PhD

Marion Chiurazzi

Biography

Dr. Chiurazzi is Associate Professor and Program Director in the PhD Psychology, Law and Public Policy program at the California School of Forensic Studies (CSFS) at Alliant International University. She received her Doctorate in Psychology degree in clinical psychology in 1998 at the California School of Professional Psychology (CSPP) in Fresno, CA and is a licensed clinical psychologist in California. Dr. Chiurazzi has been teaching at Alliant International University since 2007 and joined core faculty in 2010. She has taught in both, CSFS and CSPP and has served as program director for both schools.

Dr. Chiurazzi's professional background includes a career with the California Department of Corrections and Rehabilitation where she served as Clinical Director for the Department's Mental Health Program after providing and managing mental health services North Kern and Corcoran State Prisons for nine years. In addition, she has worked in medical settings providing psychological assessment and treatment for patients with a broad range of serious or chronic medical conditions.

Professional Interests

Correctional psychology
Geropsychology
Rehabilitation psychology
The impact of institutionalization on psychological functioning
Suicidology

Courses

Psychopathology and Abnormal Behavior, with focus on violent or criminal behavior
Cognitive and Behavioral Approaches to Intervention, including court mandated treatment
Suicidology

Carolyn Allard

Biography

Carolyn B. Allard, Ph.D., ABPP, is Professor and Program Director of the Clinical Psychology PhD Program at the California School of Professional Psychology (CSPP) of Alliant International University. Dr. Allard received her B.A. (Hons.) from Queen's University in Kingston, Canada, and her Ph.D. in Clinical Psychology from the University of Oregon.

She is a licensed psychologist in the state of California and has her Board Certification in Clinical Psychology from the American Board of Professional Psychology (ABPP). Before coming to CSPP, she served as Program Director of the Military Sexual Trauma & Interpersonal Trauma Clinic and San Diego Advanced Fellowship in Women's Health at the Veteran's Affairs San Diego Healthcare System for a little over 10 years, where she continues serve as a research investigator.

Dr. Allard has extensive experience in clinical practice, training and consultation with all levels of trainees and professionals; public education and advocacy; clinical research; program development and evaluation; and administration and leadership. She has served as a certified trainer and consultant for Cognitive Processing Therapy and consultant for Prolonged Exposure.

Dr. Allard is also an active researcher, serving as principal or co-investigator on several past and ongoing institution- and government-funded randomized clinical trials and other studies. Her research is focused on the identification of individual, socio-cultural and contextual predictors of posttraumatic distress and treatment outcomes, with a specific interest in trauma-related guilt and shame, and the goal of developing and testing interventions to address these factors to improve outcomes.

She has published and presented her research in peer reviewed journals and international conferences, several book chapters and three books. She is a frequently invited speaker and CEU presenter at local, national and international scientific and professional conferences, and has conducted numerous television and radio interviews. Dr. Allard is also engaged in public education and social advocacy.

She is a member of several professional associations, and is Past President of Division 56 (Trauma) of the American Psychological Association. She serves on the editorial board of the Division 56 Journal, Psychological Trauma: Theory, Research, Practice, and Policy, and is an ad hoc reviewer for several other scientific journals.

Professional Interests

Dr. Allard's clinical and research expertise is in posttraumatic distress. Her program of research focuses on the impact of interpersonal trauma, including risk and resiliency factors, cultural moderators, and intervention implications. In particular, she is interested in identifying predictors or posttraumatic sequelae and treatment outcomes including contextual and cultural factors. Dr. Allard has published a therapist manual (Trauma Informed Guilt Reduction Therapy) and a self-guide workbook (Transform Your Guilt and Shame) based the evidence-based intervention, that she developed and tested in randomized trials with colleagues.

Courses

Theory and Practice of Psychotherapy Individual (Cognitive Behavarioal Therapy)
Research/Dissertation
Professional Development in Clinical Psychology

Scholarship and Contributions to the Field

Please go to my Research page www.carolynallardphd.com/research for an up-to-date list of current and past research projects in my Studying Trauma and Recover from Interpersonal ViolencE (STRIVE) lab.

You can find my full Curriculum Vita here: www.carolynallardphd.com/cv

Monica Ulibarri

Biography

Dr. Monica Ulibarri, Ph.D. is a Professor and Associate Program Director in the Clinical Psychology Ph.D. program at the California School of Professional Psychology, Alliant International University – San Diego. She also holds an appointment as a Voluntary Associate Clinical Professor in the Department of Psychiatry at the University of California, San Diego. Dr. Ulibarri received her B.A. in Psychology and Spanish from Claremont McKenna College, and her M.A. and Ph.D. in Clinical Psychology from Arizona State University. She completed her pre-doctoral internship at Kaiser Permanente in San Diego. Dr. Ulibarri received a NIMH Research Supplement to Promote Diversity in Health-Related Research for her postdoctoral fellowship in the Department of Psychiatry at UCSD. Dr. Ulibarri also received postdoctoral training in UCSD’s Division of Global Public Health. Dr. Ulibarri was an Assistant Professor in the Department of Psychiatry at UCSD prior to joining the faculty at Alliant International University in 2015. She was also a clinical supervisor for ten years (2005 - 2015) at the SDSU Psychology Clinic, a community mental health facility operated by the Department of Psychology at San Diego State University. Dr. Ulibarri has been a member of APA since 1994 and a member of Division 45 (the Society for the Psychological Study of Culture, Ethnicity, and Race) since 1999. Dr. Ulibarri is active in several national and local professional organizations. Most recently, she served a 4-year term (2017 - 2020) on the APA ad hoc Committee on Psychology and AIDS (COPA), is a mentor in the APA Minority Fellowship Program's Psychology Summer Institute, and is the co-chair of the Research and Data Sub-Committee of the San Diego County Regional Human Trafficking and Commercial Sexual Exploitation of Children (RHT-CSEC) Advisory Council.

Professional Interests

Dr. Ulibarri's research interests focus on gender-based violence--such as history of child abuse, intimate partner violence, and sexual assault-- mental health, and health disparities among marginalized populations such as people who inject drugs and women and girls exploited by the sex industry. She is a licensed Clinical Psychologist in the state of California. Her clinical focus is on Cognitive Behavioral Therapy, Strategic Solution Focused Therapy, and Multicultural Therapy for English- and Spanish-speaking individuals, couples, groups, and families. Dr. Ulibarri teaches Principles of Research Design, Health Psychology Interventions for U.S. Health Disparities, and runs a Clinical Consultation Group for 3rd-year Clinical Ph.D. students in the program.

Veronica B. Perez

Biography

Dr. Veronica B. Perez is the Director of the Treatment and Assessment of Cognitive Effectiveness (TRACE) Lab. The aim of her work is 1) to trace the neurocognitive deficits that occur in serious mental illness (SMI), 2) to understand how these deficits may predict the clinical presentation in individuals with co-morbid illnesses, 3) to improve the efficacy of interventions that reduce stigma against individuals with mental illnesses, and 4) to repair the neurocognitive domains that most deleteriously pervade the lives of those suffering with mental illness. Dr. Perez trains doctoral-level graduate students in intact and impaired cognitive systems to investigate functional outcomes in clinical populations like schizophrenia and OCD.

Professional Interests

Neurocognitive impairments in psychosis and schizophrenia
Biomarkers of severe psychopathology
Pathophysiology of cognition in patients with psychosis or at high-risk for psychosis
Neurophysiological response to cognitive interventions

Education and Certifications

Cornell University, College of Arts and Sciences, Ithaca, NY - Degree: B.A. in Psychology, May 1998
Neural Mechanisms Underlying the Symptoms and Course of Schizophrenia. This grant will examine the basic and clinical mechanisms of psychotic illnesses to gain an understanding of neurocognitive and perceptual impairment. PI: Judith M. Ford, Ph.D. Role: Postdoctoral Fellow
San Diego State University, San Diego, CA - Degree: M.A. in Psychology, May 2003
University of Oregon, Eugene, OR - Degree: Ph.D. in Clinical Psychology, May 2008
Schizophrenia Psychosocial CBT Intern
University of California, San Diego/VA San Diego Healthcare System - APA-Accredited Internship, Clinical Psychology, July 2008 - June 2009

Honors

2013 Clinical & Translational Research Institute, UC San Diego Health Sciences Pilot Grant
This grant will support the establishment of an academic-community partnership to apply cognitive neuroscience methodology in a community setting. Data examining targeted cognitive training (TCT) interventions in the initial stages of neuroplasticity-based skills acquisition will be collected at a mental health and transitional care facility. Role: PI
2013 MIRECC Veterans' Administration (VA) Pilot Grant
This grant will support collection of pilot data examining targeted cognitive training (TCT) interventions in the initial stages of neuroplasticity-based skills acquisition. Role: PI
2012 Veterans' Administration (VA) Institutional Training Grant
This institutional training grant will train a new generation of neuroscientists to improve the long-term functional outcome of patients with chronic psychotic mental disorders, including schizophrenia, schizoaffective disorder and psychotic mood disorders. Role: Research Fellow
2007 This grant will support the planning and development of a summer workshop to teach issues of diversity within the Department of Psychology at University of Oregon.
Role: Committee Member
2009 Society for Psychophysiological Research (SPR)

Courses

Dr. Perez teaches doctoral-level courses including Advanced Psychopathology (based on DSM-5 classifications with reference to DSM-IV and ICD-10 coding), Clinical Ethics and Consultation, and Cognitive and Affective Bases of Behavior. She also teaches special interest topics such as Applications of Clinical Neurophysiology, and Neuropsychology: Foundations. She aims to further the understanding of cognitive and physiological abnormalities in clinical populations to improve diagnostic accuracy and to parallel the RDoC framework.

