Elizabeth Haviland, PhD
Psychology Building, room 120
The MS program in mental health counseling trains mental health professionals for careers in a variety of settings. The orientation of the program is eclectic, with particular emphasis on those active counseling skills which are appropriate to short-term counseling. In addition, the program’s scientist-practitioner emphasis may be useful to those students interested in pursuing doctoral study. The MS program in mental health counseling is accredited by the Council for Accreditation of Counseling and Related Programs (CACREP).
The student shall complete a comprehensive exam and an approved course of study filed with graduate studies and research. The course of study normally consists of the courses below.
Prerequisites: PSY 362 and 363 (or approved equivalent). Prerequisite courses may be taken concurrently with certain program courses. In addition, the following undergraduate courses are strongly recommended: personality or abnormal; social or developmental; learning; physiological, and a course in history and systems of psychology. Students not having these courses should expect to do additional work when prior course knowledge is needed. Please note the background check and liability insurance requirements described in the general departmental information section.
Department-approved electives - Credits: 8
Psychology Department Graduate Information
College of the Sciences
Psychology Bldg., room 421
Mail Stop 7575
See the department website for how this major may be used for educational and career purposes (see the Career Guide under Prospective Students tab).
Faculty and Staff
Stephanie Stein, PhD
Stephen B. Schepman, PhD
Terry L. DeVietti, PhD, physiological and experimental psychology
Susan D. Lonborg, PhD, health psychology, substance abuse, clinical and research ethics, career development, gender, social networking
Megan D. Matheson, PhD, nonhuman primate social behavior, evolutionary psychology, self-injurious behavior, comparative psychology
Stephen B. Schepman, PhD, organization development, work motivation, personality theories, social psychology, statistics
Anthony J. Stahelski, PhD, industrial/organizational psychology, social psychology, small group interaction, leadership, cults and extremist groups, aggression and violence, terrorism
Stephanie Stein, PhD, school psychology, curriculum-based measurement, behavior disorders in children, lifespan development, psychopathology
Marte Fallshore, PhD, environmental decision-making, psychology of law, learning, memory, statistics, cognition
Kara I. Gabriel, PhD, general experimental psychology, spatial skills, risk-taking, biopsychology
Ralf Greenwald, PhD, cognitive brain dynamics, event-related potentials, critical thinking, psychology of video gaming, general cognitive psychology
Heath Marrs, EdD, school psychology, educational psychology, response to intervention, gender issues in education
Jeffrey M. Penick, PhD, mental health counseling, group counseling, counseling supervision, adult aging and development, health psychology
Danielle Polage, PhD, cognitive psychology, psychology and law, memory, eyewitness testimony, lying and jury deliberation
Terrence J. Schwartz, PhD, educational psychology, counseling psychology, statistical analysis
Wendy A. Williams, PhD, applied behavior analysis, general experimental psychology, adults with autism, canine behavior, single-subject research
Sara Bender, PhD, psychotic disorders, clinical expectations related to recovery, efficacy of online learning, cyber-supervision
Heidi Bogue, PhD, school psychology, efficacy of school-based interventions, graduate student success, social-emotional functioning and behavior in children
Tonya Buchanan, PhD, experimental psychology, social psychology, implicit and explicit attitudes, power, interpersonal perceptions, deception
Sadie Lovett, PhD, applied behavior analysis, derived stimulus relations, verbal behavior, instructional design, rehabilitation
Richard Marsicano, PhD, academic and behavioral interventions, intervention adherence, performance feedback, and response to intervention
Meaghan Nolte, PhD, mindfulness, addictions treatment, counselor training, identity, epistemological development
Liane Pereira, PhD, youth mental health, human development, social determinants of health, educational psychology
Mary Radeke, PhD, use of facial cues in personality assessment, conversation development in young children, personality traits, technology in the classroom, primate communication
Fred Washburn, PhD, counselor development, supervision readiness, assessing counselor competency, counselor pedagogy
Mark Soelling, PhD, counseling psychology, psychology and the law, psychopharmacology
Cristina Bistricean, MS, high-functioning autism, behavior in rehab/nursing facilities, anxiety, intrusive thoughts
Elizabeth Haviland, PhD, counseling psychology, counseling supervision, multicultural counseling
Jesse James, PhD, cognitive neuroscience, sleep and memory, psychology of spirituality and religion
Debbie Thomas, secretary supervisor
Loretta Ney, secretary lead
Chris Buchanan, engineering technician III
The Department of Psychology offers courses of study leading to the master of science degree in experimental psychology, applied behavior analysis, and mental health counseling and to the education specialist degree in school psychology. For students already holding the master’s degree, a certification-only program is offered in school psychology.
