Counseling Psychology and Human Services

Elizabeth Stormshak, Department Head
541-346-9148
541-346-0683 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, prevention science, and family and human services. Students are trained to effectively identify, prevent, and treat psychological and public health 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

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

Elizabeth Budd, assistant professor (early chronic disease prevention, physical activity and healthy eating promotion, adolescent and community health). BS, 2005, Santa Clara; MPH, 2009, Saint Louis; PhD, 2016, Washington (St. Louis). (2016)

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

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

Dave DeGarmo, research associate professor (prevention science methodology, longitudinal analysis, fathers and parenting). BA, 1987, Lock Haven; MS, 1989, PhD, 1993, Akron. (2013).

Wendy Hadley, Julie and Keith Thomson Faculty Chair and HEDCO Clinic Director, associate professor (adolescent sexual and substance use risk prevention, adolescent obesity, technology interventions). BS, 1994, University of Florida; MS, 2000, PhD, 2003, University of Memphis. (2019)

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

Atika Khurana, associate 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)

Jean Kjellstrand, assistant professor (corrections-involved families, positive youth development, reentry and preventive interventions). BA, 1989, Carleton College; MSW, 1991, Wisconsin, Madison; PhD, 2009, Portland State. (2014)

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

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, Latino youth academic success). BA, 1983, Notre Dame; MC, 1988, PhD, 1992, Arizona State. (1997)

Bertranna Muruthi, assistant professor (interventions and prevention programs for immigrant families). BA, 2010, MS, 2012, Miami (OH); PhD, 2017, Georgia. (2019)

James Muruthi, assistant professor (family and neighborhood factors, social capital and health disparities among aging marginalized individuals). BS, 2007, MS, 2010, Miami (OH); PhD, 2016, Georgia. (2019)

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)

Emily Tanner-Smith, associate professor (applied research methodology, meta-analysis, substance use and addiction). BS. 2003, Belmont; MA, 2007, PhD, 2009, Vanderbilt. (2017)

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, senior 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)

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

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)

Shoshana D. Kerewsky, senior lecturer II emerita. BA, 1983, Swarthmore; MA, 1990, Lesley; PsyD, 1998, Antioch, New England. (1996)

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)

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

Family and Human Services

Krista Chronister, Major Director
340 HEDCO Education Building
541-346-2143
fhs@uoregon.edu

The family and human services major leads to a bachelor of arts (BA), bachelor of science (BS), or bachelor of education (BEd) degree. The family and human services major offers two pathways or emphases for study, the Prevention Science (PS) emphasis or Direct Service Intensive (DSI) emphasis. All FHS students are admitted into the Prevention Science emphasis. Students who wish to complete the DSI emphasis must apply.

The PS emphasis is 54 credits and allows students to study the application of research to prevent conditions that negatively impact well-being and focus on studying the design and evaluation of preventive interventions. The DSI emphasis is 64 credits and allows students to study the delivery of preventive interventions, treatment, and recovery support services and to gain applied practicum experience in community social services agencies to apply the knowledge and skills that they have learned.

Careers

Graduates find work as entry-level professionals in a variety of community services and governmental agencies, and many pursue graduate work in disciplines such as counseling psychology, couple and family therapy, prevention science, education, special education, early intervention, agency management and leadership, social work, human development, and family studies.

Bachelor of Arts Degree Requirements

Bachelor of Science Degree Requirements

Bachelor of Education Degree Requirements

Direct Service Intensive Pathway

The Family and Human Sciences degree programs default into the Prevention Science pathway. Students may request to instead fulfill the requirements for the Direct Service Intensive Pathway listed below:

Four-Year Degree Plan

The degree plan shown is only a sample of how students may complete their degrees in four years. There are alternative ways. Students should consult their advisor to determine the best path for them.

In addition to required course work, those working toward all degrees listed below must participate in work or volunteer experiences related to human services and maintain a cumulative grade point average (GPA) of 2.50 or better.

Bachelor of Arts in Family and Human Services

Bachelor of Science in Family and Human Services

Bachelor of Education in Family and Human Services

Couples and Family Therapy

Jeff Todahl, Program Director
240 HEDCO Education Building
541-346-0909
cft@uoregon.edu

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. Students learn how to provide culturally sensitive and responsive therapeutic services and collaborate with providers from other disciplines across a variety of health-care settings.

