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William James College Inc.

 One Wells Avenue
 Newton, MA 02459
[P] (617) 327-6777
[F] (617) 327-4447
http://www.williamjames.edu/
advancement@williamjames.edu
Robert Whittaker
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INCORPORATED: 1978
 Printable Profile (Summary / Full)
EIN 04-2620216

LAST UPDATED: 01/04/2019
Organization DBA William James College
Former Names Massachusetts School of Professional Psychology (2015)
Organization received a competitive grant from the Boston Foundation in the past five years No

Summary

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Mission StatementMORE »

We are an independent, accredited, nonprofit professional school of psychology that educates culturally sensitive professionals to improve the mental health of individuals and organizations. Emphasizing experiential education, we attract developing professionals eager to become leaders and to advance mental health care.

Mission Statement

We are an independent, accredited, nonprofit professional school of psychology that educates culturally sensitive professionals to improve the mental health of individuals and organizations. Emphasizing experiential education, we attract developing professionals eager to become leaders and to advance mental health care.

FinancialsMORE »

Fiscal Year June 01, 2018 to May 31, 2019
Projected Income $26,550,000.00
Projected Expense $26,050,000.00

ProgramsMORE »

  • Academic Centers of Excellence
  • Bachelor’s Degree in the Psychology and Human Services Program
  • PATHWAYS Program (Providing Academic, Therapeutic & Healthy Ways to Achieve Youth Success)
  • The Dr. Leon O. Brenner Center for Psychological Assessment & Consultation
  • The Richard I. and Joan L. Freedman Center for Child and Family Development (Freedman Center)

Revenue vs. Expense ($000s)

Expense Breakdown 2017 (%)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

For more details regarding the organization's financial information, select the financial tab and review available comments.


Overview

Mission Statement

We are an independent, accredited, nonprofit professional school of psychology that educates culturally sensitive professionals to improve the mental health of individuals and organizations. Emphasizing experiential education, we attract developing professionals eager to become leaders and to advance mental health care.

Background Statement

Founded in 1974, William James College is a leading, fully accredited professional school of psychology located just outside of Boston. The largest graduate training institution of psychologists in New England, the college offers Masters and Doctoral programs in Clinical Psychology, Counseling Psychology, School Psychology, and Organizational Leadership Psychology. In 2017, William James College expanded its graduate school curriculum to include a Bachelor’s completion program – the only one of its kind in New England. The Bachelor of Science Degree in the Psychology and Human Services program (BS-PHS program) partners with community colleges and human services employers to place students and the underemployed on mental health career pathways. The college’s Core Values are: (1) Experiential Education: Integrate rigorous academic instruction with substantial clinical experience. (2) Social Responsibility: Educate providers to meet a diverse society's evolving mental health needs including cultural competence and language training. Develop programs and partnerships to ensure access to mental health care for all persons. And, (3) Personal Growth: Foster a supportive, challenging and available learning environment that pays careful attention to personal and professional development.

The school enrolls over 750 students. From the first day students arrive on campus, they work directly with clients and patients in real world environments—with close mentoring from our practitioner faculty and field supervisors. The college partners with more than 350 organizations for field placements for our students.

Core to its mission, William James College sees itself as an agent of change in our communities, in our state, and across our nation. Transformation happens on a practical level in the lives of those we train and those we treat—but it also happens on a broader level, as we actively work to change the conversation around mental health and wellness. William James College leads the way in equipping professionals to meet the mental health challenges of our diverse society.

William James (1842-1910), the founder of American psychology is considered to be one of the most influential and innovative thinkers of the 19th century, and he was the mentor to, among others, John Dewey, the architect of experiential learning. William James championed diversity and access to education across race and gender lines; he promoted openness to wide ranging social perspectives; and he promoted a more practical application of psychology. We're proud to attach our institution to James' important legacy.


Impact Statement

In FY 2017, William James College expanded its curriculum and initiated its vanguard Bachelor's of Science program in the Psychology and Human Services field. In FY 2016, the college’s top accomplishments were: launching the Center for Multicultural and Global Mental Health; receiving American Psychological Association accreditation for 7 years, increasing the number of graduates, and receiving a second HRSA grant. Also in FY 2016, the College launched the Capital Campaign for William James College. The Campaign for William James College will advance five initiatives: faculty scholarship and teaching, children and families mental health, military and veterans’ psychology, multicultural and global mental health, and facilities and infrastructure. The school would also like to increase the number of quality applications for 2016-2017, and create opportunities for community members and industry thought leaders to convene and collaborate on issues critical to mental health, including but not limited to: revitalizing our Women's Series, initiating a President's Series, and offering seminars to the community on pertinent topics, such as Geropsychology and Train Vets to Treat Vets.


