PhD

Richard Gevirtz

Biography

Dr. Richard Gevirtz is a Distinguished Professor of Psychology for the California School of Professional Psychology at Alliant International University in San Diego. He has been in involved in research and clinical work in applied psychophysiology and biofeedback for the last 30 years and served as the president of the Association for Applied Psychophysiology and Biofeedback, 2006-2007. His primary research interests are in understanding the physiological and psychological mediators involved in disorders such as chronic muscle pain, fibromyalgia, and gastrointestinal pain. In this vein, he has studied applications of heart rate variability biofeedback for anxiety, pain, gastrointestinal, cardiac rehabilitation, and other disorders. He is the author of many journal articles and chapters on these topics. He also maintains a part time clinical practice treating patients with anxiety and stress related disorders.

Professional Interests

Scientific study of mind/body medicine modalities
Physiological patterning in stress-related disorders
Clinical protocols for biofeedback training
Mediators of autonomic control
Anxiety disorders
Heart rate variability (HRV) measurement and biofeedback

Education and Certifications

PhD, DePaul University

Courses

Applied Psychophysiology and Biofeedback
Advanced Statistics

Scholarship and Contributions to the Field

Gevirtz, R.N., Lehrer, P., and Schwartz, M.S (In press) "Cardio/Respiratory Measurement and Assessment in Applied Psychophysiology, Chapt. 5" in Biofeedback: A Practitioners Guide (Eds Schwartz and Andrasik), Guilford Press, 4th edition, NY
Gevirtz, R.N., Lehrer, P., and Schwartz, M.S (In press) "Cardio-Respiratory biofeedback", Chapt. 13,in Biofeedback: A Practitioners Guide (Eds Schwartz and Andrasik), Guilford Press, 4th edition, NY
Cullins, S., Gevirtz , R.N., Poeltler,D., Cousins,L., Harpin,R.E., and Muench, F. (2013) "An Exploratory Analysis of the Utility of Adding Cardiorespiratory Biofeedback in the Standard Care of Pregnancy-Induced Hypertension", Applied Psychophysiology and Biofeedback, 38,(1)
Gevirtz, R.N.(2013) "The nerve of that disease: The vagus nerve and cardiac rehabilitation", Biofeedback, 41(1
Sigafus, S., Gevirtz, R.N., Alhassoon, O., Hubbard,D., Scarlet, Janina, Guiles,R.,& Stern, M. (2012) ; "Heart Rate Variability Biofeedback and Mindfulness:A Functional Neuroimaging Study." Applied Psychophysiology and Biofeedback. Volume 37 Number 4
Gevirtz, R.N. (2011) Biofeedback in the treatment of stress. Cleveland Clinic Journal of Medicine: Proceedings of the 2010 Heart-Brain Summit, Supplement 1,78, s59-60
Strack, B & Gevirtz, R.N. (2011) Getting to the heart of the matter: Heart rate variability biofeedback for enhanced performence, In Biofeedback & Neurofeedback Applications in Sport Psychology, (ed.) Benjamin W. Strack ,Michael K. Linden, Vietta Sue Wilson, AAPB Press, Wheat Ridge, CO.
Tan, G., Dao, T.K., Farmer, L. Sutherland, J. and Gevirtz, R.N. (2011) "Heart rate variability (HRV) and posttraumatic stress disorder: A pilot study." Appl Psychophysiol Biofeedback. 36, Issue 1
Reynard, A., Gevirtz, R.N. Berlow,R., Brown, M.Z. and Boutelle, K.(2011) "Heart Rate Variability as a Marker of Self-Regulation." Appl Psychophysiol Biofeedback, 36(3):209-15.
Gevirtz, R.N. (2011) "Biofeedback in the treatment of stress." Cleveland Clinic Journal of Medicine (CCJM) proceedings supplement.
Sigafus, P.*, Gevirtz, R.N., Alhassoon, O. & Hubbard, D. (2010), "Neural correlates of heart rate variability biofeedback training and its role in mindfulness", Applied Psychophysiology and Biofeedback, 35 323
Sowder,E.*, Gevirtz, R.N.,& Shapiro, W( 2010), "Restoration of Vagal Tone: A Possible mechanism for Functional Abdominal Pain." Appl Psychophysiol Biofeedback. 35, Issue 3 , 199-206.
Gevirtz, R.N.(2010) "Autonomic Nervous System Markers for Psychophysiological, Anxiety and Physical Disorders", in Integrative Neuroscience and Personalized Medicine, (Ed.) Evian Gordon and Stephen Koslow, Oxford University Press, New York, NY.
Berger, B. C. & Gevirtz, R.N. (2001) "The treatment of panic disorder: a comparitive study between breathing retraining and cognitive behavioral therapy." Biological Psychology, in press
Gevirtz, R.N. (2001) "Book review of Handbook of Psychophysiology." Applied Psychophysiology and Biofeedback 26, (2)
Gevirtz, R.N. (2001) "The use of heart rate spectral data in the treatment of psychophysiological and anxiety disorders." Biological Psychology, in press
Humphreys, P. & Gevirtz, R. (2000) "Treatment of recurrent abdominal pain: components analysis of four treatment protocols." Journal of Pediatric Gastroenterology and Nuitrition, 31 (1), 47-51.
Gevirtz, R., (2000) Physiology of Stress, in D. Kenney, J. Carlson, J. Sheppard, & F.J. McGuigan (Eds.) "Stress and Health: Research and Clinical Applications." Harwood Academic Publishers, Sydney, Australia.
Gevirtz, R. (2000) "Resonant frequency training to restore autonomic homeostasis for treatment of psychophysiological disorders." Biofeedback, 27 (4), 7-9.
Wiederhold,B., Gevirtz, R., & Wiederhold,M. (1999) "Enhancing treatment of specific phobias with virtual reality and physiological feedback." Applied Psychophysiology and Biofeedback, 24 (2), 140
Merz, L. & Gevirtz, R. (1999) "Spectral analysis of heart rate in subtypes of asthmatics." Applied Psychophysiology and Biofeedback, 24 (2), 119
Stevens, M. Gevirtz, R., Wiederhold, M. & Verity, L. (1999) "Chronic fatgue syndrome: A chronobiologically oriented, controlled treatment outcome study." Applied Psychophysiology and Biofeedback, 24 (2), 129.
Muse, J. & Gevirtz, R. (1999) "The effects of a psychological stressor on nEMG activity while performing a typing task in good and poor ergonomic positions." Applied Psychophysiology and Biofeedback, 24 (2), 120
Armm, J., Gevirtz, R., Hubbard, D. & Harpin, E. (1999) "The relationship between personality characteristics and local muscle tenderness development in first year psychology graduate students: A prospective study." Applied Psychophysiology and Biofeedback, 24 (2), 125
Banks, S., Jacobs, D., Gevirtz, R. & Hubbard, D. (1998) "Effects of autogenic relaxation training on EMG activity in myofascial trigger points." Journal of Musculoskeletal Pain, 6, #4.
Humphreys,P. & Gevirtz, R. (1998) "A comparison of self-regulation techniques versus dietary fiber alone in the treatment of recurrent abdominal pain (RAP) in children." Applied Psychophysiology and Biofeedback, 23, 118
Gevirtz, R. (1997) "A masters degree in clinical psychophysiology and biofeedback." California Biofeedback, 13,2.
Gerwin, R., Shannon, S., Hong, C., Hubbard, D. & Gevirtz, R. (1997) "Interrater reliability in myofascial trigger point examination." Pain, 69, 65-73.
Heeren, M., Gevirtz, R. & Seltzer, J.(1997) "Psychophysiological response patterns in emotionally triggered asthma." Applied Psychophysiology and Biofeedback, 22, 142
Gadler, R. & Gevirtz, R.(1997) Evaluation of Needle Electromyographic Response to Emotional Stimuli Applied Psychophysiology and Biofeedback, 22, 137
Nicolini, R. & Gevirtz, R. "Respiratory sinus arrhythmia in panic disorder.(1997)" Applied Psychophysiology and Biofeedback, 22, 142.
Linden, M., Gevirtz, R., Isenhart, R. & Fisher,T. (1996) Event related potentials of subgroups of children with attention deficit disorder and the implications for EEG biofeedback. J. of Neurotherapy, Winter 1996.
DeGuire, S., Gevirtz, R., Hawkinson, D., & Dixon, K.(1996) "Breathing retraining: A three-year follow-up study for hyperventilation syndrome and associated functional cardiac symptoms." Biofeedback and Self Regulation, 21, 2, 191-197.
Gevirtz, R. (1996) "Psychophysiology and the Clinician: Lessons from recent research." Biofeedback 24,4, 12.
Gevirtz, R., Hubbard, D., & Harpin, R.E. (1996) "Psychophysiologic treatment of chronic lower back pain." Professional Psychology: Research and Practice, 27, 6, 561-566.
Galant, D., Schatz, M., Falkoff, E., Macey, E., Gevirtz, R., Nicassio, P., & Zeiger, R.(1996) "Enhancement of health-related quality of life in adult asthmatics managed by allergy specialists in a health maintenance organization." Journal of Allergy and Clinical Immunology,99,1,s70
Moynihan, J. & Gevirtz, R.(1996) "Respiratory and psychophysiological factors in subtypes of panic." Biofeedback and Self-Regulation, 21, 379
Gerstenkorn, S., Jacobs, D., Gevirtz, R., (1996) "Effects of autogenic relaxation training on electrical activity in active myofascial trigger points." Biofeedback and Self-Regulation,21 ,349-350
Josephs, S., Gevirtz, R., & Hubbard, D.(1996) "Tension-type headache prediction: Do stress and cognitions about assertiveness explain variance in daily headache pain?" Biofeedback and Self-Regulation, 21, 371
Moynihan, J. & Gevirtz, R. (1996) "Towards identifying subtypes of panic using respiratory and psychophysiologic factors: a preliminary investigation." Biological Psychology, 43, 253
Knowles, J., Gevirtz, R. & Ancoli-Israel, S.(1996) "The use of thermal biofeedback in the treatment of periodic limb movement disorder." Biofeedback and Self-Regulation, 21, 355
Gevirtz,R ,Glaros,A., Hopper,D.and Schwartz,M.S.(1995) Temporomandibular Disorders in M.S. Schwartz and Associiates, Biofeedback:A Practitioners Guide(Second Edition). Guilford Press:New York.
Glaros, A.and Gevirtz,R.N.(1995) T"emporomandibular Disorders." AAPB White Paper. Published by AAPB,Wheat Ridge,CO.
Argue,K. and Gevirtz,R.N.(1995) "The effect of psychological intervention upon anxiety associated with magnetic resonance imaging." Biofeedback and Self-Regulation, 20,317
Cartozzo,H., Jacobs,D., and Gevirtz, R.N.(1995) "EEG biofeedback and the remediation of ADHD symptomatology:A controlled treratment outcome study." Biofeedback and Self-Regulation, 20, 203.

