Counseling Psychology and Human Services

Benedict T. McWhirter, Department Head
541-346-5501
541-346-6778 fax
240 HEDCO Education Building

Programs in the Department of Counseling Psychology and Human Services educate and train professionals in counseling psychology, couples and family therapy, and family and human services. Students are trained to effectively identify, treat, and prevent psychological problems in children, adolescents, adults, and families. At the doctoral level, students extend scientific knowledge through research in collaboration with faculty mentors. Field placements, practicum placements, and internships at all levels of training provide students with opportunities to practice in schools, community agencies, and clinical and research settings under the supervision of faculty members, agency personnel, and collaborating scholars.

Faculty

Kevin W. Alltucker, assistant professor (child development, juvenile delinquency, child welfare reform). BS, 1984, Oregon State; PhD, 2004, Oregon. (2004)

Tiffany Brown, lecturer (self-harm, family dynamics of addiction, collegiate recovery communities). BS, 2002, MEd, 2005, Oregon; PhD, 2009, Texas Tech. (2011)

Elizabeth Budd, Evergreen Professor; assistant professor.

Krista Chronister, associate professor (domestic violence, career counseling, community intervention). BS, 1996, Florida; MS, 2000, PhD, 2003, Oregon. (2003)

Jessica Cronce, assistant professor (health and risk behaviors among young adults, individual-focused prevention). BS, 1999, Washington (Seattle); MS, 2005, MPhil, 2006, PhD, 2009, Yale. (2015)

Nichole Kelly, Evergreen Professor; assistant professor (obesity prevention and adolescent health, eating disorders, health promotion). BS, 2004, Virginia; PhD, 2013, Virginia Commonwealth. (2016)

Shoshana D. Kerewsky, senior lecturer II (ethics; international services; lesbian, gay, bisexual, and transgender issues). BA, 1983, Swarthmore; MA, 1990, Lesley; PsyD, 1998, Antioch, New England. (1996)

Atika Khurana, assistant professor (adolescent development and risk-taking, self-regulation and executive functions, family and ecological influences). BS, 2003, MS, 2005, Panjab; PhD, 2009, Ohio State. (2012)

Leslie Leve, professor (foster care, adoption, prevention science). BA. 1990, California, Santa Cruz; MS, 1991, PhD, 1995, Oregon. (2013)

Lauren Lindstrom, professor (career development, youth with disabilities, gender equity). BS, 1985, MS, 1991, PhD, 2000, Oregon. (2000)

Deanna Linville, associate professor (eating disorders and obesity intervention, couples issues). BA, 1997, MS, 2000, PhD, 2003, Virginia Polytechnic Institute and State University. (2003)

Benedict T. McWhirter, professor (adolescents at risk, college student development, connectedness). BA, 1986, Notre Dame; MC, 1988, PhD, 1992, Arizona State. (1997)

Ellen Hawley McWhirter, Ann Swindells Professor in Counseling Psychology (adolescent career development, empowerment, youth at risk). BA, 1983, Notre Dame; MC, 1988, PhD, 1992, Arizona State. (1997)

Elizabeth Skowron, professor (early adversity and neurobehavioral systems of developing self-regulation in children and parents, differentiation of self, family interventions). BA, 1988, Ohio State; MS, 1991, PhD, 1995, State University of New York, Albany. (2012)

Tasia Smith, Evergreen Professor; assistant professor (health disparities, prevention of obesity and depression, adolescence). BA, 2008, North Carolina, Chapel Hill; MS, 2010, North Carolina, Greensboro; PhD, 2016, Florida. (2016)

Elizabeth A. Stormshak, Philip H. Knight Chair; professor (prevention of delinquency, conduct problems, peer rejection). BA, 1988, Washington (Seattle); MS, 1992, PhD, 1995, Pennsylvania State. (1996)

Surendra Subramani, senior instructor (multicultural education and cross-cultural training, leadership and management, sociology of comparative education); diversity coordinator. BS, 1986, Oregon; MBA, 1993, Oregon State; PhD, 2000, Oregon. (2004)

