
University of New Brunswick, Canada
“Cognitive Therapy for Obsessions”
15

16
C.a.g.s. in Counseling Psychology
The Certificate of Advanced Graduate Studies
(CAGS) Program
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 mental health
counseling.
Admission Requirements for the CAGS Program
The program uses a rolling admission procedure and you may
submit your CAGS application to the Graduate School 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.
Applying to the CAGS Program
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.
Two CAGS Options are Available
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

The CAGS Program provides an opportunity to sharpen
your skills as a professional therapist and develop
sophisticated and in-depth expertise.
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 PSY 708 (Cognitive Assessment and
Psychotherapy) and 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.
Oral Exams
The oral exam is required for all students in the Counseling
Psychology program (both M.A. and C.A.G.S. programs). 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.
17

18
general Program information
Faculty Advisors
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 Program office has a form that outlines
the required courses and you should use this form to plan your
program of study.
Review of Student Performance
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 Program 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.
Waiver of Required Courses
The conditions under which the Program 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
Program 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
Program 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.
3. 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 the 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.
Licensure
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
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.
For students who are interested in applying for licensure 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.
Policy Regarding Disclosure of Personal Information
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 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
(for example, 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 in-class 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 issues 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.
“the internship
was an ideal bridge
to my career as
a counselor.”
“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.”
Dan Kolubinski, M.a. ’05
Primary Care Counselor
Surrey Community Health
Weybridge, Surrey, United Kingdom
19

20
Course Descriptions
PSY500 - Abnormal Psychology
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
PSY501 - Psychology of Personality: Theory and Research
Summer/Fall
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
PSY502 - Psychology of Development
Fall/Spring
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
PSY504 - Psychological Measurement
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
PSY600 - Counseling (Principles and Practices)
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
PSY604 - Ethical Principles for Counselors
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 general 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
PSY627 - Issues in Professional Practice
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
PSY630 - Cultural Competencies in Counseling
Spring/Summer
TBA
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
PSY650 - Research Seminar
Spring/Summer
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
PSY660 - Special Topics Seminar in Counseling Psychology
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

PSY701 - Marital Therapy
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, PSY708. 3 credits
PSY702 - Advanced Family Therapy
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
The curriculum focuses on the synthesis of theory,
practice, and research to provide students with essential
skills for this time of changing mental health services.
PSY705 - Group Approaches to Counseling and Psychotherapy
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
PSY708 - Cognitive Assessment and Psychotherapy
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, self-instructional methods, and cognitive restructuring
techniques receive special emphasis. Prerequisites: PSY500,
PSY501, PSY600. 3 credits
PSY711 - Cognitive-Behavioral Assessment of Children
Spring
Toscano/Kuersten Hogan
This course reviews the basic principles underlying the assessment
of children’s behavior and psychological adjustment using a cognitive–behavioral
and developmental theoretical 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
PSY712 - Cognitive–Behavioral Interventions with Children
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
PSY713 - Cognitive Therapy for Family of Origin Problems
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
PSY715 - Cognitive-Behavioral Assessment of Adults
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
21

22
Course Descriptions
PSY716 - Cognitive-Behavioral Interventions for Depression
and Anxiety
Summer
Doerfler
The purpose of this course is to acquaint the student with cognitivebehavioral
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
PSY718 - Psychological Interventions for Addictive Behaviors
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
PSY720 - Systems Interventions with Children
Fall
Toscano
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
PSY 727 - Assessment and Treatment of ADHD
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
PSY 728 - Psychopharmacology for Counselors
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
PSY790 - Professional Integrative Seminar
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
PSY800 - Directed Study
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
PSY801 - Counseling Practicum
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
PSY802 - Counseling Internship I (Clinic Setting)
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, and two advanced
(700-level) counseling courses. 4 credits
PSY803 - Counseling Internship II (Clinic Setting)
Spring
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, PSY802,
and two advanced (700-level) counseling courses. 4 credits
PSY811 - Advanced Counseling Practicum
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
PSY812 - Advanced Counseling Internship I (Clinic Setting)
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 and two advanced (700-level) counseling courses.
4 credits
PSY813 - Advanced Counseling Internship II (Clinic Setting)
Spring
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, PSY 812, and two advanced (700-level) counseling
courses. 4 credits
“...offers precisely
the cutting-edge
counseling expertise
that employers want.”
“this program offers precisely the
cutting-edge counseling expertise
that employers want. It fully
prepared me for my first position
as a clinical therapist.
Specifically, the emphasis on
Cognitive Behavioral therapy is
a crucial advantage that elevates
assumption graduates. CBt is an
area of expertise that jumps off
the resume and communicates to
employers that we are modern,
effective counselors who can
address today's diversity of client
populations and diagnoses.”
nuno nunes, M.a. ’09
Clinical Therapist
Child and Family Services
New Bedford, MA
23