Needs Statement

William James College launched The Campaign for William James College, which will advance five areas of the school. We are hoping to raise $10 million to be dispersed among different initiatives. They will advance their programs in Children and Families Mental Health, Military and Veterans Psychology, and Multicultural and Global Mental Health – with anticipated costs of $2.5 million for each project. $1 million for each initiative will directly support student scholarships while the remaining $1.5 million will support clinical research, program innovation, and support experiential on-site education. They would also like to increase funding for Faculty Scholarship and Teaching by $1 million and funding for Infrastructure and Environment by $1.5 million.


CEO Statement

Thank you for your interest in William James College.
 
For more than 40 years, our talented faculty and dedicated staff have been educating professionals to bring psychological theory and skills to businesses and organizations, health care systems, correctional facilities, community mental health centers, schools and consulting rooms. Evolving from the Massachusetts School of Professional Psychology, ours is a college that is committed to educational excellence in applied psychology and to developing the next generation of culturally sensitive professionals to make a difference in our community.
 
With 75% of children failing to receive necessary mental health care;businesses and organizations requiring leadership and alignment of needs to create healthy and productive work environments;anywhere from 18-30% of our troops returning from the wars in Iraq and Afghanistan experiencing significant anxiety, depression and substance abuse disorders;80% of those in prison estimated to have mental illness and less than 2% of mental health providers able to offer language and culturally sensitive mental health services, there is a critical need to attract and to educate professionals with strong sense of Social Responsibility. James' unfailing emphasis on practical psychology informs the curricula of each of our major departments and encourages graduates to look towards service to the community.
 
James' student Dr. John Dewey developed the pedagogical model of Experiential Education that integrates rigorous academic instruction with closely-supervised clinical training. Graduates leave us with thousands of hours of experience in the very practice settings that they will assume upon completing their degrees. Practiced professionals in the community and on our faculty attend to the Personal Growth of students through advising meetings, group discussion and weekly, individual hours of supervision. Since professionals are the instruments of change, an education at William James College is as much about developing self-knowledge as acquiring command of psychology research and theory.
The variety of training programs equip professionals to work as consultants and clinicians in schools, courts, hospitals, rehabilitation centers, substance abuse recovery programs, community mental health centers, business and private practice with children, adults and families. The faculty and the student body across all degree programs support each other by sharing research findings, clinical experience and insight from their specialty areas of mental health.
 
Our commitment to language and culturally sensitive mental health care brings students to Costa Rica, Ecuador and other Spanish-speaking countries to increase language fluency and an awareness of cultural differences that might impact treatment. The school's investment in recruiting military veterans, who can become mental health providers with the clinical skills and special insight into the emotional needs of troops and their families, is a further example of its investment in culturally sensitive care.
 
Fieldwork in more than 350 hospitals, clinics, schools, businesses and non-profit organizations provides a rare opportunity to educate our students while enhancing the mental health services and psychological sophistication of our partner organizations. Whether this effort is at the level of coaching senior executives, assessing student needs in schools, working in the courts, helping medical patients to cope more effectively with an illness or helping adults to understand themselves better, William James' integrative model of instruction provides a value-based education that trains professionals who are able to "Meet the Need and Make a Difference."
 
We welcome your interest, your ideas and your energy along with the opportunity to work with you to create your future. Thank you for your interest in us.
 
Nicholas A. Covino, PsyD ( bio)
President
 

Board Chair Statement



Geographic Area Served

STATEWIDE
NATIONAL
INTERNATIONAL
GREATER BOSTON REGION, MA



Organization Categories

  1. Education - Graduate & Professional Schools
  2. Mental Health & Crisis Intervention - Mental Health Treatment
  3. Public & Societal Benefit - Alliances & Advocacy

Independent research has been conducted on this organization's theory of change or on the effectiveness of this organization's program(s)

No

Programs

Academic Centers of Excellence

The college gathers its faculty, students, guest faculty, and researchers to deepen our understanding of concerns in the world of mental health and help our students become excellent generalists and specialists who address pressing societal needs. These Centers of Excellence include, but are not limited to:

Military and Veterans Psychology trains culturally competent mental health professionals to provide services to military service members, veterans, and their families, offering a supportive community for student veterans, family, and friends of military personnel and those interested in working with veterans and military families.

Multicultural and Global Mental Health Center of Excellence (CMGMH) trains, educates, mentors, and prepares a cadre of professionals to address mental health disparities, serve culturally diverse individuals and communities, and diversify the workforce through such programs as the Latino Mental Health Program and Black Mental Health Initiative.

Budget  --
Category  Social Science; General/Other Psychology
Population Served General/Unspecified Veterans Minorities
Program Short-Term Success 

100% of graduating students who matriculated through a Center of Excellence will demonstrate an increased skill set to serve marginalized and vulnerable populations.