Jeff Todahl, associate professor (child abuse and neglect prevention, intimate partner violence, community engagement). BA, 1985, Western Washington; MS, 1989, Seattle Pacific; PhD, 1995, Florida State. (1999)

Karrie P. Walters, instructor (human services, child and family interventions, prevention and social justice). BA, 1996, North Texas; MA, 2001, Minnesota, Twin Cities; PhD, 2010, Oregon. (2010)

Courtesy

Joseph Arpaia, courtesy assistant professor (clinical hypnosis, autonomic nervous system, mediation and psychotherapy). BS, 1982, California Institute of Technology; MD, 1990, California, Irvine. (2005)

Philip A. Fisher, professor. See Psychology.

Richard D. Freund, courtesy assistant professor (research methods, community college counseling, cognitive therapy). BA, 1966, Brown; PhD, 1971, Stanford. (1975)

Arthur Pearl, adjunct professor (democracy and human services). PhD, 1960, California, Berkeley. (2010)

Emeriti

Henry F. Dizney, professor emeritus. BS, 1954, Southeast Missouri State; MEd, 1955, Wayne State; PhD, 1959, Iowa. (1967)

Gordon A. Dudley, associate professor emeritus. BA, 1956, Kalamazoo; MA, 1959, Colorado; EdD, 1971, Harvard. (1967)

Sally Fullerton, professor emerita. BS, 1956, Oregon State; MA, 1960, Cornell; PhD, 1970, Oregon. (1970)

Weston H. Morrill, professor emeritus. BS, 1960, MS, 1961, Brigham Young; PhD, 1966, Missouri, Columbia. (1990)

Janet Moursund, associate professor emerita. BA, 1958, Knox; MS, 1961, PhD, 1963, Wisconsin, Madison. (1967)

Anita Runyan, associate professor emerita. BS, 1956, Pacific Union; MS, 1968, PhD, 1972, Oregon. (1972)

Saul Toobert, professor emeritus. BA, 1947, California, Berkeley; PhD, 1965, Oregon. (1963)

The date in parentheses at the end of each entry is the first year on the University of Oregon faculty.

Family and Human Services

Jessica Cronce, Major Director
340 HEDCO Education Building
541-346-2519

The nationally accredited family and human services major leads to a bachelor of arts (BA), bachelor of science (BS) or bachelor of education (BEd) degree. It is designed for students who want to help children, youth, adults, and families learn effective ways to confront the problems in their lives. Participants gain a broad understanding of learning and development, intervention, professional communication, prevention, and agency policy and practices through a combination of course work and field experiences in human service agencies.

Careers

Graduates find work as entry-level professionals in early intervention, child-abuse prevention, youth services and probation, corrections, mental health, and drug and alcohol rehabilitation and treatment. Many go on to pursue graduate study in education, social work, family and human services, counseling psychology, or special education.

Application Deadline

Students must formally apply to enter the family and human services major. Specific information about the admission deadline may be found on the College of Education website.

Applicants advanced past the written file review are invited for an interview. This group interview is required for admission to the program.

Admission Requirements

At the time of application, students must have

1. Completed 50–55 credits, with a cumulative GPA of 2.50. Demonstrated satisfactory progress toward completion of the university writing requirement and 8 credits in each of the general-education groups: arts and letters, social science, and science.
2. Completed the premajor core with a cumulative GPA of 2.75. Transfer students should meet with the department advisor
3. Demonstrated volunteer experience with children, youth, adults, and/or families
4. Agreed to and subsequently passed a criminal background check for full admission to the program
5. Agreed to and subsequently passed a UO Student Conduct and Community Standards check for full admission to the program

Premajor Core

The premajor core courses, completion of which is a prerequisite for admission to the major, present various theories of community service, education, and societal issues relevant to developing professionals in human services. Through core courses, students develop strategies for working with people based on research and practice, and learn how to use evaluation information to meet the needs of clients and children.

Professional Studies

The family and human services major consists of course work and field-based experiences in human service agencies, taken during the junior and senior years. A field project is completed in the senior year.

Field Experiences

Students participate in supervised activities in public and private human services agencies and organizations. Typically, there are three junior field studies experiences at three different agencies. There are two to three terms of senior placements at the same agency.