Scholarship and Contributions to the Field

Nemanim, N., Roth, A., Angelini, S., Hansen, G. & Perez, VB. (November 2024). Neuropsychiatric Determinants of Cognitive Complaints Following COVID-19: A Comparative Study. Presented at the National Academy of Neuropsychology (NAN) Annual Conference.
Garmon, E., Nemanim, N., Roth, A., Angelini, S., Hansen, G. & Perez, VB. (October 2024). Ethnoracial differences in the role of fatigue, anxiety, depression, and stress (FADS) on executive functioning and information processing following COVID-19. Presented at the Society of Research on Psychopathology (SRP) Annual Conference.
Carson, B. & Perez, VB. (October 2024). Predictive mechanisms of psychosis spectrum symptoms in sexual and gender minorities. Presented at the Association for Psychological Science (APS) Annual Conference.
Hansen, G. & Perez, VB. (October 2024). Stigma against patients with psychosis by mental health service providers: Examining social cognition as an explanatory mechanism. Presented at the Association for Psychological Science (APS) Annual Conference.
Roth, A. & Perez, VB. (October 2024). Unlocking the Mind: Exploring Neurocognitive Pathways in Parents of Children Affected with Obsessive-Compulsive Disorder. Presented at the Association for Psychological Science (APS) Annual Conference.
Smith, M.A. & Perez, VB. (October 2024). Predictors of Prolonged Duration of Untreated Illness in Obsessive-Compulsive Disorder: Mechanisms of Shame, Alcohol Use, and Inhibitory Control. Presented at the Association for Psychological Science (APS) Annual Convention.
Pezeshkian, M., Raver, R., Gevirtz, R., McClain, C., Roth, A., & Perez, VB. (September 2024). Heart Rate Variability (HRV) and social cognitive predictors of functional outcomes in individuals with psychotic-like experiences. Presented at the California Psychological Association (CPA) Annual Conference.

PUBLICATIONS Under Review

Raver (Horseman), R.L., Gevirtz, R., Roth, A. & Perez, VB. (under review). Moderating effects of emotion processing on heartrate variability (HRV) on functional outcomes in individuals on the psychosis spectrum.
Celaya, R.C., Moore, R.D., Lincoln, A. & Perez, VB. (under review). Examining mechanisms of verbal working memory capacity in monolingual Spanish speakers of Latin American descent.

PUBLICATIONS (selected)

Carey, C., Horseman, R. L., Challman, K., & Perez, V. B. (February, 2021). Current Insights in Neurocognition. Newsletter published by the Treatment and Assessment of Cognitive Effectiveness (TRACE) Club.
Perez, V.B., Miyakoto, M., Makeig, S.R. & Light, G.A. (2019). Mismatch negativity reveals plasticity in cortical dynamics after 1-hour of auditory training exercises. Int J Psychophysiology.
Perez, V.B., Ford, J.M, Roach, B.J., Woods, S.W., McGlashan, T.H., Srihari, V.H. & Mathalon, D.H. (2014). Mismatch negativity abnormalities in schizophrenia: Forecasting psychosis with automatic auditory processing dysfunction. Biological Psychiatry, 75, 459-69.
*Matthews, C., *Perez, V.B., Roach, B.J., Fekri, S., Vigil, O., Kupferman, E. & Mathalon, D.H. (2016). Error-related brain activity dissociates hoarding disorder from obsessive-compulsive disorder. Psychological Medicine, 46, 367- 79.
Perez, V.B., Ford, J.M, Woods, S.W., McGlashan, T.H., Roach, B.J., Srihari, V.H., Loewy, R.L., Vinogradov, S. & Mathalon, D.H. (2011). Error monitoring dysfunction across the illness course of schizophrenia. Journal of Abnormal Psychology, 121, 372-87.
Perez, V.B. & Vogel, E.K. (2010). Contralateral delay activity as an index of visual working memory capacity. In S.J. Luck & E. Kappenman (Eds.), The Oxford Handbook of Event-Related Potential Components (pp. 361-372). "

Omar Alhassoon

Biography

Dr. Omar Alhassoon, a distinguished professor at the California School of Professional Psychology (CSPP) and a research scientist at the University of California, San Diego (UCSD), is a clinical psychologist who focuses on the neuropsychology of substance use, dementia, and depression. He also runs the Institute of Brain Research and Integrated Neuropsychological Services (https://www.iBRAINs.org). His research has involved the use of neuroimaging techniques to aid our understanding of the neuroscience of substance use disorders, depression, and other neurocognitive and psychiatric disorders. He has published in the areas of multimodal imaging; CNS changes associated with alcohol, methamphetamine, cocaine, and heroin; dementia; late-life depression; and the use of meta-analytical techniques in neuroimaging and neuropsychology. He has a special interest in refugee mental health and discrimination and bias against minoritized groups such as immigrants and individuals who identify as LGBTQ+. He has been working in the areas of clinical psychology, neuropsychology, and psychopharmacology for over 25 years. He has published many peer-reviewed papers and presents regularly at national and international conferences. As an instructor, he teaches undergraduate, graduate and postgraduate courses in clinical psychology, neuropsychology, psychopharmacology and neuroanatomy. For many years, he was the online education mentor at CSPP and has provided consultation and guidance to faculty developing and teaching online courses and has served on various university technology committees. Dr. Alhassoon earned his Ph.D. at the University of California, San Diego and San Diego State University. Afterward he received a postdoctoral master’s in clinical psychopharmacology. He has been an active member in several national and international organizations and advisory boards such as: APA Electronic Resources Advisory Committee and the International Neuropsychological Society Global Engagement Committee.

Professional Interests

Research interest: neuropsychology and neuroimaginging in the fields of substance abuse (alcohol, methamphetamine, cocaine, heroin, etc), HIV, personality disorders, and late-life depression, and dementia. Refugee mental health and treatment.
Clinical specialty: neuropsychological assessment in adults.
Areas of future expansion: Transgender and bisexual discrimination and refugee mental health and treatment.

Education and Certifications

Ph.D. in Clinical Psychology University of California, San Diego/San Diego State U and Postdoctoral Master’s in Clinical Psychopharmacology

Courses

Neuroscientific Basis of Psychopharmacology I: Neurophysiology, Neuroimaging &
Neuroanatomy
Neuroscientific Basis of Psychopharmacology II: Neurochemistry and Neuropathology
Introduction to Psychotherapy
Neuropsychology
Biological Basis of Behavior
Abnormal Psychology
Behavioral Science Statistics
History and Systems in Psychology
Psychology of Terrorism
Introduction to Psychology