Program Long-Term Success 

Long-term, the Academic Centers of Excellence at William James College will train, educates mentor, and prepare a cadre of professionals to address mental health disparities, serve culturally diverse individuals and communities, and diversify the workforce.

Program Success Monitored By  Progress and success will be evaluated using student self-assessments, staff observation, and summative assessments. Summative assessments include staff evaluations of internship and practicum work, as well as academic testing to measure understanding and accumulation of increased skills as a mental health professional.
Examples of Program Success 

Through MVP last year, 11 William James College trainees provided clinical services in six different settings, providing 25,905 hours of service, specifically to veterans, including individual psychotherapy, group therapy, family therapy, and psychological testing. And, in the 2017-2018 academic year, enrollment of student veterans has risen to 50, the highest enrollment since the start of the Center in 2009.

Over the past year, CMGMH has organized a series of professional development events and provided culturally-sensitive training and education to hundreds of students, providers, and community members. Moreover, WJC students and faculty have actively participated in international service learning programs in Ecuador, Guyana, Haiti, and Kenya. CMGMH’s cultural immersion programs this summer will have a new focus on faculty engagement. 


Bachelor’s Degree in the Psychology and Human Services Program

William James College is offering its vanguard Bachelor’s completion program to assist students in developing their careers in mental health and human services, enhancing their competitiveness for more rewarding and better paying positions while enriching and diversifying the workforce. 
 
Eligible students will have an Associates of Arts (AA) or Associates of Science (AS) degree or 45 undergraduate semester credits from an accredited college or university and encompass: full and part-time community college students seeking entry-level positions in human services; current employees of human services agencies seeking to advance their careers and deepen their understanding of human behavior and social issues; and former community college graduates who are seeking new careers as entry-level human services caregivers and practitioners. This 3-year, work-friendly bachelor’s program uses a blended, cohort learning model, combining online courses with an on-campus course 1-2 Saturdays a month.
Budget  --
Category  Education, General/Other Postsecondary Education
Population Served General/Unspecified Adults Unemployed, Underemployed, Dislocated
Program Short-Term Success 
As a new initiative in the 2017-2018 academic year, William James College strives to:
  • Enroll 20 students in its Bachelor's completion program annually for the first 3 years; and,
  • Guide 95% of those students through to graduation.
Program Long-Term Success  William James College seeks to assist students in developing their careers in mental health and human services, enhancing their competitiveness for more rewarding and better paying positions while enriching and diversifying the workforce.
Program Success Monitored By  Progress and success will be evaluated using program and academic records, student self-assessments, staff observations, and summative assessments - to include academic testing. All results will be utilized to inform and shape current and future programming. 
Examples of Program Success  As this is a new program, there have been no opportunities to measure program success as of yet.

PATHWAYS Program (Providing Academic, Therapeutic & Healthy Ways to Achieve Youth Success)

First piloted in 2013 by William James College, PATHWAYS is a vital high school-based program that helps the Boston Public Schools (BPS) fill a gap by providing mental health services and individual strategies to support underserved students and their families/caregivers. Dedicated to offering multi-faceted mental health services to reach the most underserved youth, PATHWAYS provides counseling services to urban youth who have experienced a range of traumatic life events, including the unexpected lost of a parent or close family member, a history of chronic abuse and neglect, direct exposure to domestic and community violence, and homelessness. The program also offers mentorships, expressive arts therapy, and Operation Graduation – a service provided to those juniors and seniors most at risk of dropping out – at select schools. pasting

As a model of excellence in urban education, PATHWAYS will deliver to students a comprehensive set of unique services for managing behavioral health issues, making positive choices, and choosing healthy alternatives culminating in high school graduation and a bright, productive future.

Budget  --
Category  Mental Health, Substance Abuse Programs, General/other Specialized Therapy
Population Served Adolescents Only (13-19 years) At-Risk Populations Poor,Economically Disadvantaged,Indigent
Program Short-Term Success 

PATHWAYS strives for student success through the following outcomes: 

· 2 parent workshops will be facilitated during the academic year;
· 50% of families will engage in at-home visits; and,
· 70% of participating students will advance to the next grade level and/or graduate high school.
Program Long-Term Success  Long term, 100% of Boston's youth participating in the PATHWAYS program will graduate high school and have access to and be engaged in comprehensive, culturally-sensitive, evidence-based, and trauma-informed mental health services. Through community parent groups, 100% of these students' families will understand and be engaged in their child's mental health and well-being, ensuring stronger communities for future generations.
Program Success Monitored By  Progress and success will be evaluated using program and school attendance records, student self-assessments, staff observations, satisfaction surveys, and summative assessments. All results will be used to inform and shape current and future programming. 
Examples of Program Success 

During the 2014-2015 academic year, 60 students were referred to PATHWAYS, of which 41 received a total of 296 counseling sessions, an average of just over 7 sessions per individual. More than half of these students received counseling services for 5 or fewer sessions, and 7 received counseling for 16 or more sessions. As a result, 72% of students in the PATHWAYS program had positive outcomes through all grade levels, with 56% passing to the next grade level, 12% graduating, 10% transferring to another district school or to a special needs school, 17% being held back, and 2% dropping out. In addition, this rate of progress through grade levels was higher than the overall student outcomes in one partner school.