Bachelor of Arts Degree Requirements

Bachelor of Science Degree Requirements

Bachelor of Education Degree Requirements

Family and Human Services—Early Childhood Emphasis

Kathy M. Moxley-South, Coordinator
541-346-5143
358 HEDCO Education Building

The early childhood emphasis of the family and human services major is a 60-credit, roughly two-year bachelor's degree program that satisfies the federal requirements for teaching in a Head Start program with a mix of human services and early childhood courses. In addition, it qualifies the graduate to pursue a wide variety of related career paths such as early childhood teacher, family advocate, case worker, or other careers in human services. It also prepares the student to pursue an advanced degree, such as a master's degree in social work or early intervention–special education.

Service-Learning Program

Deanna Chappell Belcher, Director
541-346-8285
370 HEDCO Education Building

Service-learning is a teaching and learning strategy that integrates community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. The Service-Learning Program offers courses along with a service component (available for variable credit, depending on volunteer hours performed by the student). Courses are open to students from all majors, and are flexible to allow students to choose to focus on a community issue that's important to them, and to volunteer with an organization that meets a real community need. When students pair academic work with learning outside the classroom, each enriches the other. Through service-learning, students not only learn the practical applications of their studies, they become actively contributing citizens and community leaders

The department offers master’s degrees with majors in counseling, family, and human services or prevention science. The department also offers doctoral degrees with majors in counseling psychology or prevention science. The department’s faculty also provides courses for other College of Education and university programs.

Master’s Degrees in Counseling, Family, and Human Services

The counseling, family, and human services major leads to a master of arts (MA), master of science (MS), or master of education (MEd) degree.

Master of Arts Degree Requirements

Additional Requirement

The candidate must demonstrate proficiency in a second language.

Master of Science Degree Requirements

The MA and MS degrees are earned by enrolled doctoral candidates who meet the requirements as they complete a PhD degree. Some graduate courses taken at another accredited institution may be applied to the requirements.

Master of Education Degree Requirements

Core Courses

Master's Degrees in Prevention Science

The prevention science major leads to a master of science (MS) or master of education (MEd) degree.

Program objectives include

• instruction in a generation of research-based knowledge focused on increasing the understanding of risk and protective factors and processes related to the prevention of problems in human populations
• the translation of basic research findings into effective programs and policies that positively affect the development and well-being of children, youth, adults, families, and their communities
• the development of successful partnerships with community, county, state, and national organizations to disseminate effective programs into routine practice in a variety of settings

A successful graduate of the program should be able to

• describe theoretical models, risk and protective factors, preventive interventions (especially evidence-based interventions), and implementation practices related to prevention science programs and policies for diverse populations
• understand and adhere to the standards of knowledge for prevention science, including best practices in research design and methods, data analysis, interpretation, dissemination, self-evaluation, and rigorous ethical practice
• show a commitment to multicultural competence, social justice, and enhancing human welfare in their scholarly work and practice related to prevention science
• display professionalism in their relationships with faculty, staff, peers, and community partners in a variety of settings

The course work lays a solid foundation for students interested in careers in academia or local, state, or national prevention and public health agencies.

Application and Admission

Students are admitted to start fall term only. Prospective applicants may find detailed admission policies and procedures on the UO prevention science website. The closing date for receipt of completed applications is posted on the website for entry the following fall term.

Applicants are evaluated on the following:

1. Academic record

2. Graduate Record Examinations (GRE) general test scores

3. Related research and work experiences

4. A statement of purpose in seeking admission

5. Letters of recommendation

6. An interview

Only completed applications are reviewed. Applicants must gather the requested supporting papers and submit them with the application forms as one package. Graduate training includes completion of a research paper.

Master of Science

The two-year MS degree in prevention science is intended for students who have completed a bachelor’s degree in a prevention science–related discipline or have human development, psychology, education, or prevention science experience, and an interest in advanced training in statistics-methodology and research beyond what is offered in the one-year MEd program. Students applying to the MS are likely to have clearly defined academic goals and seek more in-depth scientific and methodological training in prevention science and program evaluation. This masters’ degree option provides greater opportunities for students to develop long-term collaborations in research centers and with faculty members in the College of Education, but does not require the commitment involved in completing the PhD.

