Dr. Michael Hass

Professor Hass came to Chapman University in 1997 and served as Program Coordinator of the graduate program in School Psychology for over 20 years. He is proud that, in 2005, Chapman University became the first private institution of higher education in California to earn approval by the National Association of School Psychologists. In 2012, Chapman also became the only program in California to earn accreditation by the International School Psychology Association.

In addition to work as a Program Coordinator, Professor Hass teaches classes in assessment, counseling, and mental health interventions. 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 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 eight times to teach and conduct research. In 2015, he traveled to Vietnam to work at the Vietnam National University, University of Education, Hanoi as a Fulbright Specialist. Dr. Hass is also editor in chief of the journal Contemporary School Psychology and author of Interviewing for Assessment: A Practical Guide for School Psychologists and School Counselors and co-author, with Dr. Jeanne Anne Carriere, of Writing Useful, Accessible, and Legally Defensible Psychoeducational Reports. In 2016, he earned the California Association of School Psychologists’ Sandra Goff Memorial Award for exemplary contributions to the profession of School Psychology in California and the nation. 

Scholarly Research Interests

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

Significant Presentations and Publications

Kile, S. & Hass, M. (2019, July). Classroom-based prevention programs for depression and suicide among youth. Workshop presentation at the annual meeting of the International School Psychology, Basel, Switzerland. 

Doria, M. & Hass, M. (2019, July).  Reaching All Students: School-Wide Approaches to Supporting Students with Developmental Trauma. Workshop presentation at the annual meeting of the International School Psychology, Basel, Switzerland.

Hass, M. R., & Abdou, A. S. (2019). Culturally Responsive Interviewing Practices. Contemporary School Psychology, 23(1), 47.

Carriere, J.A & Hass, M. (2018, February). Writing Useful, Understandable, & Legally Defensible Psychoeducational Reports. Invited workshop at the annual meeting of the National Association of School Psychologists, Chicago, IL.

Hass, M. (2018, August). Conversations with a purpose. Mini-skills presentation at the 6th Conference on School Psychology in Vietnam, Hanoi, Vietnam.

McGill, R. & Hass, M. (2018, February). School-based Mental Health Treatment Outcomes: Symptomology Versus Impairment. Paper presentation at the annual meeting of the National Association of School Psychologists, Chicago, IL.

Hass, M. & Makena, K. (2018, October). Deepening Mindfulness Practice. Workshop at the annual meeting of the California Association of School Psychologists, San Diego, CA.

Abdou, A.S. & Hass, M. (2018, October). Culturally Responsive Interviewing Practices. Mini-Skills Presentation Workshop at the annual meeting of the California Association of School Psychologists, San Diego, CA.

Hass, M. & Abdou, A. S. (2018). Psychoeducational assessment supervision. In A. Jordan Wright (Ed.) Essentials of Assessment Supervision. 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.

Hass, M. (2018). Interviewing to Understand Strengths. International Electronic Journal of Elementary Education, 10(3), 315-321.

Carriere, J.A & Hass, M. (2017, March). Writing Useful, Understandable, & Legally Defensible Psychoeducational Reports. Invited workshop at the annual meeting of the National Association of School Psychologists, San Antonio, TX.

Hass, M. & Makena, K. (2017, October). Mindfulness: Cultivating a personal practice. Workshop at the annual meeting of the California Association of School Psychologists, Anaheim, CA.

Hass, M. & Carriere, J. M. (2016, February). Writing legally defensive & consumer friendly reports. Mini-skills presentation at the annual meeting of the National Association of School Psychologists. New Orleans, LA.

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.

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.

Hass, M., Allen, Q & Amoah, M. (2014). Turning points and resilience in academically successful foster youth. Children and Youth Services Review. DOI: 10.1016/j.childyouth.2014.07.008.

Hass, M., A. Patterson, A., Sukraw, J., & Sullivan, B. M. (2014). Assessing executive functioning: A pragmatic review. Contemporary School Psychology, 18, 2, pp. 91-102, DOI 10.1007/s40688-013-0002-.

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., & 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.

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

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. Vol. 33, No. 3, June 2012, pp. 173–183, doi10.1177/074193251038316.

Brockman, J., Colbert, J. A., & Hass, M. (2011). The interrelationships among culture, communication, and conflict in a newly formed doctoral program. Journal of Organizational Culture, Communications, and Conflict, 15(1), 81+.

Hass, M., & Graydon, K. (2009).  Sources of resiliency among successful foster youth, Children and Youth Services Review, 31. 4. 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., & Osborn, J. (2002).  A case study for using formative program portfolios 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).