**Data from last academic year is still being compiled.


The Dr. Leon O. Brenner Center for Psychological Assessment & Consultation

The Dr. Leon O. Brenner Center for Psychological Assessment and Consultation at William James College provides comprehensive psychological assessment to address problems of learning and adjustment for children, adolescents and adults. On the Center’s staff are senior psychologists, doctoral students, and post-doctoral fellows who work as a team to provide comprehensive evaluations, jargon-free reports, consultation and advocacy to facilitate the implementation of assessment recommendations.

Our thorough, accessible reports provide invaluable information to therapists, physicians, educators, employers, families and individuals to assist with educational planning, job performance, psychotherapy and personal growth. William James College has always endorsed the tremendous value of a thoughtful and thorough psychological assessment in improving treatment and educational plans and in improving quality of life. The Brenner Center provides this invaluable service.

Budget  $400,000.00
Category  Mental Health, Substance Abuse Programs, General/other
Population Served Adults Children and Youth (0 - 19 years) Aging, Elderly, Senior Citizens
Program Short-Term Success 

At the end of the year, we will have added a service designed to help diagnose dementia in geriatric populations and provide patients with cognitive rehabilitation / memory strengthening exercises. It is our hope that 75% of clients will find these techniques useful and engage in behaviors designed to improve their quality of life and enhance their medical treatment. We will also be enlarging our Neurodevelopmental Assessments of Young Children to include an initiative to help differentiate trauma from autism in young children to help guide treatment outcomes. It is our hope that the majority of referral sources will find the resulting recommendations helpful and clients’ treatment outcomes will improve.

Program Long-Term Success 

At the Brenner Center, we provide psychological testing to children, adolescents, transitional aged youth, adults, and geriatric populations. We are dedicated to providing quality assessments to underserved populations throughout the state. The long-term goal for our program is to ensure that everyone can receive culturally and linguistically competent psychological reports that take into account the impact of trauma, poverty, acculturation, and resources. We do this in the hopes of ensuring that all children with neurodevelopmental (autism), learning, attention, cognitive, or emotional issues are correctly identified and assessed as early as possible to promote success and reduce the impact of misdiagnosis/mistreatment. We promote this goal by providing school systems with educational trainings upon request and a state discount, as well as by serving some of the lower paying insurances (MBHP). We track this by monitoring the number of referrals we receive from various public school systems, the number of diagnostic corrections we are able to make, and the number of re-referrals. We also do research on client satisfaction, recommendation adherence, and progress as a quality control check.

Program Success Monitored By 

During feedback sessions, clients are given a satisfaction survey about their experience and the quality of their report/recommendations. A William James College graduate student is presently involved in a research project aimed at calling clients one year after the completion of their evaluation to assess recommendation satisfaction, adherence, and problems. That project will help to enhance the future recommendations made by our clinic.

Examples of Program Success 

We have been able to serve over 250 clients this year, providing them with reports they otherwise would not have had. We have established and maintained collaborative relationships with four local school systems, all of which have re-referred multiple students. We have also established referral connections with several local private schools. These schools have been complimentary of our final products, acted on our recommendations, and sent additional students to our program for testing. Furthermore, we were recently able to help an adolescent with FASD get placed in an appropriate transitional living program by determining a co-morbid autism spectrum disorder that had previously been missed. This child’s mother wrote us a very thoughtful email thanking us for helping her improve her son’s future. She also gave our program’s name to several organizations as a referral resource.


The Richard I. and Joan L. Freedman Center for Child and Family Development (Freedman Center)

The Freedman Center connects children and families with information, providers, resources, and peers to meet their mental health and wellness needs through such services as:

Primary Project, a nationally-known, evidenced based preventive mental health program, is designed to reduce difficulties in preschool – primary grade children who are at risk of, but not experiencing, social-emotional or school adjustment issues.
 
