Eleazar Eusebio

Eleazar Eusebio

Department Faculty
  • Department Faculty
    School Psychology
    Assistant Professor

School Psychology
The Chicago School of Professional Psychology
325 N Wells St Chicago, IL 60654
325 N Wells St
Office Location
Room 519
Office Phone
On-campus Ext.

Eleazar Cruz Eusebio, Psy.D., NCSP received his doctorate from the Philadelphia College of Osteopathic Medicine with an emphasis in school neuropsychology and cognitive behavioral therapy. Dr. Eusebio also obtained an M.A. in Psychology and an Ed.S. in School Psychology from The Citadel Graduate College and practiced as a certified school psychologist at the primary and secondary levels for three years. Prior to joining The Chicago School, he was an adjunct faculty member at the Philadelphia College of Osteopathic Medicine. He completed a nationally accredited internship in clinical psychology through the Accreditation of Psychology Postdoctoral and Internship Centers at a child and adolescent mental health institution and alternative school in Philadelphia, Pennsylvania.  

Dr. Eusebio started his career in education as a teacher and behavior interventionist for adjudicated children and adolescents in 1996. He has since worked as an applied behavior analysis therapist, autism interventionist, learning disabilities instructor, life coach, outdoor adventure educator, psychotherapist, school psychologist, and advocate for emotionally disabled youth across the continental United States. Dr. Eusebio served as founder and director of the former Enrichment Initiative at Garfield Park Preparatory Academy and is currently the director of the Center for Optimal Performance in Education (COPE) in Chicago, Illinois. Dr. Eusebio has been exploring the dynamics of optimal learning and experience in children and adolescents. His current research and pedagogical interests are in the areas of integrated biological basis of behavior, consciousness studies, executive function, mind-body awareness, Asian American mental health, and media psychology.

  • Psy.D., Philadelphia College of Osteopathic Medicine
  • Ed.S., School Psychology, The Citadel Graduate College
  • M.A., Psychology, The Citadel Graduate College
  • B.A., Biology, University of Redlands
  • Cognitive-Behavioral Therapy (CBT) Certification
  • Nationally Certified School Psychologist (NCSP)
Areas Of Expertise

Select Publications

  • Eusebio, E. (in progress). Yield: The Process of Proflection.

  • Wright, P. W. D., Hale, J. B., Backenson, E. M., Eusebio, E. C., & Dixon, S. G. (2013). Forest Grove v. T. A. Rejoinder to Zirkel: An Attempt to Profit From Malfeasance? Journal of Psychoeducational Assessment, 31(3).

  • Dixon, S. G., Eusebio, E. C., Turton, W. J., Wright, P. W. D., & Hale, J. B. (2010). Forest Grove School District v. T.A. Supreme Court Case: Implications for School Psychology Practice Journal of Psychoeducational Assessment.

  • Hale, J. B., Reddy, L. A., Decker, S. L., Thompson, R., Henzel, J., Teodori, A., Forrest, E., Eusebio, & Denckla, M. B. (2009). Development and validation of an executive function and behavior rating screening battery sensitive to ADHD. Journal of Clinical and Experimental Neuropsychology, 31, 897-912.

  • Hale, J. B., Reddy, L. A., Wilcox, G., McLaughlin, A., Hain, L., Stern, A., Henzel, J., & Eusebio, E. (2009). Assessment and intervention for children with ADHD and other frontal-striatal circuit disorders. In D. C. Miller (Ed.), Best practices in school neuropsychology: Guidelines for effective practice, assessment and evidence-based interventions (pp. 225-279). Hoboken, NJ: John Wiley.

  • McCloskey, G., Hewitt, J., Henzel, J. N., & Eusebio, E. (2009). Executive functions and emotional disturbance. In Feifer, S. G. & Rattan, G. handbook Emotional Disorders: A Neuropsychological, Psychopharmacological, and Educational Perspective. Middletown, MD: School Neuropsych Press.

