Welcome Families and Friends

You cannot open a newspaper, listen to the news, or turn on the TV without being confronted by the effects of mental illness in our world.Most of us who look at our own circle of family and friends know all too painfully how close these issues can lie. At William James College we are committed to improving mental health access through the teaching and training of highly qualified, culturally sensitive experts in mental health services.

Founded in 1974, William James College is a not-for-profit graduate school that prepares students for careers in psychology. Through academic instruction and intensely supervised clinical experiences, our students learn to help people manage life's stresses and mental health challenges. Our programs of study lead to Master's and Doctoral degrees, preparing professionals to work in schools, courts, hospitals, rehabilitation centers, detox and recovery programs, community mental health centers, businesses, organizations and independent practices. At the heart of our college is our commitment to meeting social need, respect for diversity, experiential education and close attention to students' personal and professional growth.

No student studies in isolation. We are pleased to keep the families and friends of our students informed about William James College and about the activities and events that take place here and we welcome your interest in us.

Frequently Asked Questions

How many students, alumni, and faculty does William James College have?
We are home to over 700 students, 1,750 alumni and 150 faculty members. There are 15 academic programs (three Doctoral, 10 Master's, two Certificate), four academic departments, and numerous centers of excellence. A core faculty of 40 professionals, the majority of whom are practitioners in their areas of expertise, provides educational continuity within the programs, and more than 100 additional community psychologists supervise field training and serve as mentors. In addition to classroom experiences and group discussion, our programs provide weekly instruction, supervision and personal advising.


How old are your students? What is the gender breakdown? How many students are international?
The mean age of the entering students in the past five years has been 27: 75% women, 25% men, 13% minorities, and 13% foreign born students, and 1% of students with disabilities.


What academic degree programs does William James College offer?

Doctor of Psychology (PsyD) in Clinical Psychology
This program prepares practitioners over a course of 5 years to create and direct human service centers and to train, supervise, teach and treat individuals and families.

Certificate of Respecialization in Clinical Psychology
Psychologists who hold doctoral degrees in developmental, experimental or other areas of psychological study who wish to develop expertise in Clinical Psychology may consider the Respecialization Program. Students in the Respecialization Program take courses with our PsyD students and participate in the same practica and internship training.

Doctor of Psychology (PsyD) in Leadership Psychology
This course of study is for current and aspiring managers, consultants, and other individuals, with on average 10 years of work experience, who want to exercise leadership, support leadership change, or create followership. The full-time program is entirely online with the exception of an annual 4-day residency in both fall and spring on campus.

Doctor of Psychology (PsyD) in School Psychology
William James College offers a doctoral degree (PsyD) in school psychology that prepares practitioners to assume leadership roles in the field, with an emphasis on the delivery of mental health services in schools as well as development of advanced level practice skills. The initial (MA/CAGS) level of the program provides students with a solid foundation of content knowledge and practice skills. The PsyD level of the program allows practicing school psychologists to continue working while pursuing more advanced and specialized training.

Master of Arts (MA) in Counseling Psychology
This program prepares graduates to work as professional mental health counselors, providing services to individuals, groups and systems.The curriculum can be completed in 2 years, full-time or 3-4 years, part-time.

Master of Arts (MA) in Counseling Psychology in Community Mental Health
Launched in 2011, this course of study is specifically designed for BA level mental health workers employed at community mental health agencies. Agency employees can pursue a Master's degree over a period of 3 years (including 2 summers) while they continue working.

Master of Arts (MA) in Counseling Psychology and Couples and Family Therapy
Students can complete this program in 2 years, full-time or 3-4 years part-time. Graduates are prepared to provide therapeutic services to individuals, couples and families, as well as to agencies and communities. The Couples and Family Therapy (CFT) Respecialization Certificate helps individuals with a clinical or counseling psychology degree obtain the necessary qualifications to pursue a license as a marriage and family therapist in Massachusetts. The respecialization certificate requires a minimum of one academic year, depending on the courses students need.

Master of Arts (MA)  in Counseling Psychology in Expressive Arts Therapy
This program educates the next generation of mental health professionals in the therapeutic use of expressive arts processes (art, dance/movement, drama, psychodrama and music) for personal, family and community transformation. Students complete the curriculum in 2 years full-time or 3-4 years part-time.