24
administration and faculty
Counseling Psychology Program
Kennedy Building Rm 123
Phone: (508) 767-7390 Fax: (508) 767-7623
Administration
Leonard A. Doerfler
(508) 767-7549 / 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
(508) 767-7554 / eoreilly@assumption.edu
Coordinator of the Cognitive-Behavioral Therapies Concentration
Founding Director, Aaron T. Beck Institute for Cognitive Studies
Peter F. Toscano, Jr.
(508) 767-7460 / ptoscano@assumption.edu
Coordinator of the Child and Family Intervention Concentration
Practicum and Internship Program Coordinator
Susan Volungis
(508) 767-7390 / volungis@assumption.edu
Administrative Secretary
Adrian O. Dumas
(508) 767-7365 / adumas@assumption.edu
Director of Graduate Enrollment Management & Services
Financial Aid
(508) 767-7158 / fa@assumption.edu
Faculty
Leonard A. Doerfler, Ph.D. (contact information above)
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, Ph.D.
(508) 767-7550 / 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, Ph.D.
(508) 767-7294 / 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 preschool-age
children, and psychosocial adjustment in immigrant children.
Dr. Kalpidou is a developmental psychologist.
Regina Kuersten-Hogan, Ph.D.
(508) 767-7585 / kuersten@assumption.edu
Assistant Professor of 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.
Edmund F. O’Reilly, Ph.D.
(508) 767-7554 / 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., Ph.D.
(508) 767-7460 / 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.

The faculty in the Counseling Psychology Program assists
students in planning their graduate course of study to
meet the current educational requirements for licensure.
Lecturers
Laurie Costigan, Psy. D.
Psychology (2009). B. A., M.A., Assumption College; Psy.D.
Antioch University New England, 2006.
Dr. Costigan ‘s clinical interests include assessment and treatment
of adults, adolescents, and children. She oversees a domestic
violence program, providing staff training and supervision of a
domestic violence counselor. She is a clinical psychologist. Dr.
Costigan coordinates the Domestic Violence Program at Great
Brook Valley Health Center, where she is a psychotherapist.
Hanya Bluestone, Ph.D.
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, Ph.D.
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.
Dana Kennedy, MSW
Psychology (2009). B. A., DePauw University; MSW, Boston
University School of Social Work, 1975.
Professor Kennedy’s clinical interests include assessment and
treatment of children and adolescents who have psychological
problems. She specializes in the assessment and treatment of
obsessive compulsive disorder, anxiety disorders, and attention
deficit hyperactivity disorder. She is Assistant Clinical Director of
Ellsworth Child and Family Counseling Center of Children’s
Friend, Inc.
Brenda King, Psy. D.
Psychology (2009). B. A., Assumption College; Psy.D. Antioch
University New England, 2007.
Dr. King’s clinical interests include consultation with primary care
physicians and nurse practitioners regarding geriatric patients
who have mental health problems. She is a clinical psychologist.
Dr. King is the director of the Geriatric Psychiatry Consultation
Project at the UMass Memorial Health Care System.
Peter W. Moran, Ph.D.
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, Ph.D.
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, Ph.D.
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.
Michael S. Sefton, Psy.D.
Psychology (2009). B. A., University of Southern Maine; M. A.,
Anna Maria College; Psy.D. United States International University,
1986.
Dr. Sefton’s clinical interests include neuropsychological
assessment and educational consultation to schools and parents.
In addition, he is interested in providing professional development
in the area of behavior management, specific learning disability,
and concussion in student athletes. He is a clinical psychologist.
Dr. Sefton works in the Northbridge Public Schools as a school
psychologist.
Mindy S. Sefton, Psy. D.
Psychology (2009). B.A., California State University, Northridge;
M. A., Psy.D. United States International University, 1989.
Dr. Sefton’s clinical interests include psychological and neuropsychological
testing, and consultation with classroom teachers and
parents regarding behavior management of children’s schoolrelated
problems. She is a clinical psychologist. Dr. Sefton works
in the Shrewsbury Public Schools as a school psychologist.
Amy B. Wachholtz, Ph.D.
Psychology (2009). B. A., DePauw University; M. Div., Boston
University School of Theology, M. A., Ph.D. Bowling Green
University, 2006.
Dr. Wachholtz’s clinical interests include behavioral medicine
and the psychology of religion. She is a clinical psychologist. Dr.
Wachholtz is Assistant Professor of Psychiatry at the University
of Massachusetts Medical School and health psychologist at the
UMass Memorial Health Care System.
John D. Weagraff, Jr., Ph.D., Psy. D.
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.
25