Select Presentations

  • Eusebio, E (2014, September). Learning in the Age of Technology: Where Do We Go From Here? Kentucky Association for Psychology in the Schools. Louisville, KY.

  • Eusebio, E (2014, February). Yield Theory: The Art of Proflection. National Association of School Psychologists Annual Conference. Washington, DC.

  • Eusebio, E. (2013, February). When a Neuroscientist Tells a Joke, Does the Whole Brain Get it? 17th Annual Cultural Impact Conference. Chicago, Illinois.

  • Eusebio, E., Little, B., Jordan, J. (2013, January). Examining Yield and Proflection in Schools. Illinois School Psycholoigists Association Annual Conference. Springfield, Illinois.

  • Eusebio, E. (2013, April). Flow Theory and the Frontal Lobes: Bridging Optimal Performance and Executive Function. Chicago Public School District Invited Presentation. Chicago, Illinois.

  • Eusebio, E. (2012, November). Why Apathy? Socratic Roundtable on the Psychology of Political Indifference. Chicago, Illinois.

  • Eusebio, E. (2012, July). Interculturalism and Society. The Chicago School of Professional Psychology Invited Presentation. Chicago, Illinois.

  • Turton, W., Eusebio, E., Otero, T. (2012, February). Four Different Neuropsychological Perspectives Utilizing Data-Based Decision Making. National Association of School Psychologists. Philadelphia, Pennsylvania.

  • Eusebio, E. (2012, January). The Cognitive Neuroscience of Creativity and Optimal Performance. 16th Annual Cultural Impact Conference. Creativity: Pathways to Empowerment and Change. Chicago, Illinois.

  • Eusebio, E. (2011, May). Incidental Effects of Students Simulation of Tic Behaviors on Working Memory and Comprehension. International Learning and the Brain Society Conference. Chicago, Illinois.

  • Eusebio, E., Hale, J. B., McCloskey, G., Hain, L. (2010, March). Training opportunities in assessment and intervention. Frontal subcortical and executive function involvement in students with emotional disturbance. National Association of School Psychologists Annual Conference. Chicago, Illinois.

  • Eusebio, E., Lee, S., Jani, U., Suzuki, T., Thammavongsa, N. (2009, November). Training presentation of techniques and skills utilized in practice. Familial intergenerational conflict variation among immigrant Asian-Americans: Searching for appropriate cognitive behavioral model coherence. Association of Behavioral and Cognitive Therapies Annual Conference. New York, New York.

  • Eusebio, E. & Hale, J. B. (2009, February) Training opportunities in cognitive hypothesis testing. Cognitive Hypothesis Testing For Serving Children with Obsessive-Compulsive Disorder. National Association of School Psychologists Annual Conference. Boston, Massachusetts.

  • Hale, J. B., Reddy, L. A., Decker, S. L., Thompson, R., Henzel, J., Forrest, E., & Eusebio, E. (2009, February). Development of a 15-minute screening battery sensitive to ADHD. International Neuropsychological Society North American Conference. Atlanta, Georgia.

  • Eusebio, E. (2006, May). Improving elementary student reading ability through the Citadel Summer Reading Program. Thesis paper and poster presented at the South Carolina Association of School Psychologists Conference. Myrtle Beach, South Carolina.


  • Chicago Love: Documentary on effects of violence on children. RevoltTV. November 2014.

  • Bullying: Recognizing and Navigating the Problem. Good Day Chicago, August 2014.

  • Indicators of Bullying  in the Schools. WGN Morning News, August 2014.

  • The Psychology of Selfies. WCEV 1450AM, April 2014.

  • Social Media Abuse in Children. Medill Report, January 2014.

  • Virtual Social Media Suicide. WCEV 1450AM, September 2013.

  • Unsocial Media. HuffPost Live, August 2013.

  • Hazing Incident Revealed in Local School. WBEZ-NPR, August 2013.

  • When Blogs Go Dark. Salon.com, July 2013.