Master of Arts (MA) in Counseling and Health Psychology
The Master of Arts in Counseling and Health Psychology program educates students to work as independent professional mental health counselors, in both behavioral health and medical settings. The average time to completion is 2 years.

Master of Arts (MA) in Forensic and Counseling Psychology
This full-time, 2-year course of study examines the relationship between Psychology and the legal system. The program combines intensive on-site weekends and online learning, preparing graduates to work in court clinics, secured forensic units, correctional facilities, child advocacy centers and forensic assessment and treatment facilities.

Master of Arts (MA) in Organizational Psychology
Available in both online and blended (combination of online and "in residence") formats, this 1-year full-time and 2-year part-time program allows students to earn a Master's degree while maintaining their career. Graduates work in either Leadership, Human Resources, Talent Management, or internal or external Organizational Development Consulting roles.

Master of Arts (MA) in Professional Psychology and Certificate of Advanced Graduate Studies (CAGS) in School Psychology
This program prepares practitioners to enter the school psychology field with competencies that meet the needs of today's students and parents. The 3-year course of study focuses on acquiring skills and professional behaviors that promote healthy development and reduce barriers to learning. Our students receive a Master of Arts after one full year and go on to earn a CAGS in the final two years.

Graduate Certificate in Executive Coaching
The seven-month curriculum combines psychology, business, organizational development and coaching theory to support leaders in achieving powerful outcomes. This program follows a " blended learning" format. Students meet on campus one weekend per month from September through April. In between residencies there is online course work. Graduates of our Executive Coaching program often work as independent coaches on their own or in small partnerships, or as internal coaches/consultants within Human Resource departments of organizations and corporations.

Certificate in Health Coaching
Many people today want to be physically healthier but don't know how to do it. Health coaches work with individuals one on one to help them set up and reach healthy lifestyles. Our program, which can be completed in 6 months, is for professionals such as mental health workers, registered nurses, physical therapists, occupational therapists, and nutritionists.


What is experiential education?
William James College emphasizes learning through experience. Beginning in their first semester and throughout the first three years in the Clinical Doctoral Program, students are in practica, field placements where they learn as they practice and practice what they learns. Students assume more clinical responsibility as they enter their internships. In all other programs students are in practica and internships throughout the duration of their years of study as well. There are over 350 field sites across all William James College training programs. Among the variety of field placement settings are: schools;hospitals;mental health agencies;community health centers;college counseling centers;trauma centers;forensic units;geriatric settings;and business organizations.
What is available for students who want to become child psychologists?
We have a doctoral program called Children and Families of Adversity and Resilience (CFAR). CFAR students learn about normal child development, disorders of childhood and adolescence, family dynamics, and systems issues that influence the well-being of children and families. The training of CFAR students focuses on helping those children and families who face multiple adversities and are in severe need. Coursework is supported by experiential education in a number of field sites, where students develop clinical skills, including how to assess clients and conduct psychotherapy. Students in school psychology programs have naturally child-focused career orientations and students in counseling psychology programs have course and training site options that are child oriented.
What does your Master's degree program in Organizational Psychology prepare students to do?
Graduates of our Organizational Psychology program apply psychological principles in the workplace in order to improve productivity and the quality of work life. They deploy themselves within for-profit, not-for-profit, business, government, and educational settings to create positive change. This means going beyond technical solutions to find means of change that address the culture, values, and structures of organizations. The online and blended (combination of online and "in residence") formats of the William James College Organization Psychology curriculum make it a good fit for working professionals.
William James College has a two-year Master's program that teaches students to provide mental health care to individuals involved in the criminal justice system. What kinds of field training do students in this program receive?
Students in our Forensic and Counseling Psychology program, have a first year field placement in a general counseling setting to acquire a well-rounded foundation. Their second year field experience is in a facility such as a juvenile detention center, an adult house of corrections and/or prison, an outpatient center that provides services to people under probation and/or parole, a substance abuse treatment center with clients involved with the criminal justice system, or an outpatient sex offender treatment center.
William JamesWhy the name change to William James College? William James, Founder of American Psychology

On May 7, 2015, our name officially changed from the Massachusetts School of Professional Psychology (MSPP) to William James College. It was an honor to rename our institution for William James (1842-1910), the founder of American psychology. James stood for the values that underlie our institution.He championed diversity and education across race and gender lines; he fostered openness to different perspectives; and he worked for a more practical application of psychology. James mentored many influential thinkers, one of whom was John Dewey, the architect of experiential learning.