Requirements

Master of Education

The one-year MEd degree in prevention science is primarily intended for

• students who have completed a bachelor’s degree in a prevention science–related discipline or have human development, psychology, education, or prevention science experience, are currently working in the profession, and wish to enhance their education to improve their career opportunities in the field
• students who wish to refocus their education from a nonscience or noneducation bachelor’s background, such as a humanities undergraduate degree, to gain training and skill development relevant to prevention science, program evaluation, and research in the human services professions for future career or academic study interests
• students who are considering pursuing doctoral study or additional applied master's training and wish to improve their content knowledge and research skills to make themselves more competitive for other, more advanced graduate programs

Requirements

Couples and Family Therapy

Deanna Linville-Knobelspiesse, Program Director
240 HEDCO Education Building
541-346-0921

This two-year program trains students as professional family therapists in preparation for state licensure. This intensive training combines a strong theoretical base in systemic therapy with applied clinical experience. The clinical practicum includes 500 client contact hours with 200 hours in relational systems (50 percent with couples or families) and 80 hours of individual and group supervision. Supervision at the Center for Family Therapy involves live observation, participation in reflecting teams, and video- and audiotaped sessions. In addition, students see clients at community agencies, clinics, and therapist practices. The Couples and Family Therapy Program is one of two programs in Oregon to be accredited by the Commission on Accreditation for Marriage and Family Therapy Education and approved by the Oregon Board of Licensed Professional Counselors and Therapists.

Application and Admission

Detailed admission policies and procedures for the couples and family therapy specialization are available on the couples and family therapy website. Students are admitted fall term only. Completed applications must be received by the deadline published on the website for the following fall term. Only completed applications are reviewed for admission. Applicants are evaluated on

1. quality of work
2. Graduate Record Examinations (GRE) or Millers Analogies Test (MAT) scores
3. related work, background, or experience
4. résumé with statement of purpose
5. diversity essay response
6. three letters of recommendation
7. an interview.

Notices about disposition of applications are mailed by April 15.

Applicants must pass a criminal background check before they may enroll.

Doctoral Degree in Counseling Psychology

Ellen McWhirter, Training Director
240 HEDCO Education Building
541-346-2443

The doctoral program is one of two counseling psychology programs in the Pacific Northwest that is accredited by the American Psychological Association Commission on Accreditation (750 First Street NE, Washington, D.C. 20002-4242, 202-336-5979), and it is recognized as acceptable for licensure by the Oregon Board of Psychologist Examiners. The program has been accredited since 1955.

Earning a doctoral degree in counseling psychology typically requires five to six years of study beyond the bachelor’s degree. This period includes a one-year, full-time, supervised predoctoral internship. Students must complete a PhD dissertation that demonstrates a high standard of scholarship and the ability to conduct independent, original research. Students may enter the program with a bachelor’s or a master’s degree.

The program follows an ecological model of training embedded in the scientist-practitioner tradition. As such, the program trains psychologists to work with individuals, children and families, and groups within their contexts. Students learn to consider human behavior as interactive processes rather than centered in the individual; they learn to use preventive and remedial intervention strategies for behavioral and emotional problems. Students learn evidence-based counseling interventions for assessing and intervening in the many levels of context in which human problems emerge. These include learning culturally sensitive assessment and intervention strategies designed to increase understanding and effect change at the individual, familial, school, and community levels. Students are instructed to critically reflect on the science and practice of psychology and engage in social justice advocacy as core to their training.

Students participate in integrated classroom, practicum, and fieldwork activities in research, prevention, and intervention with children and adults, families, groups, and communities. The doctoral program prepares psychologists who can make a significant contribution to the field through scholarly research and professional practice. Training experience may be had at the UO Counseling and Testing Center, Lane Community College Counseling Center, UO Prevention Science Institute, and in community agencies or nonprofit research centers.

