Meet the Need... Make a Difference - Massachusetts School of ...

Meeting the Need... Making a Difference
Massachusetts School of Professional Psychology
Annual Report 2007

MSPP Mission
MSPP strives to be a preeminent school of psychology that integrates rigorous academic instruction
with extensive field education and close attention to professional development. We assume an ongoing
social responsibility to create programs to educate specialists of many disciplines to meet the evolving
mental health needs of society.
Understanding Differences Makes
All the Difference–Training
Cultural Competence
The Crisis in Children’s Mental
Health—Finding Solutions
The Classroom Outside of the Classroom—
The MSPP Teaching Model Takes Integrative
Education to a New Level
Table of Contents
From the Chairman of the Board | 1
From the President | 1
page 2
page 4
page 6
The Students of MSPP | 8
Financial Statement | 10
MSPP Donors 2007 | 10
Tributes | 12
MSPP Planned Giving Programs & Naming Opportunities | 12
Volunteers & In-Kind Donations | 13
A Final Note from the President | 13
Academic Programs
4Doctor
of Psychology, PsyD
4School
Psychology, MA/CAGS
4Counseling
Psychology, MA
4Forensic
Psychology, MA
4Organizational
Psychology, MA
4Clinical
Psychopharmacology, MS
4Graduate
Certificate in Executive
Coaching, GCEC
Board of Trustees
Jerome Abarbanel, PhD
Adam Ameele
David H. Barlow, PhD
Peter Berenson, CPA
Stewart L. Cohen, BS
Dharma E. Cortés, PhD
Shani Dowd, LCSW
Hugo Flores, PhD
Richard I. Freedman, MEd
Kerry Hamilton, BS
Paul P. Haran, PhD
Jon Herzog, Esq.
Charles Hogan, PsyD
Betty Kaufman, JD
Paul Lipsitt, LLB, PhD
David J. Mofenson, JD
Samuel Moncata, PsyD
Lise Motherwell, PsyD
Joanna Nikka, MBA
Thomas O’Reilly, MBA
Kurt Redfield, MBA
Hon. Michael F. Rush
James Stellar, PhD
John Zona, PhD, CFA
Officers of the Corporation
Nicholas A. Covino, PsyD
President
Patrick Capobianco, BS
Vice President for Finance and Operations
Massachusetts School of
Professional Psychology
221 Rivermoor Street
Boston, MA 02132
617-327-6777
www.mspp.edu
printed on recycled paper

From the Chairman of the Board
It’s both an honor and privilege to serve, along with my colleagues, on the Board of Trustees of MSPP
in such a stimulating and exciting environment. Our role is to lead and support the administration in
accordance with the school’s core values that are stated as follows:
4Train
a diverse group of professionals to expertly employ psychological theory and skills
to improve the mental health of the community;
4Integrate
rigorous academic instruction with substantial clinical experience and careful
attention to the student’s personal and professional development;
4Assume
the social responsibility to create programs to educate providers to meet society’s
changing mental health needs;
4Provide
leadership and advocacy in mental health care through education, scholarship,
professional activity and service; and
4Create
a learning environment that facilitates personal and professional growth in a
challenging, supportive, and available atmosphere.
We are sometimes seen as the school’s black box (or are not seen at all), because our work tends to be
in the background; but our 22 volunteer trustees work daily along side the school’s officers, faculty,
staff and students to insure and increase the value of the educational experience and degrees for our
students and alumni.
Consistent with its strategic plan, MSPP is successfully transitioning from, primarily, a PsyD program
to a college of psychology by introducing new degree programs in psychology specialties and mental
health study tracks for professionals in other fields. Student enrollment reached a new peak of 303 and
is expected to increase by 20 percent over the next three years. To accommodate this expansion, 10,000
square feet have been added to the campus and will be ready for occupancy by December 2007. These
milestones have been reached while enriching the learning environment, witnessing an increase in
applicants’ qualifications and preserving the school’s collegial character.
As we celebrate our achievements, the Board is busy planning the school’s future through its newly
formed task forces. In the context of constant change and growing needs, our focus is on purchasing
our own campus, evaluating our strategic plan, implementing new business practices and integrating
evidence-based treatments into our curriculum.
During this past year, our esteemed colleague, Dr. Eugene D’Angelo, stepped down from the Board
as Vice-Chair after six years of dedicated service. Dr. Paul Lipsitt, a trustee for six years, was recently
elected to fill this important position. Both are valued friends of MSPP and are inspirations
to psychologists everywhere. In addition, we welcome trustees who recently joined our Board—
Adam Ameele, Stewart Cohen, Dharma Cortés, Hugo Flores, Jon Herzog and Thomas O’Reilly.
I’m grateful for this opportunity to report on our school’s progress and to express my appreciation
for your valuable support. Your donations make a meaningful difference to the financial aid and
the educational experience that our students need and deserve. Thank you for including us in your
philanthropy.
Yours truly,
Peter Berenson, CPA
Chairman, Board of Trustees
4Peter Berenson 4Nicholas A. Covino
From the President
After a meeting one afternoon, I met the father of
one of our students in the library. Mr. Birkhead
is the father of Molly, whose profile you will
read. In response to my compliments about his
daughter, he said: “We always knew that Molly
would wind up at a place like MSPP.”
A “place like MSPP” is the creation of many
tangible and intangible factors. The personal
and professional development of students
here is the exclusive focus of faculty, staff and
supervisors. Where 50 percent of students fail
to complete graduate programs in this country,
MSPP graduates 92 percent. Hours spent
with patients and clients allow mental health
care to become personified; personal assets
to be experienced; limitations to be met and
mastered; and academic theory to come alive.
Talk of service to the community is “walked”
through the work of the Freedman Center for
Child and Family Development and the Lucero
Latino Mental Health Program that you will
read about in this report.
We tend to attract students like Molly who are
related, bright, socially conscious, resourceful,
and who think outside of the box. They
contribute much more to this community
than they withdraw. The synergy that is the
creative force of students, faculty, staff, trustees,
supervisors and community colleagues
creates a learning environment at MSPP that
is extraordinary. And these students make
exceptional professionals.
In the pages that follow, you can see that
the Massachusetts School of Professional
Psychology is working to fulfill its mission to
meet the mental health needs of the community.
With new courses of study in School,
Counseling, Forensic and Organizational
Psychology to add to our Doctor of Psychology
degree program, we are placing professionals in
settings where they can have the most impact.
Our Lucero Latino Mental Health Training
Program distinguishes MSPP as one of the few
schools in the country training language and
culturally competent mental health specialists.
On behalf of our faculty, staff, trustees,
students and those with whom they work
(and will work), I ask for your financial support
to continue to develop the exceptional culture
that is the Massachusetts School of Professional
Psychology.
Thank you for your investment in MSPP.
Proudly and gratefully,
Nicholas A. Covino, PsyD
President
2007 Annual Report |

Understanding Differences Makes All the Difference–
Training Cultural Competence
W
“ e began to see that talk therapy wasn’t
going to work for this group in the long term.
But, we knew these people had gifted hands and
suspected that sharing feelings while they created
something beautiful might be easier for them. So
we found sewing machines and set up a place where
this kind of therapy could happen,” says MSPP
doctoral student, Jeanine Baillie, describing her
experience with the New Bedford undocumented
immigrants who were traumatized by a federal raid
earlier this year. The raid separated mothers and
babies and sent many to jail, some as far as Texas.
The sewing room idea underscored for Baillie and
her fellow MSPP doctoral student, George Soto, the
importance of being aware, flexible and creative in
their approach to helping their New Bedford Latino
“clients” cope with this traumatic event.
This is the essence of training multi-culturally
sensitive providers, notes Dr. Amaro Laria, who
heads the now two-year-old Dr. Cynthia Lucero
Latino Mental Health Training Program at
MSPP. The program has a unique curriculum
that immerses students in Spanish culture and
language to make them sensitive clinicians for
Latinos, the fastest growing population in the US.
The Lucero Center and its training program were
founded in memory of Dr. Cynthia Lucero, an
MSPP graduate who died tragically while running
the 2002 Boston Marathon.
“These days psychologists are advocating for the
use of empirically based mental health techniques,
but these methods don’t necessarily work with
diverse populations,” says Dr. Laria, adding that
recent studies and reports have questioned the
applicability of those “mainstream” techniques
for treating ethnic minorities.
For example, research suggests that the use of folk
tales in therapy with some Latinos may be very
helpful and that family and group interventions
can be particularly therapeutic for depression and
other disorders because, of the strong family ties
and a more social or collectivistic (as opposed to
individualistic) orientation in Latino communities.
4Doctoral student Jeanine Baillee (bottom left) and Dr. Amaro Laria (bottom right) describe
last summer’s successful Latino immersion program in Costa Rica (top) at MSPP’s first Latino
Leadership Breakfast before the Lucero Run on October 14, 2007.
| Massachusetts School of Professional Psychology
In her research, Dr. Hortensia Amaro found
anecdotal evidence that an intervention for
treating trauma in Latinos that focuses on their
particular social world seemed more effective than
more conventional individually focused trauma
interventions. Dr. Amaro was recently honored by
MSPP for her research on and service to the
Latino community.
However, notes Dr. Laria, people assume that all
Latinos are more personal, informal and physically
expressive than the mainstream population. “We
cannot always rely on those assumptions, because
Latinos are a very diverse group,” he warns.
Cubans, Puerto Ricans and Mexicans, for example,
have very different histories, values, experiences
and traditions. “We can use some of these ‘typical’
characteristics as tentative guidelines, but it is very
important not to have rigid prescriptions.”
It is also important for mental health professionals
to understand that what they might interpret as
“ethnic” or “cultural” might actually have more
to do with social factors like immigration, education,
socioeconomic status, or, ironically, the US
culture’s attitudes toward immigrants and ethnic
minorities. “Most Latinos in the US share certain
experiences with other immigrant groups. They are
often of lower socioeconomic status and have left
their country of origin typically for economic or
political reasons,” says Dr. Laria.
In the case of undocumented Latinos, fear of
deportation and violent persecution against them
can significantly color their experience and how
they present themselves. “These aren’t ‘Latino
cultural traits’ but rather, the consequences of their
experience in the USA,” he says.
Self-reflection, too, is an essential tool for any
psychologist-in-training, but has an even more
profound role when dealing with ethnic diversity.
“Asking yourself how you (the therapist) are different
from the person sitting before you needing help
reveals a whole new perspective than merely asking
the same question about the client,” says Dr. Mari
Carmen Bennasar, associate director of BU’s
Center for Multicultural Training in Psychology.
Dr. Bennasar sat on the advisory board that formed
MSPP’s Latino Program and was Dr. Cynthia
Lucero’s supervisor in her doctoral practicum.
“Therapists asking these questions of themselves
reveals how their own cultural bias and customs
may impact their work,” adds Dr. Laria, who says
that studies have demonstrated this.
Language fluency, and, therefore, Spanish
language immersion are also critical for working
competently with Latinos. Without the ability to
communicate meaningfully with a client in their
native tongue, therapy really is not possible, according
to Dr. Laria. “Even truly bilingual patients
will often prefer to use Spanish when dealing with
deeply personal issues,” he says.
Testing these techniques, ideas, language skill
and philosophy in the Latino community, both
locally and in countries of origin, is the final
essential element. And, it is equally, if not more,
important than any other aspect of training, notes
Dr. Nicholas Covino, president of MSPP. “One of
the most significant contributions to learning and
behavior change is an ‘affect-rich educational
experience,’” he says, adding that “such an
experience helps the student move beyond the
cognitive, to experience real people, see real
circumstances and feel firsthand the customs
and other aspects of life that those individuals
hold dear.” v