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 Healthy Relationships involves live observation, participation in reflecting teams, and feedback on audiovisual recordings of therapy 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. Students of the program also have the option to complete a research project and formal thesis as well as the Spanish language specialization in addition to the standard program of courses.

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 the following:

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

Benedict T. McWhirter, Program Director
240 HEDCO Education Building
541-346-9148
cpsy@uoregon.edu

The doctoral program is the only counseling psychology program in the Pacific Northwest that is accredited by the American Psychological Association Commission on Accreditation (750 First Street NE, Washington, DC 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. Students learn to use evidence-based preventive and remedial intervention strategies for working with individuals, children, families, and groups within their many contexts. This includes training in culturally sensitive assessment and intervention strategies designed to increase understanding and effect change at all levels. Students engage in critical reflection on the science and practice of health service psychology and social justice advocacy as core to their training.

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

Graduates are prepared to work as researchers, practitioners, and educators in research institutions, institutions of higher education, medical settings, managed and integrated health-care organizations, community college and university counseling centers, community mental health 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 the following:

1. Academic record
2. Graduate Record Examinations (GRE) general test scores
3. Related work, research, and life experiences
4. 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

Nicole Giuliani and Nichole Kelly, Program Directors
240 HEDCO Education Building
541-346-9148
prevsci@uoregon.edu

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 Goals and Competencies

Goals

• Goal 1. Graduates describe theoretical models, risk and protective factors, preventive interventions (especially evidence-based ones), and implementation practices related to prevention programs and policies for diverse populations
• Goal 2. Graduates understand and adhere to the standards of knowledge for prevention science, including best practices in research design and methods, data analysis, interpretation, dissemination and rigorous ethical practice
• Goal 3. Graduates commit to multicultural competence and enhancing human welfare in their scholarly work related to prevention science
• Goal 4. Graduates display professionalism in their relationships with faculty and staff members, peers, and community partners in diverse settings

Competencies

Learning objectives for the prevention science graduate programs focus on preparing students to achieve the following set of minimum competencies that accompany the stated program goals:

• Competency 1. Students describe the origins, foundations, and standards of prevention science (Goal 2)
• Competency 2. Students design and carry out theoretically grounded research studies that contribute to the literature on risk and protective factors, and identify their mechanisms of influence associated with behavioral health outcomes across the lifespan (Goal 1, 2, 3)
• Competency 3. Students demonstrate knowledge of evidence-based preventive interventions and policies and understand how to apply prevention science theories to the design, implementation, and evaluation of preventive interventions (Goal 1, 2, 3, 4)
• Competency 4. Students integrate knowledge of research design, quantitative methods, data analysis, and multimethod, multiagent assessment methods commonly used in prevention science into their research activities (Goal 2)
• Competency 5. Students demonstrate skill in disseminating their work to diverse audiences via formal academic presentations, instructional activities, and professional or academic writing (Goal 1, 2, 3, 4)
• Competency 6. Students demonstrate awareness and understanding of diversity and contextual issues such as culture, identity, ethnicity, gender, sexual orientation, disability, marginalization, poverty, inequality, and religion in their research, applied activities, and professional behavior (Goal 1, 3, 4)
• Competency 7. Students indicate a commitment to continuous learning and professional development by establishing and maintaining effective professional relationships with faculty members, research and teaching supervisors, collaborators, participants, agency personnel, peers, and staff, and being responsive to constructive feedback (Goal 4)
• Competency 8. Students demonstrate honesty, personal responsibility, and knowledge and appropriate application of relevant ethical and legal codes related to prevention science (e.g.,  American Psychological Association ethical standards) (Goal 4)

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. 

Applicants are evaluated on the following:

1. Academic record
2. Graduate Record Examinations (GRE) general test scores
3. Prevention-related research and work experiences
4. Statement of purpose in seeking admission
5. Letters of recommendation
6. Interview—in-person, telephone, or video—with a member of the program faculty

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
541-346-9148
slpsr@uoregon.edu

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