26
academic information
Academic Grievance Procedure
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.
Academic Honesty
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.
Accommodations for Learning Disabilities
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 of 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.
Audit
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 processed by the
registrar prior to the last class meeting.
Class Attendance
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.
Course Withdrawals/Additions
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).
Course Repeat Policy
When a student earns a C+ or lower, the student may either
repeat the course, if it is a specific requirement, or if it is an
elective, replace it with a course which satisfies the same requirement.
The student may repeat or replace the course only once.
If the original course is repeated or replaced the higher of
the two grades prevails, the low grade appears with no hours
attempted or earned and the original grade is removed from the
cumulative average.
Students must request to repeat or replace a course in writing
to the Program Director.
Directed Studies
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.
Enrollment Status
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.
Grading
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 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.
Program Dismissal
The College reserves the right to dismiss students for poor
academic performance, academic dishonesty, or unprofessional
behavior.
Program Time Limit
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.
Special Student Status
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.
Transfer credits
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.
“the value of
assumption’s program
continues long after
earning the degree.”
“I cannot say enough about how
wonderful and comprehensive the
graduate Counseling Psychology
program is at assumption. the
Cognitive-Behavioral therapy
approach is not only effective but
constantly applicable in my work
with a wide variety of ages and
presenting issues.
I love that the faculty is welcoming
and earnest in helping students
achieve their academic and
career goals. Even after having
graduated several years ago,
the professors continue to be
a resource and support in my
career. the value and impact of
assumption’s program continues
long after earning the degree.”
erin Christiano, M.a. ’05
District-Wide School Adjustment Counselor
Sutton Public Schools, Sutton, MA
27

28
financial information
Tuition and Fees
Tuition / 2010-2011 Academic Year:
Per 3 credit course $ 1509.00
Per 4 credit course $ 2012.00
Per credit
Fees:
$ 503.00
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 (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 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 is due at the time of course registration. Any outstanding
tuition and/or fee balances must be paid before a student’s grades
are released or a degree is conferred.
Academic Support Center
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.
Alternative Loans
Private loan options are available. Contact the Financial Aid Office at
(508) 767-7158 for information.
Career Planning
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,
Student Development & Counseling Center (SDCC) at (508) 767-
7409 for details.
Graduate Fellowship
The Counseling Psychology program awards fellowships based on
scholastic record. Fellows work with a faculty mentor on clinicallyrelated
research for an academic year. This award is credited to the
student’s 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 Program office at
(508) 767-7390.
Employer Tuition Reimbursement
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. If a student’s
employer has a Promissory Note agreement with Assumption College
and the student is eligible for his/her employer’s tuition benefit, the
student is required to sign a supplemental Assumption “Promissory
Note.” In the event that the student defaults on the terms of the
promissory note, the student will be assessed a default fee.
Extended Payment Plan
Tuition Pay 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.
Federal Stafford Student Loans
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 fulltime
(9 credits/semester) and half-time (6 credits/semester) students
must complete the FAFSA form (see www.fafsa.gov). Students must
also complete a Master Promissory Note (MPN) and an Entrance
Interview (www.elmselect.com). Students can contact the Financial
Aid Office for further assistance at (508) 767-7158.
For additional information on subsidized and unsubsidized
Stafford Loans and Graduate PLUS Loans, visit our web site at
www.assumption.edu/graduate.
Student Affairs
A limited number of positions are available through the Division
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.
One assistantship position is available through the Office of Student
Activities. Call (508)767-7536 for information. One assistantship is
available through the Office of Multicultural Affairs. Call (508) 767-
7100 for information.
Veterans’ Benefits
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.
Voucher Use
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.
Refunds
No consideration will be given to an application for a refund unless
the student has given written 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. The “date of withdrawal” is the date on which the student
has actually notified the Program Director in writing.
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.
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%