Constance Dalenberg

Biography

Dr. Constance Dalenberg is a Distinguished Professor of Psychology in the California School of Professional Psychology. She received her M.A. in clinical psychology and PhD in social psychology (with additional 4 year doctoral training in clinical psychology) at the University of Denver. Her research and clinical writings in the area of psychological trauma have won multiple awards, including the Morton Prince Award for Scientific Achievement (from the International Society of Trauma and Dissociation) and the award for Lifetime Achievement in the Field of Trauma Psychology from Division 56 of the American Psychological Association. She has been President of Division 56 (Trauma Psychology) and now serves as the Chair of the Science Committee. Dr. Dalenberg's research focuses on the consequences of psychological trauma, the measurement of trauma-related consequences and disorders, and the appropriate treatment of trauma-related symptoms. She is a licensed Clinical Psychologist in the state of California and an expert witness in the field of reaction to negative and traumatic circumstances (racial and sexual harassment and discrimination, sexual assault and abuse, wrongful termination).

Professional Interests

Countertransference
Memory for trauma child abuse
Trauma-related disorders, dissociation
Recovered or repressed memory
Ethics and standards in psychology
Empirical foundations of psychoanalytic concepts
Trauma related to racism and discrimination
Writer's block and the facilitation of writing

Education and Certifications

PhD in Psychology, University of Denver, 1983
BA in Psychology, Alma College

Honors

Award for outstanding clinical contributions (in recognition of Countertransference and the Treatment of Trauma, 2002, awarded by the International Society for the Study of Dissociation

Courses

Introduction to Forensic Psychology
Advanced Multivariate Statistics
Child abuse: Assessment, dynamics and treatment
Trauma Studies: The Jews, the Germans and the Holocaust

Susan Regas

Biography

Susan Regas, PhD is a Distinguished Professor & Chair of the Family/child and Couple Clinical Psychology Emphasis Area (FACE). FACE recently won the Couple and Family Diversity Program Award (2016) from American Psychological Association. Dr. Regas was awarded APA's James W. Maddock Award for Excellence in Teaching (2012). Courses that she teaches range from Family Psychology, to Treatment of Sex, Intimacy and Relationship Problems, to Person-of - the Therapist Training.

Dr. Regas is President-Elect of APA Division 43: Society of Couple and Family Psychology. She is also a fellow of Division 43. She is a member of the editorial board of Couple and Family Psychology: Research & Practice, PsycCRITIQUES and American Journal of Family Therapy.

Dr. Regas is also Co-founder and Director of Training of the Couple and Family Clinical Psychology Training Program at Pasadena, Los Angeles, Inland Empire and Stanford Ronald McDonald House (RMH). Trainees support families with children with life threatening illnesses. These families come from all over the world to get treatment at local hospitals. The Family Support Services program received the Hearts and Hands Awards: Expand Reach (2015) from the Global Ronald McDonald House Charities.

Professional Interests

Developing an integrated differentiation, attachment and nueroscience approach to couple therapy
Supporting families with a child who has a serious illness or has died
Therapist own experience of grief, loss and trauma and the impact it has in the way we help others who endured tragedy.
The role of therapists’ emotional maturity and personal development plays in therapy effectiveness
Psychologists own sexual, intimacy and relationship issues
The role relationship satisfaction plays in an individual physical health
Importance of feedback informed treatment
The role differentiation (solid self in connection, anxiety regulation, being non-reactive, tolerating pain for growth) plays in various cultures.
Creating social justice training materials
The role infertility plays in relationships
Research the best way to train clinicians.

Education and Certifications

PhD, Purdue University

Scholarship and Contributions to the Field

Regas, S. (2013). "Integrating therapeutic models and person of the therapist." The Family Psychologist, 29(2).
Regas, S., Doonan, R., Caffaro, J., & Bakaly, J. (2012). "Family systems practice in residential healthcare: A case for using a sibling-informed group intervention." GROUP: The Journal of the Eastern Group Psychotherapy, 35(4), 305-318.
Regas, S. (2011). "Are family psychologists prepared to deal with sexual issues?" The Family Psychologist, 27(2), 27-30.
Regas, S. J., Kostick, K. M., Bakaly, J. W., & Doonan, R. L. (2017). "Including the self-of-the-therapist in clinical training." Couple and Family Psychology: Research and Practice, 6(1), 18-31. http://dx.doi.org/10.1037/cfp0000073
Regas, S. & Doonan, R. (2017). "Bowen Family Systems with couples." In J. L. Lebow, A. L. Chambers & D. C. Breunlin (Eds.), Encyclopedia of Couple and Family Therapy.: doi:10.1007/978-3-319-15877-8_360-1
Regas, S. & Doonan, R. (2017). David Schnarch. In J. L. Lebow, A. L. Chambers & D. C. Breunlin (Eds.), Encyclopedia of Couple and Family Therapy. doi:10.1007/978-3-319-15877-8_839-1
Regas, S. (2016). "Truth in advertising: We must describe our couple and family psychology education and training accurately." The Family Psychologist, 32(1).
Regas, S. (2016). "The risks and rewards of being a couple and family psychologist." The Family Psychologist, 32(2).
Regas, S. (2016). "Put Your Mask on First." The Family Psychologist, 32(3).
Schnarch, D., & Regas, S. (2012). "Crucible Differentiation Scale (CDS): Assessing differentiation in human relationships." Journal of Marital and Family Therapy, 38(4), 639- 652.

Merle Canfield

Biography

Dr. Merle Canfield retired in 2021.

Dr. Merle Canfield spent his early career working with chronic schizophrenic clients in a state psychiatric hospital and then in a community mental health clinic and hospital. In a mental health center, he continued to work with chronic schizophrenics and also built and maintained psychiatric teams. In both of these settings he found himself wondering about outcomes and consequently performed program evaluation in both settings.

For a number of years, he worked on National Institution Mental Health (NIMH) grants performing program evaluation and at the same time providing consultation to other Community Mental Health Centers (CMHCs). He sat on a national council sponsored by NIMH to support and develop program evaluation for CMHCs. As research and program evaluation became a major focus, Dr. Canfield returned to student life and earned a PhD in social psychology at the University of Kansas where he focused on the research of human interaction. He moved to a private psychiatric hospital, performing full time research and program evaluation.

He began to teach statistics and research methods and eventually became full time faculty at the California School of professional Psychology (CSPP). He also directed the research process of a large probation department in Fresno. He took a 10 year break from CSPP to become Director of Institutional Research at SUNY Cortland in New York, returning to CSPP (now a part of Alliant International University) a few years ago. He teaches and does research at CSPP-Alliant. He teaches courses in data analysis & program evaluation; research design; multivariate analysis (factor analysis, canonical correlation; discriminant analysis; structural equation modeling); psychometrics (test construction, reliability, item response theory); meta-analysis; and social psychology. Each spring he has presents at national and regional conferences along with students.

Professional Interests

Human systems, including individuals, personal contracts, events, groups, roles, communities, and settings; program evaluation; psychotherapy research; psychometrics; multivariate statistics; psychology taxonomy

Quyen Tiet

Biography

Dr. Quyen Tiet received his Ph.D. in Clinical Psychology from the University of Colorado at Boulder after completing his internship at Yale University. He furthered his expertise through a 3-year post-doctoral fellowship at Columbia University, where he went on to become an Assistant Professor at the Department of Psychiatry from 1999 to 2001. His academic journey progressed as he served as a Consulting Assistant Professor and then an affiliate Clinical Associate Professor within the Department of Psychiatry and Behavioral Sciences at Stanford University School of Medicine from 2004 to 2018. Additionally, he also held a training faculty position at the National Center for PTSD, Dissemination and Training Division, at the VA Palo Alto Health Care System for about 20 years. Notably, he was honored as an APA Fellow in Division 12 (Clinical Psychology), a distinction reserved for approximately 5% of APA members who have demonstrated outstanding contributions to psychology at an international level.

Dr. Tiet’s current research encompasses a wide array of topics, including stress/trauma, coping mechanisms, protective factors/resilience, alcohol and drug use disorders, PTSD, depression and suicide, dementia, and multicultural and diversity considerations. For access to some of his publications, please visit:

https://www.ncbi.nlm.nih.gov/myncbi/quyen.tiet.2/bibliography/public/

Alternatively, you can explore his latest works by searching his name on Google Scholar.

Professional Interests

Stress/trauma, coping, protective factors and resilience.
Alcohol and drug use disorders, PTSD, depression and suicide, behavior problems, treatment factors and patient outcomes.
Alzheimer's Disease and Disease Related Dementias (ADRD) – prevalence, symptoms, management, and caregiver support
Vulnerable populations (e.g., people of color (POC), refugees/immigrants, traumatized and disadvantaged populations, people with serious mental illness, military veterans, etc.)

