Department Chair - D.C.
Faculty Council Chair
- Washington, D.C.
- Dr. E. Cruz Eusebio
- School Psychology
The Chicago School of Professional Psychology
- Office Phone
Eleazar Cruz Eusebio, Psy.D., NCSP is Chair of the School Psychology Department in Washington, D.C. He obtained his doctorate from the Philadelphia College of Osteopathic Medicine with a specialization in School Neuropsychology and certification in Cognitive Behavioral Therapy. Dr. Eusebio previously obtained an M.A. in Psychology and an Ed.S. in School Psychology from The Citadel Graduate College in Charleston, South Carolina and a B.A. in Biology from the University of Redlands in Southern California. He has practiced as a clinician and Nationally Certified School Psychologist in the public schools, in hospital settings, and in private settings since 2006. Prior to joining The Chicago School D.C. Campus, he was a Distinguished Associate Professor in the School Psychology Department in Chicago for seven years. Before coming to his hometown of Chicago, he was adjunct faculty in the Clinical Psy.D. and School Psychology graduate programs at the Philadelphia College of Osteopathic Medicine where he served as Chair of his doctoral class and completed a nationally accredited APPIC/APA doctoral internship in Clinical Psychology at a child and adolescent mental health hospital and alternative school in Philadelphia, Pennsylvania.
Dr. Eusebio began his career as an interventionist and teacher for adjudicated children and adolescents in 1996. He has since worked as an applied behavior analysis therapist, gifted and talented consultant, learning disabilities instructor, behavioral coach, outdoor adventure educator, psychotherapist, licensed school psychologist, graduate trainer, neuroeducational consultant, psychometrist, and advocate and teacher for emotionally disabled youth across the continental United States. Dr. Eusebio served as founder and director of the Enrichment Initiative at Garfield Park Preparatory Academy and is currently the director of the Center for Optimal Performance in Education (COPE) and founder and adviser of the Asian Pacific American Society (APAS). His research and pedagogical interests are in neurodiversity, mind-body awareness, biological basis of behavior, affective neuropsychology, interpersonal neurobiology, executive function, Asian American and culturally diverse mental health systems, neurotechnology, neuroeducation, and media psychology. Dr. Eusebio has been interviewed and featured on numerous national and international television, radio, and online shows as well as various media publications..
In 2016, Dr. Eusebio was recognized by his colleagues with the Faculty of the Year Award for Service Learning from Community Partners, the Distinguished Teaching Award in Public Service Teaching, and the Ted Rubenstein Inspired Teaching Award. In 2017, he was nominated again for the Distinguished Teaching Award.
- Education History
Degree Institution Psy.D. School Psychology, Neuropsychology Philadelphia College of Osteopathic Medicine, Philadelphia, PA Ed.S. School Psychology The Citadel Graduate College, Charleston, SC M.A. Psychology The Citadel Graduate College, Charleston, SC B.A. Biology, Pre-Medicine University of Redlands, Redlands, CA
- Professional Memberships
Role Organization Member American Psychological Association, Div. 2, 6, 16, 40 Member Asian American Psychological Associaiton Member Association for Psychological Science Member Illinois School Psychologists Association Member International Neuropsychological Society Member International School Psychologists Association Member National Association of School Psychologists Member International Mind Brain and Education Society Member Learning and the Brain Society Member Asian American Advancing Justice Founder/Advisor Asian Pacific American Society
Nationally Certified School Psychologist (NCSP) Cognitive-Behavioral Therapy (CBT) Certification Licensed School Psychologist Interpersonal Neurobiology Certification (In progress)
- Community Involvement
