Robert J. Hoffnuny, Program Director
(203) 932-7281 phone
Robert.Hoffnung@yate.edu e-mail
(203) 937-0756 fax

Our program provides students with a core grounding in general psychological theory and an integrated approach to individual intervention, consultation and systems intervention theory, research and practice. Students can choose between community clinical-services, mental retardation services, and program development concentrations.

Students participate in field work internships in individual intervention, consultation and systems intervention, chosen the rich array of human services and community action and research settings that are available in the greater New Haven area.

Our program is offered in the early evening and on a trimester basis in order to attract students who are already working in the community and to attract applications from minorities, returning, and other nontraditional students whose work and life circumstances make it difficult to attend a daytime program. Our admission decisions include both traditional criteria such as GPA, test scores and letters of recommendation, and less traditional criteria such as work and other relevant life experiences and demonstrated commitment to the goals of community psychology.

Our program works to insure student body diversity through our national regional, and local recruiting, particularly in community and human service settings that serve and employ minority individuals; through developing field work internship settings that serve poor, minority, disables, at-risk and either non-mainstream individuals; and through the structure of our program which schedules courses in the evening on a trimester basis, to facilitate participation of part time and non-traditional students.

While our current full time faculty of six men and two women, none of whom are minority, is likely to change in the near future, we work to enhance faculty diversity through our choice of adjuncts. During the more than 25 years of our program's existence, we have developed and maintained ongoing relationships with more than a hundred diverse community field work settings. The regular presence of our students and faculty advisors in these settings provides a basis for consultative exchanges which positively impact the institutional goals, administration and intervention strategies and practices of the settings, including those related to diversity.