  • Teaching Children Good Sportsmanship. Fox News Chicago, May 2013.

  • Adventure of a Lifetime in Social Media. Post-Tribune, May 2013.

  • Facebook Vacations. NBC News, May 2013.

  • Instagram Beauty Pageants. Good Day Chicago, April 2013.

  • A Virtual Life. Insight, April 2013.

  • The Voting Brain. Insight, August 2012.

  • MDAC Offers Critical Support to the CMDS. Diversity Times, July 2012.

  • Cultural Identity: One Perspective of Self in Society. Diversity Times, May 2012.

  • Cognitive-Behavioral Interventions for Emotional and Behavioral Disorders: School-Based Practice. NASP Communique, June 2010.

  • School Psychology as a Best Career. Psych Scene, February 2009.

  • School Bullying and Racial Profiling. Good Morning America Satellite Broadcast, August 2008.

  • Taking an Active Role in Your Child's Studies. Lowcountry Parent, August 2006.

  • Music as Enrichment. Life Management Quarterly, August 2005.

Community Involvement

  • Board of Advisors, Brain Technology and Neuroscience Research Centre
  • Asian Pacific Americans for Progress (APAP) Chicago Representative
  • Asian Pacific American Society (APAS) Faculty Advisor
  • Editorial Board, Psychology and Cogntive Sciences
  • American Society for the Prevention of Cruelty to Animals
  • Lego My Ego Founder and Faculty Co-Facilitator
  • School Violence Workshop Faculty Coordinator
  • NASP Neuropsychology Interest Group
  • Amnesty International Representative
  • Therapy Dogs International
  • The Salvation Army

Professional Associations

  • American College of Professional Neuropsychology
  • American Psychological Association
    • Division 2-- Society for the Teaching of Psychology   
    • Division 6-- Behavioral Neuroscience and Comparative Psychology     
    • Division 16- School Psychology
  • Asian American Psychological Association
  • Association for Psychological Science
  • Association of Behavior and Cognitive Therapies
  • Illinois School Psychology Association
  • International Mind Brain and Education Society
  • International Neuropsychological Society
  • International School Psychology Association
  • International Learning and the Brain Society
  • National Association of Asian American Professionals
  • National Association of School Psychologists
  • National Science Foundation
  • National Society of Neuroscience


Q: Please describe your teaching philosophy

A. I teach from an orientation based on Socratic dialogue within a structured and analytical basis involving multiple learning modalities. I expect my students to come to the table with curiosity, academic integrity, and a strong desire to learn and investigate their interests and abilities. In exchange, it is my job to facilitate learning objectives by providing the student with the challenge to apply their knowledge in clinical and academic settings.

Q: Please describe your philosophy regarding the practice of psychology.

A. Psychology is a science rooted in philosophy and practice. Since ancient times, humans have attempted to understand behavior, learning, and the methods needed to improve themselves and their surroundings. My philosophy begins within the theoretical orientation of behavioral manifestation and has since developed to the practice of modern day neuropsychology and physiological psychology. I believe that the practice of psychology can only have positive results when it is practiced from a compassionate, meaningful, and authentic place.

Q: Why did you choose to enter the field of psychology?

A. As a child and the youngest of five, I often observed my family's behaviors to understand my place in the world and, quite possibly in lieu of being heard. As an undergraduate, I continued to discover the powerful effects of the mind and brain. I began to explore the connections between one's nature within society's perceived expectations and the dynamics of one's personal goals. As a teacher, I wanted to make more sense of human behavior in the context of learning and creating and, subsequently, discovered a natural fit as an educator and school psychologist.

Q: What advice would you give a student entering The Chicago School?

A. Approach your setbacks as opportunities and take feedback as constructive guidance so that you remain focused and truly in the moment. Graduate school is not for everyone, but you chose to come to The Chicago School to gain the knowledge,skills, and discipline it takes to become a professional practitioner. So, get involved as a professional, have respect for yourself and others, and enjoy the process of critical thought and academic exploration.