Role Organization Board of Advisors Brain Technology and Neuroscience Research Centre Associate Editor Journal of Psychology and Cogntive Sciences Editorial Board International Journal of School & Educational Psychology Co-Chair Provost's Diversity Advisory Board at TCSPP Faculty Advisor Asian Pacific American Society (APAS) Representative Asian Pacific Americans for Progress (APAP) Chicago Director The Mentorship Program with Chicago Public Schools Director The Enrichment Initiative at Garfield Park Academy Member Commission on the Future of our University Structure Member Multi-campus Integration Conference Committee Member NASP Neuropsychology Interest Group Former Chair President's Blue Ribbon Task Force on Diversity Former Chair Multicultural Diversity Affairs Committee Former Chair Diversity Ombudsman Committee Former Chair Diversity Review Committee
- Areas of Expertise
Area Expertise Autism/Developmental Disorders Applied Behavior Analysis Autistic Spectrum Child & Adolescent Development Biological Development Identity Development Media Influence School Issues (Bullying) Clinical Psychology / Mental Health Assessment/Psychological Testing Obsessive-Compulsive Disorders Personality Disorders Psychopathology Diversity Acculturation Cultural Issues Diversity Issues Ethnic Identity Development Social Justice and Advocacy Media/Pop Culture Media Psychology Neuropsychology/Neuroscience Applied Neuroscience School Psychology Academic Interventions Cognitive Assessment Cultural Diversity International School Psychology School Neuropsychology School Supervision Therapeutic/Theoretical Orientation Art Therapy Cognitive-Behavioral Therapy
Title Location Date Neuropsychological Assessment of Children with Zika Virus Ages 0-6 APA Annual Conference, Washington, D.C. August 2017 The Pedagogy of Service Learning in the Teaching of Psychology MPA Annual Conference. Chicago, IL April 2017 Exploring Academic Engagement, Motivation, Self-Efficacy, and Peer Support Among Students in Asia APA Annual Conference. Denver, CO August 2016 Asian Pacific Americans in Psychology: Serving the Model Minority Stereotype The Chicago School of Professional Psychology 4th Annual Multi-Campus Integration Conference. Chicago, IL November 2015 Asian Pacific Americans in the Media from an Intersectionality Perspective The Chicago School of Professional Psychology. Chicago, IL May 2015 Asian Pacific American Perspectives in Higher Education and Leadership Community Panel of Leaders and Faculty. Chicago, IL May 2015 Learning in the Age of Technology: Where do we go from here? (Invited Workshop) Kentucky Association for Psychology in the Schools. Louisville, KY September 2014 Yield Theory: The Art of Proflection National Association of School Psychologists Annual Conference. Washington, D.C. February 2014 When a Neuroscientist Tells a Joke, Does the Whole Brain Get it? 17th Annual Cultural Impact Conference. Chicago, IL February 2013 Examining Yield and Proflection in Schools Illinois School Psychologists Association Annual Conference. Springfield, IL January 2013 The Frontal Lobes: Optimal Learning and Executive Function Chicago Public Schools. Training Opportunities For Special Services Professionals. Chicago, IL April 2012 Why Apathy? (Invited Presentation) Socratic Roundtable. The Center for Academic Excellence at TCSPP. Chicago, IL November 2012 Four Different Neuropsychological Perspectives Utilizing Data-Based Decision Making National Association of School Psychologists Annual Conference. Philadelphia, PA February 2012
D'Amato, R. C. & Eusebio, E. C. (2018). Understanding Our Biological Basis of Behavior: Developing Evidence-Based Interventions for Clinical, Counseling and School Psychologists. New York, NY: Springer.
Eusebio, E. C., Gundrum, C. E. (2017). Assessment and treatment of externalizing problems.. In M. Hass (Ed.) School Psychology in VietnamNew York, NY: Springer.
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. pp. 225-279). Hoboken, NJ: John Wiley.
McCloskey, G., Hewitt, J., Henzel, J. N., & Eusebio, E. C. (2009). Executive functions and emotional disturbance. In S. G. Feifer & G. Rattan (Ed.) Handbook of Emotional Disorders: A Neuropsychological, Psychopharmacological, and Educational PerspectiveMiddletown, MD: School Neuropsych Press.
Eusebio, E. C. & Zafiris, C., Gundrum, C. E. (2017). Dyscalculia. In J. S. Kruetzer, J. DeLuca, & B. Caplan (Ed.) Encyclopedia of Clinical Neuropsychology. New York, NY: Springer.
Eusebio, E. C. (2017). Evidence-Based Interventions. In J. S. Kruetzer, J. DeLuca, & B. Caplan (Ed.) Encyclopedia of Clinical Neuropsychology. New York, NY: Springer.
Eusebio, E. C., Venegas, J., & Clark, E. (2017). National Adult Reading Test and Orientation (Left-Right). In J. S. Kruetzer, J. DeLuca, & B. Caplan (Ed.) Encyclopedia of Clinical Neuropsychology. New York, NY: Springer.