4This year, students from the Latino Menatal Health Training program spent the month of August
in Costa Rica, immersing themselves in the culture and language of that country.
MSPP’s Lucero Latino Mental Health Training Program
MSPP has infused the Lucero Latino Mental
Health Training Program with both academic and
experiential opportunities for students to deepen
their cultural awareness, knowledge and sensitivity
as they also follow the standard requirements of
the clinical psychology doctoral, school psychology
CAGS or counseling psychology master’s program.
The first seven Lucero Center doctoral candidates
were selected for the program in fall 2006. These
students spent the past year increasing their
academic knowledge of the differences, subtle and
acute, between Latinos and the US mainstream, as
well as among the various Latino groups. They also
engaged in Spanish conversation support groups
and in coursework that pushed them to observe
their own culture (for those of Latino background)
in relationship to that of other Latinos.
The first year culminated in a five-week language
and cultural immersion program in Costa Rica,
where two native Spanish-speaking MSPP students
began providing volunteer psychological services
in several Costa Rican clinical settings. The
four non-native-speakers threw themselves into
intensive language training five and a half hours
a day, five days per week. The language course
was designed especially for them as mental health
professionals and often included therapeutic role
playing, in addition to daily life communication
skill development, according to Jeanine Baillie,
a native of Trinidad and Tobago who, though
having some familiarity with Spanish as a child,
needed an intensive learning experience to
enhance her fluency.
“Costa Rica was amazing,” she says. “It really
was immersion.” She and the other students from
MSPP lived with rural Costa Rican families. “At the
end of five weeks,” she says, “I was beginning to
dream at least part of the time in Spanish.”
In addition to the scheduled curriculum last year,
Baillie, Soto and other students joined Dr. Laria in
New Bedford to offer volunteer relief services and
emotional support to those who were victims of a
violent raid.
Although not part of the formal, planned curriculum,
“what we did in New Bedford turned out
to be an invaluable learning experience for MSPP
students,” says Dr. Laria. The students helped with
assessments and ran a support group for those traumatized
by the event. Noticing that attendance was
dropping off, they considered the sewing room as a
creative alternative to more traditional group work.
In addition to the clinical assistance he and his
students brought to New Bedford, Dr. Laria also
joined a delegation that testified in Washington
about the controversies stirred by the raid and
its aftermath.
Says Dr. Bennasar “Working with people of different
cultural backgrounds is complex, and we are all
always growing and learning; and, of course, we will
never know everything, but respecting the people,
the process and the differences are key,” she says.
For MSPP, its first sojourn into the rich world
of diversity training has just begun. “My hope,”
says Dr. Covino, “is that we take this model for
training and tailor it to include other ethnic
and cultural groups.” v
For a Deeper Look
at Diversity Training:
Bernal, G. & Scharrón-Del-Río, M. R.
(2001). “Are empirically supported
treatments valid for ethnic minorities?
Toward an alternative approach for
treatment research.” Cultural Diversity &
Ethnic Minority Psychology, 7(4), 328-342.
Cultural Diversity and Ethnic Minority
Psychology, Volume 7, 2001.
Hayes, P. (2001). “Looking into the
clinician’s mirror: Cultural self-assessment.”
In Addressing Cultural Complexities in
Practice: A Framework for Clinicians and
Counselors (pp. 35-52) 2, Washington, DC,
American Psychological Association.
Kolb, D. A. (1984) Experiential Learning,
Englewood Cliffs, NJ, Prentice Hall.
Laria, A. J., and Lewis-Fernandez, R.,
“Latino patients” in R. Lim’s Clinical
Manual of Cultural Psychiatry, Washington
DC, American Psychiatric Publishing 2006.
Lakes. K., Lopez, S., and Garro, L.,
“Cultural competence, applying
anthropologically informed connections of
culture,” Psychotherapy, Theory, Research,
Practice and Training, Volume 43, 2006.
Essential Elements of
Multicultural/Latino Mental
Health Training
This Multicultural Training should
help students:
4Acquire
a deep understanding of the
intricate ways in which social and
cultural characteristics of Latinos living
in the US impact their mental health.
4Develop
an appreciation of differences
and commonalities between US
mainstream members and Latinos,
as well as among the various Latino
groups that are relevant to mental health
expressions and interventions.
4Obtain
an understanding of the close
and complex interplay of social factors
and culture.
4Develop
an ability to use psychological
interventions with flexibility and
creativity, including the use of
“emprically based treatments.”
4Deepen
their cultural understanding
through intense exposure to Latinos in
their culture of origin and in the US.
4Increase
fluency in the clients’ language
through language immersion locally and
in their countries of origin.
2007 Annual Report |

The Crisis in Children’s Mental Health–
Finding Solutions
W
“ here I live, in Western Massachusetts, kids
who need mental health services have to wait
three months to one year for an appointment with
a private practitioner or community mental health
center. There is a great need to find new solutions,
and schools must be a major part of those solutions,”
acccording to Dr. Bruce Ecker, clinical and
school psychologist and MSPP faculty member.
The principal of West Roxbury’s Joyce Kilmer
Elementary School agrees. “Schools are the ideal
place for mental health services, both prevention
and intervention,” says Mairead Nolan, who
has witnessed firsthand the impending crisis in
children’s mental health services. Today one in
ten children experience emotional or learning
problems serious enough to need services, and
only 20 percent of that group receives the care they
need, according to national and state studies.
Schools are where children spend most of their
time—on average, 15,000 hours a year, notes
Nolan. “School days are structured, familiar, where
a primary adult—the teacher—can work with
therapists, parents and other significant adults on
therapeutic strategies. And, school is a place where
parents and kids are less likely to feel the ‘stigma
or shame’ of using mental health services, and
more likely to stay with a program because of
ease of access.”
| Massachusetts School of Professional Psychology
Dr. Ecker and Principal Nolan are not alone in
their beliefs. In recent years a number of studies
and reports, both professional and political, have
reached the same conclusion. The President’s
Freedom Commission Report on Mental Health of
2002 and the Surgeon General’s Report on Mental
Health of 2001 are among the national reports
favoring school-based mental health services.
Research also indicates that flexibility and creativity,
not rigidity, are essential for these school-based
mental health programs and systems to be effective.
In addition, a host of national experts view
children’s mental health needs from a systems, or
public health, perspective.
“There are a lot of new rules to be written in
building this system,” says MSPP President Dr.
Nicholas Covino, “if we are to create environments
where ‘at-risk’ kids are comfortable and can safely
get the care they need.” The system, the services
and the programs, he adds, must be uniquely
crafted, not just transplanted from community
mental health center models. “We need to foster a
situation where principals, teachers and therapists
design interventions tailored to fit seamlessly into
the school setting.”
And, collaboration with the entire health care and
social services community will be key. “Connections
with pediatricians, community and other
social agencies, private practitioners and insurance
companies are essential to ensure the tapping of all
resources,” says Dr. Ecker, who believes society has
lacked an awareness of the prevalence of emotional
problems in children and the dirth of services.
Dr. Bob Lichtenstein, who heads MSPP school
psychology program, adds that to have a lasting
impact, the overriding principle of the system has
to be prevention. “We know quite well that reactive
approaches—waiting until children’s needs are
serious and resistant to treatment—are costly and
often of limited value,” notes Dr. Lichtenstein, who
is concerned that the focus of even the latest federal
reports and initiatives is treatment after detection,
far more than prevention.
Dr. Lichtenstein also advocates the concept of
“giving psychology away”—that is, consulting
with parents, teachers, clergy, coaches and other
influential adults so that they can provide a first line
of defense as they work with children and families.
Of course, these MSPP faculty concur with
national experts who acknowledge the major
funding, legislative and coordination challenges
of implementing such a system on a national,
state or even local basis.
MSPP believes it has a human and professional
obligation and a unique role to play in the process.
“We have made solutions to children’s mental
health a major strategic goal of this organization,”
says Dr. Covino.
In 2006 MSPP opened its doors to the first
candidates for its MA/CAGSa Master of Arts in
School Psychology program. In 2006, through
the generosity of trustee Richard (Rif) Freedman
4As part of the Primary Project, the Freedman Center’s first program, MSPP school psychology students engaged in weekly play sessions with primary
school children at risk for learning, adjustment and emotional problems and supervised high school students to do the same.