The name change reflects the growth that our institution has achieved since its establishment in 1974. Over the past 40 years, MSPP has evolved into a "college of psychology," enlarging its student body and faculty, purchasing a spacious building, and expanding from one degree program to 15.


What is the career outlook for William James College graduates?
Over the past decade, society's needs for mental health providers have increased.This has resulted in a shortage of individuals qualified to provide responsible, skillful and culturally sensitive psychological care, particularly to those who are underserved, including children, military service members, and the Latino population. For these reasons, 94% of William James graduates obtain a job in their desired field within 6 months of graduation. They work as consultants and clinicians in schools, courts, hospitals, rehabilitation centers, detox and recovery programs, community mental health centers, business and private practice with children, adults and families.
Does William James College offer international training experiences?
Our Lucero Latino Mental Health Program teaches students to provide culturally-sensitive psychology services to the Latino population. Students in this program spend a month in Guayaquil, Ecuador, where they live with a local family, receive Spanish language training, and engage in volunteer work.
What programs do you offer to the Military Community?
In 2011, we received a state grant and established our Train Vets to Treat Vets®program, which allows our students with a military history to reach out to help veterans in the community. Launched in 2013, our Military and Veteran Psychology Area of Emphasis (MVP®) trains students to provide mental health services to military members, veterans, and their families. MVP® students complete focused academic coursework, participate in relevant field training, and conduct research in the areas of military and/or veteran matters.
Terms and Definitions at William James College

American Psychological Association (APA)
The APA is the nation's largest professional organization representing the field of psychology.  The APA establishes standards for education, achievement and ethics; publishes books and journals; and advocates for psychology at the federal level.  The 122,500-member organization includes researchers, educators, consultants and students.  Those pursuing doctoral degrees in psychology can join at a reduced rate and belong to the American Psychological Association of Graduate Students (DCF), which offers numerous networking and leadership opportunities; membership allows students to attend conferences, serve on committees, and build professional relationships.

CAGS (Certificate of Advanced Graduate Studies)
School psychologists apply expertise in education, human development, and personal-social relationships in serving children, families, schools and communities. In Massachusetts, preparation for a career in school psychology requires a Certificate of Advanced Graduate Studies (CAGS). This specialist-level degree program involves three years of graduate study, including coursework and field placements. Students receive a Master of Arts in Professional Psychology after one year, and continue on to earn a Certificate of Advanced Graduate Studies in the final two years. School Psychology MA/CAGS Program graduates are able to obtain certification for employment as School Psychologists by the Department of Education in Massachusetts, as well as the Nationally Certified School Psychologist Credential, which offers them reciprocity with many other states across the country.  After working as a school psychologist for two years and meeting other requirements, graduates can apply for Massachusetts licensure as an Educational Psychologist and practice privately. (Credentialing requirements for private practice vary from state to state.)

Capstone Project
A capstone project is a final requirement for students pursuing Master's degrees in Organizational Psychology. The student writes a scholarly review of the literature on a topic of his/her choosing that relates to mental or organizational health and presents the summary in a formal meeting to departmental faculty and colleagues.

Clinical Supervision
A unique relationship between a licensed practicing mental health professional at a training site and a student. It is an essential dimension of experiential learning. Through this trusting collaboration the trainee is helped to develop the knowledge and skills needed to evaluate and treat clients. Trainees reflect on their work experiences and bring their thoughts and questions to their supervisors for review and discussion. Through supervision, students gain insights into how they can improve their care.

