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Undergraduate

Psychology

Students who pursue a psychology degree at Assumption are challenged to critically evaluate complex issues in today's world by exploring the science of human thought and behavior.

What is Psychology?

Psychology is a science concerned with the mind and behavior. In our program, students learn about topics such as learning and memory, psychological disorders, and child development, among others, and the different scientific approaches used to study each. Students in our program develop as critical thinkers, strong writers, and skilled researchers who can apply their abilities to meaningfully gather, analyze, and summarize data in a variety of settings.  This program prepares students for various career paths within psychology such as working in community agencies and clinics or in other professions such as business, education, and public service. In addition, our students are well-prepared for further study at the graduate level. 

Why Study Psychology at Assumption?

Pursuing a bachelor’s degree in psychology at Assumption University promotes personal growth and development as students are challenged to critically evaluate complex issues in today’s world. In addition to courses that all psychology students take to build a strong foundation in the field, our curriculum allows students to focus their study in the areas of child and adolescent development, mental health and clinical counseling, human neuroscience, or applied behavior analysis. Our programs can be combined easily with a second major or minor, and prepare students for a range of career and graduate school opportunities. Students can complete internships for course credit toward their program of study, and the department offers internship orientation sessions and placement support. The department houses state-of-the-art research laboratories, where students can collaborate on research projects with our expert faculty through independent studies and honors theses, and through paid summer research fellowships offered through DCLAS and the Center for Neuroscience at Assumption. There are many ways to get involved in the department, for example by joining our active Psychology Club or becoming a member of Assumption’s award-winning chapter of Psi Chi: The International Honors Society in Psychology. 

What Can I Do with a Psychology Degree?

Many students choose to pursue graduate degrees in a variety of areas including counseling, sociology, rehabilitative services, and law. Assumption offers a nationally renowned graduate program in clinical counseling psychology, which is affiliated with the prestigious Aaron T. Beck Institute for Cognitive Studies, located on-campus in Worcester, MA. Assumption also offers a graduate program in applied behavior analysis that meets the Behavior Analyst Certification Board’s (BACB) requirements for eligibility to take the Board Certified Behavior Analyst Examination®.

Program Contact

Leamarie Gordon, Ph.D.

Department Chair, Psychology, Associate Professor of Psychology
508-767-7514 Kennedy Memorial Hall - Room 145

Program Details

  • Learning Goals 

    By pursuing one of the majors, students will:

    • develop a strong psychological knowledge base
    • sharpen their critical thinking and communication skills
    • understand psychological applications and research methods
    • develop a socio-cultural awareness
    • plan effectively for their career, academic, and personal futures
  • Psychology majors take courses from the main representative fields in psychology, complete a sequence of research courses, and have the opportunity to develop depth in an area of their interest. This curriculum allows timely preparation for graduate school and strengthens students’ professional skills.

    Foundation Course (1)

    PSY 101 General Psychology (normally taken in the first year)

    Research Sequence (2)

    PSY 224 Statistics (normally taken Fall of sophomore year)
    PSY 225 Research Methods (normally taken Spring of sophomore year)

    Students must choose one course from each of the four cornerstones (4 total)

    Social/Developmental Cornerstone (choose 1)

    PSY 210 Social Psychology
    PSY 290 Psychology of Development: Infancy and Childhood

    Biological Cornerstone (choose 1)

    PSY 250 Perception
    PSY 251 Introduction to Brain and Behavior

    Mental Health Cornerstone (choose 1)

    PSY 216 Psychological Disorders
    PSY 240 Psychology of Personality

    Cognition and Learning Cornerstone (choose 1)

    PSY 252 Cognitive Psychology
    PSY 253 Psychology of Learning

    Capstone Seminar (1)

    Students must complete one capstone seminar course.  Students are encouraged to choose a 400-level seminar course that builds off a cornerstone course they have previously taken.