4Principal Edmund Donnelly (left) of Brook Farm Academy; and MSPP President Dr. Nicholas
Covino, and Joan & Richard (Rif) Freedman (right) celebrate at the 2007 MSPP Gala, which
benefited the Freedman Center for Child and Family Development at MSPP.
and his wife, Joan, a retired school counselor,
MSPP established a center for child development
named for the Worcester couple—The Richard I.
and Joan L. Freedman Center for Child and
Family Development.
Both the School Psychology Program and the
Freedman Center are designed to broaden and
deepen the perspective of a new generation of
school psychologists and to reach out to schools
and communities to address the current crisis.
The curriculum that Drs. Lichtenstein, Ecker and
other faculty have fashioned is meant to prepare
future school psychologists to be effective and
innovative in their role, applying scientifically
based research to practice.
A core part of that effort and the curriculum is
also the first service program sponsored by the
Freedman Center—the Primary Project. In the
Primary Project, MSPP students engage in weekly
play sessions with primary school children and
coach high school students to do the same.
The primary school children are not exhibiting
behaviors for which professional mental health
services are needed, but are considered at risk for
learning, adjustment or emotional problems.
MSPP implemented the project last year, with
gratifying results, enriching the lives of the primary
and high school children, and the professional
skills of the MSPP graduate students, according to
Margaret Hannah, the new executive director of the
Freedman Center.
Hannah adds that her goal for the Freedman
Center is to meet schools where they are, build on
what they are already doing, suggesting ways to
incorporate mental health principles and techniques
in every aspect of school life, while also offering
innovative products, such as the Primary Project,
when a school asks for that kind of assistance.
MSPP school psychology students are also
receiving intensive training in screening for
learning, emotional and behavioral problems,
and being exposed to other interventions such
as “Second Step,” a well-researched program for
reducing aggressive behavior.
Says Principal Nolan, whose elementary school
was one of two sites for Primary Project this year:
“The great thing about Primary Project is that it is
truly preventive. These young children are not yet
in trouble, but without extra attention they could
fall through the cracks.”
Edmund Donnelly, the Principal of Brook Farm
Academy in West Roxbury, where nine high school
students were chosen to mentor the younger
children guided by MSPP students and faculty,
adds: “For our students it has been wonderful. It
has given these teens a sense of true responsibility
and a great deal of confidence. We have entrusted
them with something very precious, demonstrating
how much we valued them and their abilities.”
For MSPP school psychology student Sarah Byrne,
who coordinated Primary Project at the Joyce
Kilmer Elementary School, programs like Primary
Project, though very simple in design, can have an
immediate effect. “I could see a difference in the
kids I worked with, even after only a few sessions.
They felt very special having this play time with
me,” she says, adding that the experience also has
enhanced her confidence and a feeling that she has
something to contribute to children in her future
career as a school psychologist.
“Encouraging our students to contribute to the
healthy development of children and families
while they develop clinical skills and grow as
professionals is what MSPP is all about,” says
Dr. Lichtenstein. “This is what makes our
mission statement come alive.” v
For a Deeper Look at the
Important Role of the School in
Children’s Mental Health:
Chesapeake Institute (1994), “National
agenda for achieving better results for
children and youth with serious emotional
disturbance.” Downloaded September 17,
2007 from: http://cecp.air.org/resources/
ntlagend.asp.
Kutash, K., Duchnowski, A.J., & Lynn,
N. (2006). School-based mental health:
An empirical guide for decision-makers.
Tampa, FL: University of South Florida,
The Louis de la Part Florida Mental Health
Institute, Research and Training Center for
Children’s Mental Health.
National Association of State Mental
Health Directors and National Association
of State Directors of Special Education
(2002). Mental health, schools, and families
working together for children’s mental
health: Toward a shared agenda.
Skalski, A.K., & Smith, M.J. (September
2006). “Responding to the mental health
needs of students.” Principal Leadership,
12-16.
Finding Solutions
Building a mental health system to care for
the nation’s children will require:
4That
the schools play a central role in the
mental health of the nations’s children;
in other words that the mental health
system be “school-based.”
4That
prevention be the driving principle.
4That
families, teachers and other
significant people in a child’s life
support mental health strategies.
4That
mental health programs be flexible
and creative and part of the fabric of
school life.
4That
the entire health care and social
service community collaborate in
prevention, diagnosis and treatment.
2007 Annual Report |

“When I became a trustee, I knew little about
the Massachusetts School of Professional
Psychology. Now I have a working knowledge
of the field, and more importantly I have had
the privilege of knowing and working with
professionals dedicated to creatively training
young psychologists who, as we all know, will
impact our changing world in important ways
in coming years.”
—MSPP Trustee Richard Freedman
“I joined the MSPP board of trustees after
reading about the school’s Latino Mental
Health Training Program. This program
underscores the commitment the school has
to addressing the mental health needs of a
segment of the population that has been
historically underserved. In addition to this,
MSPP is an exemplar of the kind of educational
institution that responds to the educational,
social, demographic, professional demands and
challenges of the 21st century.”
—MSPP Trustee Dharma E. Cortés, PhD
“One of the first things that attracted me to MSPP
was the close-knit family and community, yet
professional, feeling among the students, faculty
and support staff. These close relationships
cultivated within the school translate into a
meaningful experience for myself, both within
the school and beyond. To know that I am
in a safe and supported space to get to know
myself well and how that plays into who I am
becoming as a psychologist is priceless.”
—Doctoral Student Annie Robertson
| Massachusetts School of Professional Psychology
The Classroom Outside of the Classroom–
The MSPP Teaching Model Takes
Integrative Education to a New Level
MSPP distinguishes itself by its integrative
model of professional training. For over 30
years, MSPP has refined an integration of applied
experience and knowledge as the core of its education
model. For students who aspire to careers
in professional psychology, MSPP extends the
integrative teaching philosophy to actively engage
the development of the professional self, as well.
Training the “professional self” entails classroom
learning, field site learning and self-observation and
awareness as reciprocal and essential elements and
creating thoughtful, sensitive and effective mental
health practitioners. The professional school model,
developed in Vail, Colorado in 1973, finds its finest
expression in this synergistic integrative learning/
training opportunity at MSPP.
The integrative training model, in which students
are required to complete both practica and internships,
is at the core of all the degree and certificate
programs. MSPP has over 200 field sites in Boston
and throughout the region. Students train in varied
settings across the course of their graduate studies
and in pursuit of their unique professional interests.
Students enrolled in the Graduate Certificate
in Executive Coaching Program are required as
well to participate in a practicum in which they
coach a non-profit organization leader with
supervision by a senior executive coach.
Dr. Alan Dodge Beck, dean of the Doctoral
Program, explains. “MSPP students are not merely
in a classroom and at a field site at the same time.
Integrative education at our program is so much
more. We work from within—at the intersection
of theory, skill and self—with input from teachers,
advisors, supervisors and from emerging selfawareness
on the part of the student. Professional
expertise grows as individuals grow and as they
evolve an understanding of how to meet human
needs in an increasingly diverse and complex
world,” he says, adding, “Our students are
embraced by a community that teaches to the
whole person, is committed to service, and
devoted to professional excellence. Exploring and
understanding the interaction of all elements of
personal and professional experience is the essence
of integrative teaching and learning.”
In the standard integrative paradigm, the
practical component reinforces classroom learning.
In the MSPP model, the practical and classroom
experiences are synergistically connected. The
multifaceted design of the fieldwork creates a
dynamic practical experience that is then paired
with rigorous, and equally dynamic, classroom
instruction taught by practitioner-scholars.
“Learning in the field is complemented by the
4David Stein, a PsyD candidate in his fifthyear
APA internship, works with children at
Cambridge Hospital. Stein says that MSPP’s
fieldwork placements taught him the skills to
be a confident clinician.
instructor’s knowledge of theory and practical
experience,” explains MSPP President Nicholas A.
Covino. “This makes the classroom component
livelier and more memorable and leads to a deeper,
broader understanding.”
The deeper level of understanding to which
Dr. Covino refers is self-knowledge, and it is
a critical element in the practitioner/client
relationship. He says, “What we learn in the
integrative model is about ourselves—our
conflicts, our barriers to communication. This
course on our self is the most important class to
take, and it doesn’t happen in a purely academic
setting. Ours is a journey of self-exploration along
a path of building knowledge and technical skills.”