about assumption College
College’s Mission
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.
Assumptionist Sponsorship
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
people learn, adapt, grow and change in various ways.
Location
Assumption College occupies 185 acres in Worcester, approximately
three miles from the center of the city. Worcester, the
second largest city in New England, 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 12
institutions of higher learning that constitute the Colleges of the
Worcester Consortium.
Accreditation
Accredited by:
New England Association of Schools and Colleges, Inc.
Commonwealth of Massachusetts Department of Elementary
& Secondary Education
Council on Rehabilitation Education
A member of:
American Association of Colleges and Universities
American Council on Education
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
Association of Teacher Education
Council of Graduate Schools
College Entrance Examination Board
Colleges of Worcester Consortium, Inc.
Institute of International Education
International Federation of Catholic Universities
Massachusetts Association of Colleges for Teacher Education
National Association of Independent Colleges and Universities
National Commission on Accreditation
National Council on Rehabilitation Education
Affiliated with:
The Institute of Augustinian Studies in Paris, France
Graduate School
La Maison Française, Rm 200
Monday-Friday 8:30 a.m. - 4:30 p.m.
For information, call (508) 767-7387
Fax (508) 767-7030
Web site: www.assumption.edu/graduate
E-mail: graduate@assumption.edu
Counseling Psychology Program
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
Campus facilities
Academic Support Center
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 of Disability Services at
(508) 767-7500. 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 8:30am–4:30pm,
and Sunday evenings 6:00pm–10:00pm during the Fall and
Spring semesters.
Bookstore
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
6:30pm 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 www.bookstore.assumption.edu.
Career Services
The Office of Career Services, located in La Maison Française,
Suite 206, offers a number of programs and resources to assist
students matriculated in a graduate degree program with career
planning and developing effective job search campaigns. The
Career Services resource center houses employee information,
career and job search resources, and other career-related material.
Job postings are emailed weekly, and students can also access
College Central Network, a job posting site found 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.
Dining Facilities
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-12:00am,
Saturday 4:00pm-11:00pm, and Sunday 4:00pm-8:00pm.
Emmanuel d’Alzon Library
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. Resources include access to over 38,000 journal titles and
over 100 databases. Our access to other resources is facilitated by
our participation in local, regional, and national library networks.
During the Fall and Spring semesters the library is open
as follows:
Monday-Thursday 8:00am-1:00am
Friday 8:00am-6:00pm
Saturday 10:00am-8:00pm
Sunday 11:00am-1:00am
Schedule changes are recorded on the Library’s voicemail
(508) 767-7135.
In order to use the Library, a student must have a current,
valid student I.D. available from Public Safety. Visit us on the
web at www.assumption.edu/dept/library.
Health Services
All graduate students should have their own primary care provider.
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 to the Graduate Office prior to the first
day of classes. Immunization forms can be found on the web at
www.assumption.edu/gradce/grad/HealthFormsandInsuranceRequirements.html
.
ID Cards
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.

