Dr. Michael Hass

Professor, of Scholarly Practice

Attallah College of Educational Studies

Expertise: Mental Health; Resilience; Interviewing for Assessment; Crisis and Trauma; Mindfulness

Office Location: Reeves Hall 219

Education:: California Lutheran University, Bachelor of Science
California State University, Northridge, Master of Arts
University of California, Irvine, Ph.D.

Biography

Professor Hass has been coordinator of the graduate program in School Psychology in the Attallah College of Educational Studies since 1997. He is proud that, in 2005, Chapman University became the first private institution of higher education to earn approval by the National Association of School Psychologists. In addition to his duties as coordinator, he teaches courses in assessment, counseling methods, and mental health issues. Dr. Hass received his School Psychology training from the California State University, Northridge and earned an interdisciplinary doctorate in Social Relations from the University of California, Irvine. Dr. Hass has also worked in public schools as a school psychologist for more than 25 years. As a practitioner, his interests include school-based assessment and treatment of mental health problems and working with bilingual bicultural youth. Dr. Hass is currently Chair of the Board of Executives of the Consortium to Advance School Psychology in Vietnam (CASP-V). Since 2009, he has traveled to Vietnam four times to teach and conduct research. Dr. Hass is also editor of the journal Contemporary School Psychology.

Scholarly Research Interests:

Dr. Hass’ scholarly interests include school mental health, strength-based approaches to counseling and psychotherapy, and resilience.

Significant Presentations and Publications:

Hass, M., Patterson, J. Sukraw & B. M. Sullivan. Assessing executive functioning: A pragmatic review. Paper under review

Brady, J. T., R. T. Busse, J. A. Carriere, M. Hass & K. S. Kennedy. (2013). Assessing Intern Impact Factors for Program Evaluation and Improvement. Trainers Forum, 31, 2.

Hass, M. & S. Domzalski (2012). Contemporary School Psychology supports School Psychologists in meeting the mental health needs of children and youth. Contemporary School Psychology.

Hass, M. (2011). The California School Psychologists becomes Contemporary School Psychology: CSP continues to link theory to practice. Contemporary School Psychology, Vol. 15.

Le, P., K. Hagans, K. Powers, & M. Hass. (2011). Developing School Psychology in Vietnam. NASP Communique, Vol. 39, 6.

Duncan, B., Leung, B., Le, P., & Hass, M. (2010). Building school psychology in Vietnam. CASP Today, 60 (4).

Hass, M. R., Brown, R. S., Brady, J., & Johnson, D. B. (2010). Validating the BASC-TRS for use with children and adolescents with an educational diagnosis of autism. Remedial and Special Education. Volume 22 Issue 2 june 2012 pp. 173 - 183. doi10.1177/0741932510383160

Brockman, J., Colbert, J. A. & Hass, M. (2010). The Interrelationships among culture, communication and conflict in a newly formed doctoral program. Accepted for publication in the Journal of Organizational Culture, Communications and Conflict. Allied Academies.

Hass, M. & Carriere, J. A. (2008). Tools for working with school psychology practicum students and interns. CASP Today, 58 (2).

Hass, M., & Graydon, K. (2008). Sources of resiliency among successful foster youth. Children and Youth Services Review, doi: 10.1016/j.childyouth.2008.10.001

Giles, M., & Hass, M. (2008, March 28). Fostering a healthy body image: Prevention and intervention with adolescent eating disorders. Journal of School Counseling, 6(13).

Hass, M. & Osborn, J. (2007). An emic view of student writing and the writing process. Across the Disciplines, 4.

Hass, M. R., Osborn, J. (2002). A case study for using program portfolio in graduate school psychology programs. California School Psychologist, 7 75-84.

Hass, M., Passaro, P., & Smith, A. (1999). Reducing aversive interactions with troubled youth. Reclaiming Children and Youth: The Journal of Emotional and Behavioral Problems, 8(2), 94-97

Hass, M. (1997). Many voices: Medical anthropologists explore the meaning of health, illness and cure. Reviews in Anthropology, 26, 169-187.

Rubel, A. J., & Hass, M. (1997). Ethnomedicine. In C. F. Sargent & T. J. Johnson (Eds.), Medical anthropology: Contemporary theory and method (2nd ed.), (pp. 115-131). New York: Praeger.

Rubel, A. J., & Hass, M. (1990). Ethnomedicine. In T. J. Johnson & C. F. Sargent (Eds.), Medical anthropology: Contemporary theory and method (pp. 115-131). New York: Praeger.

Hass, M. (1981). Communication empathy, and group cohesiveness. Behavioral Approaches with Children, 5(3).