Doctoral Project
A research requirement for a doctor of psychology degree is designed  and conducted by a student under the advisement of a faculty committee.  In close collaboration with a Chair person and two other experts, a student identifies a research topic that is particularly relevant to his/her developing area of professional interest. Students can choose to complete a qualitative project, which could involve interviewing participants or coding open-ended responses and exploring themes. They may choose a quantitative route, designing an online or paper survey, where participant responses are translated into numbers and then statistically analyzed.  Students who prefer a more theoretical approach may complete a demonstration project which involves a practical application of psychological theories or data (such as designing a training for PsyD workers and evaluating the researcher-designed training tool) or they may conduct a thorough literature search and develop a psychological theory of their own. Students may also fully describe a case study of one of the clients they have worked with. After the doctoral project is completed, a colloquium is held at which the student presents key aspects of the research to the professional community.

Experiential Education
Classroom instruction integrated actively with supervised field work in professional practice settings. There are two types of psychology field placements. A practicum is a part-time commitment that imparts core skills in assessing and treating clients. Master's students are in practica for one year, doctoral students for three or four. After completing their practica, trainees move on to their internships, in which they assume more clinical responsibilities and increasing independence. Clinical doctoral students participate in full-time internships, usually in the fifth year of the program. Critical to effective experiential education are "clinical seminars" in which the integration of knowledge, applied experience, and evolving understanding are thoroughly explored.

Licensed Mental Health Counselor (LMHC)
In order to become a Licensed Mental Health Counselor in Massachusetts, an individual must earn a Master's degree in counseling, complete an additional two years of supervised work experience, and pass a state licensing exam. (States vary in their licensure regulations). An LMHC is generally a Master's work in community health centers, hospitals, residential treatment centers, substance abuse treatment facilities, college and university counseling centers, government agencies and faith communities.

Licensed Psychologist, Health Service Provider
In order to become a Licensed Psychologist in Massachusetts, one must receive  a Doctoral degree in Psychology - either a  PsyD (a doctor of Psychology), a PhD (a doctor degree of  Philosophy in Psychology), or an EdD (a doctor of Education) - complete at least two years (3,200 hours) of supervised clinical experience, and pass a national licensing exam as well as a state licensing exam.  (States vary in their licensure regulations). PsyD and PhD programs share many similarities.  Both take 4-7 years to complete, include internships, require either a doctoral project (PsyD) or dissertation (PhD), and offer specialization in Clinical Psychology. The primary difference between the two degrees is that a LMHCs. program generally places greater emphasis on clinical training whereas a PhD curriculum has a more dominant focus on  research.

National Association of School Psychologists (NASP)
NASP is the main professional organization for school psychologists in the United States. In addition to providing standards for training and practice, the NASP disseminates publications, and advocates at the federal level for children, families and the profession of school psychology.  Graduate students are welcome to join the NASP; doing so affords them the opportunity to attend conferences, connect with peers and advocate for issues that support children's learning and development.

Postdoctoral Fellowship
A one- or two-year period of clinical and/or research training undertaken after the completion of a doctoral degree program. Fellowships can be part-time or full-time and generalist or specialty designated, and typically carry a stipend.

Doctoral Project Abstracts

These documents include the PsyD candidate name, date of graduation, doctoral project title and abstract.

Student Spotlight

Adam Freed, Clinical Doctoral Student, shares his career journey and passion to serve his clients and our country. Read more.

Faculty Spotlight

Robert KinscherffRobert Kinscherff, PhD, JD

Robert Kinscherff, PhD, JD received his doctorate in clinical psychology from City University of New York and law degree from Harvard Law School. He is Associate Vice President for Community Engagement and faculty in the doctoral programs in Clinical Psychology and in School Psychology at William James College.He is on the faculty for the Concentration on Children and Families of Adversity and Resilience (CFAR) and teaches courses including Child Mental Health Systems and Policy, Law and Mental Health, Child and Family Forensic Psychology, and Adult Forensic Psychology. Students he has taught and mentored have developed successful careers across the United States and internationally in clinical psychology, adult and juvenile forensic psychology, federal and state correctional psychology, military psychology, and child protection and juvenile justice.Dr. Kinscherff is also faculty at the Center for Law, Brain and Behavior at Massachusetts General Hospital and Senior Associate at the National Center for Mental Health and Juvenile Justice. During 2015-16 he will be a part-time Senior Fellow in Law and Neuroscience at the Petrie-Flom Center for Health Law Policy, Biotechnology and Bioethics at Harvard Law School.