Education and Certifications

PhD in Clinical Psychology, University of Colorado, Boulder
MA in Clinical Psychology, University of Colorado, Boulder
BA in Psychology, University of California, Berkeley
NIMH Postdoctoral Fellow, Columbia University, Department of Child and Adolescent Psychiatry, New York, NY
Internship, Yale University, Department of Psychiatry, New Haven, CT

Honors

2011 Founding Board of Directors and Advisory Board of Directors Vietnamese American Psychological Association (VAPA)
2008 Fellow Rockway Institute Center for LGBT Psychology Research, Education & Public Policy San Francisco, California
2001 Board of Directors Asian American Community Involvement (AACI): Providing behavioral/mental health and social services to the disadvantaged, with an annual budget of over $7 millions San Jose, California
1999 NARSAD Young Investigator Award, National Alliance for Research on Schizophrenia and Depression
1993 APA Minority Fellowship, American Psychological Association

Courses

Stress, Resilience and Psychopathology: Research Seminar
Clinical and Ethical Issues
Principles of Psychotherapy

Scholarship and Contributions to the Field

Tiet, Q. Q., Brooks, J., & Patton, C. (2024). Risk factors of PTSD and substance use disorders in clinical and counseling psychology doctoral students. Psychological Trauma: Theory, Research, Practice, and Policy. https://dx.doi.org/10.1037/tra0001803
Tiet, Q. Q., Davis, L., Rosen, C. S., Norman, S. B., Leyva, Y., E., & Duong, H. (2024). Factors associated with increased substance use disorder care in VA PTSD specialty outpatient treatment. Journal of Dual Diagnosis, 20(3), 223-235. https://doi.org/10.1080/15504263.2024.2348105
Park, V. M. T., Ton, V., Yeo, G, Tiet, Q. Q., Vuong, Q., & Gallagher-Thompson, D. (2019). Vietnamese American dementia caregivers’ perceptions and experiences of a culturally tailored, evidence-based intervention to reduce stress and depression. Journal of Gerontological Nursing, 45(9), 39-50.
Jordan, J., Samuelson, K., & Tiet, Q. Q. (2019). Impulsivity, painful and provocative events, and suicide intent: Testing the Interpersonal Theory of Suicide, Suicide and Life-Threatening Behavior, 49(4), 1187-1195.
Tiet, Q. Q., Duong, H., Davis, L., French, R., Smith, C., Leyva, Y., & Rosen, C. (2019). PTSD Coach mobile application (app) with brief telephone support and Pre- and Post-intervention outcomes on PTSD, depressive symptoms and quality of life, Psychological Services, 16 (2), 227-232. http://dx.doi.org/10.1037/ser0000245
Prins, A., Bovin, M. J., Smolenski, D. J., Marx, B. P., Kimerling, R., Jenkins-Guarnieri, M. A., Kaloupek, D. G., Schnurr, P. P., Kaiser, A. P., Leyva, Y. E., Tiet, Q. Q. (2016). The Primary Care PTSD Screen for DSM-5 (PC-PTSD-5): Development and evaluation within a Veteran primary care sample, Journal of General Internal Medicine, 31(10), 1206-11. doi.10.1007/s11606-016-3703-5
Tiet, Q. Q., Leyva, Y., Moos, R., Frayne, S., Osterberg, L., & Smith, B. (2015). Diagnostic accuracy of the Screen of Drug Use (SoDU) in primary care, JAMA Internal Medicine, 175(8), 1371-1377. doi:10.1001/jamainternmed.2015.2438
Tiet, Q. Q., *Davis, L., Rosen, C. S., Norman, S. B., *Leyva, Y., E., & *Duong, H. (in press). Factors associated with increased substance use disorder care in VA PTSD specialty outpatient treatment. Journal of Dual Diagnosis.
Meyer, O. L., Park, V. T., Kanaya, A. M., Farias, S. T., Hinton, L., Tiet, Q. Q., Vuong, Q., Nguyen, S., Harvey, D., & Whitmer, R. A. (2023). Inclusion of Vietnamese Americans: Opportunities to understand dementia disparities. Alzheimer's & Dementia: Translational Research & Clinical Interventions. 2023 Apr-Jun;9(2):e12392. doi: 10.1002/trc2.12392. eCollection 2023 Apr-Jun. PubMed PMID: 37251911; PubMed Central PMCID: PMC10209515
Browne, K. C., *Levya, Y., Malte, C. A, Lapham, G. T, & Tiet, Q. Q. (2022). Prevalence of medical and non-medical cannabis use among veterans enrolled in primary care, Psychology of Addictive Behaviors, 36(2), 121 - 130. https://doi.org/10.1037/adb0000725
*McCue, M. L., Fisher, A. N., Johnson, K. R., Allard, C. B., & Tiet, Q. Q. (2022). Veteran Suicide Exposure: Associations with Guilt, PTSD, and Suicidality. Journal of Veterans Studies, 8(3): X, pp. 1–12. DOI: https://doi.org/10.21061/jvs.v8i3.317
*McCue, M. L., Fisher, A. N., Johnson, K. R., Bariani, A., Cabral, M. M., Allard, C. B., Tiet, Q. Q., & Edmonds, S. (2021). Exposure to civilian casualties is related to guilt and suicidality in Post 9/11 veterans of Iraq and Afghanistan. Military Behavioral Health, 9, 110-117. https://doi.org/10.1080/21635781.2021.1904065
Tiet, Q. Q., & Moos, R. H. (2021). Screen of Drug Use: Diagnostic Accuracy for Stimulant Use Disorder. Addictive Behaviors, 112, 106614. https://doi.org/10.1016/j.addbeh.2020.106614
Tiet, Q. Q. & Moos, R. H. (2021). Strong associations among PTSD, pain, and alcohol and drug use disorders in VA primary care patients. Drug and Alcohol Dependence, 223, 108699. https://doi.org/10.1016/j.drugalcdep.2021.108699
Hinton, L., Nguyen, H., Pham, T., Trong, H. N., Harvey, D. J., Thanh, B. N., Thanh, B. N. T., Ngoc, A. N., Hong, C. N., Hoai, T. N. T., Le, T. N., Phuong, A. N. T., Bich, N. N. T., Tiet, Q. Q., Nguyen, T. A., Quy, P. N. (2019). A pilot cluster RCT to test the preliminary efficacy of an Alzheimer’s family caregiver intervention in Hanoi, Vietnam. Alzheimer’s & Dementia, 15(7), P924. https://doi.org/10.1016/j.jalz.2019.06.4705
Tiet, Q. Q., *Leyva, Y., Browne, K., & Moos, R. H. (2019). Screen of Drug Use: Diagnostic accuracy for cannabis use disorder, Addictive Behaviors, 95, 184-188. https://doi.org/10.1016/j.addbeh.2019.02.010
*Jordan, J., Samuelson, K., & Tiet, Q. Q. (2019). Impulsivity, painful and provocative events, and suicide intent: Testing the Interpersonal Theory of Suicide, Suicide and Life-Threatening Behavior, 49(4), 1187-1195. 10.1111/sltb.12518
Park, V. M. T., Ton, V., Yeo, G, Tiet, Q. Q., Vuong, Q., & Gallagher-Thompson, D. (2019). Vietnamese American dementia caregivers’ perceptions and experiences of a culturally tailored, evidence-based intervention to reduce stress and depression. Journal of Gerontological Nursing, 45(9), 39-50. https://doi.org/10.3928/00989134-20190813-05
Park, V. M. T., Ton, V., Tiet, Q. Q., Vuong, Q., Yeo, G., & Gallagher-Thompson, D. (2019). Promising results from a pilot study to reduce distress in Vietnamese American dementia and memory loss caregivers. Alzheimer’s & Dementia: Translational Research & Clinical Interventions, 5, 319-327. https://doi.org/10.1016/j.trci.2019.05.006
Tiet, Q. Q., *Duong, H., *Davis, L., *French, R., *Smith, C., *Leyva, Y., & Rosen, C. (2019). PTSD Coach mobile application (app) with brief telephone support and Pre- and Post-intervention outcomes on PTSD, depressive symptoms and quality of life, Psychological Services, 16 (2), 227-232. http://dx.doi.org/10.1037/ser0000245

Irwin Rosenfarb

Biography

Irwin Ford Rosenfarb, Ph.D. is a Professor in the San Diego Clinical Psychology PhD Program at the California School of Professional Psychology (CSPP) of Alliant International University. Dr. Rosenfarb received his B.A. (with High Honors) from Stony Brook University and his Ph.D. from the University of North Carolina - Greensboro. He also completed an APA-Accredited clinical psychology internship in the Department of Psychiatry & Behavioral Sciences at the University of Washington. Prior to coming to Alliant, he was a Post Doctoral Scholar in the Clinical Research Center for the Study of Schizophrenia at the University of California, Los Angeles, an Assistant Professor at Auburn University in Auburn, AL, a staff psychologist at Veteran's Administration Medical Center in Charleston, SC, a Research Psychologist at the Veteran's Administration Medical Center in Brentwood, CA, and a Clinical Assistant Professor in the Department of Psychiatry at the University of California, San Diego.

He has served as a Principal Investigator on a National Institute of Mental Health research grant and has served on the San Diego County Mental Health Board as well as on the San Diego Psychological Association Board of Directors.

Professional Interests

Expressed emotion; family dynamics; trauma; attachment; schizophrenia, bipolar disorder, depression.

Education and Certifications

Post-Doctoral Scholar, Clinical Research Center for the Study of Schizophrenia, University of California, Los Angeles
PhD, University of North Carolina at Greensboro
Psychology Intern, University of Washington School of Medicine
BA, State University of New York at Stony Brook