Admission to these programs is based on evaluation of the student’s prior scholastic record: verbal, quantitative, and writing scores on the Graduate Record Examination (GRE), recommendations by instructors and/or employers, a statement of professional objectives, and, where appropriate, the applicant’s potential to succeed in required practica and internships. If prerequisite background courses or their equivalents have not already been completed, they must be taken as soon as possible. Courses will not be accepted as meeting program prerequisites if taken on a credit/no-credit basis.
Each student is required to file a course of study form with the Office of Graduate Studies and Research by the end of their first quarter. The course of study is structured in consultation with the student’s academic advisor and is approved by the department chair. The student is expected to complete at least 30 credits after full admission to the program. Students who wish to use faculty time or departmental resources for completion of thesis work must register for at least one (1) credit of PSY 595 or PSY 700 during each quarter in which they require assistance and resources. Students must be registered for two (2) credits of PSY 595 or PSY 700 during the quarter in which the final thesis defense is held.
Background Check and Liability Insurance: Students admitted to the Mental Health Counseling, or School Psychology programs will be required to have on file a completed, current background and fingerprint check. Also, in order to enroll in clinical training courses (practicum or internship), a student must arrange to purchase individual professional liability insurance. More information regarding procedures, costs, and types of insurance coverage available may be obtained from the department chair or program director.
Practica and Internships: Satisfactory completion of all required practica and internships is mandatory for retention in all degree and certification programs. Grades assigned in these courses are S or U.
Final Examination: Candidates for the master’s and education specialist degree must pass an oral final examination on work offered for the degree. This examination will include a presentation and defense of the thesis and may include a review of courses completed in the student’s area of specialization.
Education Specialist and/or Certification in School Psychology
The mission, purpose, and governance structure of the School Psychology program is based in the scientist-practitioner model. This approach asserts that:
- The practice and theory of counseling and the provision of school psychological services must be interconnected
- Applied skill must be melded with existing scientific knowledge
- While school psychologists are primarily trained as practitioners, scientific principles, methods, and approaches should be utilized when working with clients
- Knowledge evolves through the interaction of experimentation, practice, and study
This framework for the professional preparation of school psychologists is divided into three facets:
Facet 1: Coursework
Facet 2: Practica
Facet 3: Internship and thesis
The three facets are interrelated. Students begin without significant academic knowledge. As they begin academic work, their initial assumptions are challenged, guiding them to new understandings of practice and knowledge of counseling and psychology. Their maturity through academics and practica culminate with the final facet where they begin their independent work both in practice (internship) and science (thesis). Students are highly encouraged to meld their academic work with their applied work at each level, and their theses are encouraged to connect to the work they pursue in their internship.
College of the Sciences Information
Administration and Organization
Tim Englund, PhD (Dean Hall, room 130)
Mike Harrod (Dean Hall, room 130)
Martha Kurtz, PhD (Dean Hall, room 130)
Brad Weekly, development officer
Velma Henry, administrative assistant
Cindy Klein, fiscal specialist
Janis Orthmann, administrative assistant
Colleen Falconer, program coordinator
Dannica Price, event coordinator
Mail Stop 7519
The College of the Sciences (COTS) is comprised of 13 departments and 12 interdisciplinary programs representing disciplines in the behavioral, natural, and social sciences, and mathematics. The departments and programs of the college offer undergraduate baccalaureate degrees, master’s degrees, minors that supplement other degree programs, and a comprehensive range of service coursework. As an essential part of its mission, the college offers an extensive general education curriculum. The departments play a major role in Central’s Teacher Certification Programs, offering bachelors and master’s degrees for students preparing to be secondary teachers and providing coursework in educational foundations and discipline-specific content and methods.