Meeting Students Needs

The achievement of a graduate education is often one of the most rewarding and challenging times in a person's life. It is a time of enormous academic and personal growth, often leading to the discovery of new and greater levels of self-awareness, confidence and maturity. In pursuing this goal, graduate students will often observe that their organizational, reading, presentation, writing skills, and experiential references will be more rigorously tested when compared to those responsibilities they encountered during undergraduate study.

This section of our Web page highlights the resources that are available at William James College to help students manage their academic obligations, overcome setbacks and achieve a high level of personal and professional growth.

  • The Academic Resource Center (ARC) offers writing, organizational and study skills to support students in all programs. The ARC also helps students with disabilities obtain accommodations that will allow them to access the curriculum.
  • The Dean of Students Office works with student leaders to promote self-care and community, offering programs such as meditation and mindfulness sessions and yoga classes.Also available at William James College are at least 14 student-led organizations, including a Sports Club, a Community Service Committee, and a Diversity Committee.
  • Our Career Services Department assists students and alumni as they explore career options and seek employment opportunities.
  • Our staff is ready to assist students with all aspects of the financial aid process, including application processing, budget preparation and management of education loans. Appointments are available for one-on-one consultations as needed. All applicants to William James College are considered for a merit scholarship based upon their application materials and interview. Need-based scholarships, federal loan programs, and aid for international students are also available. William James College is an approved Institution of Higher Learning for Veterans Administration (VA) higher education benefits and participates in the VA's Yellow Ribbon Program. Established by the Post-9/11 Veterans Educational Assistance Act of 2008, this program is an opportunity for colleges and universities to work with the VA to fund tuition and fee expenses that exceed the amounts covered by the Post-9/11 G.I. Bill. Through the Yellow Ribbon Program, William James College provides grant assistance to eligible veterans and the VA matches these amounts.
  • We offer part-time student employment in many academic and administrative departments. The work schedule typically ranges from 5-15 hours per week. Teaching Assistantships are available in some departments. Teaching Assistants work for a member of the faculty, helping in areas such as class discussions, lab exercises, individual tutoring and critique of student research papers. The duration of these positions is one semester.
  • We offer peer mentorship. That is, students have access to a senior class member who provides support around individual training issues.

We strongly believe that regardless of their age, students also depend on your encouragement to help them thrive in this highly rewarding and sometimes demanding journey. The training at William James College touches upon every aspect of our students' well-being, and while attention to personal growth is a core value, we are certain that with your understanding it continues closer to home.

Acknowledging the integral role that you play in the success of your student, we welcome you to become an active partner in the William James College experience!

What William James College is doing to help children

Spotlight on the Freedman Center

Many families find it difficult to access mental health services for their children. There is a critical shortage of providers and community supports are scarce. William James College is addressing this challenge in a number of important ways, one of which involves the Freedman Center.

What is the Freedman Center?
Led by Margaret Hannah, M.Ed (Executive Director), and Nadja Reilly, PhD (Associate Director), our Freedman Center for Child and Family Development focuses on the promotion of mental health and the prevention of mental illness. The Center offers programs for children and families, continuing education for professionals, collaboration with schools and community agencies, training for future mental health providers, and participation in legislative initiatives and advocacy.

What does the Center do to help young children and families?
Many new parents find it challenging as they navigate the role of parenting. The Freedman Center is designed to be a comforting, safe place for moms and dads to learn about child development and meet other new parents. In addition to new parent support groups, offerings include infant massage classes, baby sign language classes, infant sleep workshops and sleep consultations. The Center also provides a free Playtime program, which allows children up to age four to interact in a nurturing environment with each other, parents/caregivers, and staff.

I've heard that the Freedman Center works with the homeless. Please tell me about this.
Play is essential to the healthy development of children. The Freedman Center's successful playtime program was replicated in a local homeless shelter as an effort to better support homeless children and their families, during this transitional time in their lives. This program is in collaboration with a local family serving agency and supported by a grant from the West Suburban Community Health Network (CHNA)18.