Scholarship and Contributions to the Field

Maitino, A.A., Rosenfarb, I.F., Glaser, D.N., & Keller, M.C. (submitted). An evolutionary investigation of depressed mood: The relationship between stressful life events and patterns of depressive symptoms.
Sharma, R., Rosenfarb, I.F., & Bhavsar, V. (submitted). First episode of psychosis in Guam: The role of ethnicity and neighborhood factors.
Juan, MC. & Rosenfarb, I.F. (submitted). Psychosocial stress, social support, and the escalation of schizotypal symptoms in Latino and White individuals.
Rosenfarb, I.F. & Leseur, C. (in preparation). Effects of child and adult trauma on post-traumatic stress disorder and psychosis in adults with severe mental illness.
Foster, E., Cardinelli, J., Chand, R., & Rosenfarb, I.F. (in preparation). Effects of COVID-19 on post-traumatic stress disorder symptoms and grief among mental health clinicians.
Teles, M., Callan, J., Rosenfarb, I.F., & Judd, P. (2020, March). Attachment, emotion regulation, and substance use among substance using adults. Poster presented at the annual meeting of the Society for psychoanalysis and psychoanalytic psychology, New York.
- Winner, 2020 American Psychoanalytic Association Outstanding poster award
Rosenfarb, I.F. (2020, November). Discussant. In D. Lopez (Chair), Cultural and Contextual Factors Affecting Individuals with Schizophrenia-Spectrum Disorders Across the Illness Trajectory. Symposium presented at the annual meeting of the Association for Behavioral and Cognitive Therapies (conference held virually).
Gurak, K., Maura, J., Weisman de Mamani, A., Martinez de Andino, A., & Rosenfarb, I.F. (2018). "Racial and ethnic diagnostic patterns in schizophrenia spectrum disorders." Chapter to appear in C. Frisby & W. O'Donohue (Eds.), Cultural Competence in Applied Psychology: Theory, Research, Practice, and Evaluation. New York: Springer Publications.
Abel, S.L.M., Rosenfarb, I.F., Mausbach, B.T., & Cardenas, V. (2017). "Enhancing the Functional Adaptation Skills Training (FAST) Treatment for Individuals with Schizophrenia: A Treatment Comparison Study." Schizophrenia Bulletin, 43 (suppl 1), S51. doi: https://doi.org/10.1093/schbul/sbx021.133 (abstract).
Rosenfarb, I.F., Triana, S., Nuechterlein, K.H., Ventura, J., & Breitborde, N.J.K. (2016). "Expressed emotion and the escalation of depressive symptoms in individuals with recent-onset schizophrenia." Early Intervention in Psychiatry. doi: 10.1111/eip.12307.
Rosenfarb, I.F. (2016). "Are people with bipolar disorder merely eccentric?: A review of the movie, Infinitely bipolar bear." PsycCRITIQUES. 61(23). doi: dx.doi.org/10.1037/a0040337.
Rosenberg, M., & Rosenfarb, I.S. (2015). Schizophrenia and creativity. Schizophrenia Bulletin, 41 (suppl 1), S61. doi:10.1093/schbul/sbv010 (abstract).
Rosenfarb, I.S. (2014). "Psychosocial risk factors for the development of schizophrenia." San Diego Psychologist, 29 (1), 1, 7-10.
- lead article begins on page one.
Rosenfarb, I. (2014). "Is depression an adaptation?" [Review of the book The Depths: The Evolutionary Origins of the Depression Epidemic by Jonathan Rottenberg]. PsycCRITIQUES, 59(44). doi: 10.1037/a0038233.
Rosenfarb, I.S. (2013). "A functional analysis of schizophrenia." Psychological Record, 63, 1-18. - issue's lead article.
Rosenfarb, I. (2012). "Does the DSM need another axis?" [Review of the book Strengthening the DSM: Incorporating resilience and cultural competence, by B. Garcia and A. Petrovich]. PsycCRITIQUES, 57(2). doi: 10.1037/a0026686.
Rosenfarb, I.S. (2012). "The irony of masked depression." [A review of the video Men and Depression, 2011]. PsycCRITIQUES, 57(38). doi: 10.1037/a0029270
Juan, M.A., & Rosenfarb, I.S. (2011). "Psychosocial stress, social support, and the escalation of schizotypal symptoms in Latino and White individuals." Schizophrenia Bulletin, 37 (Suppl.1), 269 (abstract).
Sharma-Gopinath, R., & Rosenfarb, I. (2011). "An ecological study of psychotic disorders in Guam: Exploring social risk factors." Schizophrenia Bulletin,37 (Suppl.1), 61 (abstract).
Rosenfarb, I.S. (2010). "Functional analytic psychotherapy and psychoanalysis." In J.W. Kanter, M. Tsai & R.J. Kohlenberg (Eds.), The Practice of Functional Analytic Psychotherapy (pp. 83-96). New York: Springer Press.
Rosenfarb, I.S., Borghei, S., Mullane, A.A., & Ventura, J. (2009). "Increasing cohesion and quality of life among residents living in a board and care environment." Schizophrenia Bulletin, 35 (Supp 1), 304. (abstract).
Smerud, P.E., & Rosenfarb, I.S. (2008). "The therapeutic alliance and family psychoeducation in the treatment of schizophrenia: An exploratory prospective change-process study." Journal of Consulting & Clinical Psychology, 76, 505-510.b- reprinted as Smerud, P.E., & Rosenfarb, I.S. (2011). The therapeutic alliance and family psychoeducation in the treatment of schizophrenia: An exploratory prospective change-process study. Couple and Family Psychology: Research and Practice, 1(S), 85-91.
Smerud, P.E., Rosenfarb, I.S., & Friedlander, M.L. (2007). "Alliances and family psychoeducation: A prospective change-process study." Schizophrenia Bulletin, 33, 605-606. (abstract)
Rosenfarb, I.S., & Juan, M.A. (2006). "Schizotypal personality disorder." In J.E. Fisher & W. O'Donahue (Eds)., Practitioner's guide to evidence based psychotherapy (pp. 592-598). New York: Springer Publications.
Rosenfarb, I.S., Bellack, A.S., & Aziz, N. (2006). "Family interactions and the course of schizophrenia in African-American and White patients." Journal of Abnormal Psychology, 115, 112-120.
Rosenfarb, I.S., Bellack, A.S., & Aziz, N. (2006). "A sociocultural stress, appraisal, and coping model of subjective burden and family attitudes toward patients with schizophrenia." Journal of Abnormal Psychology, 115, 157-163.
Rosenfarb, I.S., Bellack, A.S., Aziz, N., Kratz, K.M. & Sayers, S.L. (2004), "family transactions, and patient stabilization in schizophrenia." Journal of Abnormal Psychology, 113, 109-115.
Rosenfarb, I.S., Miklowitz, D.J., Goldstein, M.J., Harmon, L.H., Nuechterlein, K.H., & Rea, M.M. (2001). "Family transactions and relapse in bipolar disorder." Family Process, 40, 5-14.- abstracted in Clinician's Research Digest
Rosenfarb, I.S., Nuechterlein, K.H., Goldstein, M.J., & Subotnik, K.L. (2000). "Neurocognitive vulnerability, interpersonal criticism, and the emergence of unusual thinking by patients with schizophrenia during family transactions." Archives of General Psychiatry, 57, 1174-1179.
Rosenfarb, I.S., Becker, J., Khan, A., & Mintz, J. (1998). "Dependency and self-criticism in bipolar and unipolar depressed women." British Journal of Clinical Psychology, 37, 409-414.
Goldstein, M.J., Rosenfarb, I.S., Woo, S., & Nuechterlein, K.H. (1997). "Transactional processes which can function as risk or protective factors in the family treatment of schizophrenia." In H.D. Brenner, W. Boker, & R. Genner (Eds.), Towards a comprehensive therapy for schizophrenia (pp. 147-157). Gottingen: Hogrefe & Huber.
Rosenfarb, I.S., Goldstein, M.J., Mintz, J., & Nuechterlein, K.H. (1995). "Expressed emotion and subclinical psychopathology observable within the transactions between schizophrenic patients and their family members." Journal of Abnormal Psychology, 104, 259-267.- abstracted in Clinician's Research Digest
Rosenfarb, I.S., Becker, J., & Khan, A. (1994). "Perceptions of parental and peer attachments by bipolar and unipolar depressed women." Journal of Abnormal Psychology, 103, 637-644.- abstracted in Clinician's Research Digest
Rosenfarb, I.S., Becker, J., Khan, A., & Mintz, J. (1994). "Dependency, self-criticism, and perceptions of socialization experiences." Journal of Abnormal Psychology, 103, 669-675.
Rosenfarb, I.S., Burker, E.J., Morris, S.M., & Cush, D. (1993). "Effects of changing contingencies on the behavior of depressed and non-depressed individuals." Journal of Abnormal Psychology, 102, 642-646.
Rosenfarb, I.S. & Aron, J. (1992). "The self-protective function of depressive affect and cognition." Journal of Social and Clinical Psychology, 11, 323-335.
Rosenfarb, I.S., Newland, M.C., Brannon, S.E., & Howey, D.S. (1992). "Effects of self-generated rules on the development of schedule-controlled behavior." Journal of the Experimental Analysis of Behavior, 58, 107?121

Debra Bekerian

Biography

Debra Bekerian received her PhD from the University of California, Berkeley, in experimental psychology. After graduating she took a position at the Medical Research Council, Applied Psychology Unit, Cambridge, UK as a senior researcher, where she focused on applied memory issues. Her interest in memory and trauma led her to become a licensed Gestalt therapist, concentrating on Gestalt group psychotherapy. She has published extensively on memory issues and has written and co-edited books on applied psychology and offender profiling.

Professional Interests

Cognitive-affective models of emotion
Effects of early trauma on cognition
Psycho-social determinants of health outcomes
Gestalt approach to group psychotherapy

Education and Certifications

PhD, University of California, Berkeley, 1978

Courses

Cognitive and Affective Basis of Behavior
Group Psychotherapy
Research Practicum

Scholarship and Contributions to the Field

Bekerian, D.A. (2006). "Libraries: Linking the Past to the Future." Big C . Beijing, China
Stokes, D., Dritschel, B. & Bekerian, D.A. (2005). "The effect of burn injury on adolescents autobiographical memory." Behaviour Research and Therapy
Bekerian, D. A. & Levey, A. B. (2005). Applied Psychology: Integrating theory and practice. Oxford, Eng: Oxford University Press

James Garbanati

Biography

Dr. James Garbanati retired in June 2024.

James A Garbanati, Ph.D. is a Professor in the Clinical Ph.D. program at the California School of Professional Psychology at Alliant International University on the Los Angeles campus. He is in the Multi-interest option. He was hired at CSPP in 1990, was Program Director from 2014-2017, and has returned to the faculty. His Ph.D is in Developmental Psychobiology obtained at the Biobehavioral Sciences Program at the University of Connecticut. He has taught courses in Research Practicum, Principles in Research Design, Research in Applied Settings, Ethics and Law, History and Systems and Biological Aspects of Behavior. His current interests include growth during stressful experiences and Narrative Psychology (story telling as a form of mental health information dissemination).

Professional Interests

Assessing adverse and beneficial responses to stress from the acute to chronic, the latter including health conditions. Assessing these responses within a cultural context and considering individual personality characteristics, such as the trait of mindfulness. Determining factors that distinguish adverse stress responses from psychological growth.

Systemic analysis of mental health: program evaluation of health and mental health agencies

Education and Certifications

PhD, University of Connecticut

Michi Fu

Biography

Michi Fu, Ph.D. is a Professor of Clinical Psychology who graduated with an emphasis in Multicultural Community Clinical Psychology (MCCP) and Visiting Professor of National Taiwan University. They enjoy teaching courses related to diversity, women's issues, spirituality, sexuality, clinical immersion and advocacy.

Dr. Fu also has a part-time private practice dedicated to serving those who could benefit from their Taiwanese and Mandarin conversational skills. They also consult with Garfield Health Center to better serve the lower income population and their mental health needs. They are a former Okura Mental Health Leadership Fellow who has been trained to engage in social justice advocacy.