    PSY 408 Family Psychology
    PSY 409 Common Problems in Childhood
    PSY 410 Stereotypes and Prejudices
    PSY 416 Abnormal Child and Adolescent Psychology
    PSY 425 Clinical Psychology
    PSY 403 Cognitive Neuroscience
    ABA 450 Advanced Topics in Applied Behavior Analysis

    Elective courses (4)

    Students must take four additional PSY or ABA courses, and at least two courses must be at the 300 level or higher.  In addition to choosing additional cornerstone or capstone offerings, sample elective courses include:

    PSY 212 Sports Psychology
    PSY 217 Psychology of Women
    PSY 220 Interpersonal Communication
    PSY 281 Psychology of Adolescence and Maturity
    PSY 285 Women’s Studies I: Images
    PSY 218 Cultural Psychology
    PSY 286 Organization & Industrial Psychology
    PSY 386 Psychology of Aging
    PSY 390  Research Seminar
    PSY 391 Experimental Techniques in Human Neuroscience
    PSY 392 Raising Successful and Happy Children
    PSY 396 Forensic Psychology
    PSY 301 Internship in Psychology
    PSY 399 Independent Study
    ABA 340 Introduction to Behavior Analysis and Therapy
    ABA 350 Survey of Behavioral Interventions

    Course Descriptions

  • This concentration focuses the psychology major on courses relevant to the interactions of brain function, cognition, and behavior.  This concentration is ideal for students interested in applying to graduate programs in cognition, neuroscience or certain clinical programs focused on the biological basis of psychopathology.  The major can be combined with further study in natural sciences, and with careful planning, it is possible to pursue a second major or minor in one of these disciplines.  Students who choose this concentration are also encouraged to do internships or independent studies in laboratories studying psychophysiology, neurobiology or the biological basis of behavior.

    Foundation Courses in Psychology and Neuroscience (7)

    PSY 101 General Psychology
    PSY 250 Perception
    PSY 251 Introduction to Brain and Behavior
    PSY 252 Cognitive Psychology
    BIO 160 Concepts in Biology (4 credit lab course)
    BIO 280 Sensory Systems (4 credit lab course)
    PHI 302 Person, Mind, and Brain

    Research Sequence (3)

    PSY 224 Statistics
    PSY 225 Research Methods
    PSY 391 Experimental Techniques in Human Neuroscience (4 credit lab)

    Social/Developmental Cornerstone (choose 1)

    PSY 210 Social Psychology
    PSY 290 Psychology of Development: Infancy and Childhood

    Mental Health Cornerstone (choose 1)

    PSY 216 Psychological Disorders
    PSY 240 Psychology of Personality

    Neuroscience Capstone (choose 1)

    PSY 402 Social and Affective Neuroscience
    PSY 403 Cognitive Neuroscience

    Course Descriptions

  • This Major in Psychology with a Concentration in Child and Adolescent Development trains students in the major areas of human development, including physical, cognitive, perceptual, social, personality, and emotional development, and exposes students to theory, research, and application of the developmental psychology field. In addition to a broad foundation in psychology across the lifespan, the coursework allows students to focus on the earlier developmental periods (e.g. childhood and adolescence). Students also have opportunities to take courses that focus on typical (e.g., common problems in childhood) and atypical development (e.g., abnormal child and adolescent development), as well as optimal functioning (e.g., raising happy and successful children, family psychology). This major is ideal for providing students with the background to pursue graduate degrees in a variety of areas such as Developmental Psychology, Human Development, Family Studies, Applied Behavior Analysis, School Psychology, Special Education, Counseling Psychology, Social Work, School Counseling, and Child Life programs. Many psychology-based graduate programs require a strong foundation in psychological theory and research and this major prepares students for such programs. The coursework also provides the research, conceptual, and applied background for students who may seek employment in organizations (e.g., schools or agencies) that work with children and adolescents who may or may not have developmental psychopathology or impairments.

    Foundation Courses in Psychology and Child and Adolescent Development (7)

    PSY 101 General Psychology
    PSY 216 Psychological Disorders
    PSY 281 Psychology of Adolescence and Maturity
    PSY 250 or PSY 251 Perception (PSY 250) or Introduction to Brain and Behavior (PSY 251)
    PSY 253 Psychology of Learning
    PSY 290 Psychology of Development: Infancy and Childhood
    PSY 301 Internship in Psychology (internship approved by department chair)

    Research Sequence (2)

    PSY 224 Statistics
    PSY 225 Research Methods

    Child and Adolescent Development Capstone Seminar (Choose 1)