INTERFACE® Referral Service is a mental health and wellness referral help line, offering free, confidential service for people across the state, Monday-Friday, 9am-5pm. INTERFACE® also offers a website with resources on mental health and wellness topics relevant to adults, children, youth, and families. www.interface.williamjames.edu
 
Community Education programs help families and children, from infancy to 18 years, to navigate a variety of issues and include: New Mothers Groups, New Dads Groups, Parents of Adolescents Groups, Special Topic Groups, and Playgroups.
Budget  --
Category  Mental Health, Substance Abuse Programs, General/other
Population Served General/Unspecified Families Adults
Program Short-Term Success  By the end of service provision, 85% of participants, callers, and clients will have a portfolio of resources and know how to access those resources when needed. 
Program Long-Term Success 

The Freedman Center strives to create a strong community of support for those living in the Commonwealth to promote mental health and wellness. Our goal is to have 100% of our participants, callers, and clients to have access to necessary mental health networks which ensure overall wellness. 

Program Success Monitored By  Progress and success of the programming at The Freedman Center will be evaluated using a variety of measures, as appropriate to the program. These may include student self-assessments, staff observations, satisfaction surveys, and/or summative assessments. Results of all measures will be used to inform and guide future programming across all services of The Freedman Center.
Examples of Program Success 
Participants who accessed our services had the following to say: 
 
"INTERFACE offers a unique product; however, it is the service behind the product that differentiates it. Margaret [Hannah, Program Director] understands the database is a 'tool' and the real benefit comes from how the tool is used. Margaret and her team are 100% customer focused and go above and beyond to ensure the best outcome possible. INTERFACE offers a sophisticated model of care coordination with great empathy and the ability to educate callers."
- Marcy A. Ravech, MSW, Executive Director, Massachusetts Psychiatry Access Programs 

"The New Moms group provided me a safe and non-judgmental place to ask questions and meet other new moms facing the same joys and worries. It helped to boost my confidence as a new mother."

- Katie O'Hare, New Moms Group Participant


CEO/Executive Director/Board Comments

“William James College attracts and supports bright and compassionate leaders who will leave…with the skills to meet the needs in their community and make a difference. The needs that they will encounter, however, are significant. Mental Health is the overlooked crisis in health care. All of us…have a close family member with a substance abuse or mental health problem and we are quiet about it. Four of the six leading causes of disability and death in the world are related to mental health (Depression, Anxiety, Substance Abuse, Bi-polar). If you are a person of color or a soldier who wishes to obtain care, you will meet a non-Latino Caucasian civilian 90% of the time. Business loses 2 hours of productivity for every employee with a Behavioral Health Problem who is not being treated. The country loses $63 Billion dollars every year due to absenteeism and presenteeism when untreated workers show up for work, but they are impaired. Many chronic illnesses have behavioral health comorbidity. Twenty percent of Asthma patients have comorbid anxiety that interferes with their treatment. The cost of caring for someone with Diabetes and Depression is 17X greater than caring for Diabetes alone.

One in five children has a diagnosable mental illness. This means that 4 children in a class of 20 has a diagnosable mental illness. This means that the other 16 have to deal with the learning challenges of these children and it likely leads to the extreme difficulty keeping first-time teachers for more than 5 years. 30-50% leave the field. If we said that those 20% of children had heart disease or cancer, we would be sad. If we say that these 20% had the flu, we’d be concerned, and if they had a communicable disease, we would be very uncomfortable, even maybe think of leaving. But when it is mental health, we overlook it.

Because we don’t see the problem, we don’t create appropriate systems of care. We don’t budget for services and our neglect means that 70% of parents are UNABLE to obtain care!

What we fail to do for mental health adversely affects our Children, our Schools, the quality and cost of our Health Care and Justice Systems, our Economy and our Quality of Life. We must do better.

The former Surgeon General David Satcher said: ‘We have excellent, evidence based treatments in mental health, we just don’t have enough providers. Our graduates are part of the solution. These young professionals are ambassadors of hope. When people enter into mental health care, 7-8 times of 10 they get better.” – Dr. Nicholas Covino, President, 2017 Commencement Speech

Management


CEO/Executive Director Dr. Nicholas A. Covino
CEO Term Start June 2002
CEO Email Nicholas_Covino@williamjames.edu
CEO Experience

Dr. Nicholas Covino, the president of William James College, is a practicing psychologist who, before his current position, was the Director of Psychology and Director of Training at the Beth Israel Deaconess Medical Center in Boston for 20 years. He is past-President of the Society for Clinical and Experimental Hypnosis, a member of the Boston Psychoanalytic Society and Institute and a former faculty member at Harvard Medical School.

His clinical career has been devoted to caring for the psychological needs of medical patients and engaging in long-term psychotherapy with adults. His research interests have mirrored his clinical work and he is the author of 28 journal articles and book chapters in behavioral medicine and psychotherapy.

Trained in behavioral medicine and in psychoanalysis, Covino's work at William James College is the latest chapter in this career. Since becoming president in 2002, he has led the school in new directions, while maintaining its underlying mission and values, which are focused on serving the underserved and meeting the needs of a changing society. In the eleven years since he took office, the school has grown from a single-degree institution to one that now grants 12 separate master's and doctoral degrees.