Departments within the college are committed to teaching excellence, active engagement by faculty in research, scholarship and professional service activities, student involvement in research, community service, and employing practical applications of academic specializations.
All departments offer baccalaureate degree programs and, in some cases, minors, educational specialist degrees and master’s degrees. In addition to consulting department/program headings in this catalog, students are encouraged to contact individual departments and program offices directly.
Anthropology and Museum Studies: Kathleen Barlow, PhD, Dean Hall, room 356, 509-963-3201
Biological Sciences: James Johnson, PhD, Science Building, room 338, 509-963-2731
Chemistry: Levente Fabry-Asztalos, PhD, Science Building, room 302, 509-963-2811
Computer Science: Aaron Montgomery, PhD, Hebeler Hall, room 219, 509-963-1495
Geography: John Bowen, PhD, Dean Hall, room 301, 509-963-1188
Geological Sciences: Carey Gazis, PhD, Lind Hall, room 108B, 509-963-2701
Law and Justice: James Huckabay, PhD, Farrell Hall, room 300, 509-963-3208
Mathematics: Stuart Boersma, PhD, Bouillon Hall, room 108, 509-963-2103
Physics: Bruce Palmquist, PhD, Lind Hall, room 201A, 509-963-2727
Political Science: Todd Schaefer, PhD, Psychology Building, room 415, 509-963-2408
Psychology: Stephanie Stein, PhD, Psychology Building, room 421, 509-963-2381
Science Education: Bruce Palmquist, PhD, Science Building, room 107, 509-963-2929
Sociology: Delores Cleary, PhD, Farrell Hall, room 409, 509-963-1305
These programs offer specialized coursework, interdisciplinary baccalaureate majors or minors, master’s degrees or research, and public service functions.
American Indian Studies: Toni Culjak, PhD, Language and Literature, room 408D, 509-963-1531
Center for Excellence in Science and Mathematics Education: Martha Kurtz, PhD, Dean Hall, room 130, 509-963-2135
Environmental Studies: Carey Gazis, PhD, Lind Hall, room 108B, 509-963-2701
or Pam McMullin-Messier, PhD, Farrell Hall, room 441, 509-963-2222
Ethnic Studies: Nelson Pichardo, PhD, Farrell Hall, room 440, 509-963-1348
Interdisciplinary Studies - Social Sciences: Steve Schepman, PhD, Psychology Building, room 429, 509-963-2389
Museum of Culture and Environment: Mark Auslander, PhD, Dean Hall, room 334, 509-963-3209
Primate Behavior and Ecology Program: Lori Sheeran, PhD, Dean Hall, room 335, 509-963-1434
Resource Management Program: Karl Lillquist, PhD, Dean Hall, room 319, 509-963-1184
or Steve Hackenberger, PhD, Dean Hall, room 349, 509-963-3224
Science Talent Expansion Program (STEP): Lucinda Carnell, PhD, Science, room 338G, 509-963-2821
Women’s and Gender Studies: Judith Hennessey, PhD, Farrell Hall, room 436, 509-963-1574
Affiliated Centers and Institutes
Center for Spatial Information and Research: Anthony Gabriel, PhD, Dean Hall, room 320, 509-963-1166
Center for the Environment: Anne Johnasen, PhD, Science, room 207D, 509-963-2164
Central Washington Archaeological Survey, Anthropology: Patrick McCutcheon, PhD, Dean Hall, room 340, 509-963-2075
or Steve Hackenberger, PhD, Dean Hall, room 349, 509-963-3224
Community Counseling and Psychological Assessment Center: Heath Marrs, PhD, Psychology Building, room 346, 509-963-2349
or Elizabeth Haviland, PhD, Psychology Building, room 118, 509-963-2371
Geodesy Laboratory and Pacific Northwest Geodetic Array (PANGA) Data Analysis Facility: Tim Melbourne, PhD, Hebeler Hall, room 110A, 509-963-2799
Health Career Resources: Keith Monosky, PhD, Dorothy Purser Hall, room 108, 509-963-1145