    PSY 408 Family Psychology
    PSY 409 Common Problems in Childhood
    PSY 416 Abnormal Child and Adolescent Psychology

    Child and Adolescent Development Elective Courses (Choose 1)

    PSY 383 Introduction to Autism Spectrum Disorder
    PSY 386 Psychology of Aging
    PSY 392 Raising Happy and Successful Children
    PSY 399 Independent Study (topic approved by concentration coordinator)
    PSY 408 Family Psychology (Unless taken as Capstone)
    PSY 409 Common Problems in Childhood (Unless taken as Capstone)
    PSY 416 Abnormal Child and Adolescent Psychology (Unless taken as Capstone)

    Two additional Psychology electives (2)
    May be any PSY or ABA course not fulfilling another major requirement. At least ONE of these courses must be at the 300 level or higher. 

    Recommended Courses in Other Disciplines

    ABA 340 Applied Behavior Analysis: Skill Acquisition
    ENG 263 Children’s Literature
    EDU 260 Teaching Students with Special Needs
    EDU 265 Effective Classroom Management
    HUS 235 Normal Speech and Language Development
    HUS 241 Prevention and Intervention: Models and Approaches with Youth
    HUS 321 Social Skill Development for Youth
    HUS 421 Grief and Loss
  • The Major in Psychology with a Concentration in Mental Health and Pre-Clinical Counseling is designed for Psychology majors with a particular interest in clinical or counseling psychology or clinical social work. The concentration lays a solid foundation in coursework, research, and field experiences to help students decide if they wish to apply to a graduate program and obtain licensure to practice in a clinical field (e.g., Clinical Psychology, Counseling Psychology, Social Work, etc.). Students will pursue coursework, applied work, and research emphasizing clinical psychology as a science, and the best practices for diagnosis and treatment within the scientific paradigm. Students will be prepared for entry-level positions related to the field of psychology and also prepared for entry into graduate study in areas such as social work, counseling, school psychology and clinical psychology. Courses will include Abnormal Psychology, Internship in Psychology, and an advanced seminar in Clinical Psychology.

    Foundation Courses in Psychology and Mental Health Counseling (1)

    PSY 101 General Psychology
    PSY 210 or PSY 290 Social Psychology (PSY 210) or Psychology of Development: Infancy and Childhood (PSY 290)
    PSY 216 Psychological Disorders
    PSY 251 Introduction to Brain and Behavior
    PSY 253 Psychology of Learning
    PSY 301 Internship in Psychology (internship approved by department chair)

    Research Sequence (2)

    PSY 224 Statistics
    PSY 225 Research Methods

    Social, Emotional, and Cultural Influences (Choose 1)

    PSY 217 Psychology of Women
    PSY 218 Cultural Psychology
    PSY 220 Interpersonal Communication
    PSY 240 Psychology of Personality
    PSY 330 Positive Psychology
    PSY 335 Motivation and Emotion
    PSY 386 Psychology of Aging
    PSY 408 Family Psychology
    PSY 410 Stereotypes & Prejudice

    Mental Health and Pre-Clinical Counseling Capstone Seminar (1)

    PSY 425 Clinical Psychology

    Advanced Mental Health and Pre-Clinical Counseling Elective (Choose 1)

    PSY 383 Introduction to Autism Spectrum Disorder
    PSY 396 Forensic Psychology
    PSY 399 Independent Study (topic approved by department chair)
    PSY 409 Common Problems in Childhood
    PSY 416 Abnormal Child and Adolescent Psychology
    ABA 340 Introduction to Behavior Analysis and Therapy
    ABA 350 Survey of Behavioral Interventions

    Two additional Psychology electives (2)
    May be any PSY or ABA course not fulfilling another major requirement. At least ONE of these courses must be at the 300 level or higher

  • A Major in Neuroscience utilizes an interdisciplinary approach to empower students to: 1) develop and refine skills of inquiry with a focus on the brain and mind, 2) gain a strong understanding of classic and contemporary findings in neuroscience, 3) comprehend and appreciate the dynamic, multidisciplinary nature of this field, 4) ask thoughtful questions and strategically select approaches to answer questions, 5) develop informed hypotheses and design/execute experiments to test hypotheses, 6) critically analyze data and determine if data supports hypotheses, and 7) explore philosophical questions about the nature of human life, consciousness, and free will.