Co-CEO --
Co-CEO Term Start --
Co-CEO Email --
Co-CEO Experience --

Former CEOs and Terms

Name Start End
Bruce Weiss -- --

Senior Staff

Name Title Experience/Biography
Dr. Stanley J. Berman Vice President for Academic Affairs

Temple University, 1982
Stanley Berman, PhD, is the Vice President for Academic Affairs at William James College. He holds a BA in Philosophy and History and Secondary Education from the University of Rochester, and a MEd in Psychoeducational Processes, a MA in Clinical Psychology and a PhD in Clinical Psychology from Temple University. He completed a pre-doctoral internship at Children's Hospital, Boston and then joined the staff at Children's Hospital. He was concurrently a staff psychologist at Children's Hospital and the Jimmy Fund Clinic of the Dana Farber Cancer Institute. When Dr. Berman left these two institutions, he was Director of Psychology Training at the Jimmy Fund Clinic and a Clinical Instructor in the Department of Psychiatry at Harvard Medical School.

Dr. Berman joined the faculty of William James College in 1987 and developed the Clinical Health Psychology Concentration in the Department of Clinical Psychology and the Master of Science in Clinical Psychopharmacology program. He went on to be the program developer for several of William James College's new degree programs. Dr. Berman became the Dean of Programs of Advanced Graduate Study at William James College in 2004. He has supervised the Continuing and Community Education Department, the Freedman Center, Field Education and Educational Technology during his tenure as dean. Dr. Berman has also served as a Visiting Associate Professor in the Department of Psychology at Wellesley College and as an adjunct professor at Antioch College. Dr. Berman's professional and scholarly interests are in health psychology, child psychology, global mental health and peace psychology and in higher education administration.

Mr. Dan Brent Chief Financial Officer --
Dr. Ed De Vos Associate Vice President for Research

Harvard University, 1983

Edward De Vos, EdD, is a developmental research psychologist. He is Associate Vice President for Research at William James College where he is also Teaching Faculty in the Doctoral Clinical Psychology program. Dr. De Vos is committed to evidence-based programming – collecting accurate, relevant and timely data to inform practice and policy -- working at the local, national, and international levels. Previously, Dr. De Vos has held a number of leadership positions, including: Director of Research and Evaluation for the (then) Massachusetts Executive Office of Human Services, Director of Research for the Family Violence Program at Children's Hospital - Boston, Senior Scientist and Director of the Center for Violence & Injury Prevention at Education Development Center, Director of the Pediatric and Adolescent Health Research Center at Tufts-New England Medical Center, and Director of the Pediatric Program Evaluation and Development Group at Boston University School of Medicine.

In addition to William James College, Dr. De Vos has held appointments as Associate Professor (Pediatrics)at Boston University School of Medicine; Associate Professor (Pediatrics-primary, Public Health & Family Medicine-secondary) at Tufts University School of Medicine; and Lecturer (Pediatrics) at Harvard University Medical School. He is a member of the American Psychological Association, the American Evaluation Association, the American Public Health Association and the American Statistical Association. Dr. De Vos earned his Bachelor's degree from the Massachusetts Institute of Technology (MIT), and his doctorate from Harvard University.

Dr. De Vos has extensive experience in the area of violence prevention – youth-on-youth violence, child maltreatment, intimate partner violence. In addition to serving as Principal or Co-Investigator on over 30 research projects, he has consulted at the national and international levels. He contributed to Best Practices of Youth Violence Prevention: A Sourcebook for Community Action compiled by the CDC's Division of Violence Prevention, and has consulted to the federal governments of both Germany and Colombia. Dr. De Vos has authored numerous peer-reviewed publications, abstracts and book chapters, and made frequent scholarly and professional presentations. He serves as a peer reviewer for many top tier professional journals as well as for federal agencies.

Dr. Robert Kinscherff Associate Vice President, Community Engagement

City University of New York, 1988 (Clinical Psychology)
Harvard University School of Law, 1992 (Law)

