Marla Ruth Brassard
B.A., Whitworth College (Psychology); Ph.D., Columbia University (Educational Psychology).
Professional License and Certification: Applied Psychologist in New York; Certified School Psychologist in states of New York, New Jersey, and Massachusetts.
For the past 20 plus years Professor Brassard has been studying psychological maltreatment - its assessment, the emotional injuries and behavioral problems that result, and the contextual factors that moderate the effect of maltreatment, particularly the role of schools, teachers and peer relationships. She also studies psychological aggression in the teacher-student and peer relationships and its impact on children's functioning as part of a longitudinal study of 800 secondary school children followed from middle school through high school. She is a co-author/editor of 4 books, 2 on psychological maltreatment, 1 text on preschool assessment, and numerous research articles and chapters. She was a co-chair of the task force that wrote the Guidelines for the Psychosocial Evaluation of Suspected Psychological Maltreatment (APSAC, 1995) which is the standard for forensic practice and governmental agency investigation. She teaches courses on family as the context in child development, personality and behavioral assessment of children and adolescents, a practicum on psychological assessment where student's perform comprehensive forensic evaluations of clients in the Center for Educational and Psychological Services. Clinically, she has worked in schools (preschool-high school), a prison, and clinics with normally developing as well as maltreated and other troubled children and youth and their families.
Brassard, M. R., & Boehm, A. E. (2007). Preschool assessment: Principles and practices. New York: Guilford Press.
Morris-Rothschild, B., & Brassard, M. R. (2006). Teachers' conflict managment styles: The role of attachment styles and classroom managment efficacy. Journal of School Psychology, 44 (2), 105-121.
Brassard, M. R., & Donovan, K. M. (2006). Defining psychological maltreatment. In M. Feerick, J. F. Knutson, Trickett, P. K., & Flanzer, S. (Eds.), Child abuse and neglect. Baltimore, MD: Brookes Publishing.
Brassard, M. R., & Rivelis, R. (2006). Psychological and physical abuse. In G. Bear & K. Minke (Eds.), Children's Needs III: Understanding and Addressing the Developmental Needs of Children ;(pp. 799-820).
Binggeli, N., Hart, S., & Brassard, M. R. (2001). Psychological maltreatment of children (Child abuse and neglect series). Newbury Park, CA: Sage.
HBSK 5031: Family as a context for child development
Prerequisite: Any introductory developmental psychology course. Examines theories of family functioning and empirical evidence of family processes that mediate child and adolescent development outcomes. Emphasis on family factors associated with childrens cognitive, emotional, and academic development, including home-school collaboration and social functioning within cultural contexts. Materials fee: $10.
HBSK 5273: Supervised fieldwork in remedial reading and school difficulties: Supervised experience in supervision
Advanced doctoral students are supervised in their supervision of the comprehensive psychoeducational assessments with clients in the Center for Educational and Psychological Services performed by first-year school psychology students enrolled in HBSK 6380.
HBSK 5321: Individual psychological testing II
Permission required. This is a year-long course open to Ed.M. and doctoral students in School Psychology. Background, administration, and interpretation of major psychological tests from both nomothetic and ideographic perspectives. Both courses cover the administration of major cognitive and personality measures and the interpretation and integration of data into case reports. Lecture plus lab/supervisory section. Supervisory fee: $100; materials fee: $50 per term.
HBSK 6578: Research in applied educational psychology: Family and school violence
Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.
HBSK 6903: Research-independent study in reading
Permission required. Advanced students work with professor on research projects related to literacy skills across the lifespan.
Documents & Papers
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