Eleazar Eusebio



Eleazar Eusebio

Department Chair

School Psychology
The Chicago School of Professional Psychology
Address Map of 1015 15th St NW Washington DC 20005
Office 420
1015 15th Street NW
Washington, DC 20005
Office Phone

Eleazar Cruz Eusebio, Psy.D., NCSP is Chair of the School Psychology Department in Washington, D.C. For seven years prior to joining the D.C. campus, he was an associate professor at the University's Chicago campus and was recognized by his colleagues with the Distinguished Teaching Award in Public Service Teaching, the Faculty of the Year Award for Service Learning, and the Ted Rubenstein Inspired Teaching Award. He has been nominated three times for the Distinguished Teaching Award for Excellence in Teaching.

Dr. Eusebio obtained his doctorate from the Philadelphia College of Osteopathic Medicine with a specialization in School Neuropsychology and certification in Cognitive Behavioral Therapy. He completed a post-doc and an APPIC/APA doctoral internship at a childrens mental health hospital where he received advanced clinical training in the Rorschach, Autism Diagnostic Observation Schedule, psychopharmacological and therapeutic interventions, and various personality, objective, and projective assessments within acute and outpatient hospital settings. He 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 public, private, and alternative schools, hospital settings, and private practice settings since 2005. He began his career as an interventionist and Behavioral teacher for adjudicated children and adolescents in 1995. He has since worked as an applied behavior analysis therapist, gifted and talented consultant, learning and attention disabilities instructor, behavioral coach, outdoor adventure educator, psychotherapist, licensed school psychologist, graduate trainer, neuroeducational consultant, psychometrist, school administrator, advocate and teacher for emotionally disabled youth across the continental United States.

An innovator in the field, Dr. Eusebio served as founder and director of the Enrichment Initiative at Garfield Park Preparatory Academy, the Mentorship Program with Chicago Public Schools, and is director of the Cognitive Affective Neurodevelopmental (CAN) Lab and founder and adviser of the Asian Pacific American Society (APAS). His research and pedagogical interests are in neurodiversity, neuroethics, the biological basis of behavior, affective neuropsychology, interpersonal neurobiology, executive function, culturally diverse mental health systems, neurotechnology, neuroeducation, and media psychology. He has been interviewed and featured in over 50 television, radio, and online broadcasts as well as various print media publications and full length documentaries.

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, 7, 16
Member Asian American Psychological Associaiton
Member Asian American Advancing Justice
Founder Asian Pacific American Society
Member Association for Psychological Science
Member National Association of School Psychologists
Member International School Psychologists Association
Member District of Columbia Association of School Psychology
Member Maryland School Psychologists Association
Member Virginia Academy of School Psychologists
Member Illinois School Psychologists Association
Member International Mind Brain and Education Society
Member International Neuropsychological Society
Member International Neuroethics Society
Member Learning and the Brain Society
Nationally Certified School Psychologist (NCSP)
Cognitive-Behavioral Therapy (CBT) Certification
Licensed School Psychologist
Interpersonal Neurobiology Certification
Community Involvement
Role Organization
Editor Journal of Psychology and Behavioral Medicine
Editorial Board International Journal of School & Educational Psychology
Editorial Board The International Journal of Educational Psychology and Technology
Board of Advisors Brain Technology and Neuroscience Research Centre
Associate Editor Journal of Psychology and Cogntive Sciences
Director The Mentorship Program with Chicago Public Schools
Director The Enrichment Initiative at Garfield Park Academy
Faculty Advisor Asian Pacific American Society (APAS)
Officer Asian Pacific Americans for Progress (APAP) Chicago
Co-Chair (Inaugural) Provost's Diversity Advisory Board at TCSPP
Member NASP Neuropsychology Interest Group
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
Personality Disorders
Diversity Cultural Issues
Diversity Issues
Ethnic Identity Development
Social Justice and Advocacy
Ethical & Legal Issues Adverse Impact
Media/Pop Culture Media Psychology
Neuropsychology/Neuroscience Applied Neuroscience
School Psychology Cultural Diversity
International School Psychology
School Neuropsychology
Therapeutic/Theoretical Orientation Art Therapy
Cognitive-Behavioral Therapy
Title Location Date
Teaching and Counseling the Developing Brain: The Critical Role of Executive Function The Chicago School of Professional Psychology. CE Professional Development Workshop. Washington, D.C. February 2018
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
The Frontal Lobes: Optimal Learning and Executive Function Chicago Public Schools. Training Opportunities For Special Services Professionals. Chicago, IL April 2013
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

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), p. 29-38.

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), p. 17-27.

Eusebio, E. (2010). Review of Cognitive-Behavioral Interventions for Emotional and Behavioral Disorders.. NASP Communiqué, 38 (8), p. 12.


Eusebio, E. C. (2017). Learning and the Brain in the Age of Artificial Intelligence. Psychology and Cognitive Sciences. 2 (2). (p. 3-5).

Media Exposure

Chicago Love 2: Documentary on Effects of Violence in Children. Revolt TV, February 2018

Raising Socially Conscious Kids. Carolina Parent, December 2017

3 Simple Ways to Go on a Facebook Diet. NBC News, November 2017

Region's Schools Wrestle with Bullying Issue. Times Herald-Record, November 2017

These 9 Things Will Help you Feel as Smart as You Swear You Used to Be. BuzzFeed, November 2017

Four Ways to Get into Your Back to School Routine. WUSA9, August 2017

Tips to Make the Back to School Transition Easier Than Ever. Great Day Washington, CBS, August 2017

Experts Weigh In On This Advice For Ending Your Kids’ Nagging. Simplemost, August 2017

What Parenting Experts Have To Say About This Hair Tie Trick That’s Going Viral. Simplemost, July 2017

Can Coloring or Playing Sudoku Really Boost Your Brain Power?. NBC, May 2017

Analysis of the Facebook Murderer. Xinhua News, China, April 2017

When Preteens Drink and Use Drug. 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

Virtual Identity Suicide. Radio Islam, November 2015

Can You Hear Me Now: The Rise of Youth Suicide. Documentary on WCRX FM and PRX Public Radio. May 2015

Chicago Love: Documentary on Effects of Violence in 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. NPR All Things Considered, 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