Dr. Kinscherff is a forensic and clinical psychologist and an attorney who has been at MSPP since 1999. He is Associate Vice President for Community Engagement with oversight of key service-providing programs including the Freedman Center, Brenner Center, and PATHWAYS. He is also Teaching Faculty for the Doctoral Clinical Psychology Program and for the Doctoral School Psychology Program. He was instrumental in establishing the doctoral Concentration in Forensic Psychology and the doctoral Concentration in Children and Families of Adversity and Resilience (CFAR). Dr. Kinscherff is also Faculty at the Center for Law, Brain and Behavior at Massachusetts General Hospital and Senior Associate for the National Center for Mental Health and Juvenile Justice. During 2015-16 he will be a part-time Senior Fellow in Law and Neuroscience at the Petrie-Flom Center for Health Law Policy, Biotechnology and Bioethics at Harvard Law School. He is a member of the Massachusetts Governor's Juvenile Justice Advisory Committee and the Special Commission on Sexual Offender Recidivism. Dr. Kinscherff has previously served as Assistant Commissioner for Forensic Mental Health (MA Department of Mental Health), Director of Juvenile Court Clinic Services (MA Trial Court), and Director of Adult Forensic Services (Psychiatry and Law Program, Massachusetts General Hospital). For over a decade, he taught classes at the intersection of law and psychology at Boston University Law School. For the American Psychological Association, he is a current member of the Board of Professional Affairs, and has served as Chair of the APA Gun Violence Policy Review Task Force, a past two-term Chair of the Ethics Committee (EC), Chair of the Committee on Legal Issues (COLI) and Member of the Committee on Professional Practices and Standards (COPPS). He is a past member of the Editorial Board for the Society on Terrorism Research and has been an invited participant on APA, FBI and RAND Corporation working groups involving the intersection of ethics, behavioral sciences, law enforcement and national security. His research and professional practice areas include ethical and professional practice issues in clinical and forensic mental health practice, violence risk assessment and management, juvenile and adult sexual offenders, serious delinquency and juvenile homicide, aggressive and sexually problematic behaviors among youth and adults with developmental or mental disorders, and severe and unusual forms of child maltreatment. 

Dr. Stacey Lambert Associate Vice President for Academic Affairs; Chair, Clinical Psychology Department --
Mr. Robert Whittaker Vice President of Institutional Advancement --

Awards

Award Awarding Organization Year
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Affiliations

Affiliation Year
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Member of state association of nonprofits? Yes
Name of state association --

External Assessments and Accreditations

External Assessment or Accreditation Year
American Psychological Association (APA) 2017
New England Association of Schools and Colleges 2012
National Association of School Psychologists (NASP) 2009
International Coach Federation (ICF) --

Collaborations

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CEO/Executive Director/Board Comments

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Foundation Comments

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Staff Information

Number of Full Time Staff 124
Number of Part Time Staff 75
Number of Volunteers 5
Number of Contract Staff 0
Staff Retention Rate % 98%

Staff Demographics

Ethnicity African American/Black: 14
Asian American/Pacific Islander: 6
Caucasian: 147
Hispanic/Latino: 18
Native American/American Indian: 2
Other: 12
Other (if specified): Race/Ethnicity Unknown
Gender Female: 125
Male: 74
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Under Development
Organization has Strategic Plan? Under Development
Years Strategic Plan Considers --
Management Succession Plan --
Business Continuity of Operations Plan --
Organization Policies And Procedures Under Development
Nondiscrimination Policy Yes
Whistle Blower Policy No
Document Destruction Policy --
Directors and Officers Insurance Policy --
State Charitable Solicitations Permit --
State Registration --

Risk Management Provisions

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Reporting and Evaluations

Management Reports to Board? Yes
CEO Formal Evaluation and Frequency Yes Annually
Senior Management Formal Evaluation and Frequency Yes Annually
Non Management Formal Evaluation and Frequency Yes Annually

Governance


Board Chair Mr. Donald H Siegel PC
Board Chair Company Affiliation Posternak Blankstein & Lund LLP
Board Chair Term Oct 2017 - Oct 2019
Board Co-Chair Ms. Ann Carter
Board Co-Chair Company Affiliation --
Board Co-Chair Term Oct 2017 - Oct 2019

Board Members

Name Company Affiliations Status
Peter Berenson CPAsset Management, Inc. Voting
Joseph Bonasera Summit Financial Corporation Voting
Ann Carter Rasky Baerlein Strategic Communication, Inc. Voting
Eugene D'Angelo Ph.D. Boston Children's Hospital Voting
Shani Dowd Harvard Pilgrim HealthCare Voting
Marcos Espinel ASE FINANCIAL , LLC Voting
Steven Fischman New England Development Voting
Richard Freedman Retired Voting
David Levitt Retired --
Thomas Lockerby Community Volunteer --
Samuel (Sy) Mintz Retired --
Richard O'Brien Retired --
Garrett Parker Community Volunteer Voting
Stephen Pitcher Community Volunteer --
Donald H. Siegel PC Posternak Blankstein & Lund LLP Voting
Elinor Svenson Psy.D. Self Employed Voting
John Zona Ph.D. Boston College Voting

Constituent Board Members

Name Company Affiliations Status
-- -- --

Youth Board Members

Name Company Affiliations Status
-- -- --

Advisory Board Members

Name Company Affiliations Status
-- -- --

Board Demographics

Ethnicity African American/Black: 2
Asian American/Pacific Islander: 0
Caucasian: 14
Hispanic/Latino: 2
Native American/American Indian: 0
Other: 0
Other (if specified): --
Gender Female: 3
Male: 14
Not Specified 0