4Nancy Gaulin was the only PsyD candidate
out of 120 applicants for an APA internship
at the May Institute. “I had the best clinical
training, and I got the job. That speaks to the
level of training at MSPP.”
David Stein, a fifth-year PsyD candidate doing
his APA-internship at Cambridge Hospital, says
that fieldwork played a vital role in his education.
“You can’t learn in a classroom the way that you
can learn ‘in vivo.’ You can learn about mania in
class, but until you’ve actually sat with a patient
who has bipolar disorder, you don’t really know,”
he says. But fieldwork at MSPP is not a “casual
observation,” but rather a challenging, hands-on
experience in which degree students across all
programs are immersed from the very beginning.
“I’d spend 45 minutes with a patient,” Stein
recalls, “and then sit with a supervisor and a
team of 30 people to present the case. This is very
different from writing a paper. But I know about
major mental illness; I know how to diagnose it.”
Dr. Nancy Gaulin, an MSPP graduate who
completed her APA internship a year ago at the
May Institute, says, “MSPP’s integrative model
is a balanced model. It allows you to become who
you really are while you hone your clinical skills.
It provides you with the opportunity to
be introspective.”
From a structural standpoint, the MSPP model
of teaching is deeply rooted in an integrative
paradigm, but its unique methodology—
the dynamic fieldwork experience and the
complex, interdependent relationship between
the application and the classroom re-defines
integrative education and takes the Vail model
to the next level. v
For a Deeper Look at
Integrative Education:
Norcross, John C. and Castle, Patricia H.,
“Appreciating the PsyD: The Facts, Eye on
Psi Chi,” Fall 2002 Volume 7, No. 1.
Sticker, G., and Trieweiler, S. (1995).
“The local clinical scientist.” American
Psychologist, 50 (12), 995-1002.
Sticker, G, Edward F. Bourg, Russell, J.
Bent, Joanne E. Callan, Nelson F. Jones,
James McHolland, J (1987) “Standards and
Evaluation in the Education and Training
of Professional Psychologists. Knowledge,
Attitudes, and Skills.”
More About MSPP’s Commitment
to an Integrative Education:
4MSPP
students must spend between
25-60 percent of their time in direct
clinical services.
4Students
in the School Psychology,
Counseling and Forensic Programs are
placed in training sites that are explicitly
linked to concurrent coursework.
4Field
placements for the degree
programs meet competency standards
set by the National Council of Schools
and Programs of Professional Psychology
(NCSPP) as well as all other relevant
accrediting bodies.
4Twenty
percent of MSPP alumni serve
as field supervisors.
4The
field sites represent a wide range of
populations across many multicultural,
racial, ethnic, and gender dimensions of
diversity throughout the region.
4Surveys
show consistently that the
integrative model is highly valued by
students, alumni and field placement
supervisors.
4Many
students report that the
integration model was a key that led
them to choose MSPP.
“Watching the horrors of Hurricane Katrina
on the news left me questioning, what can
I do to help? I turned to the MSPP community
for answers to this question. MSPP has given
me a place to connect with other students
who are passionate about brining psychology
to underserved populations. Thanks to
MSPP’s support, my colleagues and I had the
opportunity to travel to Baton Rouge and
work with people displaced by the hurricane.
This work has shaped me as a psychologist
and as a person.”
—Doctoral Student Talya Rabina
“It is very gratifying to be a part of MSPP’s
planful growth and to work in a school so
committed to being a good neighbor. All our
new degree programs and our collaborations
with the Joseph Smith Community Health Center,
Entre Familia and West Roxbury High School
respond directly to community mental health
needs and reflect our committment.
—Dr. Stanley Berman, Dean,
Programs of Advanced Graduate Study
“Maintaining a curriculum with attention to
both psychological science and the changing
health care environment is the challange and
the pleasure of teaching at MSPP.”
—Dr. Brian D. Ott, Faculty since 1989
When the new President of MSPP, Nick Covino,
began to reach out, I responded. There has
been a new energy poured into everything at
MSPP. I want to find a way to say “thank you
to MSPP because I owe so much to the School. It
positioned me to become a licensed psychologist.
That has given me the opportunity to be a
distinguished member of the community with a
solid income and to be known as a graduate of
a most respected professional school. So, out of
gratitude for what MSPP has made possible,
I donate both my time and money.”
—MSPP Trustee Charlie Hogan ‘89
2007 Annual Report |

The Students of MSPP
Master of Arts in
Counseling Psychology
Aziz Nashef—
Disenfranchised Children Are His Passion
Something happened to Aziz Nashef in 2006 that
confirmed the direction of what he now hopes will be
his life’s work. That summer, he traveled to Iqaluit,
Nunavut, a place above the Arctic Circle in his native
Canada. There in Apex, a village of 200, he worked
with Inuit children in a summer day camp. His job
was to create academic, recreational, nutritional and
other programs for children, many of whom were
victims of sexual, substance and physical abuse.
Master of Arts & Certificate
of Advanced Graduate Study in
School Psychology
Karen Ruccio—
From Art To Reading: A Journey
“When my grandmother would ask me what I wanted
to be, I would always say ‘a psychologist,’ even before
I knew what that meant,” says Karen Ruccio, a
second-year School Psychology student.
“I knew it had something to do with helping people,
and that is what I wanted to do.” Helping people
began for Ruccio when she completed a Bachelor’s in
Psychology at Nazareth College in New York and spent
a year in the Jesuit Volunteer Corps, working with
Mexican immigrant teens in rural California.
Doctor of Psychology
George Soto—
Seeking an Understanding
of the Latino Community
Two years ago, George Soto came from New York City
to attend an open house at the Massachusetts School
of Professional Psychology. He was so impressed
with the friendliness of the staff and the institution’s
interest in Latino mental health that he applied. Not
only was he accepted into the PsyD program in Latino
Mental Health, he was also the first recipient of the
Lucero Scholarship.
| Massachusetts School of Professional Psychology
“Here I was in this isolated place responsible for
everything. I took all the knowledge I had from books
and put it into practice. And, I felt I was able to help
these kids who were really suffering,” he says. “It was
a pivotal experience, which ultimately led me here.”
Although the most intense, it wasn’t his first practical
experience. While earning his Bachelor’s Degree in
Child Psychology at Ontario’s McMaster’s University,
he worked in inner city schools and at the Ronald
McDonald House.
With a dad who is a clinical psychologist and a
psychiatric nurse mother, “I think I had ideas about
psychology and children by late high school,” he says.
“What appealed to me about MSPP is immediate
A Master’s in Art Therapy from Lesley University gave
her a taste of the power of this special clinical practice
in helping the severely mentally ill. Through art, she
notes, patients could safely tell their stories and build
human relationships.
She went on to work at Charles River Day Treatment,
an alternative school for troubled teens. After a oneyear
break from clinical work, the Carol Center for the
Blind made her their creative art therapist. She spent
six years watching her clients gain mastery and selfconfidence.
Their transformation ignited her interest
in the psychological “barriers to learning.”
That is when she made the leap to MSPP’s new School
Psychology Master’s program. “Right from the get go
I felt it was a place where I could grow, and I certainly
have. The school, the professors, the field placement
Named after MSPP alumna Dr. Cynthia Lucero, who
met an untimely death at age 27, the scholarship was
set up by family and friends to honor and carry out
her work with the underserved Latino population.
When Soto applied for admission to MSPP, he was a
social worker in an outpatient mental health clinic on
the Lower East Side of Manhattan.
“I wanted more in-depth knowledge of what is going
on in the Latino community,” Soto says. “I worked
with a lot of women from the Caribbean who were
physically and sexually abused by their family. They
had a lot of trauma that I knew was tied to their
childhood and society. I wanted to understand why
these patterns were occurring.”
integration of class and
practical experience,”
he adds.
One of the first to
enter MSPP’s new
Counseling Psychology
Master’s program, he
has been “from day
one” in the field.
At Roxbury’s Edge Program, he helps kids who have
been neglected, abused or involved in criminal
behavior.
For Nashef, who eventually wants to earn a doctorate,
MSPP has offered him a path to achieve his cherished
goal of working with “disenfranchised children”
in a more skilled way. “This is exactly what I want
to do,” he says. v
supervisors have been
so welcoming, and
the curriculum is very
rich,” she says. “The
connection was instant,
unlike anywhere else
I interviewed.”
Ruccio’s next step,
she believes, will
be implementing
evidence-based programs for young children with
reading difficulties. “Early intervention is critical and
is the key for children’s academic success,” she says.
“I want to be part of that.” v
Currently in his second
year of the PsyD
program, Soto has
worked with immigrants
and victims
of violence and done
advocacy work in his
internships at Family
Services in Lawrence
and at Fenway
Community Health
Center in Boston. His goal, upon graduation, is
“to go back and connect with the community. I am a
Puerto Rican-American in North America. My focus is
working with the Latino population.” v

Master of Science in Clinical
Psychopharmacology
Dr. Beth Rom-Rymer—
MSPP Student/Faculty is Fighting for the
Right to Prescribe
For years, Dr. Beth Rom-Rymer has been fighting for
a privilege she feels every psychologist should have.
“Psychologists are natural candidates for prescriptive
authority. We spend considerable time with our patients
and are quite practiced listeners. Advanced training
in clinical psychopharmacology can enormously
enhance our capacity to serve our patients,” she says.
A forensic psychologist expert, specializing in physical
and sexual harassment and abuse, Dr. Rom-Rymer
loves the challenge of assessing complicated cases.
Doctor of Psychology
Molly Birkhead—
Committed to Community Service
For the past two summers, Molly Birkhead and
three MSPP classmates have headed for Baton Rouge,
Louisiana. Her purpose—to support those still caring
for a population and rebuilding a community
devastated by hurricane Katrina.
“Molly is my hero,” says Dave Birkhead of his daughter,
whose Louisiana volunteer work is indicative of
her whole life. “Very few people I know are as focused
and purposeful as she is.” Molly, in turn, credits her
parents as the inspiration behind her unwavering
drive toward community service. “My parents were
Graduate Certificate in
Executive Coaching
Clint Berge—
Enhancing a Career in Human Resources
This December, Clint Berge, the director of Human
Resources at iCAD, a medical device company that provides
the healthcare industry with computer-aided solutions
for early cancer detection, will receive his graduate
certificate in executive coaching from the Massachusetts
School of Professional Psychology. However, unlike
most of his fellow classmates who will be starting their
own executive coaching firms or launching consulting
careers, Berge is staying right where he is. For him, his
executive coaching techniques and knowledge will add
a new, deeper dimension to his work and take his career
in human resources to a new level.
It was while working on a fellow-diplomate certificate
in psychopharmacology from The Prescribing
Psychologists’ Register in 1999 that she began organizing
for prescriptive authority, locally and nationally.
As president of the American Psychological Association’s
Division 55 (Division of Pharmacotherapy) in
2004, Dr. Rom-Rymer spearheaded the drafting of the
first ethical standards for prescribing psychologists.
“One thing was certain; we wanted to maintain
the relationships we had worked so hard to create
with our patients. Fifteen-minute ‘med checks’ would
not suffice as our model for good biopsychosocial
care,” she says.
Today, still awaiting prescriptive authority in Illinois,
she is undeterred, using her knowledge to partner with
healthcare prescribers in the service of her patients;
to advise attorneys on pharmacologic issues; to create
always politically active and instilled in me their deep
sense of social responsibility,” she says.
When she was then accepted into the MSPP PsyD
program, both she and her parents felt it was meant
to be. “The program really was perfect for her,” says
her dad. “The philosophy of the school really fits who
she is and who she wants to be.”
Coming to MSPP was the next important step in a
career—after graduating from Kenyon College in
Gambier, Ohio—that took her from doing social
work for Ohio’s social service department and Headstart
in rural Ohio to developing kids summer camp
programs at the YMCA and working at a shelter for
homeless kids in Idaho.
Hitting a “glass ceiling” in social work, she decided
clinical psychology would give her the skills to treat
At the top of his HR career, Berge’s job embraces more
than employee relations, employment or benefit issues;
he works closely with senior management. “I spend
a lot of time supporting my entire senior management
team, including the CFO and CEO, and, by
developing better executive coaching skills, I plan to
contribute even more to the human resources side of
the company,” Berge says. With his business acumen
and a background in organizational psychology and
counseling, executive coaching was not just a logical
next-step, but also “a very natural move in my career.”
For Berge, his investment in the two-year executive
coaching program prepared him well for outside consulting
projects, but for now, his goal is to make an
ever greater difference at iCAD. “I want to enhance my
current position by doing executive coaching within
my company. I want to enable executive managers to
hone their skills, learn how to be better managers,
opportunities for RxP
bill passage in other
states; and to conduct
research on the needs
of the urban underserved.
Dr. Rom-Rymer
teaches ethics to
MSPP post-doctoral
psychopharmacology
students and lectures, throughout the country, on
ethical issues in forensics and psychopharmacology.
“To obtain the best clinical credential for the future,”
Dr. Rom-Rymer joined the MSPP master’s program as
an online student last year. “This program has been
perfect for someone like me who has many vigorous
years of practice ahead of her,” she says. v
individuals more
deeply. MSPP, she felt,
shared her dedication
to the underserved. The
program has already
broadened her experience,
and this year
she hopes to receive
intensive play therapy
training at Children’s
Charter in Waltham.
She believes that children or families or both will be
her life’s work.
But, Louisiana and a new Baton Rouge trauma center
are never far from her mind. “I want my doctoral
dissertation to support this work,” she says. v
contribute in new
and unique ways to
the business via their
leadership skills.”
Even before he’s been
formally handed his
certificate, Berge’s executive
coaching skills
have been put to the
test. In his practicum,
the required fieldwork
component of the program, he helped to “embellish
the career” of a “high-potential employee” within
his company. Working under the tutelage of a master
coach and with the support of his student-peers, Berge
has already proven that the synergy between human
resources and executive coaching is a powerful
motivator. v
2007 Annual Report |