Newton Wellesley Hospital is geographically close to William James College.Do the two institutions work together to help children?
Newton Wellesley Hospital has long been a friend to William James College. At various times, clinicians from Newton Wellesley Hospital have guest lectured in groups at the Freedman Center. In addition,our American Psychological Association interns work in the hospital's child psychiatry department under the supervision of the clinic staff providing services to youth and families.

Does the Freedman Center have programs for teens?
The Freedman Center works in collaboration with Adolescent Wellness, Inc. to offer a Peer Leadership and Depression Prevention project. Through a curriculum titled Break Free from Depression, teens learn and receive information about depression prevention-both in themselves and in younger students. This skill-based training prepares teens to become peer leaders, co-facilitating the depression prevention curriculum at other schools and community centers.

The Freedman Center has also created an online Wellness Center through a partnership with Numedeon, Inc.-and their gaming site known as Whyville. This site provides a game, tip sheets and coping strategies for mental wellness. The activities are designed for eight- to fourteen-year-olds.

What is INTERFACE ®?
INTERFACE Referral Service is a therapeutic matching service which hosts a help line based in the Freedman Center. The confidential referral service is available to subscribing communities. Callers to the help line receive coaching and counseling services to help them choose an appropriate mental health provider for their stated concern. Providers are chosen from our extensive vetted database who meet the criteria and expertise presented by the caller. The HELPLINE is staffed by licensed mental health counselors and master's prepared William James College students.


Spotlight on School Psychology

William James College also helps children by preparing graduate students to become school psychologists.

What is a CAGS degree?
School psychologists apply expertise in education, human development, and personal-social relationships in serving children, families, schools and communities. In Massachusetts, preparation for a career in school psychology requires a Certificate of Advanced Graduate Studies (CAGS). This specialist-level degree program involves three years of graduate study, including coursework and field placements. Students receive a Master of Arts in Professional Psychology after one year, and continue on to earn a Certificate of Advanced Graduate Studies in the final two years. School Psychology MA/CAGS Program graduates are able to obtain certification for employment as School Psychologists by the Department of Education in Massachusetts, as well as the Nationally Certified School Psychologist Credential, which offers them reciprocity with many other states across the country. After working as a school psychologist for two years and meeting other requirements, graduates can apply for Massachusetts licensure as an Educational Psychologist and practice privately. (Credentialing requirements for private practice vary from state to state.)

What is the difference between a school counselor and a school psychologist?
In most states, school psychologists have had three years of graduate school education, culminating in a specialist-level degree. Credentialing for school counseling typically involves two years of graduate study leading to a Master's degree. Some school psychologists have also obtained a doctoral degree, which typically involves 2-4 additional years of training and fieldwork. Internships are substantially longer for CAGS candidates than for students pursuing school counseling degrees, as school psychologists receive extensive training in assessment, consultation, intervention, research and advocacy. In additionschool psychology programs place more emphasis on working with special education populations. For further information, please refer to the National Association of School Psychologists.

Why would one obtain a doctoral degree (PsyD) in school psychology?
An individual who earns the CAGS degree in school psychology from William James College will qualify for licensure as a School Psychologist in Massachusetts and in most other states. The PsyD degree,while not required for employment in the schools, affords additional value as it (1) provides more advanced training, (2) offers the opportunity to develop areas of specialized expertise, (3) increases the capacity to supervise other professionals, (4) expands opportunities to teach in higher education and conduct research, and (5) may qualify an individual to practice independently as a Licensed Psychologist/Health Service Provider. Students in the William James College MA/CAGS program can continue on and receive their doctoral degree in school psychology. Practicing school psychologists who have already earned their CAGS can also enter the PsyD program with Advanced Standing.

Teen Mentor Program

Our Teen Mentor Program is an opportunity for girls from Boston-area high schools to learn –from each other, from staff and from exposure to media leaders and health professionals–the best ways to promote self-esteem and positive body-image for themselves and their peers. The program is led by child and adolescent psychiatrist, Jennifer Rathbun MD, with assistance from William James College doctoral students. Group meetings take place once a month during the school year, on Sunday afternoons, at William James College's West Roxbury campus. There, mentors discuss sources of stress in their schools that might dampen self-esteem –such as peer pressure, boys, bullying, pressures to look "perfect" and achieve at the highest level, college, and family.