    Neuroscience explores the complex interactions between the distinct aspects of the brain, mind, and behavior. The Major in Neuroscience engages students through a holistic, interdisciplinary approach rooted in rigorous science and augmented by philosophical perspectives that address the brain, mind, and human nature.

    In addition, students are encouraged to engage in activities offered by the Center for Neuroscience (CfN), which include research internships, an interdisciplinary lecture series, and community service. Students who major in neuroscience will be prepared to pursue careers in industry, health professions, and graduate studies within the field of neuroscience.

    The Major in Neuroscience with a Psychology Path features a curriculum that explores concepts related to human neuroscience, namely:

    • Neuroanatomy and function of the nervous system
    • Neural mechanisms of human perception, thought, and behavior
    • How context, environment, experience, and brain function interact to influence human behavior
    • Developmental, neurological, and psychiatric disorders
    • Familiarity and experience with experimental designs and tools used to study human neuroscience
    • Philosophical conversations about the relationship between brain and mind, free will, and human consciousness.

    REQUIRED COURSES (16)

    Foundation Courses (9)
    PSY 101 General Psychology
    PSY 250 Perception
    PSY 251 Introduction to Brain and Behavior
    PSY 252 Cognitive Psychology
    PSY 335 Motivation and Emotion
    BIO 160 Concepts in Biology (+lab; 4-credit)
    BIO 280 Sensory Systems (+lab; 4-credit)
    BIO 415 Principles of Neuroscience (+lab; 4-credit)
    PHI 302 Person, Mind, & Brain
    Choose one of the following BIO courses (1)
    BIO 375 Milestones in Neuroscience (3-credit; no lab)
    BIO 310 Animal Behavior (+ lab; 4-credit)
    Research Sequence (3)
    PSY 224 Statistics
    PSY 225 Research Methods
    PSY 391 Experimental Techniques in Human Neuroscience (+lab; 4-credit)
    Neuroscience Capstone (choose 1)
    PSY 402 Social and Affective Neuroscience
    PSY 403 Cognitive Neuroscience
    Electives (2)
    Any Psychology or ABA course (200-level or above)
    Any Biology course (200-level or above)
    MAT 117 Calculus I
    CSC 117 Introduction to Programming
    Recommended Courses (NOT REQUIRED)
    MAT 117 Calculus I (if not taken as elective)
    CSC 117 Introduction to Programming (if not taken as elective)
    PHI 152 The Human Difference -OR- PHI 153 Book of Nature
    THE 151 Faith and Reason

     

  • To complete a Minor in Psychology students must complete six Psychology courses—PSY 101, one course from each of the four cornerstones, and one elective.

    Required Course (1)

    PSY 101 General Psychology 

    Cornerstone Courses (4)

    Students must choose one 200-level course from each of the four cornerstones:

    Social/Developmental Cornerstone (1)

    PSY 210 Social Psychology
    PSY 290 Psychology of Development: Infancy and Childhood

    Biological Cornerstone (1)

    PSY 250 Perception
    PSY 251 Introduction to Brain and Behavior

    Mental Health Cornerstone (1)

    PSY 216 Psychological Disorders
    PSY 240 Psychology of Personality

    Cognition and Learning Cornerstone (1)

    PSY 252 Cognitive Psychology
    PSY 253 Psychology of Learning

    Elective Course (1)

    Students must take one additional course from any area: elective, cornerstone, or seminar

    Course Descriptions

  • Applied behavior analysis (ABA) is the application of principles of learning and behavior used to solve socially significant problems (to influence changes in behavior that are meaningful to individuals and those around them). ABA is relevant to human behavior in a variety of contexts, including developmental and intellectual disabilities, autism spectrum disorder, general and special education, clinical psychology, medicine, counseling, job effectiveness, business, animal training, sports training, environmental protection, exercise and health, criminology, and other areas. The Minor in ABA provides an introduction to behavior-analytic theory and methods for assessment and intervention; it complements coursework in the Education, Human Services and Rehabilitation Studies, and Psychology majors. Given the prevalence of developmental and intellectual disabilities in society, the minor may also be of interest to students in other majors, such as Business Studies, Biology, and Criminology. Students who complete undergraduate courses in ABA will learn how to effectively apply behavior-analytic procedures to solve behavioral problems that occur in their professional and personal lives.