Professional Interests

Advocacy
Asian American mental health
Cross-Cultural/Multicultural/Global Mental Health & International Psychology
Intergenerational/Complex Trauma
Media Psychology
Sexuality/Sex Positivity
Spirituality/Wellness/Holistic Healing
Women/Gender Issues

Education and Certifications

PhD; California School of Professional Psychology, Los Angeles
MA; California School of Professional Psychology, Los Angeles
MA, Counseling Psychology, Boston College

Honors

Leadership Institute for Women in Psychology Fellow (2014-2015)
PBS SoCal Community Champion (May 2014)
American Psychological Association, Division 35 Section 5 (Psychology of Women) Pioneer Award Nominee (2014)
Asian American Psychological Association Fellow (August 2013)
American Psychological Association Society for Ethnic Minority Issues Early Career Award for Service (2011)
American Psychological Association Society for Ethnic Minority Issues Early Career Award Nominee (2010)
Asian American Psychological Association Early Career Award Nominee (2011)
Asian American Psychological Association Early Career Award Nominee (2010)
Asian American Psychological Association Division on Women Award Recipient (2000 & 2002)
Okura Mental Health Leadership Foundation Fellow (2002)
University of Hawaii Student Equity, Excellence, and Diversity (SEED) Diversity and Equity Grant Recipient (2003-2004)
Overseas Commission Compatriot Young Health Professionals Fellowship (2006)

Courses

Cultural Immersion Experience in Taiwan: Mental Health Related Cross-Cultural Perspectives
Intercultural Processes and Human Diversity
Public Outreach, Media & Advocacy
Spirituality and Multicultural Mental Health

Scholarship and Contributions to the Field

Fu, M., Wood, T., Olkin, R., Patton, C., and Hsu, H. (2020, October). COVID and Vulnerable Populations. Continuing Education Webinar of the California Psychological Association. Sacramento, CA.
Wood, T., Fu, M., Gallardo, M., Huey, S., Wang, S. (2020, May) Not in my backyard: Racialized bias during COVID-19. Continuing Education Webinar of the California Psychological Association. Sacramento, CA.
Chang, L. Y. & Fu, M. (2019). Disentangling the effects of intergenerational transmission of depression from adolescence to adulthood: the protective role of self-esteem. European Child & Adolescent Psychiatry.
Fu, M. (2019, June). THRIVE Wellness Continuing Education Tour. CE Facilitator for 30 Units. Taichung & Taipei, Taiwan.
Fu, M. (2018). We’re afraid to refer to the counseling center: considerations in supervising outreach. In T. Burnes and J. Manese (Eds.), Casebook in Multicultural Clinical Supervision.
Fu, M. (2018, August). Exploring Parent-Daughter Dynamics Through Film: NATWA II Filmmakers’ Panel. Invited magazine column for the North American Taiwanese Women’s Association.
Gutierrez, B., Ramirez-Solis, E., Raju, M., Tu, J., Mabie, D., Xiao, A., & Fu, M. (2018, October). Ni de aqui, ni de alla: The intersectionality of LGBT Latinx immigrants during 45th’s administration. Poster presented of the 2018 National Latina/o Psychological Association Biennial Conference, San Diego, CA.
Douge, J., Barreuco, S., Garrett-Akinsanya, B. M., Fu, M. and Fuentes, M. (2018, August). Treatment Engagement Interventions and Strategies for Asian American Children and Their Families. In M. E. Ofonedu (Chair) Treatment Engagement and Intervention Strategies for Underserved Children, Youth, and Families Symposium of the American Psychological Association Annual Convention. San Francisco, CA.
Park, D. Raju, M., & Fu, M. (2018, August). Model Minority of Korean Immigrants: Overcoming Mental Health Issues. Poster presentation at the American Psychological Association Annual Convention, San Francisco, CA.
Ramirez-Solis, E., Raju, M., Tu, J., Gutierrez, B., & Fu, M. (2018, August). The Tweets That Rocked the Boat: The Trans* Veteran Experience. Poster presentation at the American Psychological Association Annual Convention. San Francisco, CA.
Park, D., Raju, M. and Fu, M. (2018, August). Model Minority of Korean Immigrants: Overcoming Mental Health Issues. American Psychological Association Division 45 poster presentation, San Francisco, CA.
Park, D. & Fu, M. (2018, August). Scale Development of Internalized Mental Health Beliefs and Practices for Koreans Living in the United States. Poster presentation at the Asian American Psychological Association Convention. San Francisco, CA.
Futterman, L., Firestone, L., Fu, M. & Haldeman, D. (2018, April). Sex, Intimacy & Psychotherapy: Across Gender and Sexual Orientation. Continuing Education workshop for the California Psychological Association Annual Convention. La Jolla, CA.
Raju, M., Ramirez-Solis, E., Tu, J., & Fu, M. (2018, March). As Women We Rise: The Aftermath of Removing Planned Parenthood Agencies. Poster presentation. Association of Women in Psychology, Philadelphia, PA.
Conover, K., Fu, M., Gharibian, G. and Liu, L. (2018, January). Teaching Diversity: A Conversation about Instructor Self-Awareness, Knowledge and Skills, and Contextual Factors. Workshop at the National Council of Schools and Programs of Professional Psychology (NCSPP) Annual Conference. Las Vegas, NV.
Fu, M., Raju, M., Ramirez-Solis, E., German, Z., Drinkard, S., & Tu, J. (2017). A Primer on Therapy with Diverse Couples and Families: A Review of Diversity in Couple and Family Therapy: Ethnicities, Sexualities, and Socioeconomics. PsycCritiques, 62 (31). American Psychological Association: Washington, D.C.
Raju, M. & Fu, M. (2017). Safe Sex: The Impact of HIV on MSM in China and Thailand. Paper submitted and accepted for presentation and publication as part of the the Global Healthcare Conference 2017 conference proceedings. Global Healthcare Conference, Singapore.
Fu, M. (2017, October). Where Are You From? The Imperfections of Cross-Cultural Therapeutic Relationships. Continuing education workshop presented at the Hawaii Psychological Association annual convention. Honolulu, HI.
Fu, M. (Chair), Kim, G., Lee, R., Liu, M., Mock, M. & Sue, S. (2017, October). The origins and future of teaching Asian American psychology. Symposium at the Annual Convention of the Asian American Psychological Association, Las Vegas, NV.
Hsu, H., Yokoyama, K., Fu, M. & Vohra, M. (2017, October). Who defines AAPI feminism? Difficult Dialogue at the Annual Convention of the Asian American Psychological Association, Las Vegas, NV.
Park, D., Raju, M. & Fu, M. (2017, October). Talchul Geumji – No Escape: A Silent Cry for Help among South Korean Women. Symposium at the Annual Convention of the Asian American Psychological Association, Las Vegas, NV.
Raju, M., Tu, J. Ramirez-Solis, E., German, Z., Drinkard, S. & Fu, M. (2017, October). Who am I? A call to action to address the stuggles of lesbian and gay Asian individauls. Difficult Dialogue at the Annual Convention of the Asian American Psychological Association, Las Vegas, NV.
Wattanavitukul, I. & Fu, M. (2017, October). Psychosocial perception of Autism Spectrum Disorder and treatment needs for the Thai community in Thailand and the United States. Poster presentation at the Annual Convention of the Asian American Psychological Association, Las Vegas, NV.
Drinkard, S. & Fu, M. (2017, August). We are because I am: Exploring the protective role of ethnic identity for Black college students. Poster presentation at the Annual Convention of the American Psychological Association. Washington, D.C.
Park, D. & Fu, M. (2017, August). "Sam Jong Ji Do": Korean women and cultural factor attributing to IPV. Poster presentation at the Annual Convention of the American Psychological Association. Washington, D.C.
Tu, J., Drinkard, S., Publico, S. & Fu, M. (2017, August). Risky sex among transgender ethnic minority youth: Exploring risky sex and clinical implications. Poster presentation at the Annual Convention of the American Psychological Association. Washington, D.C.
Park, D. & Fu, M. (2017, August). It even happens to celebrities: Suicide among Korean adolescents. Poster presentation at the Annual Convention of the American Psychological Association. Washington, D.C.
Fu, M. (2017, July). Safe sex: The impact of HIV of MSM in China and Thailand. Paper presentation at the 9th Annual Global Health Conference. Singapore.
Drinkard, S., German, Z. & Fu, M. (2017, July). Family is key: Recognizing the protective rolefamilial interactions play in African American adolescent sexual behavior. Poster presentation at the Association of Black Psychologists Annual Convention. Houston, TX.
Ramirez-Solis, E., & Fu, M. (2017, June) Why is it ok to kill us? Examining minority community member’s encounters with police officers. Poster presentation of the 23rd Annual National Black Graduate Conference in Psychology, Prairie View, Texas
Park, D., Raju, M. and Fu, M. (2017, April). Gun Bae: Exploring maladaptive drinking behaviors among Koreans. Poster presentation at the Poster presentation at the Western Psychological Association Annual Convention. Sacramento, CA.
Ramirez-Solis, E., Mendoza, R. and Fu, M. (2017, April). Police are supposed to make us feel safe, but do they? Poster presentation at the Western Psychological Association Annual Convention. Sacramento, CA.
Tu, J., Raju, M., and Fu, M. (2017, April). Food and sex: Reviewing the complex relationship between disordered eating and risky sexual behaviors. Poster presentation. Western Psychological Association, Sacramento, CA.
Raju, M. and Fu, M. (2017, April). Netflix and chill: What counselors need to know about sex education. Symposium presentation at the 3rd Annual Family, Child & Couple Conference of Southern California. Alhambra, CA.
Park, D., Raju, M. and Fu, M. (2017, April). Exploring suicidality protective and risk factors among South Koreans. Poster presentation at the 3rd Annual Family, Child & Couple Conference of Southern California. Alhambra, CA.
Publico, S. B. Dunn, C. E., Raju, M., Drinkard, S. & Fu, M. (2017, January). Risky Sexual Behaviors, Sexual Socialization, and Ethnic Pride among Latino Youth. Poster presentation of the National Multicultural Conference and Summit. Portland, OR.
Fu, M. & Angevin, S. (2017). Safe sex. In K. Nadal (Ed.), The SAGE encyclopedia of psychology and gender (Vol. 4, pp. 1433-1436). Thousand Oaks,, CA: SAGE Publications Ltd. doi: 10.4135/9781483384269.n
Fu, M. & Dunn, C. (2017). Sex education. In K. Nadal (Ed.), The SAGE encyclopedia of psychology and gender (Vol. 4, pp. 1460-1463). Thousand Oaks,, CA: SAGE Publications Ltd. doi: 10.4135/9781483384269.n
Fu, M. & Masai, K. (2017). Women’s issues: overview. In K. Nadal (Ed.), The SAGE encyclopedia of psychology and gender (Vol. 4, pp. 1836-1842). Thousand Oaks,, CA: SAGE Publications Ltd. doi: 10.4135/9781483384269.n
Fu, M. & Moreno, M. (2017). Immigration and sexualities. In K. Nadal (Ed.), The SAGE encyclopedia of psychology and gender (Vol. 4, pp. 929-930). Thousand Oaks,, CA: SAGE Publications Ltd. doi: 10.4135/9781483384269.n
Fu, M. & O’Shea, L. (2017). Sex education in schools. In K. Nadal (Ed.), The SAGE encyclopedia of psychology and gender (Vol. 4, pp. 1464-1466). Thousand Oaks,, CA: SAGE Publications Ltd. doi: 10.4135/9781483384269.n
Tu, J., Fu, M. & Nadal, K. (2017). Sleep disorders and lgbtq people. In K. Nadal (Ed.), The SAGE encyclopedia of psychology and gender (Vol. 4, pp. 1575-1578). Thousand Oaks,, CA: SAGE Publications Ltd. doi: 10.4135/9781483384269.n
Mio, J. & Fu, M. (2017, February). Poverty in the Asian/Pacific Islander community: Social justice – Community related responses. Thousand Oaks: Sage Publications.
Fu, M. (2017, Spring). Where is your family from? Considerations for conducting bilingual therapy. The California Psychologist 50 (2).
VandenBos, G. R., Fu, M., & Kelly, J. F. (2016). Professional associations in clinical psychology. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, L. F. Campbell, (Eds.), APA handbook of clinical psychology: Education and profession, Vol. 5 (pp. 425-435). Washington, D.C. US: American Psychological Association. Doi: 10.1037/14774-026.
Fu, M. & Vong, S. (2016). Social Connectedness Can Buy Happiness: Asian American Positive Psychology. In E. Chang, C. Downey & N. Lin (Eds.) Handbook of Positive Psychology in Racial and Ethnic Minority Groups: Theory, Research, Assessment, and Practice. Washington, D.C.: APA Publishing.
Fu, M., Nee, J. & Shen, Y. C. (2016). Gender, sexism, heterosexism, and privilege across cultures. In P. B. Pedersen, W. J. Lonner, J. G. Draguns, J. E. Trimble, M.. R. Scharron-del Rio (Eds.), Counseling across cultures (7th Ed.). Thousand Oaks: Sage Publications.
Fu, M. (2016). Introduction to psychology with perspectives from Asia. Psyccritiques, 61(22), doi: 10.1037/a0040328.
Tu, J. & Fu, M. (2016, August). Obstructive sleep apnea: Are Asians at risk? Poster presentation at the Asian American Psychological Association Annual Convention. Denver, CO.
Publico, S. B., Raju, M., Drinkard, S., Minana Perez, C. & Fu, M. (2016, August). Acculturation, cultural beliefs, and risky behaviors: Examining Asian and Pacific Islander youths' sexuality. Poster presentation at the Asian American Psychological Association Annual Convention. Denver, CO.
Raju, M. Z., Fu, M., & Dunn, C. E. (2016, August). Furthering sex communication: An insight into attachment styles and sexual behavior. Poster presentation at the American Psychological Association Annual Convention. Denver, CO.
Dunn, C. E., Fu, M., & Duran, R. E. (2016, August). The role of black girls’ racial identity and experience of microaggressions in sexual socialization. Poster presentation at the American Psychological Association Annual Convention. Denver, CO.
Raju, M. Z., Dunn, C. E., & Fu, M. (2016, August). A more inclusive sex education: The hidden impact of cross-cultural parental communication. Poster presentation at the American Psychological Association Annual Convention. Denver, CO.
Drinkard, S., Dunn, C., Raju, M. & Fu, M. (2016, August). “S is for sex:” Exploring inclusive sex education programs for African American youth. Poster presentation at the Association of Black Psychologists Annual Convention. Arlington, VA.
Dunn, C., Raju, M., and Fu, M. (2016, April). The Talk: Exploring The Diversity of Ethnic Minority Youth’s Sexuality. Poster presentation at the Western Psychological Association Annual Convention. Long Beach, CA.
Africa, J., Sersecion, S., Fu, M., Palad, V. (Co-Moderator) and Sheynman, L. (Co-Moderator). (2016, April) Should I Just Call You “They?” California Psychological Association Convention Invited Diversity Town Hall Panel. Irvine, CA.
Dunn, C., Raju, M. & Fu, M. (2016, March) Sexual Assertiveness among LGBT Ethnic Minority Adolescents: Exploring Protective Factors & Clinical Implications. Poster Presentation at the Southwestern Social Sciences Association Annual Convention. Las Vegas, NV.
Dunn, C., Duran, R. & Fu, M. (2016, March) Sexual Assertiveness Among Black Girls: Examining the Influence of Sexual Socialization. Poster Presentation at the Association of Women in Psychology Annual Convention. Pittsburgh, PA.
O’Shea, L., Fu, M. & Masai, K. (2015, Fall). Adolescent Sexuality in the age of Social Media. The Los Angeles Psychologist: Newsletter of the Los Angeles County Psychological Association.
Fu, M. (2015, August) I Don’t See Color, All People Are the Same: Whiteness and Color-Blindness as Training and Supervisory Issues, Women & Therapy, 38:3-4, 279-294, DOI: 10.1080/02703149.2015.1059212
Johnson, G., Fu, M. & Jenks, B. (2015, Spring) What Can I Do? The California Psychologist, 48 (2), 27-32.
Fu, M., O’Shea, L. & Masai, K. (2015, October). Snapchat that whole“ish”; Adolescent Sexual Knowledge. Continuing Education Presentation at the Los Angeles County Psychological Association. Culver City, CA.
Angevin, S. L., Dunn, C. E. & Fu, M. (2015, August). Beyond Comfort And Into A Sexual Health Zone: Are We Preparing Our Ethnic Minority Youth. Poster Presentation at the American Psychological Association Annual Convention. Toronto, Ottawa, Canada.
Hsieh, W., Fu, M. & Hsu, C. (2015, August). Collaborative Practice Model: utilizing a collaborative model in serving API community. Presentation at the Asian American Psychological Association Annual Convention. Toronto, Ottawa, Canada.
Tsoi, H., Okada, R. & Fu, M. (2015, August). Holistic perspectives on autism spectrum disorder and intracultural diversity between U.S.-born and China-born Chinese American families. Poster Presentation at the Asian American Psychological Association. Toronto, Ottawa, Canada.
Masai, K., Dunn, C., O’Shea, L., Angevin, S. L. & Fu, M. (2015, May). Mars and Venus: Gender-specific Examination of Adolescent Sexual Behaviors. Continuing education workshop of the Western Psychological Association Annual Convention. Las Vegas, NV.
Jenks, E., Chege, C., Fu, M. & Atencio-Maclean, G. (2015, April). “I used my machete”: Stories as a tool to increase diversity competence in Clinical Supervision. California Psychological Association. San Diego, CA.
Angevin, S. L., O’Shea, L., Dunn, C. E., Masai, K. & Fu, M. (2015, April). Impactado por las tradiciones: Latino youth sexual behavior and contraceptive use. Symposium discussant of the Southwestern Social Science Association Annual Convention. Denver, CO.
Laurie, A. P., Dunn, C. E., Masai, K., Fu, M., & Angevin, S. L. (2015, March). Serve You Right: Addressing Disparities for Adolescent Girls Who are Members of Underserved Ethnicities. Symposium discussant at the Association of Women in Psychology Annual Convention. San Francisco, CA.