Graduates are prepared to work as researchers, practitioners, and educators in community mental health centers, research institutions, institutions of higher education, medical settings, managed health-care organizations, community college and university counseling centers, juvenile corrections agencies, human resources departments in business, and career counseling agencies.

PhD Requirements

Application and Admission

Students are admitted fall term only. Prospective applicants may find detailed admission policies and procedures on the counseling psychology website. The closing date for receipt of completed applications is posted on the website for entry the following fall term. Notices about the disposition of applications are e-mailed by April 15.

Applicants are evaluated on

1. academic record
2. Graduate Record Examinations (GRE) general test scores
3. related work, research, and life experiences
4. a statement of purpose in seeking admission
5. letters of recommendation
6. an interview

Only completed applications are reviewed. The application process is online only; see the website for procedures.

Graduate training includes research training, completion of a predissertation research project, and completion of a dissertation as well as practicum and internship placements in which students work with children and adults, families, groups, and communities.

Doctoral Degree in Prevention Science

Leslie Leve, Program Director
240 HEDCO Education Building
541-346-9601

The doctoral program leads to a doctor of philosophy (PhD) degree in prevention science. This research-intensive degree program can be completed in four years, with students earning an MS en route to the PhD. This program is intended for students who have completed a bachelor’s or master’s degree in a prevention science–related discipline or have significant human development, psychology, social science, education, or prevention science experience. Students must complete a PhD dissertation that demonstrates a high standard of scholarship and the ability to conduct independent, original research.

Program objectives include

• instruction in a generation of research-based knowledge focused on increasing the understanding of risk and protective factors and processes related to the prevention of problems in human populations
• the translation of basic research findings into effective programs and policies that positively affect the development and well-being of children, youth, adults, families, and their communities
• the development of successful partnerships with community, county, state, and national organizations to disseminate effective programs into routine practice in a variety of settings

A successful graduate of the program should be able to

• describe theoretical models, risk and protective factors, preventive interventions (especially evidence-based interventions), and implementation practices related to prevention science programs and policies for diverse populations
• understand and adhere to the standards of knowledge for prevention science, including best practices in research design and methods, data analysis, interpretation, dissemination, self-evaluation, and rigorous ethical practice
• show a commitment to multicultural competence, social justice, and enhancing human welfare in their scholarly work and practice related to prevention science
• display professionalism in their relationships with faculty, staff, peers, and community partners in a variety of settings

The course work lays a solid foundation for students interested in careers in academia or local, state, or national prevention and public health agencies.

PhD Requirements

Application and Admission

Students are admitted fall term only. Prospective applicants may find detailed admission policies and procedures on the prevention science website. The closing date for receipt of completed applications is posted on the website for entry the following fall term. Notices about the disposition of applications are mailed by May 1.

Applicants are evaluated on

1. academic record
2. Graduate Record Examinations (GRE) general test scores
3. related research and work experiences
4. a statement of purpose in seeking admission
5. letters of recommendation
6. an interview

Only completed applications are reviewed. Applicants must gather the requested supporting papers and submit them with the application forms as one package. Graduate training includes completion of a research paper and a dissertation.

Specialization in Spanish Language Psychological Service and Research

Ellen McWhirter, Director
240 HEDCO Education Building
541-346-2443

The 16-credit Spanish language psychological service and research specialization addresses the deficit in family-centered prevention services for the Spanish-speaking Latino community. It is open to students enrolled in the accredited graduate programs of counseling psychology, couples and family therapy, and school psychology who also meet the eligibility criteria. The specialization provides students with skills to support the provision of culturally relevant mental health services and research in Spanish for Latino populations. It is designed to enhance preexisting linguistic and multicultural competencies and increase cultural understanding of US Spanish-speaking populations. Students critically assess the unique social, historical, political, and cultural contexts that shape the experiences of Latinos in the United States, with particular attention to conditions of social injustice and inequity, and how such conditions influence the health and well-being of Latino Spanish-speaking communities.

Eligibility for this specialization includes maintaining good standing in one of the three specified College of Education graduate programs focused on mental health services, approval from the student's advisor and the director of the specialization, and preexisting competencies in Spanish. 

Requirements

Additional Requirements