     

    Required Courses (5 courses)

    PSY 253 Psychology of Learning
    ABA 340 Introduction to Behavior Analysis and Therapy
    ABA 350 Survey of Behavioral Interventions
    ABA 450 Advanced Topics in Applied Behavior Analysis
    PSY 301 Internship in Psychology*

    Internship placement must be approved by the ABA Program Director

    *HRS 400 or HRS 490 may be substituted if the student’s experience is focused on ABA and with approval by the ABA Program Director.

    Elective (1 course)

    EDU 101 Schools in American Society
    EDU 260 Teaching Students with Special Needs
    EDU 265 Effective Classroom Management
    HUS 119 Introduction to Human Services and Rehabilitation Studies
    HUS 121 Human Development and Disability across the Lifespan
    HUS 225 Introduction to Human Communication and Its Disorders
    HUS 321 Social Skills Development Strategies for Youth
    PSY 101 General Psychology
    PSY 216 Psychological Disorders
    PSY 290 Psychology of Development: Infancy and Childhood
    PSY 220 Interpersonal Communication
    PSY 225 Research Methods in Psychology
    PSY 383 Introduction to Autism Spectrum Disorder
    PSY 409 Common Problems in Childhood
    PSY 416 Abnormal Child and Adolescent Psychology

    Please contact the ABA Program Director, Dr. Karen Lionello-DeNolf, k.lionellodenolf@assumption.edu with any questions.

    Course Descriptions

  • Amy Cirillo, Ph.D. Assistant Professor of Psychology
    Dr. Cirillo is a child clinical psychologist with clinical and research interests in the development of prosocial referencing, empathy, and moral development in infancy and early childhood.  Her current research explores the contribution of specific distortions in parent-child interaction to the disorganization of the infant’s attachment strategies.

    Leonard Doerfler, Ph,.D. Professor of Psychology
    Dr. Doerfler’s clinical and research interests include cognitive-behavioral and interpersonal models of mood disorders, predictors of psychiatric hospitalization, psychotherapy outcome assessment, psychosocial adjustment to life-threatening illness, and assessment of depression and posttraumatic stress disorder in heart attack survivors.  He is a clinical psychologist.

    Leamarie Gordon, Ph.D., Associate Professor, Chair of Psychology Department
    Dr. Gordon seeks to understand how humans learn and remember visual and verbal information. In her current research, she investigates how retrieval practice, or memory tests, can not only change how people store information in memory but also how they approach learning new material. She explores these issues in two applied contexts: the classroom and eyewitness memory situations. Dr. Gordon is a cognitive psychologist.

    Maria Kalpidou, Associate Professor of Psychology
    Dr. Kalpidou’s interests primarily focus on the socio-emotional development of infants and young children. She is currently investigating the effects of postpartum depression on infant development and the role of sensory processing on infant attachment and eating competence. Her research in infancy also addresses age-related changes in imitation in the first 12 months of life as well as cultural differences in imitative mother-infant exchanges. Another ongoing project is the effects of childhood adverse experiences on later adjustment. Dr. Kalpidou is a developmental psychologist.

    Regina Kuersten-Hogan, Associate Professor of Psychology, Director, Clinical Counseling Psychology Graduate Program
    Dr. Kuersten-Hogan is a child clinical psychologist who is interested in family interaction patterns and children’s cognitive and emotional development. Her clinical interests include child and family therapy and she has worked in both inpatient and outpatient settings. Her research interests focus on the role of family emotion communication and co-parenting dynamics in children’s emotional understanding and Theory of Mind, on children’s understanding of pretense and magic, and on fathers’ involvement in children’s adjustment.

    Karen Lionello-DeNolf, Ph.D., Associate Professor of Psychology, Director of Applied Behavior Analysis Minor and Graduate Program
    Dr. Lionello-DeNolf is a Board Certified Behavior Analyst and an experimental psychologist. Her research interests are in the areas of experimental and applied behavior analysis, autism spectrum disorders, developmental disabilities, and relational learning. The primary goal of her recent research has been to increase functional communication skills that are necessary for individuals with limited language ability to effectively use augmentative and alternative communication devices. Her current projects include exploring how learning history influences people’s willingness to cooperate with others in a shared task, teaching methods that result in better development of symbolic relations, and best practices in training service delivery staff to implement teaching programs for students with autism.

