The Campus of Northeastern University

Northeastern is a privately endowed nonsectarian institution of higher learning and is among the largest private universities in the country. It has six undergraduate colleges, eight graduate and professional schools, two part-time undergraduate divisions, a number of continuing and special education programs and institutes, several suburban campuses, and an extensive research division.

The Community
Boston offers many academic, cultural, and recreational opportunities. In addition to the abundant resources available within Northeastern University, students have access to the resources of the other educational and cultural institutions of the greater Boston area.

In Fall 2004, 13,670 undergraduate and 4,315 graduate students, representing a wide variety of academic, professional, geographic, and cultural backgrounds, were enrolled at Northeastern University. Bouvé College of Health Sciences graduate programs enroll 884 students; 598 attend on a full-time basis.

Programs of study and degree requirements
The department prepares clinical and educational practitioners to attend to the psychological and educational well-being of diverse target populations over the life span and to help members of these groups achieve their maximum level of functioning on personal, interpersonal, educational, and vocational levels. The diverse populations include individuals who have physical and developmental disabilities, individuals who experience adjustment problems in a variety of institutional settings, individuals with various types of psychological disorders, individuals who need assistance in making decisions or in learning skills that are relevant to their future educational and professional careers, and individuals from multiple cultures who need assistance in living in a larger culture. Building on internal and external alliances, departmental programs aim toward recognizing the mutual influence of a variety of forces and systems that impinge on an individual or group.

The department is committed to the preparation of students in a variety of programs to function as practitioners, researchers, scholars, and program developers in their respective fields and disciplines using a variety of preventive and intervention strategies. The complexity of today's world necessitates extensive preparation in understanding the interactions of individuals' needs, social and political structures, and multiple-interacting environments. Similarly, the ongoing shifts within the various fields and disciplines require the attainment of strong conceptual and practitioner skills as well as the ability for independent analyses in the context of acquiring a rigorous knowledge base.

The department offers the combined Ph.D. in school and counseling psychology. The Ph.D. program was accredited by the American Psychological Association (APA) in 1996. The department offers the C.A.G.S. and M.S. in counseling and school psychology; the M.S. in applied behavioral analysis, applied educational psychology with specialties in school counseling and school psychology, college student development and counseling, and rehabilitation counseling; and the M.S.Ed. in special education with specializations in special needs and intensive special needs.

Facilities & Resources
Interdisciplinary centers and institutes engage in research in collaboration with academic departments. Information Services provides access to computing resources. A high-speed data network links users and facilities on the central campus and on three satellite campuses. The campus network is also connected via the global Internet to computing resources around the world. Students have access to DEC VAX systems, public access microcomputer labs (PCs and Macintoshes), a computer and conferencing system, a multimedia lab, and specialized computing equipment. University libraries contain 915,342 volumes, 2,152,277 microforms, 167,893 government documents, 8,590 serial subscriptions, and 19,279 audio, video, and software titles. A central library contains technologically sophisticated services, including online catalog and circulation systems, a gateway to external networked information resources, and a network of CD-ROM optical disk databases. Students also have access to major research collections through the Boston Library Consortium.

Expenses and Aid
Costs 2003-2004
The cost of tuition for the 2003-–04 academic year is $825 per quarter hour of credit. Where applicable, special tuition charges are made for thesis, dissertation, teaching, practicums, or fieldwork.

Housing
For 2003-–04, quarterly on-campus room rates for a single bedroom within an apartment range from $1765 to $2435. Single apartments range from $2455 to $2645. A shared bedroom in an apartment ranges from $1660 to $2165. On-campus housing for graduate students is limited and granted on a space-available basis. While several board options are available, graduate students typically pay $1200 per quarter for ten meals per week. A public transportation system serves the greater Boston area, and there are subway and bus services convenient to the University.

Financial Aid
Northeastern awards need-based aid through the Federal Perkins Loan, Federal Work-Study, and Federal Stafford Student Loan programs and also offers a limited number of minority fellowships and Martin Luther King Jr. Scholarships. Need-based aid is available only to U.S. citizens or permanent U.S. residents; all applicants must file a Free Application for Federal Student Aid, a Northeastern University financial aid application, and a financial aid transcript from their undergraduate institution. The College also provides aid through teaching, research, and administrative assistantships that include tuition remission and a stipend typically ranging from $11,700 to $13,150 and require a maximum of 20 hours of work per week. Tuition assistantships, which provide partial or full tuition remission and require a maximum of 10 hours of work per week, also are available.