Financial Statement
The following are highlights from audited
Financial Statements for the Massachusetts
School of Professional Psychology, Inc. for
the fiscal year beginning June 1, 2006 and
ending May 31, 2007.
As the figures below indicate, the financial
picture of MSPP continues to strengthen.
To highlight a few facts: MSPP donors are
growing in number; the school’s expansion
has returned new income, while expenses
have been carefully monitored; scholarship
aid reached a new high of $233,050; the
Spring Gala in support of the Freedman
Center raised $103,000, of which 70
percent was available for program support.
This year, operations and investment gains
were on par for the first time in many years.
Increase in Net Assets–$524,765
Revenue increase over prior year–$1,125,528
Expense increase over prior year–$945,135
Net Assets at beginning of year–$2,603,710
Net Assets at end of year–$3,128,475
For detailed information about our financial
statements, please call Patrick Capobianco,
Vice President Finance and Operations, at
617-327-6777 with questions.
$240
$220
$200
$180
$160
$140
$120
$100
$80
$60
$40
$20
$0k
700
600
550
500
450
400
350
300
250
200
150
100
50
0
$7M
$6M
$5M
$4M
$3M
$2M
$1M
$0M
2002
$19,233
2002
108
2003
$101,500
Donation Growth
2003
245
2004 2005
$99,834 $122,053
(11 months)
Number of Donors
2004
398
2005
501
2006 2007
$234,105 $224,595
2006
600
Revenue & Expense Growth
Expenses
Revenue
2007
594
2002 2003 2004 2005 2006 2007
0 | Massachusetts School of Professional Psychology
MSPP Donors 2007
Thank you for your generous support. Please note, this list reflects donations made between
June 1, 2006 and the publication date of this report. If you have made a donation during that time
and your name does not appear below or there are any inaccuracies related to your listing, please
accept our sincere apologies. Please contact our Development Department so we can make sure to
correct the inaccuracy in future publications.
Partners $5,000+
Anonymous (2)
Peter & Marsha Berenson
Boston Public Health
Commission
Nicholas & Gretchen Covino
Forest Pharmaceuticals, Inc.
Richard I. & Joan L. Freedman
Grossman Marketing Group
Mr. & Mrs. Steven Grossman
Herbert J. Hoffman, PhD
Principals $1,000-$4,999
Arbella Charitable
Foundation, Inc
Dr. Alan D. Beck &
Mrs. Deborah L. Beck
Hilary E. Bender, PhD
Drs. Stanley & Harriet Berman
BJ’s Wholesale
Blue Cross Blue Sheild of
Massachusetts
Drs. Jacqueline &
Stanley Buchin
Patrick & Felicia Capobianco
Edmund U. Cohler, PhD
Mr. Melvin S. Cutler
Dr. Barbara S. &
Dr. Paul P. Daley (Hon)
Joseph Deitch
Mr. William P. Flynn
Elise M. Forbes Seeley, PsyD
Forman, Itzkowitz, Berenson
& LaGreca, P.C.
Andrew & Paula Freedman
Michael & Jennifer Freedman
Dr. Joseph W. Gibson (Hon)
Dr. & Mrs. Mervin D. Gray
Kerry & John Hamilton
Margaret Hannah
Paul P. Haran, PhD
Stephen Hayes, PsyD
Mrs. Eileen C. Healy
Jon M. Herzog, J.D.
Mr. & Mrs. Kenneth E. Heyman
Dr. & Mrs. Charles H. Hogan
Irving I. Silverman
Charitable Lead Trust
Mr. Alexander M. Levine
Dr. Robert S. Lichtenstein
Dr. Paul D. &
Mrs. Brooke K. Lipsitt
David J. Mofenson, JD
Samuel J. Moncata, PsyD
Mrs. Joanna & Mr. David Nikka
Patricia D. Perry, PsyD
Mr. & Mrs. Kurt R. Redfield
Nancy & Rob Reed
Drs. Rochelle Robbins &
Donald Steinbrecher
Roche Brothers
Stanley P. Rosenzweig, PhD
Robert & Shirley Siff
Dr. Elinor E. Svenson &
Mr. John R. Svenson
Dr. & Mrs. John Zona
Major Donors $500-$999
American Federation of
Teachers (AFT) MA
Arthur Blank Company
Mr. & Mrs. Joseph Bafaro
Dr. & Mrs. David H. Barlow
Jean F. Bellows, PsyD
Boston Teachers Union
Senator Harriette L. &
Mr. BurtonChandler
Haskel Cohen, PhD
Dr. Barbara S. &
Dr. Paul P. Daley (Hon)
EPG, Inc.
Mr. William B. Ford
G.T. Reilly & Company
Christopher L. Huvos, PsyD
Mr. Howard &
Mrs. Frances Jacobson
Mr. & Mrs. Lee H. Kozol
Dr. & Mr. Kimberly F. Kreisel
Suzanne McCarthy,PsyD
Ms. Josephine McNeil
Frances Mervyn, PhD
Lise Motherwell, PhD, PsyD
Elaine Montag
Mrs. Kathy Murphy
Mark & Pauline Peters
Rivermoor Realty Trust
Erlene Rosowsky, PsyD
Mr. & Mrs. Scott M. Saltus
Mr. Robert L. Stasey
Elizabeth S. Warner, PsyD
Dr. & Mrs. Howard Weintraub
Sustaining Donors
$250-$499
Mr. George S. Abrams
Dr. Hortensia Amaro
Mr. & Mrs. Thomas
Bartholomew
Dr. & Mrs. Jeffrey N. Brenner
Richard Thomas Bristol, PsyD
Cosgrove, Eisenberg & Kiley, PC
Kevin & Sophia Costello
Dr. Linda Daniels
Jaine L. Darwin, PsyD
Dr. & Mrs. Andrew S.
Dibner, PhD
James M. Donovan, PhD
Drs. Randi S. Dorn & Jay Ryan
Debi Dulberg, PsyD
Mr. & Mrs. Lawrence C. Elliott
Mahala & Hassan Evans
Michael L. Fay & Carol Naber
Claire Fialkov, PhD
Mr. Ralph Fishman
Howard Forman &
Cheryl Supowit
Howard & Louise Freedman
Mr. & Mrs. Laurence A.
Freedman
Ethel & Gary Furst
Lisa S. Fusaro, PsyD
Pauline E. Gerson, PsyD
Mr. Robert Gordon &
Mrs. Marjorie Mann
Hon. Martha P. Grace &
Mr. Nason Hurowitz
Mr. & Mrs. Nathan Greenberg
Dr. & Mrs. Barrie S. Greiff, MD
Lorraine Heilbrunn, PhD
Richard L. Jacobs, PsyD
Lionel S. Joseph, PhD, PsyD
Betty & Robert Kaufman
Marjorie Kettell, PhD
Jodie Kliman, PhD
Amaro J. Laria, PhD
Richard F. Lazur, PsyD
Robert & Jenique LeBlond
Michael & Joyce Liebman
Mr. & Mrs. Marc S. Lipsitt
Jeff & Nancy Lonstein
Nancy Lonstein
Mrs. Martha A. Lucero
Mr. Paul F. McCarron
Dr. Luisa Medrano
Irene C. Merwin, PsyD
Mr. Samuel E. Mintz
Ms. Gale Nigrosh &
Mr. Bob Sakakeeny
Mr. & Mrs. Joseph C. Oakley
Mr. & Mrs. Marc O’Brien
Ethan Pollack, PhD
Sanford M. Portnoy, PhD
Randall C. Robinson, PsyD
Jason & Donna Rosenberg
Marilou T. Shaughnessy, PsyD
Linda S. Shaw, PsyD
Ms. Elinor Stout
Team in Training
David W. Trimble, PhD
Wayne & Susan Ushman
Senator Marian Walsh
Anne W. Waters, PsyD
Elana Weiner, PsyD
Mr. Donald D. Wilson
Supporting Donors
$100-$249
Susan Abelson, PhD
Ms. Luna Acharya
American Board of
Professional Psychology
Mr. Roger C. Andersen
Anonymous
Association of Psychology
Postdocoral & Internship
Centers
Mr. & Mrs. Victor Auerbach
Ms. Marianne Baker
Mr. & Mrs. Frank R. Bartucca
Ms. Nadia T. Beard
Mrs. Brenda Bellin
Dr. & Mrs. Jon Berenson
Nancy C. Blackmun, PsyD
Joan Blatt, PsyD
Jill Betz Bloom, PhD
Mr. & Mrs. Aaron Bravman
Dr. Elise Brenner &
Mr. Michael Kajen
Mrs. Ruth G. Brenner
Robert B. Brooks, PhD
Karin & Thomas Bryan
Mr. & Ms. Thomas Bryan
Drs. Irwin A. &
Linda Y. Buchwald
Mr. & Mrs. Joseph D. Bugan
Robert Cable, PsyD
Mr. Jay E. Cantor
Dr. & Mrs. Louis R. Caplan
Ms. Martine Carroll
Carol A. Caton, PsyD
Mr. Richard J. Chaffin
Donald P. Chase, PsyD
Albert Cohen
Mr. & Mrs. David Cohen
Joseph G. Cohen