    Maria Parmley, Ph.D., Associate Professor of Psychology
    Dr. Parmley’s recent research interests have included how adults and children interpret the social cues of others, children’s interpretation of a peer’s emotion, and how gender stereotypes and the ambiguity of an emotion might influence the perception of an emotional message. Currently, Dr. Parmley is investigating the perception of emotions in relationships varying in intimacy. Dr. Parmley is a social psychologist.

    Adam Volungis, Ph.D., Associate Professor of Psychology
    Dr. Volungis’ research interests include prevention of school violence, suicide prevention in adolescents, college student mental health and smartphone dependency, enhancing cognitive-behavioral therapy with technology, and youth internalizing/externalizing disorders.  He is a counseling psychologist and his clinical experience includes working in psychiatric, residential, and outpatient settings serving youth, families, and adults. Most recently, he has provided psychological assessment and cognitive-behavioral therapy to youth and their families at Youth Opportunities Upheld, Inc. and Children’s Friend.

    Fang Zhang, Ph.D., Associate Professor of Psychology
    Dr.  Zhang’s broad research interests include the cognitive, motivational, and emotional foundations of personality. Specifically, her research focuses on four areas: 1) personality and self-development across the lifespan, 2) adult attachment and interpersonal dynamics, 3) sending, decoding, and co-regulation of emotions in interpersonal relationships, and 4) cross-cultural comparison of person perception and implicit theories of personality. Dr. Zhang is a social and personality psychologist.

    Hannah Smith, Ph.D., Visiting Assistant Professor of Psychology
    Dr. Smith explores STEM learning across ages and contexts. She researches how to make STEM learning more accessible through teacher training and developing classroom materials such as learning games. She is currently exploring the impact of professional development programs on early childhood teachers’ confidence in and knowledge about STEAM teaching and learning. In another project, she explores the impact of gender differences and technology biases on student perceptions of computational thinking. Dr. Smith is a learning scientist.

    Nicole Pantano, Ph.D.
    Dr. Nicole Pantano is a doctoral level Board Certified Behavior Analyst. Her clinical work includes applications of behavior analysis in early intervention, and she received clinical and research training at the Munroe-Meyer Institute. Dr. Pantano’s research interests include verbal behavior acquisition in children with and without intellectual disabilities and the exploration of best teaching practices in post-secondary education.

    Meltem Karaca, Ph.D.
    Dr. Karaca is interested in understanding the cognitive, metacognitive, and neurophysiological factors that impact successful learning across the lifespan. Her research program examines the role of self-perceptions of aging on older adults’ memory, as well as ways to improve memory retention for older adults with and without cognitive impairment. Additionally, she is interested in examining methods to improve students’ knowledge and performance, both in and out of the classroom. Dr. Karaca is a cognitive neuroscientist.

  • The Psychology Department has state-of-the-art research facilities to conduct research in mental health, biological psychology, developmental psychology, social, cognitive, and affective science, and learning and memory. Because Assumption is an undergraduate institution, you will have the distinct benefit of working side-by-side with a faculty member rather than a graduate student or post-doc when you engage in research at Assumption. In addition, students have the unique advantage of being able to present research as a co-author at regional, national, and international professional conferences in psychology or become a co-honor on a professional publication. Students are encouraged to become involved in the campus community and beyond, by joining our active Psychology Club, becoming a member of the Psychology or Neuroscience Honor Societies, and engaging with the community in community service learning courses. Research opportunities for students include independent studies, honors thesis, summer fellowships, and more.