Scholarship and Contributions to the Field

*Zhang, E., Hauson, A. O., Pollard, A. A., Zelman, D., et al (2025). Lateralized white matter integrity changes across the lifespan in major depression: AES-SDM meta-analysis. Psychiatry research. Neuroimaging, 348, 111960. https://orcid.org/0000-0003-0596-6085
*McCue, M. L., Allard, C. B., Dalenberg, C. J., & Hauson, A. O. (2024). Interpersonal and Trauma-Related Guilt moderate the relationship between intensity of combat experiences and suicidality. Military psychology, https://orcid.org/0000-0003-0596-6085
*Rojas, D., Zelman, D. C., Hauson, A. O., & Alexander, I. (2024). Exploring Cultural Competence, Inclusivity, and Diversity in Ketamine Assisted Psychotherapy: A Phenomenological Study. Journal of psychoactive drugs, 1–11. https://orcid.org/0000-0003-0596-6085
*Zhang, E., Hauson, A. O., Pollard, A. A., Meis, B., et al(2023). Lateralized grey matter volume changes in adolescents versus adults with major depression: SDM-PSI meta-analysis. Psychiatry Research: Neuroimaging, 111691.
*Barlet, B. D., Hauson, A. O., Pollard, A. A., Zhang, E. Z., et al (2023). Neuropsychological Performance in Alzheimer's Disease versus Late-Life Depression: A Systematic Review and Meta-Analysis. Archives of clinical neuropsychology, 38(7), 991–1016.
*Pollard, A. A., Hauson, A. O., Lackey, N. S., Zhang, E., et al (2023). Functional neuroanatomy of craving in heroin use disorder: Voxel-based meta-analysis of functional magnetic resonance imaging (fMRI) drug cue reactivity studies. The American Journal of Drug and Alcohol Abuse, 1–13.
Lu, H. C., Gevirtz, R., Yang, C. C., & Hauson, A. O. (2023). Heart Rate Variability Biofeedback for Mild Traumatic Brain Injury: A Randomized-Controlled Study. Applied psychophysiology and biofeedback, 48(4), 405–421.
*Connors, E. J., Hauson, A. O., Barlet, B. D., et al(2021). Neuropsychological assessment and screening in heart failure: A meta-analysis and systematic review. Neuropsychology review, 31(2), 312-330.
https://orcid.org/0000-0003-0596-6085

Quyen Tiet

Biography

Dr. Quyen Tiet received his Ph.D. in Clinical Psychology from the University of Colorado at Boulder after completing his internship at Yale University. He furthered his expertise through a 3-year post-doctoral fellowship at Columbia University, where he went on to become an Assistant Professor at the Department of Psychiatry from 1999 to 2001. His academic journey progressed as he served as a Consulting Assistant Professor and then an affiliate Clinical Associate Professor within the Department of Psychiatry and Behavioral Sciences at Stanford University School of Medicine from 2004 to 2018. Additionally, he also held a training faculty position at the National Center for PTSD, Dissemination and Training Division, at the VA Palo Alto Health Care System for about 20 years. Notably, he was honored as an APA Fellow in Division 12 (Clinical Psychology), a distinction reserved for approximately 5% of APA members who have demonstrated outstanding contributions to psychology at an international level.

Dr. Tiet’s current research encompasses a wide array of topics, including stress/trauma, coping mechanisms, protective factors/resilience, alcohol and drug use disorders, PTSD, depression and suicide, dementia, and multicultural and diversity considerations. For access to some of his publications, please visit:

https://www.ncbi.nlm.nih.gov/myncbi/quyen.tiet.2/bibliography/public/

Alternatively, you can explore his latest works by searching his name on Google Scholar.

Professional Interests

Stress/trauma, coping, protective factors and resilience.
Alcohol and drug use disorders, PTSD, depression and suicide, behavior problems, treatment factors and patient outcomes.
Alzheimer's Disease and Disease Related Dementias (ADRD) – prevalence, symptoms, management, and caregiver support
Vulnerable populations (e.g., people of color (POC), refugees/immigrants, traumatized and disadvantaged populations, people with serious mental illness, military veterans, etc.)

Education and Certifications

PhD in Clinical Psychology, University of Colorado, Boulder
MA in Clinical Psychology, University of Colorado, Boulder
BA in Psychology, University of California, Berkeley
NIMH Postdoctoral Fellow, Columbia University, Department of Child and Adolescent Psychiatry, New York, NY
Internship, Yale University, Department of Psychiatry, New Haven, CT

Honors

2011 Founding Board of Directors and Advisory Board of Directors Vietnamese American Psychological Association (VAPA)
2008 Fellow Rockway Institute Center for LGBT Psychology Research, Education & Public Policy San Francisco, California
2001 Board of Directors Asian American Community Involvement (AACI): Providing behavioral/mental health and social services to the disadvantaged, with an annual budget of over $7 millions San Jose, California
1999 NARSAD Young Investigator Award, National Alliance for Research on Schizophrenia and Depression
1993 APA Minority Fellowship, American Psychological Association

Courses

Stress, Resilience and Psychopathology: Research Seminar
Clinical and Ethical Issues
Principles of Psychotherapy

Scholarship and Contributions to the Field

Tiet, Q. Q., Brooks, J., & Patton, C. (2024). Risk factors of PTSD and substance use disorders in clinical and counseling psychology doctoral students. Psychological Trauma: Theory, Research, Practice, and Policy. https://dx.doi.org/10.1037/tra0001803
Tiet, Q. Q., Davis, L., Rosen, C. S., Norman, S. B., Leyva, Y., E., & Duong, H. (2024). Factors associated with increased substance use disorder care in VA PTSD specialty outpatient treatment. Journal of Dual Diagnosis, 20(3), 223-235. https://doi.org/10.1080/15504263.2024.2348105
Park, V. M. T., Ton, V., Yeo, G, Tiet, Q. Q., Vuong, Q., & Gallagher-Thompson, D. (2019). Vietnamese American dementia caregivers’ perceptions and experiences of a culturally tailored, evidence-based intervention to reduce stress and depression. Journal of Gerontological Nursing, 45(9), 39-50.
Jordan, J., Samuelson, K., & Tiet, Q. Q. (2019). Impulsivity, painful and provocative events, and suicide intent: Testing the Interpersonal Theory of Suicide, Suicide and Life-Threatening Behavior, 49(4), 1187-1195.
Tiet, Q. Q., Duong, H., Davis, L., French, R., Smith, C., Leyva, Y., & Rosen, C. (2019). PTSD Coach mobile application (app) with brief telephone support and Pre- and Post-intervention outcomes on PTSD, depressive symptoms and quality of life, Psychological Services, 16 (2), 227-232. http://dx.doi.org/10.1037/ser0000245
Prins, A., Bovin, M. J., Smolenski, D. J., Marx, B. P., Kimerling, R., Jenkins-Guarnieri, M. A., Kaloupek, D. G., Schnurr, P. P., Kaiser, A. P., Leyva, Y. E., Tiet, Q. Q. (2016). The Primary Care PTSD Screen for DSM-5 (PC-PTSD-5): Development and evaluation within a Veteran primary care sample, Journal of General Internal Medicine, 31(10), 1206-11. doi.10.1007/s11606-016-3703-5
Tiet, Q. Q., Leyva, Y., Moos, R., Frayne, S., Osterberg, L., & Smith, B. (2015). Diagnostic accuracy of the Screen of Drug Use (SoDU) in primary care, JAMA Internal Medicine, 175(8), 1371-1377. doi:10.1001/jamainternmed.2015.2438
Tiet, Q. Q., *Davis, L., Rosen, C. S., Norman, S. B., *Leyva, Y., E., & *Duong, H. (in press). Factors associated with increased substance use disorder care in VA PTSD specialty outpatient treatment. Journal of Dual Diagnosis.
Meyer, O. L., Park, V. T., Kanaya, A. M., Farias, S. T., Hinton, L., Tiet, Q. Q., Vuong, Q., Nguyen, S., Harvey, D., & Whitmer, R. A. (2023). Inclusion of Vietnamese Americans: Opportunities to understand dementia disparities. Alzheimer's & Dementia: Translational Research & Clinical Interventions. 2023 Apr-Jun;9(2):e12392. doi: 10.1002/trc2.12392. eCollection 2023 Apr-Jun. PubMed PMID: 37251911; PubMed Central PMCID: PMC10209515
Browne, K. C., *Levya, Y., Malte, C. A, Lapham, G. T, & Tiet, Q. Q. (2022). Prevalence of medical and non-medical cannabis use among veterans enrolled in primary care, Psychology of Addictive Behaviors, 36(2), 121 - 130. https://doi.org/10.1037/adb0000725
*McCue, M. L., Fisher, A. N., Johnson, K. R., Allard, C. B., & Tiet, Q. Q. (2022). Veteran Suicide Exposure: Associations with Guilt, PTSD, and Suicidality. Journal of Veterans Studies, 8(3): X, pp. 1–12. DOI: https://doi.org/10.21061/jvs.v8i3.317
*McCue, M. L., Fisher, A. N., Johnson, K. R., Bariani, A., Cabral, M. M., Allard, C. B., Tiet, Q. Q., & Edmonds, S. (2021). Exposure to civilian casualties is related to guilt and suicidality in Post 9/11 veterans of Iraq and Afghanistan. Military Behavioral Health, 9, 110-117. https://doi.org/10.1080/21635781.2021.1904065
Tiet, Q. Q., & Moos, R. H. (2021). Screen of Drug Use: Diagnostic Accuracy for Stimulant Use Disorder. Addictive Behaviors, 112, 106614. https://doi.org/10.1016/j.addbeh.2020.106614
Tiet, Q. Q. & Moos, R. H. (2021). Strong associations among PTSD, pain, and alcohol and drug use disorders in VA primary care patients. Drug and Alcohol Dependence, 223, 108699. https://doi.org/10.1016/j.drugalcdep.2021.108699
Hinton, L., Nguyen, H., Pham, T., Trong, H. N., Harvey, D. J., Thanh, B. N., Thanh, B. N. T., Ngoc, A. N., Hong, C. N., Hoai, T. N. T., Le, T. N., Phuong, A. N. T., Bich, N. N. T., Tiet, Q. Q., Nguyen, T. A., Quy, P. N. (2019). A pilot cluster RCT to test the preliminary efficacy of an Alzheimer’s family caregiver intervention in Hanoi, Vietnam. Alzheimer’s & Dementia, 15(7), P924. https://doi.org/10.1016/j.jalz.2019.06.4705
Tiet, Q. Q., *Leyva, Y., Browne, K., & Moos, R. H. (2019). Screen of Drug Use: Diagnostic accuracy for cannabis use disorder, Addictive Behaviors, 95, 184-188. https://doi.org/10.1016/j.addbeh.2019.02.010
*Jordan, J., Samuelson, K., & Tiet, Q. Q. (2019). Impulsivity, painful and provocative events, and suicide intent: Testing the Interpersonal Theory of Suicide, Suicide and Life-Threatening Behavior, 49(4), 1187-1195. 10.1111/sltb.12518
Park, V. M. T., Ton, V., Yeo, G, Tiet, Q. Q., Vuong, Q., & Gallagher-Thompson, D. (2019). Vietnamese American dementia caregivers’ perceptions and experiences of a culturally tailored, evidence-based intervention to reduce stress and depression. Journal of Gerontological Nursing, 45(9), 39-50. https://doi.org/10.3928/00989134-20190813-05
Park, V. M. T., Ton, V., Tiet, Q. Q., Vuong, Q., Yeo, G., & Gallagher-Thompson, D. (2019). Promising results from a pilot study to reduce distress in Vietnamese American dementia and memory loss caregivers. Alzheimer’s & Dementia: Translational Research & Clinical Interventions, 5, 319-327. https://doi.org/10.1016/j.trci.2019.05.006
Tiet, Q. Q., *Duong, H., *Davis, L., *French, R., *Smith, C., *Leyva, Y., & Rosen, C. (2019). PTSD Coach mobile application (app) with brief telephone support and Pre- and Post-intervention outcomes on PTSD, depressive symptoms and quality of life, Psychological Services, 16 (2), 227-232. http://dx.doi.org/10.1037/ser0000245