The Assumption College campus is nestled on 185
park-like acres in a safe and serene section of Worcester,
approximately three miles from downtown.
Information Technology Center
The IT Center houses public access labs and technology-rich
classrooms with over 150 computers as well as help staff.
Equipment and software for standard applications and free
laser printing are available.
The IT Center is normally open as follows:
Help Desk (HUB)
Monday-Thursday 8:15am-7:30pm
Friday 8:15am-4:30pm
Computer Labs
Monday-Thursday 8:00am-12:00midnight
Friday 8:00am-4:30pm
Saturday 12:00noon-6:00pm
Sunday 12:00noon-12:00midnight
For questions regarding College computers, Assumption email
accounts and Assumption Blackboard accounts, students may
call the Help Desk at (508) 767-7060.
Media Center
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 8:30am–10:00pm
Friday 8:30am–4:30pm
Saturday 4:00pm–11:00pm
Office Of Campus Ministry
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, prayer and reflection opportunities, alternative
break service trips, liturgical ministries, student-centered Masses
and a variety of other spiritual development programs.
Located in Townhouse 7 & 8, as well as the Hagan Campus
Center, the Office of Campus Ministry can be reached at
(508) 767-7419 Monday–Friday from 8:30am–4:30pm.
Parking
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. 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.
Plourde Recreation Center
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 purchase a membership to the
Plourde or 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.
Post Office
The Post Office window, located in the lower level of the Hagan
Campus Center, is open from 10:00am to 4:15pm on weekdays,
and 10:00am to 2:00pm Saturday. Saturday hours are only
applicable during the fall and spring semesters excluding
holiday weekends.
Public Safety/Campus Police
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 or 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 atwww.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.
Registrar’s Office
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 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.
Residential Life
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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32
Campus Directory and Directions
1 La Maison Française (Graduate School Office)
2 Taylor Dining Hall
3 Bishop Wright Hall
4 Visitor/Function Parking
5 Testa Science Center
6 Founders Hall
7 Desautels Hall (MBA program office)
8 Alumni Hall
9 Admission’s House
10 Chapel of the Holy Spirit
11 Emmanuel House
12 Emmanuel d’Alzon Library
13 Information Technology Center/Fuller Hall
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/Charlie’s
19 Laska Gymnasium
20 Plourde Recreation Center
21 H.L. Rocheleau Athletic Field
22 Salisbury Hall
23 Aubuchon 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.
24 Nault Hall
25 Hanrahan Hall
26 Young Hall
27 Bissonnette Hall
28 Tennis Courts
29 Maintenance Facility
30 Martel House
31 Moquin Hall
32 Dion Hall
33 Normand R. Marois Field
34 Armanet House/Student
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
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
➛
N
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.

academic Calendar 2010–2012
SUMMER 2010
Monday May 24 Classes begin
Saturday-Monday May 29-31 Memorial Day – no classes
Saturday-Monday July 2-5 Independence Day – no classes
Monday August 2 Last day of classes
FALL 2010
Monday Aug. 30 Classes begin
Saturday-Monday Sept. 4-6 Labor Day – no classes
Saturday-Tuesday Oct. 9-12 Columbus Day – no classes
Wednesday Nov. 24 Thanksgiving – no classes
Saturday Dec. 11 Last day of classes
SPRING 2011
Monday Jan. 17 Martin Luther King Jr. Day – no classes
Wednesday Jan. 19 Classes begin
Monday Feb. 21 Presidents’ Day –classes held
Monday-Sunday Mar. 7-13 Spring Break – no classes
Wednesday-Monday Apr. 20- 25 Easter – no classes
Thursday May 5 Last day of classes
Saturday May 14 Commencement
SUMMER 2011
Monday May 23 Classes begin
Saturday-Monday May 28-30 Memorial Day – no classes
Saturday-Monday July 2-4 Independence Day – no classes
Monday August 2 Last day of classes
FALL 2011
Monday Aug. 29 Classes begin
Saturday-Monday Sept. 3-5 Labor Day – no classes
Saturday-Tuesday Oct. 8-11 Columbus Day – no classes
Wednesday-Sunday Nov. 23-27 Thanksgiving – no classes
Saturday Dec. 10 Last day of classes
SPRING 2012
Monday Jan. 16 Martin Luther King Jr. Day – no classes
Wednesday Jan. 18 Classes begin
Monday Feb. 20 Presidents’ Day –classes held
Monday-Sunday Mar. 5-11 Spring Break – no classes
Wednesday-Monday Apr. 4-9 Easter – no classes
Thursday May 3 Last day of classes
Saturday May 12 Commencement
SUMMER SESSION 2012
Monday May 21 Classes begin
Saturday-Monday May 26-28 Memorial Day – no classes
Monday-Sunday July 2-8 Independence Day – no classes
Monday July 9 Classes resume
Monday August 6 Last day of classes

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
Master of arts in Counseling PsyChology