How to Apply / Application
Applicants must have the appropriate educational and professional background and must complete all admissions procedures for the selected programs of study. Test requirements include GRE or MAT scores for all master's or C.A.G.S. candidates and GRE scores for Ph.D. candidates. A minimum TOEFL score of 550 is required of those applicants whose native language is not English. Interested students should contact the address below for information regarding testing requirements. The application deadline for the Ph.D. in school and counseling psychology is January 15. The application deadline for the M.S. specialization in counseling psychology is February 1. Applications received after the February 1 deadline are reviewed on a space-available basis. The suggested deadline for the M.S. specialization in school psychology is February 15. Application materials for other master's and certificates of advanced graduate study programs must be submitted at least one month prior to registration, but have a suggested deadline of May 1 for the best chance to receive financial aid.

Who to contact
William Purnell, Director of Graduate Admissions
Bouvé College of Health Sciences Graduate School
203 Mugar Life Science Building
Northeastern University
Boston, Massachusetts 02115
Telephone: 617-373-2708
E-mail: w.purnell@neu.edu

THE FACULTY AND THEIR RESEARCH

• Emanuel J. Mason, Professor and Chair; Ed.D., Temple. Statistics, research design, cognitive assessment and equity issues.
  
• Carmen Armengol, Assistant Professor; Ph.D., Penn State. Neuropsychology, assessment and multicultural issues.
  
• Mary B. Ballou, Associate Professor; Ph.D., Kent State; ABPP. Crisis intervention and developing a feminist orientation to psychology; coauthor of A Feminist Approach to Mental Health and Health Counseling.
  
• M. Patricia Fetter, Associate Professor; Ph.D., Syracuse. Human sexuality and family dynamics, health counseling, and mental health, with an emphasis on communication skills.
  
• Deborah Greenwald, Associate Professor; Ph.D., Michigan. Psychological assessment, family style, and personality functioning; high-risk families.
  
• Thomas F. Harrington, Professor Emeritus; Ph.D., Purdue. Test development and vocational interests; coauthor of the Ability Explorer and the Harrington-O'Shea Decision-Making System.
  
• Vanessa Johnson, Assistant Professor; Ed.D., Western Michigan. College student development, multicultural counseling, equity in education.
  
• Louis Kruger, Associate Professor; Psy.D., Rutgers. Editor of Promoting Success with At-Risk Students; associate editor of the international journal, Special Services in the Schools; and a contributor of articles to several journals, including Psychology in the Schools.
  
• Louise LaFontaine, Associate Professor Emeritus; Ed.D., Boston University. Issues of diversity for individuals with special needs, reality therapy, choice therapy, and special needs inclusion.
  
• Chieh Li, Assistant Professor; Ed.D., Massachusetts, Amherst. Multicultural areas, with particular reference to Asian-American families and creativity.
  
• Karin Lifter, Associate Professor; Ph.D., Columbia. Applications of developmental psychology to both the assessment of and early intervention with special needs children.
  
• Lawrence Litwack, Professor Emeritus; Ed.D., Boston University; ABPP. Author of Using Guidance Skills in the Classroom and Health Counseling. He is a nationally recognized expert in reality therapy and editor of the Journal of Reality Therapy.
  
• Barbara Okun, Professor; Ph.D., Northwestern. Authored many books including Family Therapy with School Related Problems, and Effective helping: Interviewing and Counseling Techniques.
  
• William Sanchez, Associate Professor; Ph.D., Boston University. Clinical experience in advocacy work with Latinas/op in the Boston Community; racism and colonialism and its effect on treatment provision and the training of helping professionals; publications include articles on empowerment, advocacy, and the perpetuation of colonialism within psychology.
  
• James F. Scorzelli, Professor; Ph.D., Wisconsin. Rehabilitation counselor training and chemical dependency; authored articles in several journals.
  
• Ena Vazquez-Nuttall, Professor; Ed.D., Boston University. Author of Assessing and Screening Preschoolers; published widely in the areas of psychological assessment, Hispanic families and children, cross-cultural issues, and women.
  

Clinical Adjunct Faculty

• Teresa Davis, Assistant Professor; Ed.D., Boston University.
  
• Karen E. Gould, Associate Professor; Ph.D., Kansas.
  
• Jane Hahn, Assistant Professor; Ed.D., Boston University.
  
• Harry Leichtman, Assistant Professor; Ph.D., Northwestern.
  
• Elizabeth Pezaris, Assistant Professor; Ph.D., Boston College.
  
• Barbara Poggio, Assistant Professor; Ph.D., Tübingen (Germany).
  
• Richard Serna, Assistant Professor; Ph.D., Utah State.
  
• Lawrence T. Stoddard, Associate Professor; Ph.D., Columbia.
  
• Robert Stromer, Associate Professor; Ph.D., Utah State.
  
• Joan Walton, Assistant Professor; Ed.D., Boston University.
  
  

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