Media Experience:

Coates, S. & Fu, M. (2021, November). Childfree Americans interview in “Global Eye” show of i24news.Tel Aviv, Israel.
Petersen, A. & Fu, M. (2021, August). Online Therapy Got Popular During Covid. Should You Still See Your Therapist in Person? Media Interview with Wall Street Journal https://www.wsj.com/articles/online-therapy-got-popular-during-covid-sh…
Fu, M. (2021, May) Mental Health x Racism. Invited Asian Pacific Heritage Month virtual public outreach on behalf of Garfield Health Center. https://www.youtube.com/watch?v=TKRuxrOLiXA
Jackson-Gibson, A. & Fu, M. (2021, May). 15 Culturally Affirming, Expert-Recommended Mental Health Resources for the AAPI Community. Good Housekeeping Interview. https://www.goodhousekeeping.com/health/wellness/g36477999/asian-americ…
Dallof, S. & Fu, M. (2021, March). Attacks on Asian-Americans taking psychological toll on its community. NBC Interview. https://www.wowt.com/2021/03/19/attacks-on-asian-americans-taking-psych…
Davidson, J. & Fu, M. (2021, May). The pandemic has made it harder to find mental health resources, while also deepending the need. Invited interview with the Washington Post. https://www.washingtonpost.com/politics/federal-insider-mental-health/2…
Sandoval, C., Fu, M. & Nadal, K. (2021, May). Anti-Asian hate taking mental toll on AAPI community. Newsy Interview regarding Anti-Asian Racism. https://www.newsy.com/stories/anti-asian-hate-taking-mental-toll-on-aap…
Murphy, C. & Fu, M. (2021, April). This woman made a mental health resume for her new therapist – Here’s why experts say that’s a good idea. www.Health.com Interview. https://www.health.com/condition/mental-health-conditions/mental-health…
Alfonseca, K. X. & Fu, M. (2021, April). Survivors of hate crimes and bias incidents speak out about their journey to recovery. ABC News Interview. https://abcnews.go.com/US/survivors-hate-crimes-bias-incidents-speak-jo…
Caspani, M. & Fu, M. (2021, March/May). Anti-Asian hate in US rising, parents grapple over wehther to talk to their children. Reuters Interview. https://kelo.com/2021/03/26/with-anti-asian-hate-in-u-s-rising-parents-… and https://thefinancialexpress.com.bd/world/anti-asian-hate-in-us-rising-p….