Nicole Gutierrez

Biography

Dr. Sabatini Gutierrez is an Associate Professor in the Couple and Family Therapy program at Alliant International University, and the Branch director at the Irvine campus. Her research interests include transgenerational and interpersonal trauma, sexuality across the lifespan, vicarious traumatization and self-of-the-therapist development, chemical dependency in the family, and anti-carceral clinical practices. In her clinical work, Dr. Sabatini Gutierrez specializes in treating various forms of trauma, including sexual trauma, adults who experienced childhood abuse, and trauma related to different forms of oppression. She also has extensive experience treating dual diagnosis substance use disorders and other co-occurring mental health disorders.

Professional Interests

Vicarious traumatization and post-traumatic growth of therapists; self-of-the-therapist development; sexual trauma; sexual identity development; addiction and the family; and addressing multiculturalism and client centered advocacy in education and clinical supervision.

Education and Certifications

BA in Psychology - University of California, San Diego
MA in Couple and Family Therapy - Alliant International University, Irvine
PsyD in Couple and Family Therapy - Alliant International University, Irvine

Courses

Trauma and Crisis Intervention in MFT
Chemical Dependency and the Family
Sex Therapy; MFT Theories II
Couple Therapy; MFT Practicum
Advanced Family Therapy II (PhD)
Advanced Professional Practice (PhD)

Scholarship and Contributions to the Field

Espinoza, S., Sabatini-Gutierrez, N., Dadras, I., Lee, K. I., Duran, M., & Garabedian, A. (2025). A Family Centered Approach to Mandated Reporting: An Anticarceral Praxis for Couple and Family Therapists Working With BIPOC Families. Journal of Marital and Family Therapy, 51(3), e70022.
Nleko, G., & Gutierrez, N. S. (2025). Rejunctive Moves Toward Systemic Healing: A Contextual Family Therapy Approach to Father’s Absence. Family Process, 64(1), 1–7.
Sabatini Gutierrez, N. (2019). Symbolic-Experiential Relationship Therapy. In J. Lebow, A. Breunlin, & C. Douglas (Eds.), Encyclopedia of Couple and Family Therapy. New York, NY: Springer International. Advance online publication.
Sabatini Gutierrez, N., Espinoza, S., Farzaneh, I. (2023, August). Transgenerational Trauma and Substance Use Disorders: Ethics of Care and Client-Centered Advocacy. Presented at the IVAT Annual conference, San Diego, CA.
Sabatini Gutierrez, N., & Natrajan-Tyagi, R. (2018, November). Examining vicarious trauma, sexuality, and relationships of female therapists: A qualitative study. Roundtable Paper presented at the annual NCFR Conference. San Diego, CA.
Sabatini Gutierrez, N., & Snead, K.L. (2024). An integration of collaborative language systems and symbolic-experiential family therapy with transnational families. In K. Hertlein (Ed.), International Handbook of Couple and Family Therapy.
Tarver, M. L., Seshadri, G., Gutierrez, N., Fontus, F., & Boykins, B. (2025). No Shame, All Gain: The Influence of Sex Positive Learning on the Sexual Health of Black Women, a Feminist Study. Journal of Feminist Family Therapy, 37(1/2), 23–41.

Irwin Rosenfarb

Biography

Irwin Ford Rosenfarb, Ph.D. is a Professor in the San Diego Clinical Psychology PhD Program at the California School of Professional Psychology (CSPP) of Alliant International University. Dr. Rosenfarb received his B.A. (with High Honors) from Stony Brook University and his Ph.D. from the University of North Carolina - Greensboro. He also completed an APA-Accredited clinical psychology internship in the Department of Psychiatry & Behavioral Sciences at the University of Washington. Prior to coming to Alliant, he was a Post Doctoral Scholar in the Clinical Research Center for the Study of Schizophrenia at the University of California, Los Angeles, an Assistant Professor at Auburn University in Auburn, AL, a staff psychologist at Veteran's Administration Medical Center in Charleston, SC, a Research Psychologist at the Veteran's Administration Medical Center in Brentwood, CA, and a Clinical Assistant Professor in the Department of Psychiatry at the University of California, San Diego.

He has served as a Principal Investigator on a National Institute of Mental Health research grant and has served on the San Diego County Mental Health Board as well as on the San Diego Psychological Association Board of Directors.

Professional Interests

Expressed emotion; family dynamics; trauma; attachment; schizophrenia, bipolar disorder, depression.