Eusebio, E. C. (2017). Neurodiversity. In J. S. Kruetzer, J. DeLuca, & B. Caplan (Ed.) Encyclopedia of Clinical Neuropsychology. New York, NY: Springer.
Eusebio, E. C. & Mok, D. (2017). Orientation (Left-Right). In J. S. Kruetzer, J. DeLuca, & B. Caplan (Ed.) Encyclopedia of Clinical Neuropsychology. New York, NY: Springer.
Eusebio, E. C. (2016). Technology, Learning, and Brain. Psychology and Cognitive Sciences, SE (2) (2), p. 1-2.
Wright, P. W. D., Hale, J. B., Backenson, E. M., Eusebio, E. C., & Dixon, S. G. (2013). 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, 29 (2),
Eusebio, E. (2010). Review of Cognitive-Behavioral Interventions for Emotional and Behavioral Disorders.. NASP Communiqué, 38 (8),
Eusebio, E. C. (2017). Learning and the Brain in the Age of Artificial Intelligence. Psychology and Cognitive Sciences. 2 (2).
- Media Exposure
Chicago Love 2: Documentary, Revolt TV, TBA
Efficacy of Brain Games, NBC Better, April 2017
When Preteens Drink and Use Drugs, The Fix, March 2017
The Millennial Effect, Insight, November 2016.
The Young and the Anxious, Insight, November 2016
The Trick to Getting Smarter is Kind of Obvious, Headspace, September 2016
Can You Hear Me Now: The Rise of Youth Suicide. Documentary on WCRX FM and PRX Public Radio. May 2015.
Virtual Identity Suicide. Radio Islam, November 2015.
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. Huffington Post 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.
School Psychology as a Best Career. Psych Scene, February 2009.
School Bullying and Racial Profiling. Good Morning America Broadcast, August 2008.
Taking an Active Role in Your Child's Studies. Lowcountry Parent, August 2006.
Music as Enrichment. Life Management Quarterly, August 2005.
- Question and Answer
Please describe your teaching philosophy.
I primarily teach using the Socratic method with an emphasis on current student learning models that encompass scaffolding, experiential learning, and a solution-focused experiential approach. To me, the teacher is not the sage on the stage, but rather appears as a mentor and guide when the student is ready. My role is to provide students optimal training and scholarly opportunities through proven pedagogical methodology from the scientist-practitioner perspective.
Please provide a statement or philosophy regarding the practice of psychology.
The traditional practice of psychology has evolved into an increasingly innovative field that pulls from integrative models of neurobiology, physiology, sociology, anthropology, behavioral medicine, systems/organizational, phenomenology, and affective neuroscience. Best practices in psychology require practitioners to develop, identify, and implement research based interventions while promoting effective change using an individualized approach. I practice from a humanistic and environmental stance where we evolve within diverse cultures seeking individual contribution within a collective unconscious paradigm.
Why did you choose to enter the field of psychology?
I first chose to independently study psychology in high school out of sheer curiosity of the human mind. I read every psychology book I could get my hands on at my school and local libraries. It wasn't until I was a pre-medicine undergrad that my interests shifted to psychobiology, biochemistry, and neuroscience. I later entered the field of school psychology because of my passion for children, their education, and how to help enhance and transform their lives socially, emotionally and academically.
What advice would you give to a student entering The Chicago School?
Make learning your priority and, ultimately, your responsibility. Develop relationships with your classmates and get to know staff, professors, and all the various resources at the school to help you achieve your goals. Seek assistance early and don't be afraid to ask difficult questions. Attend as many trainings and colloquia as you can to diversify your palette and help you understand and develop your professional goals. Take time for yourself and schedule time for friends and family. Graduate school is not for everyone, so cherish each moment and take time to understand your place at the school and in the world. Faculty and staff are here to help you, so look for opportunities to engage with the community as you work on your goals.
- Professional Skills
anxiety disorders, affective neuropsychology, applied neuropsychology, assessment and diagnosis, asian pacific american psychology, autism spectrum disorders, biological basis of behavior, bullying and hate crime, child and adolescent psychology, cognitive-behavioral therapy, empirical interventions, executive function, humanistic psychology, interpersonal neurobiology, media psychology, personality disorders, psychopathology, psychotherapy, school neuropsychology