Community Presentations & Workshops:

Albanese, F. and Fu, M. (2021, August). Sleep Hygiene in Times of COVID. Facebook Live Workshop. https://fb.watch/65aJQOXXy5/
Albanese, F. and Fu, M. (2021, June). COVID & Mental Health: 10 Safer-at-Home Tips. Facebook Live Workshop. https://fb.watch/65aJQOXXy5/ and https://www.youtube.com/watch?v=9-Z0IUOevWs
Fu, M. (2021, June). COVID Got You Down? FIGgit about it. Workshop facilitator for Formosa Improv Group Virtual Open Practice Workshop. Taipei, Taiwan.
Fu, M., Moyes, A. and Fu, M. (2021, May) Asian Pacific Heritage Month Celebration Meet Mel: Courageous Conversation. Invited Diversity Equity Initiative Kick-Off for BeautyCounter.
Fu, M. (2020, November). Have You Eaten Yet? Chinese American Elderly Mental Health Considerations. Virtual Mental Health Webinar Co-sponsored by World Journal and Garfield Health Services.
Fu, M. (2020, September). Women in the Time of COVID: Health, Mental Health and the Power of Place. Virtual Townhall hosted by The City of Los Angeles. davidryu.lacity.org or facebook.com/cd4ryu. Los Angeles, CA.
Fu, M. (2020, September). What COVID-19 Is Doing to our Mental Health and Self Care Tips. Mental Health Virtual Webinar co-sponsored by the City of Monterey Park and Garfield Health Center. Monterey Park, CA.
Fu, M. (2020, July). Blackbird. Invited presentation of Got Something to Say? Black Lives Matter Taiwan Event. Taipei, Taiwan.
Fu, M. (Facilitator) and Wong, K. (2020, May). The Masks We Wear. Asian Pacific Heritage Month event of the Asian Pacific Student Network of Alliant International University. Alhambra, CA.
Fu, M. (2019, August). Confidence and Teamwork. Workshop facilitator for Formosa Improv Group Open Practice Workshop. Taipei, Taiwan.

Marion Chiurazzi

Biography

Dr. Chiurazzi is Associate Professor and Program Director in the PhD Psychology, Law and Public Policy program at the California School of Forensic Studies (CSFS) at Alliant International University. She received her Doctorate in Psychology degree in clinical psychology in 1998 at the California School of Professional Psychology (CSPP) in Fresno, CA and is a licensed clinical psychologist in California. Dr. Chiurazzi has been teaching at Alliant International University since 2007 and joined core faculty in 2010. She has taught in both, CSFS and CSPP and has served as program director for both schools.

Dr. Chiurazzi's professional background includes a career with the California Department of Corrections and Rehabilitation where she served as Clinical Director for the Department's Mental Health Program after providing and managing mental health services North Kern and Corcoran State Prisons for nine years. In addition, she has worked in medical settings providing psychological assessment and treatment for patients with a broad range of serious or chronic medical conditions.

Professional Interests

Correctional psychology
Geropsychology
Rehabilitation psychology
The impact of institutionalization on psychological functioning
Suicidology

Courses

Psychopathology and Abnormal Behavior, with focus on violent or criminal behavior
Cognitive and Behavioral Approaches to Intervention, including court mandated treatment
Suicidology

PhD in Organizational Leadership

Doctorate in Organizational Leadership Overview

Elevate your expertise and redefine your professional trajectory. In this unique doctoral program, you will benefit from the collaboration of two esteemed colleges: the California School of Management and Leadership (CSML) and the California School of Professional Psychology (CSPP). Our PhD in Organizational Leadership program is designed to see you graduate with a doctoral degree in as little as three years and gain the skills and experience to be an organizational leader in the current and future AI-leveraged era.

AI is rapidly evolving and our program trains you to be ahead of the curve by meeting the unique and evolving demands of a post-COVID, AI-driven world. Students are trained in the intricacies of AI-driven decision-making, predictive analysis, and data interpretation to ensure leadership in technologically advanced settings. The program emphasizes the understanding and application of AI, its integration with leadership roles, and how it can drive organizational success.

The doctoral program is offered online and at our San Diego campus, allowing aspiring organizational leaders to choose the option that best fits their lifestyle. Both platforms include on-ground fieldwork each term. You'll learn how to drive impactful organizational development and create meaningful organizational change. Doctoral candidates also benefit from our robust professional alumni network and cutting-edge, career-expanding programs. Each program is designed to help you stand out with unique, valuable resume-building experience for success in the corporate world and academia.

ConsultEX
An unparalleled platform that converges leadership theory and practice which provides real-world, problem-solving skills. You will pair with leading businesses to consult on live projects and offer innovative solutions that can help shape the course of companies and industries.
Career Architect
A program that trains you to carve out a unique niche for yourself in the professional world, enhancing your network and prospects to help shape you into a sought-after leader.
ConsultEX.EDU
This program provides comprehensive training and mentorship, paving the way for you to explore a smooth transition from student to a potential faculty member in higher education.

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Program Highlights

Hands-on Experience

Throughout the program, you will gain practical experience in your specific area of organizational leadership through our ConsultEX, Career Architect, and ConsultEX.EDU career programs. You’ll apply that knowledge to projects within your own organization, for work on consulting projects, or to solve real issues for partner organizations.

Cohort Model

A collaborative environment that provides you with ample opportunities to network within your cohort to develop meaningful relationships. You’ll share valuable insights and experiences and sharpen your abilities for an organizational leadership role alongside individuals who share similar interests and goals.

AI Integration

Regular AI-intensive sessions and discussions on AI tools and techniques. We partner with AI-focused companies to provide guest lectures, internships, or research opportunities that deliver a deeper understanding of AI's impact on leadership.

Accelerated Timeline

An accelerated timeline allows you to complete the higher leadership program in three to four years. You'll begin with two years of leadership studies and coursework, then move on to your dissertation research, which typically takes one to two years to complete. Since classes are in the evenings and on weekends, you can work while you learn.

Practical Training (CPT)

CPT is required and intended to develop professional and applied practice-related skills and expertise in the student’s program through a variety of work and learning experiences which could involve supervised practical training and/or applied client projects. Learn More

Accreditation

The graduate studies program is accredited by the Accreditation Council for Business Schools and Programs (ACBSP), a well-respected accrediting body recognized across the country for its leading authority in business education.

Faculty

Faculty members are some of the most highly qualified and experienced individuals in their respective fields. They bring a unique combination of global leadership and practical knowledge to the classroom, preparing doctoral students to be adept in organization development relevant in various industries and sectors.

Admissions

Learn About Admissions Requirements

Admissions

Faculty

Get to Know Our Diverse Faculty

Faculty

Doctoral Degree Information

Curricular Practical Training (CPT)

Students in the PhD program are required to participate in curricular practical training as part of their experiential learning throughout the program. Practical training is intended to develop professional and applied practice-related skills and expertise in the student’s program. This is achieved through various work and learning experiences which could involve supervised practical training and/or applied client projects. This is required throughout the academic program from day one to program completion.

Domestic students can contact the CSML Professional Development (CPD) Coordinator for guidance. International students must apply for authorization for Curricular Practical Training from the Designated School Official (DSO) and schedule an appointment at least two weeks prior to the beginning of the Curricular Practical Training. Please email ISSO@alliant.edu to schedule an appointment.

Note that international students may begin curricular practical training ONLY after receiving their Form I-20 with the DSO endorsement. To be considered for Curricular Practical Training, the work must be related to your major field of study.

CSML CPT Application Process for International Students

Obtain a job offer letter from your employer. The offer letter needs the following:
1. To be on company letterhead
2. Start and end date. (For example: CPT start date is 10/17/22, End date is 08/20/2023)
3. Include specific duties to perform, office location, direct supervisor name and contact number.
4. State that it is a part-time position
5. Include the following statement: “employer agrees to cooperate with the school in achieving the curricular purposes of the employment/training”
Complete the Application for CPT and the Advisor Verification Form for CPT. These forms are located on the student portal: https://alliantintluni.sharepoint.com/sites/IntlStudent/SitePages/International-Forms.aspx
Email your offer letter and the 2 forms to your Program Director/Faculty Advisor at Alliant.
Once they have signed the forms, please follow up and email ISSO@alliant.edu. The DSO is the one who will give you the authorization to start working.
Also, if it is your first time in the USA, you will need to go to the Social Security Administration office to obtain a social security number, this process can take 2 or more weeks. Your employer will need your social security number for you to work. So please start the process as soon as possible. For the address of local Social Security Administration offices, see: www.ssa.gov

Accreditation

California School of Management and Leadership (CSML) has received accreditation from the Accreditation Council for Business Schools and Programs (ACBSP) for its organizational leadership PhD program, doctorate in business administration (DBA), MBA, and MS in data analytics programs.

As a leading specialized accreditation body for business education across the country, ACBSP accreditation certifies that the teaching and learning processes offered within CSML programs meet the rigorous educational standards established by said accrediting body. ACBSP’s mission is to promote continuous improvement and recognize teaching excellence through its recognition of business education programs throughout the world. Learn more here.

Links and Downloads

School Performance Fact Sheet

What should I expect the dissertation process to be like?

The dissertation process for the doctorate in leadership program will occupy the final year-and-a-half of your curriculum. Starting in your 11th term, you will first begin your dissertation work while completing your leadership internship. Then from your 12th term, through your final 18th term, you will focus solely on the research, development, and completion of your dissertation before its ultimate presentation before an academic review board. The doctoral dissertation process accounts for 12 of the 60 credits in this program and is done at the rate of a single dissertation class per term, starting at Term 11. With a curriculum grounded in research methods and research design, you'll develop the analytical skills to support evidence-based practices in organizational learning and strategic leadership.

What scholarship and financial aid options are available to me?

Private and public scholarships can help you meet the cost of your education, and Alliant offers institutional scholarships for many of our students. Learn more about these scholarship opportunities here. Additional financial aid is available for those who qualify in the form of loans, grants, federal work study, and military aid. Learn more in our Financial Options Guide.

When does the PhD in organizational leadership degree program start?

The organizational leadership program is offered as an eight-week term program and is open for enrollment during each of those respective enrollment periods. You can find a copy of our eight-week term academic calendar here.

What is the modality of this program?

Students do not have to be on any Alliant campus. The program is offered both online and at our San Diego campus, allowing you to choose the option that best fits your lifestyle. The program instruction of the organizational leadership online format combines distance asynchronous learning content with synchronous, one-hour live, weekly Zoom sessions in lecture-cum-office hour-Q/A style. The weekly Zoom sessions are not mandatory but are recorded and shared with the class. Field practical experience can be completed through applied learning in remote projects with clients or within their own workplaces. The field experience component makes it applicable for veterans.

How long does it take to complete the degree program?

The doctoral degree is a 60-credit program, term-based program (two months each term), and typically takes three years to complete, across 18 terms.