Education and Certifications

Post-Doctoral Scholar, Clinical Research Center for the Study of Schizophrenia, University of California, Los Angeles
PhD, University of North Carolina at Greensboro
Psychology Intern, University of Washington School of Medicine
BA, State University of New York at Stony Brook

Scholarship and Contributions to the Field

Maitino, A.A., Rosenfarb, I.F., Glaser, D.N., & Keller, M.C. (submitted). An evolutionary investigation of depressed mood: The relationship between stressful life events and patterns of depressive symptoms.
Sharma, R., Rosenfarb, I.F., & Bhavsar, V. (submitted). First episode of psychosis in Guam: The role of ethnicity and neighborhood factors.
Juan, MC. & Rosenfarb, I.F. (submitted). Psychosocial stress, social support, and the escalation of schizotypal symptoms in Latino and White individuals.
Rosenfarb, I.F. & Leseur, C. (in preparation). Effects of child and adult trauma on post-traumatic stress disorder and psychosis in adults with severe mental illness.
Foster, E., Cardinelli, J., Chand, R., & Rosenfarb, I.F. (in preparation). Effects of COVID-19 on post-traumatic stress disorder symptoms and grief among mental health clinicians.
Teles, M., Callan, J., Rosenfarb, I.F., & Judd, P. (2020, March). Attachment, emotion regulation, and substance use among substance using adults. Poster presented at the annual meeting of the Society for psychoanalysis and psychoanalytic psychology, New York.
- Winner, 2020 American Psychoanalytic Association Outstanding poster award
Rosenfarb, I.F. (2020, November). Discussant. In D. Lopez (Chair), Cultural and Contextual Factors Affecting Individuals with Schizophrenia-Spectrum Disorders Across the Illness Trajectory. Symposium presented at the annual meeting of the Association for Behavioral and Cognitive Therapies (conference held virually).
Gurak, K., Maura, J., Weisman de Mamani, A., Martinez de Andino, A., & Rosenfarb, I.F. (2018). "Racial and ethnic diagnostic patterns in schizophrenia spectrum disorders." Chapter to appear in C. Frisby & W. O'Donohue (Eds.), Cultural Competence in Applied Psychology: Theory, Research, Practice, and Evaluation. New York: Springer Publications.
Abel, S.L.M., Rosenfarb, I.F., Mausbach, B.T., & Cardenas, V. (2017). "Enhancing the Functional Adaptation Skills Training (FAST) Treatment for Individuals with Schizophrenia: A Treatment Comparison Study." Schizophrenia Bulletin, 43 (suppl 1), S51. doi: https://doi.org/10.1093/schbul/sbx021.133 (abstract).
Rosenfarb, I.F., Triana, S., Nuechterlein, K.H., Ventura, J., & Breitborde, N.J.K. (2016). "Expressed emotion and the escalation of depressive symptoms in individuals with recent-onset schizophrenia." Early Intervention in Psychiatry. doi: 10.1111/eip.12307.
Rosenfarb, I.F. (2016). "Are people with bipolar disorder merely eccentric?: A review of the movie, Infinitely bipolar bear." PsycCRITIQUES. 61(23). doi: dx.doi.org/10.1037/a0040337.
Rosenberg, M., & Rosenfarb, I.S. (2015). Schizophrenia and creativity. Schizophrenia Bulletin, 41 (suppl 1), S61. doi:10.1093/schbul/sbv010 (abstract).
Rosenfarb, I.S. (2014). "Psychosocial risk factors for the development of schizophrenia." San Diego Psychologist, 29 (1), 1, 7-10.
- lead article begins on page one.
Rosenfarb, I. (2014). "Is depression an adaptation?" [Review of the book The Depths: The Evolutionary Origins of the Depression Epidemic by Jonathan Rottenberg]. PsycCRITIQUES, 59(44). doi: 10.1037/a0038233.
Rosenfarb, I.S. (2013). "A functional analysis of schizophrenia." Psychological Record, 63, 1-18. - issue's lead article.
Rosenfarb, I. (2012). "Does the DSM need another axis?" [Review of the book Strengthening the DSM: Incorporating resilience and cultural competence, by B. Garcia and A. Petrovich]. PsycCRITIQUES, 57(2). doi: 10.1037/a0026686.
Rosenfarb, I.S. (2012). "The irony of masked depression." [A review of the video Men and Depression, 2011]. PsycCRITIQUES, 57(38). doi: 10.1037/a0029270
Juan, M.A., & Rosenfarb, I.S. (2011). "Psychosocial stress, social support, and the escalation of schizotypal symptoms in Latino and White individuals." Schizophrenia Bulletin, 37 (Suppl.1), 269 (abstract).
Sharma-Gopinath, R., & Rosenfarb, I. (2011). "An ecological study of psychotic disorders in Guam: Exploring social risk factors." Schizophrenia Bulletin,37 (Suppl.1), 61 (abstract).
Rosenfarb, I.S. (2010). "Functional analytic psychotherapy and psychoanalysis." In J.W. Kanter, M. Tsai & R.J. Kohlenberg (Eds.), The Practice of Functional Analytic Psychotherapy (pp. 83-96). New York: Springer Press.
Rosenfarb, I.S., Borghei, S., Mullane, A.A., & Ventura, J. (2009). "Increasing cohesion and quality of life among residents living in a board and care environment." Schizophrenia Bulletin, 35 (Supp 1), 304. (abstract).
Smerud, P.E., & Rosenfarb, I.S. (2008). "The therapeutic alliance and family psychoeducation in the treatment of schizophrenia: An exploratory prospective change-process study." Journal of Consulting & Clinical Psychology, 76, 505-510.b- reprinted as Smerud, P.E., & Rosenfarb, I.S. (2011). The therapeutic alliance and family psychoeducation in the treatment of schizophrenia: An exploratory prospective change-process study. Couple and Family Psychology: Research and Practice, 1(S), 85-91.
Smerud, P.E., Rosenfarb, I.S., & Friedlander, M.L. (2007). "Alliances and family psychoeducation: A prospective change-process study." Schizophrenia Bulletin, 33, 605-606. (abstract)
Rosenfarb, I.S., & Juan, M.A. (2006). "Schizotypal personality disorder." In J.E. Fisher & W. O'Donahue (Eds)., Practitioner's guide to evidence based psychotherapy (pp. 592-598). New York: Springer Publications.
Rosenfarb, I.S., Bellack, A.S., & Aziz, N. (2006). "Family interactions and the course of schizophrenia in African-American and White patients." Journal of Abnormal Psychology, 115, 112-120.
Rosenfarb, I.S., Bellack, A.S., & Aziz, N. (2006). "A sociocultural stress, appraisal, and coping model of subjective burden and family attitudes toward patients with schizophrenia." Journal of Abnormal Psychology, 115, 157-163.
Rosenfarb, I.S., Bellack, A.S., Aziz, N., Kratz, K.M. & Sayers, S.L. (2004), "family transactions, and patient stabilization in schizophrenia." Journal of Abnormal Psychology, 113, 109-115.
Rosenfarb, I.S., Miklowitz, D.J., Goldstein, M.J., Harmon, L.H., Nuechterlein, K.H., & Rea, M.M. (2001). "Family transactions and relapse in bipolar disorder." Family Process, 40, 5-14.- abstracted in Clinician's Research Digest
Rosenfarb, I.S., Nuechterlein, K.H., Goldstein, M.J., & Subotnik, K.L. (2000). "Neurocognitive vulnerability, interpersonal criticism, and the emergence of unusual thinking by patients with schizophrenia during family transactions." Archives of General Psychiatry, 57, 1174-1179.
Rosenfarb, I.S., Becker, J., Khan, A., & Mintz, J. (1998). "Dependency and self-criticism in bipolar and unipolar depressed women." British Journal of Clinical Psychology, 37, 409-414.
Goldstein, M.J., Rosenfarb, I.S., Woo, S., & Nuechterlein, K.H. (1997). "Transactional processes which can function as risk or protective factors in the family treatment of schizophrenia." In H.D. Brenner, W. Boker, & R. Genner (Eds.), Towards a comprehensive therapy for schizophrenia (pp. 147-157). Gottingen: Hogrefe & Huber.
Rosenfarb, I.S., Goldstein, M.J., Mintz, J., & Nuechterlein, K.H. (1995). "Expressed emotion and subclinical psychopathology observable within the transactions between schizophrenic patients and their family members." Journal of Abnormal Psychology, 104, 259-267.- abstracted in Clinician's Research Digest
Rosenfarb, I.S., Becker, J., & Khan, A. (1994). "Perceptions of parental and peer attachments by bipolar and unipolar depressed women." Journal of Abnormal Psychology, 103, 637-644.- abstracted in Clinician's Research Digest
Rosenfarb, I.S., Becker, J., Khan, A., & Mintz, J. (1994). "Dependency, self-criticism, and perceptions of socialization experiences." Journal of Abnormal Psychology, 103, 669-675.
Rosenfarb, I.S., Burker, E.J., Morris, S.M., & Cush, D. (1993). "Effects of changing contingencies on the behavior of depressed and non-depressed individuals." Journal of Abnormal Psychology, 102, 642-646.
Rosenfarb, I.S. & Aron, J. (1992). "The self-protective function of depressive affect and cognition." Journal of Social and Clinical Psychology, 11, 323-335.
Rosenfarb, I.S., Newland, M.C., Brannon, S.E., & Howey, D.S. (1992). "Effects of self-generated rules on the development of schedule-controlled behavior." Journal of the Experimental Analysis of Behavior, 58, 107?121

Debra Bekerian

Biography

Debra Bekerian received her PhD from the University of California, Berkeley, in experimental psychology. After graduating she took a position at the Medical Research Council, Applied Psychology Unit, Cambridge, UK as a senior researcher, where she focused on applied memory issues. Her interest in memory and trauma led her to become a licensed Gestalt therapist, concentrating on Gestalt group psychotherapy. She has published extensively on memory issues and has written and co-edited books on applied psychology and offender profiling.