Recent Creative, Scholarly Work and Publications: Hass, M. (2018). Interviewing for assessment: A guide for school counselors and school psychologists. Hoboken, NJ: John Wiley & Sons; Hass, M. (2018). Publishing in Contemporary School Psychology. In R. G. Floyd (Ed.) An Insider’s Guide to Publishing in School Psychology and Related Fields. New York: Taylor & Francis/Routledge; Editor and Chief, Contemporary School Psychology, 2009 to present; Hass, M. (2017). Publishing in Contemporary School Psychology. In R. G. Floyd (Ed.) An Insider’s Guide to Publishing in School Psychology and Related Fields. New York: Taylor & Francis/Routledge; Hass, M. (2018). Interviewing to Understand Strengths. International Electronic Journal of Elementary Education, 10(3), 315-321.; Hass, M. & T. Sherr (2016). Building school psychology in Vietnam revisited. CASP Today. 66 (2); Associate Editor, The Forum (peer reviewed publication of Trainers of School Psychologists); Editor in Chief, Contemporary School Psychology; Hass, M.; Lopez, C., Round, R.; & Abordo, M. (2015). How school counselors can work with grief and loss. Manuscript submitted for publication.; Lopez, C. & Hass, M. (2015). Anxiety in Latino youth: Identification and support strategies for schools. Manuscript submitted for publication.; Farrell, P.; McFarland, M.; Gonzalez, R.; Hass, M., & Stiles, D. (2014). The role of international accreditation in promoting academic and professional preparation in school psychology. International Journal of School and Educational Psychology. 2, 205-213, DOI: 10.1080/21683603.2014.934621; Ryan J. McGill, R. J., Styck, K. M., Palomares, R. S. & Hass, M. R. (2015). Critical issues in specific learning disability identification: What we need to know about the PSW model. Learning Disability Quarterly, DOI: 10.1177/0731948715618504; Hass, M. & J. A. Carriere (2014). Writing useful, accessible, and Legally defensible psychoeducational reports. Hoboken, NJ: John Wiley & Sons; Clark, R, & M. Hass (2014, August). International accreditation standards for school psychology. In Proceedings of the 4th International Conference on School Psychology in Vietnam. Keynote address at the 4th International Conference on School Psychology in Vietnam, (11-14). Ha Noi, Vietnam: Vietnam National University – University of Education.; Hass, M., A. Patterson, J. Sukraw & B. M. Sullivan. (2014). Assessing executive functioning: A pragmatic review. Contemporary School Psychology, 18, 2, pp. 91-102, DOI 10.1007/s40688-013-0002-6; Hass, M., Allen, Q & Amoah, M. (2014). Turning points and resilience of academically successful foster youth. Children and Youth services Review. DOI: 10.1016/j.childyouth.2014.07.008; Hass, M., & Kennedy, K. (2013). Social and emotional assessment of bilingual youth. In A. Clinton (Ed.) Integrated Assessment of the Bilingual Child. New York: American Psychology Association; Hass, M. (2013). The Role of School Psychologists in meeting the mental health needs of children and youth. Contemporary School Psychology. Vol. 17; Hass, M. & S. Domzalski (2013). Contemporary School Psychology supports School Psychologists in meeting the mental health needs of children and youth. Contemporary School Psychology.; Le, P., K. Hagans, K. Powers, & M. Hass. (2011) Developing School Psychology in Vietnam. NASP Communiqué, Vol. 39, 6; Hass, M. (2011). The California School Psychologists becomes Contemporary School Psychology: CSP continues to link theory to practice. Contemporary School Psychology, Vol. 15; Brockman, J., Colbert, J.A. & Hass, M. (2010). The Interrelationships among culture, communication and conflict in a newly formed doctoral program. Accepted for publication in the Journal of Organizational Culture, Communications and Conflict. Allied Academies.; Hass, M. R., Brown, R. S., Brady, J., & Johnson, D. B. (2010). Validating the BASC-TRS for use with children and adolescents with an educational diagnosis of autism. Remedial and Special Education. Advance online publication. doi: 10.1177/0741932510383160; Duncan, B., Leung, B., Le, P., & Hass, M. (2010). Building school psychology in Vietnam. CASP Today, 60 (4).; Hass, M. & Carriere, J.A.. (2008). Tools for working with school psychology practicum students and interns. CASP Today, 58 (2).; Giles, M., & Hass, M. (2008, March 28). Fostering a healthy body image: Prevention and intervention with adolescent eating disorders. Journal of School Counseling, 6(13).; Hass, M., & Graydon, K. (2008). Sources of resiliency among successful foster youth, Children and Youth Services Review, doi:10.1016/j.childyouth.2008.10.001

Dr. Michael Hass

Biography

Scholarly Research Interests:

Significant Presentations and Publications:

Recent Creative, Scholarly Work and Publications

Faculty Directories by School or College