Whether you choose our in-person or online PhD program, you'll study applicable core courses through a challenging curriculum that is taught by our top faculty members. Some leadership studies covered in our core courses touch on organizational leadership, education leadership, cross-cultural and international management, and ethics in organizations. You will improve your leadership skills and gain mastery in strategic leadership within complex environments. At Alliant, we will provide you with the skills, knowledge, and confidence you’ll need when taking on organizational leadership roles.

Studying at Alliant connects you to a supportive research/scholar community that values diversity and inclusion.

Leila Naderi

PhD in Leadership Alumna

Why Alliant

At Alliant, our mission is to prepare students for professional careers of service and leadership and to promote the discovery and application of knowledge to improve lives. We offer an education that is accredited, focused on practical knowledge and skills, connected with diverse faculty and alumni, and aimed at the student experience.

Learn More

Why CSML

CSML is a business management school that trains you to have a competitive edge in the technology and quantitative fields. CSML offers management and leadership degrees where you can learn to guide and mentor the next generation of professionals and make your mark as an innovator in the modern business world.

Why CSML

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PhD in Industrial and Organizational Psychology

PhD in Industrial and Organizational Psychology Overview

The PhD in organizational psychology program will help you build skills in organizational diagnosis and intervention design through coursework, applied research and real-world projects. Using a scholar-practitioner approach, our I-O Psychology program combines a commitment to diversity, equity, and inclusion with an eye for organizational strategy. You'll also expand your research and data analytics skills to build new knowledge and help organizational leaders make more informed, evidence-based decisions. Your doctoral research study, a topic that fascinates you, will be your avenue for advancing thought and dialogue in your chosen area of Industrial-Organizational Psychology. You’ll develop a deep understanding of organizational culture, motivation, and individual behavior to improve employee health and well-being and facilitate positive change in the workplace.

PLO1: Explain and apply industrial-organizational psychology principles, concepts, models, theories, and methods.

PLO2: Explain and apply ethical and legal principles to situations in industrial-organizational psychology.

PLO3: Demonstrate a positive, proactive, and non-judgmental attitude towards diverse cultures and identities.

PLO4: Design culturally competent professional services in respective areas for diverse populations.

PLO5: Analyze data, evaluate results, and communicate findings using applied and academic research methods.

PLO6: Explain and apply research, psychometric, and people analytics concepts to problems in industrial-organizational psychology.

Program Facts

All online organizational psychology programs are accepting applications. However, please be aware that on-ground organizational psychology programs are not accepting applications.

Offered in two formats:
1. Hybrid format in Los Angeles

A schedule ideal for working professionals and international students, designed to participate in highly interactive live virtual class discussions two to three evenings per week with select on-campus in-person class meetings typically on one full weekend each month and one weekend day. Talk to an admissions counselor to see a sample schedule.
Interactive classes provide connections to professional peers, alumni, and other professionals working in the field.
Program starts in August, October, January, or March.

2. Fully online format (in U.S. States where available)

Asynchronous – a structured format with built-in flexibility
- To engage in individual and group learning activities
- To complete course assignments and submit by the established due dates.
Optional synchronous weekly live-virtual discussion hours.
Starts in August or January.
Designed for 3 years (15 terms of 8 weeks each), year-around, with a part-time option.
Post-masters PhD degree.
66 units.
Transfer credits for past doctoral courses are allowed up to 25% of the program units (16 units).
Highly reputable and supportive faculty with research and professional experience.
Alumni engage students by teaching courses, guest-speaking, and networking.

To learn more about this industrial organizational psychology program and other offerings, visit our CSPP-dedicated microsite. You’ll find videos featuring our university president, dean of CSPP, and faculty, along with numerous interactive features!

See Course Info

Program Highlights

Schedule for Working Professionals

Hybrid format provides highly interactive live virtual lectures, class discussions, and peer learning two to three evenings per week with select on-campus in-person class meetings typically on one full weekend each month and one weekend day. Four starts each year: August, October, January, and March Terms.

Online program consists of asynchronous courses where you complete coursework each week on your own schedule. Two starts each year: January or August.

Experiential Training

Learn theories and cases of industrial psychology in the classroom and gain hands-on experience through class projects and real-world projects. A PhD in organizational psychology equips you to assess and design organizational interventions. An internship option is available for PhD students who qualify.

Compelling Coursework

Industrial-organizational psychology courses provide you with insight into the dynamics of individuals, teams, psychological science and organizational systems. Courses help prepare you to take a consulting approach in a variety of professional psychology practices.

Strong Network of Peers, Faculty, and Alumni

Get to know your faculty and colleagues in a supportive climate, developing working relationships that can last a lifetime. Get to know alumni in our network, other organizational psychologists, and identify job opportunities and internships through professional relationships.

Diversity, Equity, and Inclusion

Increase your cross-cultural skills with multinational, multiracial faculty and students, and support a society of inclusive excellence, equity, and belonging. Our graduate study programs foster dialogue and engagement around diversity and inclusion.

Learn to Consult

Doctoral program courses prepare you to analyze a situation for underlying causes, then act to make a positive difference by applying the principles of organizational science. Faculty help prepare you to take a consulting approach to analyze and intervene with individuals, teams, and organizational systems.

Wide Range of Careers

Deepen your existing skills or prepare for a new career in organization development, people analytics, talent and leadership development, human resources, and talent management, and more in various industries, nonprofits, and government agencies.

Independent Research

Conduct your independent dissertation research study to contribute to human resource and organizational development, and engage in scholarly dialogue as an aspiring industrial organizational psychologist.

Admissions

Learn About Admissions Requirements

Admissions

Faculty

The faculty consists of renowned experts with years of experience in the organizational and consulting fields. Faculty members include past and current local, national, and international professional association leaders; test and intervention developers; journal editors; and consultants. Areas of expertise include the following:

Management consulting
Organization development and change management
Diversity, equity, inclusion, and belonging
Leadership and leadership development
Motivation and employee engagement
Coaching and mentoring

Faculty

Doctoral Degree Information

While our master's degree provides you with preparation in a wide variety of career practice areas in our field, the PhD program gives you further depth as well as research, analytical, and consulting skills. As a doctoral graduate, you can teach at a university, even while enjoying a career as an organizational psychologist in the industry, and express your thought leadership through writing. Some of our doctoral alumni have started successful companies.

Instructional approach

Graduate study courses of the online doctorate include change management, organizational design and process improvement, ethics, diversity and inclusion. This branch of behavioral science also covers motivation, innovation and change. Since it overlaps with social science, it further drills down to business strategy and operations, social and organizational psychology, consulting skills, a professional practice sequence, and diagnostic methods for organizational consulting. The IO Psychology graduate certificate also encompasses people analytics, human behavior, advanced statistics, research methods, human resource management, talent recruitment assessment, and selection, dissertation, and more.

Consistent with contemporary work environments, you work both individually and in groups (virtual groups for online students) in your coursework. By working in groups, you develop advanced skills in business communication, engaging with people who have different working styles, and learn through experience the importance of valuing diversity and appreciating inclusion and belonging.

Discipline-specific competencies

Students of the IO psychology graduate school are expected to acquire and demonstrate competence in several areas:

Consulting – within an organization or externally to many organizations
Analytics – people analytics for needs analysis and organizational diagnosis, program evaluation, talent assessment and selection, and academic research
Theory – social and organizational psychology, motivation, innovation and change, ethics, diversity, equity, and inclusion
Organizational intervention – leadership assessment and development, change management, organization design and process improvement
Business skills – the big picture of strategy and operations within which consulting must make a difference, business communication and presentation skills

Research and Dissertation

Our I O Psychology comes with rigorous psychological research and real-world application. Students of organizational psychology phd programs will engage in original research. They will coordinate with their faculty mentors to choose and refine a topic that will serve as the main focus of their dissertation research. The dissertation itself requires students to make a significant and original contribution to the field of Organizational Psychology.

Ready to become a doctoral student of this program?

Start My Application

Links and downloads

School Performance Fact Sheets

Can I still apply for the degree program even if I don't have a degree in psychology?

No. Although there's no specific psychology course credits, applicants for the doctorate in organizational psychology should have a solid understanding of organizational behavior, research methods and statistical analysis. This knowledge is typically acquired through relevant undergraduate coursework that's expected from all applicants.

What scholarship and financial aid options are available?

How long does it take to complete the program?

The degree is a 66-credit program that can be completed in three years by focusing year-round on two courses per eight-week term, or longer if you take one course during some terms. You can find a copy of our eight-week academic calendar here.

Can I work full-time and complete the program?

Yes. You can take courses online. This graduate program at our graduate school is rigorous, so you're encouraged to discuss your personal circumstances with your admissions counselor or with a faculty member during the application process. If you're a graduate student or a professional seeking an online PhD, the industrial organizational psychology program has flexible options to support your academic and career growth.

When does the program start?

The program is offered as an eight-week term program and is open for enrollment during those enrollment periods. Applicants can apply for either a January or August start. You can find a copy of our eight-week term academic calendar here.

What is the modality of the program?

You can earn your PhD in I/O psychology degree online.

Why Alliant

Learn More

Why CSPP

Founded in 1969, CSPP was one of the nation’s first independent schools of professional psychology. Today, CSPP continues its commitment to preparing the next generation of mental health professionals through graduate-level degree programs in clinical psychology, marriage and family therapy, clinical counseling, organizational psychology, psychopharmacology, and more.

Why CSPP

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Honors

Honors

Honors

Media Experience:

Community Presentations & Workshops:

Need additional help or information?

Doctorate in Organizational Leadership Overview

Which Business Program Is Right For Me?

Faculty

Curricular Practical Training (CPT)

CSML CPT Application Process for International Students

Accreditation

Links and Downloads

Frequently Asked Questions

What should I expect the dissertation process to be like?

What scholarship and financial aid options are available to me?

When does the PhD in organizational leadership degree program start?

What is the modality of this program?

How long does it take to complete the degree program?

Why Alliant

Why CSML

Start on your path to impact today

Table of Contents

Need additional help or information?

Program Facts

Faculty

Instructional approach

Discipline-specific competencies

Research and Dissertation

Links and downloads

Frequently Asked Questions

Can I still apply for the degree program even if I don't have a degree in psychology?

What scholarship and financial aid options are available?

How long does it take to complete the program?

Can I work full-time and complete the program?

When does the program start?

What is the modality of the program?

Why Alliant

Why CSPP

Start on your path to impact today

Start on your path to succeed on purpose

Request Information