Professional Interests

Cognitive-affective models of emotion
Effects of early trauma on cognition
Psycho-social determinants of health outcomes
Gestalt approach to group psychotherapy

Education and Certifications

PhD, University of California, Berkeley, 1978

Courses

Cognitive and Affective Basis of Behavior
Group Psychotherapy
Research Practicum

Scholarship and Contributions to the Field

Bekerian, D.A. (2006). "Libraries: Linking the Past to the Future." Big C . Beijing, China
Stokes, D., Dritschel, B. & Bekerian, D.A. (2005). "The effect of burn injury on adolescents autobiographical memory." Behaviour Research and Therapy
Bekerian, D. A. & Levey, A. B. (2005). Applied Psychology: Integrating theory and practice. Oxford, Eng: Oxford University Press

PhD in Organizational Leadership

Doctorate in Organizational Leadership Overview

Elevate your expertise and redefine your professional trajectory. In this unique doctoral program, you will benefit from the collaboration of two esteemed colleges: the California School of Management and Leadership (CSML) and the California School of Professional Psychology (CSPP). Our PhD in Organizational Leadership program is designed to see you graduate with a doctoral degree in as little as three years and gain the skills and experience to be an organizational leader in the current and future AI-leveraged era.

AI is rapidly evolving and our program trains you to be ahead of the curve by meeting the unique and evolving demands of a post-COVID, AI-driven world. Students are trained in the intricacies of AI-driven decision-making, predictive analysis, and data interpretation to ensure leadership in technologically advanced settings. The program emphasizes the understanding and application of AI, its integration with leadership roles, and how it can drive organizational success.

The doctoral program is offered online and at our San Diego campus, allowing aspiring organizational leaders to choose the option that best fits their lifestyle. Both platforms include on-ground fieldwork each term. You'll learn how to drive impactful organizational development and create meaningful organizational change. Doctoral candidates also benefit from our robust professional alumni network and cutting-edge, career-expanding programs. Each program is designed to help you stand out with unique, valuable resume-building experience for success in the corporate world and academia.

ConsultEX
An unparalleled platform that converges leadership theory and practice which provides real-world, problem-solving skills. You will pair with leading businesses to consult on live projects and offer innovative solutions that can help shape the course of companies and industries.
ConsultEX.EDU
This program provides comprehensive training and mentorship, paving the way for you to explore a smooth transition from student to a potential faculty member in higher education.

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Program Highlights

Hands-on Experience

Throughout the program, you will gain practical experience in your specific area of organizational leadership through our ConsultEX, Career Architect, and ConsultEX.EDU career programs. You’ll apply that knowledge to projects within your own organization, for work on consulting projects, or to solve real issues for partner organizations.

Cohort Model

A collaborative environment that provides you with ample opportunities to network within your cohort to develop meaningful relationships. You’ll share valuable insights and experiences and sharpen your abilities for an organizational leadership role alongside individuals who share similar interests and goals.

AI Integration

Regular AI-intensive sessions and discussions on AI tools and techniques. We partner with AI-focused companies to provide guest lectures, internships, or research opportunities that deliver a deeper understanding of AI's impact on leadership.

Accelerated Timeline

An accelerated timeline allows you to complete the higher leadership program in three to four years. You'll begin with two years of leadership studies and coursework, then move on to your dissertation research, which typically takes one to two years to complete. Since classes are in the evenings and on weekends, you can work while you learn.

Practical Training (CPT)

CPT is required and intended to develop professional and applied practice-related skills and expertise in the student’s program through a variety of work and learning experiences which could involve supervised practical training and/or applied client projects. Learn More

Accreditation

The graduate studies program is accredited by the Accreditation Council for Business Schools and Programs (ACBSP), a well-respected accrediting body recognized across the country for its leading authority in business education.

Faculty

Faculty members are some of the most highly qualified and experienced individuals in their respective fields. They bring a unique combination of global leadership and practical knowledge to the classroom, preparing doctoral students to be adept in organization development relevant in various industries and sectors.

Admissions

Learn About Admissions Requirements

Admissions

Faculty

Get to Know Our Diverse Faculty

Faculty

Doctoral Degree Information

Curricular Practical Training (CPT)

Students in the PhD program are required to participate in curricular practical training as part of their experiential learning throughout the program. Practical training is intended to develop professional and applied practice-related skills and expertise in the student’s program. This is achieved through various work and learning experiences which could involve supervised practical training and/or applied client projects. This is required throughout the academic program from day one to program completion.

Domestic students can contact the CSML Professional Development (CPD) Coordinator for guidance. International students must apply for authorization for Curricular Practical Training from the Designated School Official (DSO) and schedule an appointment at least two weeks prior to the beginning of the Curricular Practical Training. Please email ISSO@alliant.edu to schedule an appointment.

Note that international students may begin curricular practical training ONLY after receiving their Form I-20 with the DSO endorsement. To be considered for Curricular Practical Training, the work must be related to your major field of study.

CSML CPT Application Process for International Students

Obtain a job offer letter from your employer. The offer letter needs the following:
1. To be on company letterhead
2. Start and end date. (For example: CPT start date is 10/17/22, End date is 08/20/2023)
3. Include specific duties to perform, office location, direct supervisor name and contact number.
4. State that it is a part-time position
5. Include the following statement: “employer agrees to cooperate with the school in achieving the curricular purposes of the employment/training”
Complete the Application for CPT and the Advisor Verification Form for CPT. These forms are located on the student portal: https://alliantintluni.sharepoint.com/sites/IntlStudent/SitePages/International-Forms.aspx
Email your offer letter and the 2 forms to your Program Director/Faculty Advisor at Alliant.
Once they have signed the forms, please follow up and email ISSO@alliant.edu. The DSO is the one who will give you the authorization to start working.
Also, if it is your first time in the USA, you will need to go to the Social Security Administration office to obtain a social security number, this process can take 2 or more weeks. Your employer will need your social security number for you to work. So please start the process as soon as possible. For the address of local Social Security Administration offices, see: www.ssa.gov

Accreditation

California School of Management and Leadership (CSML) has received accreditation from the Accreditation Council for Business Schools and Programs (ACBSP) for its organizational leadership PhD program, doctorate in business administration (DBA), MBA, and MS in data analytics programs.

As a leading specialized accreditation body for business education across the country, ACBSP accreditation certifies that the teaching and learning processes offered within CSML programs meet the rigorous educational standards established by said accrediting body. ACBSP’s mission is to promote continuous improvement and recognize teaching excellence through its recognition of business education programs throughout the world. Learn more here.

Links and Downloads

School Performance Fact Sheet

What should I expect the dissertation process to be like?

The dissertation process for the doctorate in leadership program will occupy the final year-and-a-half of your curriculum. Starting in your 11th term, you will first begin your dissertation work while completing your leadership internship. Then from your 12th term, through your final 18th term, you will focus solely on the research, development, and completion of your dissertation before its ultimate presentation before an academic review board. The doctoral dissertation process accounts for 12 of the 60 credits in this program and is done at the rate of a single dissertation class per term, starting at Term 11. With a curriculum grounded in research methods and research design, you'll develop the analytical skills to support evidence-based practices in organizational learning and strategic leadership.

What scholarship and financial aid options are available to me?

Private and public scholarships can help you meet the cost of your education, and Alliant offers institutional scholarships for many of our students. Learn more about these scholarship opportunities here. Additional financial aid is available for those who qualify in the form of loans, grants, federal work study, and military aid. Learn more in our Financial Options Guide.

When does the PhD in organizational leadership degree program start?

The organizational leadership program is offered as an eight-week term program and is open for enrollment during each of those respective enrollment periods. You can find a copy of our eight-week term academic calendar here.

What is the modality of this program?