Mrs. Ellen Collins
Nancy J. Connolly, PsyD
Mr. Robert Connolly
Patricia M. Conway, PsyD
Paul R. Corcoran, Jr.
Dharma E. Cortés, PhD
Andrea B. Cousins, PsyD
Mr. & Mrs. Matthew C. Cox
Eugene J. D’Angelo, PhD
Edward De Vos, EdD
Mr. & Mrs. Alan Doft
Mr. John Doggett
Gerard J. Donnellan, PhD
Suzanne B. Donnellan, PsyD
Dr. Kevin Donnelly
Peter F. Donnelly, PsyD
Ronald & Carole Dorris
Shani A. Dowd, LCSW
Allan & Judy Drachman
Jennifer W. Edwards,PsyD
Mr. James Elkind &
Ms. Rachel Goldstein
Dr. Kevin Fallon
Denise & Edward Feeley
Ms. Judy F. Finkel
Joyce S. Freedman, PsyD
Nancy Frumer-Styron, PsyD
Alyce A. Getler, PsyD
Elizabeth A. Geuss, PsyD
Mr. & Mrs. Maurice E. Gilmore
Mr. & Mrs. Edward Glick
Helaine S. Golann, PhD
Gary Goldman, PsyD
Judge & Mrs. Charles Gordon
Mr. Samuel Gordon
Joseph P. Gorin, PsyD
Richard & Susan Gotz
Ms. Gina M. Grandone
Ms. Lois B. Green
Mr. Bryan L. Grillo
Mr. Fred M. Grosso
Dennis & Noreen Guilfoyle
Lisa Gurland, PsyD
Jody & Michael Gusar
Jessica Hammann, PhD
Norah K. Hass, PsyD
Ms. Elizabeth B. Healy
Mr. & Mrs. Karon Heerdt
Mr. Philip B. Herr
Charles Hersch, PhD
Modesto J. Hevia, PsyD
Douglas Hoffman, PhD
Kenneth J. Hopkins, PsyD
Tim Horn & Marie I. Fukada
William R. Huddleston, PsyD
I.T. Vending & Novelty
Corp. Candy
Mr. & Mrs. Herbert Itzkowitz
Ms. Patricia Jacobs
Jewish Federation of
Central MA
Johnson & Johnson Family
of Companies
Tomas C. Jonsson, PsyD
Drs. Carolyn M. &
William G. Kaelin
Amy E. Kahn, PsyD
Lisa Kantor, PsyD
Lore E. Kantrowitz, EdD
Ms. Nanci Keller &
Mr. Elliot Karlin
Mr. & Mrs. Arnold Kerzner
Mr. David Kiley
Madelon King, PsyD
Megan M. Kirby, PsyD
Mr. Stephen A. Knapp
Gerald P. Koocher, PhD
Drs. Milton Kornfeld &
Marion Cohen
Anton O. Kris, MD
Ms. Agnes E. Kull
Jacqueline G. Lapidus, PsyD
Christer B. Larsson, PsyD
Ms. Shirley LeClaire
Ms. Mary Lefkowitz
Dan & Helen Levenson
Ms. Ellyn Levine
Raymond A. Levy, PsyD
Mr. & Mrs. John Lewis
Dr. & Mrs. Alan J. Lieberman
Marcie & Lawrence Lifson
Prof. Lewis P. Lipsitt &
Mrs. Edna D. Lipsitt
Patricia & Richard Lipson
Dr. Bara Litman-Pike
Steven Locke, MD
Dr. & Mrs. John
Loewenstein, MD
Stephen S. Lottridge, PsyD
Mr. & Mrs. Andrew Lyasoff
Stephanie T. Machell, PsyD
Ms. Claire M. Madden
Mr. Warren H. Markarian
Mr. Joe Marrinan
Dr. James C. Mason
Susan M. McCafferty, PsyD
Mr. Myles McDonough
Ms. Florence S. Medlinsky
Michele L. Millon, PsyD
Mr. & Mrs. Bernard N. Mintz
Norbett Mintz, PhD
Mr. & Mrs. Richard R.
Mongeau, Jr.
Mariquita G. Mullan, PhD
Dr. Stephen P. Najarian
Mr. & Mrs. Lane Newbury
Shari L. Noe, PsyD
Mairead Nolan
Dennis O’Brien, PsyD
Mr. & Mrs. Francis W. O’Brien
Mr. & Mrs. Joseph E. O’Brien
Peter O’Connor, PsyD
Katie & Ryan O’Hare
Mr. & Mrs. Robert G. Ory
Brian D. Ott, PhD
Marsha A. Padwa, PsyD
Mr. Jean-Michel &
Mrs. Sylvie Pelaprat
Mr. Melvin J. Pelletz
Isidore Penn, PsyD
Ellen Pinsky, PsyD
Mr. Stephen Pitcher
Lucy S. Rakov
Ann E. Raynolds, PsyD
Dr. Lin Reicher
John & Sheila Reilly
Mr. Joseph Riley
Mr. & Mrs. Sumner Rodman
Mr. & Mrs. Melvin Rosenblatt
Barbara H. Rosenn, PsyD
Saul L. Rosenthal, PhD
Mr. & Mrs. Scott Rossiter
Rep. Michael F. Rush
Lester & Joan Sadowsky
Sue M. Sand, PsyD
Judith M Sanditen, PsyD
Ms. Lynda Schlosberg
Dr. Lowell E. Schnipper
Linda & Authur Schwartz
Mr. Melvin Scovell
Ms. & Mr. Nancy J. Seder
Mary M. Shailer-Bosley, PsyD
John J. Sheff, PsyD
Mrs. Vivian B. Sigel
Mr. Stephen Silveri, Esq
Arthur J. Sklut, PsyD
Dr. Maria Smith
Mrs. Edith G. Sobol
Ms. Catherine A. Spada
Mr. Joseph Spada
Mr. & Mrs. Nicholas A.
Spada, Jr.
Ms. Amanda Stacey
Mr. James L. Stam
Mr. & Mrs. Mark M. Staveski
Kitty Stein, PsyD
Drs. Charles W. Styron &
Nancy Frumer-Styron
Ms. Anna M. Terry
Mr. & Mrs. Marc Theroux
Mr. Dave Thomas
Lynne Tobin-Sklut, PsyD
Dr. & Mrs. Castellano B. Turner
Elizabeth P. Van Pelt, PsyD
Shyamala Venkataraman, PhD
Drs. Mark Wagner &
Mara Sanadi Wagner
Mara S. Wagner, PsyD
Ronald A. Wagner, PsyD
Laurel D. Wainwright, PhD
Joanne E. Walker, PsyD
Ms. Grace H. Wang
Ellie & Craig Ward
Mr. & Mrs. Richard
Wasserboehr
Mrs. Michael D. Weil, PsyD
Matt & Sarah Weisman
Glenna B. Weiss, PsyD
West Roxbury Main Streets
Daniel J. Williams, PsyD
Jack L. Wolfson, Esq
Dr. & Mrs. Joel A. Wolk, MD
Allan A. Wyatt, PsyD
Paul D. Zeizel, PsyD
Dr. & Mrs. Alexander
Zhukovsky
Dr. & Mrs. Norman S. Zimbel
Friends $1-$99
Mr. Eric Aaronian
Mr. & Mrs. A. Fulvio Abela
Mr. Liam Abramson
Mr. Gary Altoonian
David & Carol Amidon
Stacy L. Anastos PsyD
Ms. Carol W. Anderson
Vicky L. Anderson, PsyD
Mr. & Mrs. James C. Armbrust
Meredith Malone
Armbrust, PsyD
Meredith A. Arnold, PsyD
Association of Psychologists in
Academic Health Centers
Ms. Danielle C. Audet
Lawrence J. Bader, PhD
Mr. John Banik
Ms. Renee M. Bazinet
Ms. Emily Beck
Ms. Julie R. Beck
Mr. Zachary K. Blumkin
Ms. Michelle Bogart
Ms. Bethann B. Bonacci
Ms. Jessica Boyatt
Ms. Emily K. Brenner
Ms. Laura Brenner
Mr. & Mrs. Henry Brodie
Mr. David C. Brownell
Reed Bundy
Mr. & Mrs. Patrick J. Burke
Ms. Tammy Campbell
Ms. Heather Campisano
Dr. Mathilda B. Canter
Ms. & Mr. Claudia Cardenas
Mr. & Mrs. Michael Carignan
Mr. Jorge Carillo
Ms. Katharine L. Carlson
Mr. Christopher Cassidy
Dr. Lynne A. Castronuovo
Mrs. Doris C. Celli
Ms. Maria G. Celli
Tanya M. Childs, PsyD
Ms. Alexandra Chinks
Ms. Kelly D. Clarke
Mr. Nicholas Colavito
Ms. Jeanne Coleman
Diana J. Collins, PsyD
Ms. Lindsay B. Cook
Christina B. Coulombe, PsyD
Keith & Veronica Coutu
Mrs. Gloria A. Craven &
Mr. Michael A. Craven
Senator Cynthia S. Creem &
Mr. Harvey A. Creem
Ms. Ellen S. Cross
Ms. Mandy Cross
Mrs. Dawn V. Cullen
Mr. Richard Curran
Mr. Christopher Dalby
Mitchell & Lisa Daley
Florence H. Davidson, EdD
Terri M. Davis, PhD
Ms. Elisa DelBonis
Toni Delisi, PsyD
Erin K. Lynch & Peter Deroeve
Ms. Irma Devan
Mr. Steve Devan
Camille M. DiBenedetto, PsyD
Mr. Carmine A. DiChiara
Ms. Melissa Dodd
Mr. Walter H. Drag
Ms. Theresa L. Duffy
Laura & Kevin Dully
Ms. Rebecca J. Eddy
Susan J. Fahlund, PsyD
Ms. Kelly Fanning
Dina Fentin-Reimer, PsyD
Fisher School
Ms. Katherine R. Flaherty
Barry E. Foster, PsyD
Mr. & Mrs. Alan Foulds
Ms. Deanna M. Fritz
Ms. Mary E. Geary
Mr. & Mrs. Christopher Glaser
Mr. & Mrs. Jeffrey L. Glick
Arnold G. Gofstein, PhD
Dr. Robert D. Goodrich
Ms. Hinda D. Goodstein
Mr. Eric & Dr. Natalie A.
Gornstein
Ms. Darleen Gracia
Mr. Todd A. Graf
Sandra & Michael Grandone
Monique A. Gregg, PsyD
Luanne Grossman, PsyD
Mr. & Mrs. Greg Guarriello
Mr. & Mrs. Chuck Hagedorn
Linda J. Hanson, PsyD
David W. Harder, PhD
Mr. Richard A. Harris
Mr. & Mrs. Randall C. Hart
Fred & Patricia Hayes
Mr. Joe Heaney
Mrs. Joan E. Heffernan
Mr. Jeff Hintlian
Priscilla S. Hoffnung, PhD
Mr. & Mrs. Edwin Hollander
Ms. Karen R. Holzman
Mr. Christopher Hussey &
Ms. Julie Donohoe
Michele D. Hynynen
Eliran Isaacson, PsyD
Ms. Patricia Johnsen
Dr. Martin G. Katz
Ms. Lydia S. Kaufman
Albert & Terese Kelly
Ms. Kelly Keyes
Nancy G Keyes, PsyD
Mr. Peter N. Kiang
Matthew B. Kramer
Mr. Kenan Krug
Mr. Andrew M. Kuller
Ms. Erin L. Lane
Mr. & Mrs. Mark A. Leary
Ms. Marlene Lebow
Ms. Aileen Lee
Ms. Rachel Lefkowitz &
Mr. Jay Sherwin
Mr. & Mrs. Stephen R. Lemay
Lois A. Levin, PhD
Thomas & Kim Lipinski
Mr. Adam Littman
Ms. Marlene Lovell
Ruth M. Lull, PsyD
Mr. Scott C. Lundin
Ms. Christine M. Lynn
Mr. & Mrs. Stephen M.
MacDougal
Mr. & Mrs. Thomas A. Mahan
Julie Mailloux, PsyD
Ms. Lucy Mandato
Karen R. Marcus, PsyD
Ms. & Mr. Christine A. Marx
Ms. Christina A. Massari
David McGill, PsyD
Francis R. Medico, Jr.
Ms. Sarah D. Meehan
Ms. Jennifer Meek
Ms. Lisa Melchiorri
Dr. Robert J. Mendoza
Edye N. Merzer, PsyD
Mr. Kevin P. Miller
Dr. Susan J. Miller
Ms. Chitra S. Mills
John H. Miner, PsyD
Mr. & Mrs. Avrom Mintz
Dr. & Mrs. Leonard J.
Morse, MD
Dr. Sandra Morse
Mr. & Mrs. Richard E. Muhr
Robert F. Nace, PsyD
Ms. Debra A. Newborg
Stephen & Jennifer Noxon
Mr. & Mrs. Timothy J. O’Brien
Mr. Joseph Oliveira
Mr. Terry O’Rielly
Mrs. Deborah A. Orozco
Ms. Corinne Ortega
Ms. Annalisa Oswald
Ms. Dianne M. Oteri
Ms. Daphne Papadopolus
Amy M. Parker, PsyD
Mr. & Mrs. Ronald C. Parker
Mrs. Tamara G. &
Mr. Jay Perkoski
Ms. Alicia Petrelli
Thomas J. Petrouski, PsyD
Mr. Brendan Phalan
Ms. Heather Phalan
Mr. Mike Phalan
George W. Phillips, PsyD
Mrs. & Mr. Allison C. Picone
Mr. & Ms. Henry Pinzon
Ms. Blanca &
Mr. Thomas Pisano
Ms. Claudene A. Polselli
Ms. Lisa C. Polselli
Susan V. Powers, PsyD
Premier Optical
Mr. & Mrs. Robert H. Prout
Mr. & Mrs. Jerome L. Quilliam
Mr. & Mrs. William J.
Quilliam, II
Mr. John C. Quinn
Mr. Joseph M. Quintanilla
Ms. KaeAnn Rausch
Ms. Kelly Ray
Ms. Karen E. Renzulli
Mr. & Mrs. David A. Reske
Ms. Christine Richardson
Mr. Mark T. Robinson
Mr. Juan M. Rodriguez
Mr. Lawrence Rooney
Linda D. Rose & Erick Cherry
Mr. & Mrs. Ronald Rosenberg
Ms. Wendy L. Rotfort
Ms. & Mr. Jenny L. Rouette
Julie & Thomas Rowlings
Mr. Alan F. Roy
Mrs. Phyllis Ruskin Dana
Mrs. Toby B. Sachs
Ms. Bernice Sandler
Mr. Ram Satyaprasad
Ms. Jessica Savarese
Mr. John Savarese
Ms. Jody Scheier
Stephen P. Schlein, PhD
Ms. Caitlin Schwager
Ms. Jennifer Schweon
Mrs. Okolo Schwinn-Clanton
Mrs. Jennifer R. &
Mr. Ryan M. Senkier
Mr. & Mrs. Peter Shandley
Karen Jo Shapiro, PsyD
Mr. & Mrs. Mark L. Shapiro
Patrick & Mary Lou Shepherd
Arthur J. Siegel, MD
Ms. Alessandra Silva
Carole Slipowitz, PsyD
Bill & Judy Sloan
Mr. Mason Smith
Dr. Anita O. Solomon
Jennifer Gentile Sotelo, PsyD
Dr. Jorge Sotelo
Mr. George L. Soto
John & Paula Spada
2007 Annual Report |