Mentoring the girls in our group and modeling collaboration and leadership empower them to utilize these strategies to reach out and help their peers. With staff guidance, the mentors spend the second half of the year creating outreach projects around self-acceptance and healthful living in their own schools, and, in this process, they develop and strengthen their leadership skills. Participants have organized "positive self-image" seminars in their schools, hosted panel discussions about the importance of self-acceptance, video-recorded interviews on body image with classmates, written articles for their school newspapers, created and maintained their own "Teen Mentor blog," and created an online survey of their peers on self-image throughout the teen years.

Post-Graduation - What to Expect

Post-Graduation: What to Expect Forum Participants

Highlights of "Post-Graduation: What to Expect"

On October 8, 2014, William James College hosted an evening Forum to address the questions that all our students and their families have about life after graduation. How do I find a job that is a good "fit?" What will I earn? How will I balance career, family and other interests?

Alan Beck, PhD, Director of Alumni Relations, moderated the Forum, in which six recent graduates presented personal narratives and answered questions from the 35-member audience. The panelists were:

Darlene Gracia
Darlene obtained her doctoral degree in clinical psychology from William James College and is currently a full-time staff psychologist at Bentley University's Counseling Center, where she does individual and group work with both undergraduate and graduate students. Darlene explained that participation in our Latino Mental Health Program had been a "transformative experience" because it gave her a clearer understanding of her own ethnic identity and offered her the language and real life experiences she needed to work with Bentley's international student population.

David Heilman
A participant in our Train Vets to Treat Vets program, David graduated from William James College in 2014 with a Master's in Counseling Psychology.He is currently working for the VA as a Read­justment Counseling Therapist at both the Worcester Vet Center and the Framingham Vet Center Community Access Point.In describing his professional journey, David highlighted how support and encouragement from his William James College professors and from his field site supervisor helped him turn his second-year internship into a job, which he began at graduation and continues to enjoy.

April Middleton
April is a clinician at South Middlesex Opportunity Council (SMOC), Behavioral Healthcare Services in Marlbor­ough. She is bilingual (Spanish-proficient) and works as an outpatient and in-home therapy provider for low-income children and families in the community. At William James College, she majored in counseling psychology with a concentration in couples and family. During her last year, April began an internship with SMOC. She was "amazed at the wide array of possibilities for work and the challenging population." In 2012, months before graduation, SMOC offered her a job and she has worked there ever since, while raising a young daughter.

Christine Rinaldi
Christine is a Nationally Certified School Psychologist. She has a Master's of Arts in Psychology and a Certificate of Advanced Graduate Study in School Psychology from William James College. Christine began her career in the Middleborough Public School District, where she worked for a year before transferring to the Boston Public Schools.At the Forum, she expressed excitement to be starting her fourth year in Boston, working in a K-8 school and in a middle school. She went on to describe the satisfaction she derives from collaborating with school staff and families in developing educational plans and providing direct services to students.

Jessica Schlueter
Jesse chose the field of Market Research because she "loves analysis and loves people."In 2001, having earned her undergraduate degree in sociology and statistics, she joined Dunkin' Brands and served in roles of increasing responsibility within the Organization Development, Corporate Social Responsibility and Field Learning teams. Aspiring to focus on Organization Development "in a bigger way," she enrolled in William James College and graduated in 2009 with a Master's degree in organizational psychology. She then led Dunkin' Brands Organization Development team for two years, moved into Field Learning and was then promoted to Vice President of Global Learning.

Jessica Wexler
Jessica is a licensed psychologist who earned her doctoral degree from William James College in 2006.At the Forum, she described how she went to Tel Aviv, Israel after graduation and opened a private practice. Upon returning to the United States, she completed post-doctoral studies at Harvard University Health Services before opening her current practice in Cambridge, Massachusetts, where she provides psychotherapy and cognitive behavioral therapy to adults.Jessica and her husband have two young children.

Meet One of Our Students

Veteran Student Adam Freed