Students do not have to be on any Alliant campus. The program is offered both online and at our San Diego campus, allowing you to choose the option that best fits your lifestyle. The program instruction of the organizational leadership online format combines distance asynchronous learning content with synchronous, one-hour live, weekly Zoom sessions in lecture-cum-office hour-Q/A style. The weekly Zoom sessions are not mandatory but are recorded and shared with the class. Field practical experience can be completed through applied learning in remote projects with clients or within their own workplaces. The field experience component makes it applicable for veterans.

How long does it take to complete the degree program?

The doctoral degree is a 60-credit program, term-based program (two months each term), and typically takes three years to complete, across 18 terms.

Whether you choose our in-person or online PhD program, you'll study applicable core courses through a challenging curriculum that is taught by our top faculty members. Some leadership studies covered in our core courses touch on organizational leadership, education leadership, cross-cultural and international management, and ethics in organizations. You will improve your leadership skills and gain mastery in strategic leadership within complex environments. At Alliant, we will provide you with the skills, knowledge, and confidence you’ll need when taking on organizational leadership roles.

Studying at Alliant connects you to a supportive research/scholar community that values diversity and inclusion.

Leila Naderi

PhD in Leadership Alumna

Why Alliant

At Alliant, our mission is to prepare students for professional careers of service and leadership and to promote the discovery and application of knowledge to improve lives. We offer an education that is accredited, focused on practical knowledge and skills, connected with diverse faculty and alumni, and aimed at the student experience.

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Why CSML

CSML is a business management school that trains you to have a competitive edge in the technology and quantitative fields. CSML offers management and leadership degrees where you can learn to guide and mentor the next generation of professionals and make your mark as an innovator in the modern business world.

Why CSML

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PhD in Industrial and Organizational Psychology

PhD in Industrial and Organizational Psychology Overview

Advance your expertise in human behavior and the workplace with a doctoral program in industrial and organizational psychology. The PhD in organizational psychology program will help you build skills in organizational diagnosis and intervention design through coursework, applied research, and real-world projects. Using a scholar-practitioner approach, our I-O Psychology program combines a commitment to diversity, cultural competency, and inclusion with an eye for organizational strategy. You'll also expand your research and data analytics skills to build new knowledge and help organizational leaders make more informed, evidence-based decisions. Your doctoral research study, a topic that fascinates you, will be your avenue for advancing thought and dialogue in your chosen area of Industrial-Organizational Psychology. You’ll develop a deep understanding of organizational culture, motivation, and individual behavior to improve employee health and well-being and facilitate positive change in the workplace. You'll engage in specialization areas to prepare you for roles as a practitioner, professor, or consultant.

PLO1: Explain and apply industrial-organizational psychology principles, concepts, models, theories, and methods.

PLO2: Explain and apply ethical and legal principles to situations in industrial-organizational psychology.

PLO3: Demonstrate a positive, proactive, and non-judgmental attitude towards diverse cultures and identities.

PLO4: Design culturally competent professional services in respective areas for diverse populations.

PLO5: Analyze data, evaluate results, and communicate findings using applied and academic research methods.

PLO6: Explain and apply research, psychometric, and people analytics concepts to problems in industrial-organizational psychology.

Program Facts

All online organizational psychology programs are accepting applications. However, please be aware that on-ground organizational psychology programs are not accepting applications.

Offered in two formats:
1. Hybrid format in Los Angeles

A schedule ideal for working professionals and international students, designed to participate in highly interactive live virtual class discussions two to three evenings per week with select on-campus in-person class meetings typically on one full weekend each month and one weekend day. Talk to an admissions counselor to see a sample schedule.
Interactive classes provide connections to professional peers, alumni, and other professionals working in the field.
Program starts in August, October, January, or March.

2. Fully online format (in U.S. States where available)

Asynchronous – a structured format with built-in flexibility
- To engage in individual and group learning activities
- To complete course assignments and submit by the established due dates.
Optional synchronous weekly live-virtual discussion hours.
Starts in August or January.
Designed for 3 years (15 terms of 8 weeks each), year-around, with a part-time option.
Post-masters PhD degree.
66 units.
Transfer credits for past doctoral courses are allowed up to 25% of the program units (16 units).
Highly reputable and supportive faculty with research and professional experience.
Alumni engage students by teaching courses, guest-speaking, and networking.

To learn more about this industrial organizational psychology program and other offerings, get in touch today. You’ll find videos featuring our university president, dean of CSPP, and faculty, along with numerous interactive features!

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Program Highlights

Schedule for Working Professionals

Hybrid format provides highly interactive live virtual lectures, class discussions, and peer learning two to three evenings per week with select on-campus in-person class meetings typically on one full weekend each month and one weekend day. Four starts each year: August, October, January, and March Terms.

Online program consists of asynchronous courses where you complete coursework each week on your own schedule. Two starts each year: January or August.

Experiential Training

Learn theories and cases of industrial psychology in the classroom and gain hands-on experience through class projects and real-world projects. A PhD in organizational psychology equips you to assess and design organizational interventions. An internship option is available for PhD students who qualify.

Compelling Coursework

Industrial-organizational psychology courses provide you with insight into the dynamics of individuals, teams, psychological science and organizational systems. Courses help prepare you to take a consulting approach in a variety of professional psychology practices.

Strong Network of Peers, Faculty, and Alumni

Get to know your faculty and colleagues in a supportive climate, developing working relationships that can last a lifetime. Get to know alumni in our network, other organizational psychologists, and identify job opportunities and internships through professional relationships.

Diversity, Cultural Competency, and Inclusion

Increase your cross-cultural skills with multinational, multiracial faculty and students, and support a society of inclusive excellence, and belonging. Our graduate study programs foster dialogue and engagement around diversity and inclusion.

Learn to Consult

Doctoral program courses prepare you to analyze a situation for underlying causes, then act to make a positive difference by applying the principles of organizational science. Faculty help prepare you to take a consulting approach to analyze and intervene with individuals, teams, and organizational systems.

Wide Range of Careers

Deepen your existing skills or prepare for a new career in organization development, people analytics, talent and leadership development, human resources, and talent management, and more in various industries, nonprofits, and government agencies.

Independent Research

Conduct your independent dissertation research study to contribute to human resource and organizational development, and engage in scholarly dialogue as an aspiring industrial organizational psychologist.

Admissions

Learn About Admissions Requirements

Admissions

Faculty

The faculty consists of renowned experts with years of experience in the organizational and consulting fields. Faculty members include past and current local, national, and international professional association leaders; test and intervention developers; journal editors; and consultants. Areas of expertise include the following:

Management consulting
Organization development and change management
Diversity, equity, inclusion, and belonging
Leadership and leadership development
Motivation and employee engagement
Coaching and mentoring

Faculty

Doctoral Degree Information

While our master's degree provides you with preparation in a wide variety of career practice areas in our field, the PhD program gives you further depth as well as research, analytical, and consulting skills. As a doctoral graduate, you can teach at a university, even while enjoying a career as an organizational psychologist in the industry, and express your thought leadership through writing. Some of our doctoral alumni have started successful companies.

Instructional approach

Graduate study courses of the online doctorate include change management, organizational design and process improvement, ethics, diversity and inclusion. This branch of behavioral science also covers motivation, innovation and change. Since it overlaps with social science, it further drills down to business strategy and operations, social and organizational psychology, consulting skills, a professional practice sequence, and diagnostic methods for organizational consulting. The IO Psychology graduate certificate also encompasses people analytics, human behavior, advanced statistics, research methods, human resource management, talent recruitment assessment, and selection, dissertation, and more.

Consistent with contemporary work environments, you work both individually and in groups (virtual groups for online students) in your coursework. By working in groups, you develop advanced skills in business communication, engaging with people who have different working styles, and learn through experience the importance of valuing diversity and appreciating inclusion and belonging.

Discipline-specific competencies

Students of the IO psychology graduate school are expected to acquire and demonstrate competence in several areas:

Consulting – within an organization or externally to many organizations
Analytics – people analytics for needs analysis and organizational diagnosis, program evaluation, talent assessment and selection, and academic research
Theory – social and organizational psychology, motivation, innovation and change, ethics, diversity, equity, and inclusion
Organizational intervention – leadership assessment and development, change management, organization design and process improvement
Business skills – the big picture of strategy and operations within which consulting must make a difference, business communication and presentation skills

Research and Dissertation

Our I O Psychology comes with rigorous psychological research and real-world application. Students of organizational psychology phd programs will engage in original research. They will coordinate with their faculty mentors to choose and refine a topic that will serve as the main focus of their dissertation research. The dissertation itself requires students to make a significant and original contribution to the field of Organizational Psychology.

Ready to become a doctoral student of this program?