Ms. Lena E. Spada
William & Patty Spada
Barbara Spar-Furstenberg, PsyD
Eda Spielman, PsyD
Ms. Marie J. Stainer
Mr. Richard Staunton, Jr.
Mr. David S. Stein
Ms. Ann Steinberg
Mr. Michael J. Steinberg
Ms. Nicole Stenke
Ms. Carol B. Sterling
Tributes
In Honor of
Alan Dodge Beck, PhD
Emily Beck
Julie R. Beck
Brenda Caplan
Lin Reicher
In Honor of
Richard & Joan
Freedman’s
50th Anniversary
Michael Freedman
Michael E. Liebman
Elaine Montag
Robert M. Siff
In Honor of
Ruth & Jerry Kaitz
Arthur & Dr. Linda Schwartz
In Honor of
Paul Lipsitt
Lewis P. Lipsitt
In Honor of
Rick & Lori Muhr
Team in Training
In Honor of
Stanley P.
Rosenzweig, PhD
Mervin D. Gray
Ms. Kathryn Leigh Stewart
Dr. Alexandra Lucero Stirling &
Mr. James Stirling
Rosalie L. Suescun, PsyD
Ms. Ann M. Sullivan
Beth Svajian, PsyD
Mr. Eamonn A. Sweeney
Dr. Harold Takooshian
Ms. Rebecca Michelle Tambini
Ms. Melissa Tassinari
Ms. Myra T. Tattenbaum
In Honor of
Nicholas Spada
Meredith M. Armbrust
Meredith A. Arnold
Lawrence J. Bader
Alan D. Beck
Peter Berenson
Stanley J. Berman
Jill B. Bloom
Patrick J. Capobianco
Kevin and Sophia Costello
Christina B. Coulombe
Andrea B. Cousins
Keith Coutu
Nicholas A. Covino
Dawn V. Cullen
Mitchell Daley
Jaine L. Darwin
Terri M. Davis
Toni Delisi
Camille M. DiBenedetto
Randi S. Dorn
Jennifer W. Edwards
Mahala S. Evans
Denise Feeley
Elise M. Forbes Seeley
Alan Foulds
Richard I. Freedman
Mary E. Geary
Dennis Guilfoyle
Kerry L. Hamilton
Jessica Hammann
Fred Hayes
Eileen C. Healy
Joan E. Heffernan
Lorraine Heilbrunn
Priscilla S. Hoffnung
Dr. Chris Tecce
Dr. David C. Tierney
Elaine & Charles Toomey
Ms. Karen A. Torres
Ms. & Mr. Erin C. Towle-Silva
Mr. & Mrs. Robert W.
Townsend
Dr. Reiko H. True, PhD
Mr. & Mrs. Robert R.
Upright, Jr.
Kenneth J. Hopkins
Amy E. Kahn
Jodie Kliman
Gerald P. Koocher
Jacqueline G. Lapidus
Paul D. Lipsitt
Ruth M. Lull
Stephanie T. Machell
Karen R. Marcus
Sarah D. Meehan
Kevin P. Miller
John H. Miner
Norbett L. Mintz
Sandra Morse
Kathy Murphy
Robert F. Nace
Debra A. Newborg
Joseph E. O’Brien
Francis W. O’Brien
Katie M. O’Hare
Amy M. Parker
Thomas J. Petrouski
Ethan A. Pollack
Lawrence Rooney
Saul L. Rosenthal
Erlene Rosowsky
Wendy L. Rotfort
Julie M. Rowlings
Alan F. Roy
Bernice Sandler
Mary M. Shailer-Bosley
Joseph Spada
Lena E. Spada
Catherine A. Spada
John L. Spada
William F. Spada
Kathryn L. Stewart
Rosalie L. Suescun
Mrs. Deborah &
Mr. Craig Utter
Marsha Vannicelli, PhD
Ms. Rebecca A. Ventura
Ms. Elizabeth A. Vinton
Mr. & Mrs. Jay E. Vinton
Mr. Philip Wallas &
Ms. Lynn Hallen
Ms. Kelly M. Wawrzyniak
Dr. Linda A. Weene
Candice L. Weigle-Spier, PsyD
Ann M. Sullivan
Elaine Toomey
Joanne L. Tuller
Marsha Vannicelli
Elizabeth A. Vinton
Laurel D. Wainwright
Senator ‘Marian Walsh
Eleanor L. Ward
Anne W. Waters
Candice L. Weigle-Spier
Daniel J. Williams
Jocelyn N. Wurts
John E. Zeller
In Memory of
Dr. Haskell &
Rosalie Sterling
Carol B. Sterling
In Memory of
Dr. Mila Hoffman
Richard I. Freedman
Joseph P. Gorin
Herbert J. Hoffman
In Memory of
Dr. Robbie
Lacritz-Deitch
Joan Blatt
Richard T. Bristol
Robert Cable
Andrea B. Cousins
Suzanne B. Donnellan
Debi Dulberg
Susan J. Fahlund
Lisa S. Fusaro
Mr. & Mrs. Bruce R. Wheeler
Ms. Ann K. Willard
Mr. Chris Willard
Ms. Mara Willard
Mr. & Mrs. Ronald S. Wilson
Milton & Arlene Wolk
Ms. Heidi Wood
Ms. Jocelyn N. Wurts
John E. Zeller, PsyD
The following donations were made to commemorate a special occasion, such as a birthday or anniversary, to honor a significant person or event,
or to memorialize a loved one. These gifts were made between June 1, 2006 and the publication of this report.
| Massachusetts School of Professional Psychology
Lisa Gurland
Richard L. Jacobs
Judith M. Sanditen
Linda S. Shaw
Arthur J. Sklut
Kitty Stein
Elizabeth S. Warner
Michael D. Weil
Allan A. Wyatt
Paul D. Zeizel
In Memory of
John D. Robinson, Sr.
Association of Psychology
Postdocoral and Internship
Centers
Association of Psychologists
in Academic Health Centers
American Board of
Professional Psychology
Mathilda B. Canter
Robert D. Goodrich
Gerald P. Koocher
James C. Mason
James C. Mason
Anita O. Solomon
Harold Takooshian
Reiko H. True
In Memory of
Bertram Tackoff
Herbert J. Hoffman
MSPP Planned Giving Programs & Naming Opportunities
Planned Giving offers a variety of programs to ensure the financial security of MSPP. Many methods of
giving allow you to make a simple bequest or the “gift of a lifetime” to support the school while you take
care of yourself and your loved ones. Naming school spaces are fitting memorials for family members or
ways to honor valued colleagues while supporting the school’s mission.
We welcome the opportunity to discuss the many options of
Planned Giving or Naming Opportunities with you.
Please contact Mahala Evans at mahala_evans@mspp.edu
or 617-327-6777 x217 for more details.