Board Information

Board Term Lengths 3
Board Term Limits 0
Board Meeting Attendance % 80%
Written Board Selection Criteria Under Development
Written Conflict Of Interest Policy Yes
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions --
Constituency Includes Client Representation No

Standing Committees

  • Academic Affairs
  • Advancement
  • Community Engagement
  • Executive
  • Facilities
  • Finance
  • Human Resources / Personnel

CEO/Executive Director/Board Comments

--

Foundation Comments

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Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2017 (%)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

Fiscal Year June 01, 2018 to May 31, 2019
Projected Income $26,550,000.00
Projected Expense $26,050,000.00
Form 990s

2017 Form 990

2016 990 FY16

2015 990 FY15

2014 990 FY14

2013 990 FY13

2012 990 FY12

Audit Documents

2017 Audit - May 2017

2016 Audit - May 2016

2015 Audit - May 2015

2014 Audit - May 2014

2013 Audit - May 2013

2012 Audit - May 2012

IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2017 2016 2015
Total Revenue $27,361,098 $27,140,303 $24,987,356
Total Expenses $26,039,943 $25,298,121 $22,992,496

Prior Three Years Revenue Sources

Fiscal Year 2017 2016 2015
Foundation and
Corporation Contributions
-- -- --
Government Contributions $982,177 $824,795 $623,054
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified $982,177 $824,795 $623,054
Individual Contributions $983,122 $643,015 $537,664
Indirect Public Support -- -- $0
Earned Revenue $25,243,187 $25,740,312 $23,664,035
Investment Income, Net of Losses $115,837 $-58,650 $146,951
Membership Dues -- -- $0
Special Events $36,775 $-9,169 $15,652
Revenue In-Kind -- -- --
Other -- -- $0

Prior Three Years Expense Allocations

Fiscal Year 2017 2016 2015
Program Expense $22,673,759 $21,618,900 $19,511,361
Administration Expense $2,985,981 $2,945,004 $3,051,773
Fundraising Expense $380,203 $734,217 $429,362
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 1.05 1.07 1.09
Program Expense/Total Expenses 87% 85% 85%
Fundraising Expense/Contributed Revenue 19% 50% 36%

Prior Three Years Assets and Liabilities

Fiscal Year 2017 2016 2015
Total Assets $34,086,114 $32,844,863 $17,315,286
Current Assets $9,919,739 $8,282,738 $8,734,321
Long-Term Liabilities $17,315,722 $17,970,575 $2,500,213
Current Liabilities $4,557,475 $4,182,683 $5,787,376
Total Net Assets $12,212,917 $10,691,605 $9,027,697

Prior Three Years Top Three Funding Sources

Fiscal Year 2017 2016 2015
1st (Source and Amount) -- --
-- --
-- --
2nd (Source and Amount) -- --
-- --
-- --
3rd (Source and Amount) -- --
-- --
-- --

Financial Planning

Endowment Value $832,647.00
Spending Policy Percentage
Percentage(If selected) 5.0%
Credit Line Yes
Reserve Fund No
How many months does reserve cover? --

Capital Campaign

Are you currently in a Capital Campaign? No
Capital Campaign Purpose --
Campaign Goal $10,000,000.00
Capital Campaign Dates -
Capital Campaign Raised-to-Date Amount --
Capital Campaign Anticipated in Next 5 Years? No

Short Term Solvency

Fiscal Year 2017 2016 2015
Current Ratio: Current Assets/Current Liabilities 2.18 1.98 1.51

Long Term Solvency

Fiscal Year 2017 2016 2015
Long-term Liabilities/Total Assets 51% 55% 14%

CEO/Executive Director/Board Comments

--

Foundation Comments

Financial summary data in charts and graphs are per the organization's IRS Form 990s. Contributions from foundations and corporations are listed under individuals when the breakout was not available.

Documents


Other Documents

No Other Documents currently available.

Impact

The Impact tab is a section on the Giving Common added in October 2013; as such the majority of nonprofits have not yet had the chance to complete this voluntary section. The purpose of the Impact section is to ask five deceptively simple questions that require reflection and promote communication about what really matters – results. The goal is to encourage strategic thinking about how a nonprofit will achieve its goals. The following Impact questions are being completed by nonprofits slowly, thoughtfully and at the right time for their respective organizations to ensure the most accurate information possible.


1. What is your organization aiming to accomplish?

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2. What are your strategies for making this happen?

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3. What are your organization’s capabilities for doing this?

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4. How will your organization know if you are making progress?

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5. What have and haven’t you accomplished so far?

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