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Links and downloads

School Performance Fact Sheets

Can I still apply for the degree program even if I don't have a degree in psychology?

No. Although there's no specific psychology course credits, applicants for the doctorate in organizational psychology should have a solid understanding of organizational behavior, research methods and statistical analysis. This knowledge is typically acquired through relevant undergraduate coursework that's expected from all applicants.

What scholarship and financial aid options are available?

How long does it take to complete the program?

The degree is a 66-credit program that can be completed in three years by focusing year-round on two courses per eight-week term, or longer if you take one course during some terms. You can find a copy of our eight-week academic calendar here.

Can I work full-time and complete the program?

Yes. You can take courses online. This graduate program at our graduate school is rigorous, so you're encouraged to discuss your personal circumstances with your admissions counselor or with a faculty member during the application process. If you're a graduate student or a professional seeking an online PhD, the industrial organizational psychology program has flexible options to support your academic and career growth.

When does the program start?

The program is offered as an eight-week term program and is open for enrollment during those enrollment periods. Applicants can apply for either a January or August start. You can find a copy of our eight-week term academic calendar here.

What is the modality of the program?

You can earn your PhD in I/O psychology degree online.

Why Alliant

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Why CSPP

Founded in 1969, CSPP was one of the nation’s first independent schools of professional psychology. Today, CSPP continues its commitment to preparing the next generation of mental health professionals through graduate-level degree programs in clinical psychology, marriage and family therapy, clinical counseling, organizational psychology, psychopharmacology, and more.

Why CSPP

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PhD in Marital and Family Therapy

Doctorate in Marriage and Family Therapy Overview

Apply today to start earning your PhD in MFT.

When you're ready to advance beyond your master's degree, our university's PhD in Marriage and Family Therapy degree offered online or on-campus will help expand your clinical practice in professional psychology and ability to treat your clients holistically. This field of psychology focuses on each aspect of who we are as individuals and as members of our various communities through the lens of human sciences.

A doctorate in marriage and family therapy strengthens your professional credibility. Through a model of scholarship and hands-on practice, the PhD marriage and family therapy education program will provide you with the skills you need to make a difference in the lives of individuals, couples, families, and the societal constructs which bind us all together. Whether your goal is pursuing a career in social work or choosing a family therapy and couple therapy profession, this challenging yet rewarding couples and family therapy program will equip you with the tools and knowledge to succeed in couple family therapy and mental health therapy practice.

As an MFT student, you'll explore the complexities of family systems and their influence on relationships, behavior, and well-being. Some of the topics covered in the PhD in marriage and family therapy program are; behavioral science, advanced couples therapy, diversity and the family, sex therapy, psychopharmacology, and more.

In addition to our 114 credit post-baccalaureate program offered on-campus, the university offers an on-campus and online 69 credit post-master's program. Learn more about our course offerings below.

State Licensure Requirements

Program Highlights

Hands-on Training

Get 300 hours of direct client contact, 100-plus supervision hours, and at least 100 professional development hours in the 114 unit PhD, giving you 600 to 1,300 hours to apply towards your license after earning your marriage and family therapy degree. Six Steps to a Successful Practicum

Service and Investment

If qualified, you can receive up to $50,000 of loan reimbursement from the National Health Services Corps in exchange for two years of work in an underserved area.

Cultural Competency

This doctorate in marriage and family therapy program has cultural competency at its core, and consistently adds culturally and linguistically qualified mental-health professionals into the health science workforce.

Compelling Coursework

In the marriage family therapy graduate program with therapy specialization, you will explore courses such as: advanced couple therapy, social basis of behavior, qualitative and quantitative research methods, and more.

Location Options

You can choose from four of California’s most desirable university locations, each with a different focus, as the home for your PhD studies: Irvine, Los Angeles, San Diego, Sacramento, or online.

Leadership in the Field of Marriage, Couples, and Family Therapy

Many of the leading pioneers in the field have taught at Alliant, including Maurizio Andolfi, Ivan Boszormenyi-Nagy, James Framo, Edwin Friedman, Jay Haley, Norman Paul, Virginia Satir, and Carl Whitaker.

The tradition continues today with leading MFT faculty, including public policy expert Benjamin E. Caldwell, common factors researcher Sean D. Davis, EFT model developer and world-renowned couple therapist Susan M. Johnson, family chemical dependency expert Ann Lawson, and international EFT trainer Scott R. Woolley.

Learn more about our faculty and its legacy of impact

Admissions

Learn About Admissions Requirements

Admissions

Faculty

Get to Know Our Diverse Faculty

Faculty

Degree Information

Concentrations

Chemical Dependency Concentration prepares you to work with those who have experienced addiction. This concentration area includes the 39 units that the California Association for Alcohol/Drug Educators (CAADE) requires for their accredited Chemical Dependency Certificate program.

Medical Family Therapy (MedFT) Concentration, a MFTC program, prepares you to work in and with the medical health care system to help those struggling with medical issues. You will be trained to work with the complex biological, psychological, relational, social, and spiritual dimensions of health care.

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School Performance Fact Sheets

Disclaimer Regarding Program Outcomes Data:

The employment and licensure data provided in the School Performance Fact Sheets (SPFS) is required by the California Bureau for Private Postsecondary Education (BPPE). The PhD program is newly launched and had no graduates in the 2022–2023 calendar year, so outcome data is not yet available.

The PhD program is in the process of seeking COAMFTE accreditation to ensure the continuation of high-quality, accredited training in systemic and relational clinical practice.

Please review our Graduate Achievement Data, which includes graduation, job placement, and licensure rates, aligned with COAMFTE reporting standards.

San Diego Graduate Achievement Data

Los Angeles Graduate Achievement Data

Sacramento Graduate Achievement Data

Irvine Graduate Achievement Data

Online Graduate Achievement Data

We provide the diversity composition of our student body, faculty, and supervisors. Please follow the links below for the related data. We hope this information will help you make an informed decision regarding your graduate study.

San Diego Diversity Chart

Los Angeles Diversity Chart

Sacramento Diversity Chart

Irvine Diversity Chart

Online Diversity Chart

Career Prospects in the Field of Marriage and Family Therapy

Our doctorate, the PhD in MFT, is an accredited doctoral program designed to advance family therapists and researchers through clinical, theoretical, and research training.

Integrated healthcare
Higher education and other educational institutions
Charitable organizations
Clinical management
Solo or Independent practice

What will I learn in the family therapy degree program?

The PhD in marriage and family therapy program can sharpen your knowledge on family dynamics and relationship issues. With the PhD family therapy degree in particular, you will be exposed to a range of therapy psychology topics, including applied therapy theories and instructional methods. Your knowledge in family studies and human development can provide valuable insights into the challenges that patients face at different stages of their lifespan. Advanced theories in systemic counseling, clinical practice, and couple and family therapy will further deepen your understanding of relational patterns, therapeutic interventions, and ethical supervision.

What scholarship and financial aid options are available?

Private and public scholarships can help you meet the cost of your higher education, and Alliant International University offers institutional scholarships for many of our doctoral students. Learn more about these scholarship opportunities here. Additional financial aid is available for those who qualify in the form of loans, grants, federal work study, and military aid. Learn more in our Financial Options Guide.

When does the program start?

The MFT PhD doctoral program is offered as a semester-long program and is open for enrollment during the fall enrollment periods. You can find a copy of our academic calendar here.

How long does it take to complete the program?

The PhD degree program can take as few as 69 credits (three years) if post-master’s, and as many as 114 credits (five years) if post-baccalaureate. This advanced doctoral path equips students with skills in evidence-based practice, and program specialization. Talk to an admissions counselor to find the best option based on your level of education.

Can I enroll in individual courses at Alliant?

Alliant only offers full academic programs. If you're interested in taking individual courses, or specific courses for licensure, we recommend exploring our Lifelong Learning and Professional Development program, which may offer what you need. You can contact them directly at ce@alliant.edu for more information.

Honors

Honors

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Faculty

Curricular Practical Training (CPT)

CSML CPT Application Process for International Students

Accreditation

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Table of Contents

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Program Facts

Faculty

Instructional approach

Discipline-specific competencies

Research and Dissertation

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Frequently Asked Questions

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Why Alliant

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Faculty

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Career Prospects in the Field of Marriage and Family Therapy

Frequently Asked Questions

What will I learn in the family therapy degree program?

What scholarship and financial aid options are available?

When does the program start?

How long does it take to complete the program?

Can I enroll in individual courses at Alliant?

Why Alliant

Why CSPP

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