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Collaborating in the Field: Doubling Down on Education About the Co-Response Model
In one way or another, Sarah E. Abbott, PhD, Director of the Center for Crisis Response and Behavioral Health, has spent the majority of her career at the intersection of individuals experiencing a mental health crisis and the community at large. Her first exposure to work in America (after earning her BA at home, in England) came via recruitment by a nonprofit agency in central Massachusetts where Abbott spent several nights each week in a residential group home for individuals ages 18-25 with a mental health condition. While there, she witnessed first-hand the challenges associated when police responded to calls—which didn’t always go well.
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William James College Convenes Experts to Explore the Emotional Health of Children
November 21 Program Brings Clinicians, Educators and Researchers to the Kennedy Library for Daylong Forum
Justice Resource Institute (JRI) Releases Video Highlighting William James College Collaboration
A collaboration between William James College and the Justice Resource Institute (JRI) provides students with educational opportunities to further their career in the mental health field. Through the collaboration, students are able to pursue their Bachelor of Science in Psychology and Human Services...
Freedman Center Collaborates with Communities on Suicide Prevention, Mental Health Promotion
Every 40 seconds, someone loses their life to suicide. This global public health issue affects all populations
William James College Awarded Grants Totaling $2.7 Million For Graduate Psychology Education Program, Opioid Workforce Expansion Program
The HRSA grants received letters of support from Representatives Joseph Kennedy and Ayanna Pressley. Programs will benefit underserved Massachusetts Community Health Centers.
Game Changer: Facilitator’s Guide Written by Leadership PsyD Student Reveals Hidden Biases Through Game Play
Implicit bias refers to the attitudes or stereotypes that unconsciously affect a person’s understanding, actions, and decisions.
“More than a credit on my transcript,” student shares the impact Service Learning and Cultural Immersion Program had on her
What is it like to participate in a service learning and cultural immersion program as a student at William James College? In the reflection that follows, Sadé Callwood, a fourth year Clinical PsyD student, shares how her experience in Kenya has impacted her growth and development personally and as...
Guyana Service Learning & Cultural Immersion Program Addresses Suicide Prevention
Suicide is a leading cause of death in Guyana and represents a critical public health crisis. Guyana, one of the least populated countries in South America, in years past has had the unfortunate distinction of having the world’s highest incidence of suicide — 44.2 suicides per 100,000 deaths, four...
Kenya Service Learning and Immersion Program Advances “The Partnership for Safe Water in the Mara,” Other Community Health Initiatives
In Kenya, 41 percent of the country’s 46 million people rely on unfiltered water sources, including the Mara River which is the single most important source of drinking water in the region. Water quality in the Mara, which traverses some 245 miles, is impacted by several factors, including animal activities,...
Medfield Schools Credit INTERFACE Services with Improved Mental Health
Medfield Public Schools is crediting the use of the William James INTERFACE Referral Service with an improvement “to the mental health and wellness of students throughout the district and beyond.” According to a recent press release, Medfield Public Schools Superintendent Jeffrey Marsden said, “The...
Clinical Mental Health Counseling Student Learns to “Cultivate Care” Through Unique Internship Experience
In a typical day at her clinical mental health internship, Allison O’Connor might gather hay, clean chicken coops, feed horses or goats, collect eggs, make soap, groom bunnies
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