Volunteers & In-Kind Donations
While we greatly appreciate the monetary donations from our friends, students, faculty and alumnae/i, we are equally grateful for other gifts. In the past year,
many have given of their time and expertise through classroom presentations, participation on committees, involvement in the admissions process, donations
of books and educational materials, in kind service and supervision. We would like to thank everyone who has contributed to the benefit of MSPP. Although not
exhaustive, below is a list of many who have volunteered time and effort to MSPP during the past year. Please accept our apologies if your name is not spelled
correctly or if there are errors of omission.
Volunteers
Molly Birkhead
Barbara Acksen
Kristy Adloff
Yousef Alajarma
Richard Allen
Adam Ameele
Rhea Antonio
Merry Arnold, PsyD
David Arond
David Arondd
Danielle Audet
Terry Bard
Jerome Bass, MD
Jean Bellows, PsyD
Ricardo Bianco
Charlene Bonner
Jeffrey Brenner
Ann Brochin
Jonas Bromberg, PsyD
Lou Cannon
Claudia Cardinas
Katharine Carlson
Betty Case
Maria Celli
Kate Charlebois
Ally Checkasky, PhD
Phyllis Cohen, PsyD
Sarah Conklin
Sarah Conn
Jim Conway
Thomas Cottle
Jean Cristiani
Kathy Curran
Louise Diamond
Carmine DiChiara
Barbara DiVitto
Ed Doherty
Suzanne Donnellan
Edmund Donnelly
Erin Dullaghan
Rebecca Eddy
Heather England
Jillian Frank, PhD
Paul Fulton
Ethel Furst
Barbara Furstenberg
Barbara Gannon
Nancy Gaulin
Alyce Getler, PsyD
Betsy Glaser, PhD
Heidi Gomez
Miriam Goodman, MD
Jenna Gordon
Ted Grosbart, PhD
Todd Gross, PhD
David Haddad, PsyD
Andrew Hahn
Sylvia Hammerman
Margaret Hannah
Amatul Hannan
Lorraine Heilbrunn
Kristen Hurd
Keith Irving, PhD
William Jaffee, PhD
Kate Jagodzinski
Karen Johnson
Nicholas Johnson
Betty Kaufman
Nancy Kehoe
Nanci Keller
Marjorie Kettell
Inna Khazan,PhD
Pooja Khialani
Taralee Kirk
Joan Klagsbrun
Stanley Klein
Milton Kornfield
Kim Larsson, RN, CS
Aileen Lee
Eric Leskowitz
Mishy Lesser
Rowell Levy
Teresa Liaw
Bob Lichtenstein
Sephira Linden
Amy Loveless
John McDargh
Dr. Colleen Meigher
Monique Morimoto Flaherty
Rachel Movitz, PsyD
Irina Nanagoulian
Deborah Nathan
Erin Neagu
Mairead Nolan
Julie Oxenberg
Suzie Palitz, PhD
A Final Note from the President...
Dear Friends,
Daphne Papadopoulos
Dawn Patterson, LICSW
Melissa Pearrow
Deborah Peck
Adriana Pellicari Rodriguez
Sayra Pinto
Jessica Pishney
Caitlin Pitel, PsyD
Caitlin Pittel
Vicki Putz
Maria Reardon
Rachel Redlener
Marjorie Rekant, PhD
Jamie Rishikof, PsyD
Patricia Roddy
Margaret Rodriguez
Tracey Rogers, PsyD
Ruth Rosenberg, PhD
Barry Roth
Mary Beth Scalise
Mary Schaefer
Diana Schoeller
Kathleen Schortmann
Hope Schreiber
Kristin Schultz
Elihu Selter
Colleen Sharka
Jessica Shore
Laurie Sokolsky, PsyD
David, J Stern, PsyD
Lisa Strauss, PhD
Rebecca Tambini
Judith Thompson
Chris Tramondozzi
Rosalie Traube, PhD
Betsy Vinton
Kelly Wawrzyniak
Robert Weber
Glenna Weiss
Christopher Willard
Alvin Winder
Tom Yeomans
Marcy Yuknat
Edward Zadravec
Steven Zeitlin
Joel Ziff
Thank you for spending time acquainting yourself with our projects and initiatives.
We are truly endeavoring to “Meet the Need... Make a Difference.”
I hope that this report invites you to make an investment in our programs, our people and those whom
they serve. Our students, staff, faculty and trustees are grateful for your interest in and support of MSPP.
Sincerely,
Nicholas A. Covino, PsyD
President
In-Kind Contributions Lumiere
Ms. & Mr. Rhea D. Antonio
Marathon Sports
B*tween Productions
Maribu
Balsams Grand Resort Hotel
Mr. & Mrs. Richard E. Muhr
Be Our Guest, Inc.
New England Aquarium
Be Well Body Scan
Ms. Efi Papadopoulos
Bee Jeweled
Polaroid Corporation
Bernie & Phyls Furniture
Dario Preger
Best Cellars
Drs. Victoria Putz &
Boston Bruins Foundation
James Brooks
Boston Celtics Shamrock
Reebok Sports Marketing
Foundation
Drs. Rochelle Robbins &
Mr. David B. Boyle
Donald Steinbrecher
Candlewick Press
S.A. Chrobak Photography
CDW Government, Inc.
Salon Mario Russo
Clay Nissan
Ms. Lynda Schlosberg
Kevin & Sophia Costello
Hope E. Schreiber, PsyD
Nicholas & Gretchen Covino
Scrub-a-dub Car Wash
Crowne Plaza Boston-Natick
Smith & Wollensky
Dwyer Photography
Sound & Vision Media
East Meets West Catering
Spinazzola Foundation
Ecotarium
Stellina Restaurant
Elizabeth Grady
Suffolk Downs
F1 Boston
TD Banknorth Garden
Felt Boston
Charities
Fitness Etcetera For Women
The Art Connection
Barbara K. Gannon, PsyD
The Braintree Ballet Company
Mr. Daniel & Nancy Greenblatt
The Chamber Orchestra
Mr. & Mrs. Gordon Hamersley
of Boston
Hand of Time
The Container Store
Harpoon Brewery
The Fireplace
Fred & Patricia Hayes
The Fitness Club for Women
Mrs. Eileen C. Healy
The Inn at Essex
Mr. Jon M. Herzog, J.D.
Mr. Dave Thomas
Hilton at Dedham Place
TNT Vacations
Huntington Theatre Company
Tresca Italian Restaurant
Improv Asylum
Vinalia Restaurant
Improv Boston
Vinodivino
Inside & Out
Waban Market
Jillian’s Boston
Wachusett Ski Resort
Jordan’s Furniture
Laurel D. Wainwright, PhD
Kaminski Auctions
Waterville Valley Ski Resort
Karma
Wellesley Booksmith
Betty & Robert Kaufman
Whole Foods
Keldara Salon & Day Spa
Ms. Aimee Yermish &
Jodie Kliman, PhD
Mr. Stephen Balzac
Dr. Paul D. Lipsitt &
Mrs. Brooke K. Lipsitt
2007 Annual Report |

Massachusetts School of Professional Psychology | 221 Rivermoor Street | Boston, MA 02132
www.mspp.edu | 617-327-6777