    Faculty – Student Research at Assumption

  • Laboratory for the Evaluation of Psychopathology and Psychosocial Interventions
    The Laboratory for the Evaluation of Psychopathology and Psychosocial Interventions does research to focus on practice-based research by collaborating with mental health professionals in the community.   The data for this research is usually generated through the course of routine clinical services or activities and addresses questions that are important to practicing clinicians.
    Affiliated Faculty:  Dr. Leonard Doerfler, Dr. Adam Volungis

    The Child and Family Studies Labs (CAFS)
    The Child and Family Studies Labs (CAFS) contains a real-life living room with a one-way mirror and state-of-the-art observation cameras, coding software, a computerized doll simulating the responses of a real baby, and equipment to record body movements.   This allows for unobtrusive data collection when interviewing families, observing children performing motor tasks, or engaging in free play or social interactions. Our developmental research also involves observations outside of the lab, such as in schools, preschools, the Neonatal Intensive Care Unit (NICU), and during home visits with families. Affiliated Faculty: Dr. Amy Cirillo, Dr. Maria Kalpidou, Dr. Regina Kuersten-Hogan

    The Emotion and Social Cognition Lab
    The Emotion and Social Cognition Lab investigates emotions and facial expressions by exploring how cultural, social, and physiological factors, such as gender, stereotypes, and hormonal changes, influence the recognition of facial expressions and how various emotions can impact information processing. We use morphing software to manipulate facial expressions and behavioral experiment software to present images and record individuals’ responses.
    Affiliated Faculty: Dr. Maria Parmley, Dr. Fang Zhang

    Learning and Memory Lab
    Research conducted in the Learning and Memory Lab employs a variety of experimental methods to better understand how we acquire and use information in different contexts, and how we can apply knowledge of these processes in the real world. For example, one area of research explores how the distribution of attentional resources during learning impacts memory accuracy and memory errors. This has important implications for best practices in the classroom and when considering eyewitness memory scenarios.
    Affiliated Faculty: Dr. Leamarie Gordon, Dr. Meltem Karaca, Dr. Hannah Smith

    Applied Behavior Analysis Lab
    The Applied Behavior Analysis (ABA) Lab conducts research on how behavior is maintained, strengthened, or weakened by environmental variables. Research in this lab employs various experimental methods, including group and single-subject research.

    Some current ongoing projects include exploring methods to train behavior technicians to implement interventions for children with autism and improving student outcomes in post-secondary education.

    Affiliated Faculty:  Karen Lionello-DeNolf, PhD, BCBA-D; Nicole Pantano, PhD, BCBA-D

Faculty

All of our faculty bring experience from clinical or research positions in a variety of fields of study, and we enjoy working side-by-side with our students in our state-of-the-art research facilities.

Leamarie Gordon, Ph.D.
Department Chair, Psychology Department Chair, Psychology Associate Professor of Psychology
Amy M. Cirillo, Ph.D
Assistant Professor of Psychology
Leonard A. Doerfler, Ph.D
Professor of Psychology, Director of the Aaron T. Beck Institute for Cognitive Studies
Maria D. Kalpidou, Ph.D
Associate Professor of Psychology
Meltem Karaca
Assistant Professor of Psychology
Regina Kuersten-Hogan, Ph.D
Associate Professor of Psychology, Director of Clinical Counseling Psychology/Beck Institute
Karen Lionello-DeNolf, Ph.D.
Associate Professor Director of Applied Behavior Analysis
Nicole Pantano, Ph.D, BCBA-D, LABA
Assistant Professor of Psychology
Maria Parmley, Ph.D
Associate Professor of Psychology
Johanna Sagarin
Coordinator, Psychology Practicums & Internship
Hannah C. Smith
Visiting Assistant Professor
Adam M. Volungis, Ph.D.
Associate Professor of Psychology
Fang Zhang, Ph.D
Associate Professor of Psychology

Recent Employment Opportunities

The psychology program prepares students for successful and fulfilling careers in an array of fields, including nonprofit and entrepreneurial organizations, corporations, and local, state, and federal government.

Outer Cape Health Services

Horace Mann Educational Associates

Mental Health Services

Ostrow and Company

Shire

University of Massachusetts Medical School

Community Health Link

Sovos Compliance

Baypath Elder Services

First-rate Academics in a Catholic University Setting

Assumption University awakens in students a sense of wonder, discovery, and purpose, forming graduates known for their intellectual seriousness, thoughtful citizenship, and devotion to the common good. Students are provided an education that shapes their souls, forms them intellectually, and prepares them for meaningful careers. Enlivened by the harmony of faith and reason, here, students’ minds and hearts are transformed.