Professor Hass has been coordinator of the graduate program in School Psychology since 1997. He is proud that in 2005, Chapman University became the first private institution of high 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 in the school. Dr. Hass received his School Psychology training at 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 over 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.
Dr. Hass’ scholarly interests include school mental health, strength-based approaches to counseling and psychotherapy, and resilience.
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).