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Dr. Michelle Bruno

  • Dr. Michelle BrunoProfessor

    203 Stouffer Hall
    Indiana University of Pennsylvania
    Indiana, PA 15705
    724-357-3405 — Office
    412-824-1999 — Penn Center Office

    Office Hours

    Monday: 2:00–4:00pm (Monroeville)
    Wednesday: 2:00–4:00pm (Indiana)
    Thursday: 2:00–4:00 (Monroeville)


    Professional Background

    Michelle Bruno joined the IUP faculty in 2006. She is an LPC and was also trained as a school counselor. She received her master’s degree and doctorate at the Ohio State University in Counselor Education. Her dissertation focused on the role of trauma and family factors on mental health outcomes among female status offenders. Bruno attended Chatham College, where she received a bachelor’s degree in psychology and certification in elementary education.

    Personal Background

    Bruno grew up in the Pittsburgh area, where her parents still reside. She has three sisters and one niece (Makenzie). In addition to spending time with her family, Bruno enjoys hanging out with her black lab, Bailey (Jane). 

    Professional Affiliations and Leadership

    The American Counseling Association

    The American School Counselor Association

    The Pennsylvania Counseling Association (Past President, Former Secretary)

    Association of Counselor Education and Supervision

    North Atlantic Region of Counselor Education and Supervision (PCA representative)

    Chi Sigma Iota (Faculty Co-Advisor)

    Dr. Bruno at Leadership Training DayCurrent Research Interests

    Body Image and Self Esteem in Girls and Women

    Mental Health Literacy

    Depression and Suicidality among Teens and College Students

    Wellness and Mindfulness

    Career Readiness for Elementary Aged Children

    Gender Socialization


    Recent Publications:

    Bruno truly enjoys the process of collaboration. Several of the works listed below include current or former students.

    Bruno, M., McCarthy, J., & Kramer, C. (2015) Mental Health Literacy and Depression among Older Adolescent Males. Journal of Asia Pacific Counseling, 5(2). 53-64. doi: 10.18401/2015.5.2.1

    Bruno, M. (2013). Student Styles Questionnaire (SSQ). In  E. A. Whitfield, Feller, R.W. & C. Wood (Eds.). A counselor’s guide to career assessment instruments (6th ed.). Alexandria, VA: National Career Development Association.

    Ockerman, M., Kramer. C, & Bruno, M. (2014). From the School Yard to Cyber Space: A Pilot Study of Bullying Behaviors Amongst Middle School Students. Research In Middle Education Online.

    Recent National Presentations:

    Association for Counselor Education and Supervision Conference (October, 2015).

    Leading by Example: Using Service Learning to Teach Culturally Relevant Skills.  Co-presenter: Ashley Coombs.

    Association for Counselor Education and Supervision Conference (October, 2015).

    Into the Unknown: First-Generation Counseling Students’ Challenges and Obstacles to Success Post-Graduation. Round-table. Co-presenter: Ashley Coombs. 

    American Counseling Association (March 2015).

    Selfies: Helping Girls Embrace Positive and Strong Visions of Themselves. Co-presenters: Alisha Bashaw, Courtney Williams, & Dr. Lisa Hinkelman. 

    American School Counselor Association (July 2014).

    Children Should be Heard: Cyberbullying Lessons Learned from Middle Schoolers. Co-Presenters: Dr. Melissa Ockerman and Ms. Constance Kramer.

    Dr. Bruno at 2014 ASCA Conference Teaching Philosophy

    I view teaching as an opportunity to facilitate learning and personal growth in my students through an exchange of energy, ideas, dialogue, and passion for counseling. Being part of a student’s cognitive and professional development is a privilege awarded to those who teach. My views on teaching parallel my approach to counseling through my appreciation for the reciprocal learning that occurs because of human interaction. Based on mutual respect and the encouragement of intellectual discourse, my teaching focuses on discussion with high levels of student input and participation coupled with the academic rigor that is a necessity for graduate study in counselor education. I value teaching as an interactive process where I take seriously the task of training competent and responsible professional counselors.

    I believe that a thorough educational process must include clear goals and expectations that will help students develop into critical and analytical thinkers, competent counselors, consumers and producers of research, and leaders in the field of counseling. It is my belief that for such learning to occur I must create an environment that conveys respect and safety, coupled with a celebration of the diversity of students and unique thinkers that compose the classroom. Constructing such an environment demands focused effort as I work to earn students’ trust by demonstrating an understanding of developmental stages, cognitive complexity, and an appreciation for the variability of learning styles and personalities that my students bring to the classroom. I use a humanistic approach where students feel valued, safe, and able to take appropriate risks to enhance their learning.   In addition, classes are approached using the principles of feminist pedagogy, which incorporates race, gender, and class in the selection of teaching practices and aims to emphasize personal connections among participants and to include affective and experiential learnings through the mutual construction of knowledge by teachers and students (Choate, 2004). 

    Modeling the high expectations that I hold for my students, I continually seek to improve my effectiveness as an instructor. Operating with the belief that my instructional efficacy has a direct impact on student outcomes and competence as counselors, I work diligently to infuse student feedback, solicit suggestions from peers, and incorporate learning from professional development into my pedagogical approach to graduate instruction. I strive to help students achieve counseling competence and to develop strong professional identity.

    Dr. Bruno and MakenzieService:

    Working to blend her passion for advocacy, experience in research, and dedication to mentoring together thru service, Bruno most recently has been involved in the following activities:

    • APSCUF Representative Council Member (Fall 2012-Spring 2014)
    • Research Institute Advisory Board Member (Fall 2008-present) Chair 2013-present.
    • Trained Member of Safe Zone program (Fall 2006-present)
    • College of Education and Educational Technology Research Committee member (Fall 2008-present)
    • Chi Sigma Iota Faculty Co-Advisor 2010-present

    Upcoming Courses

    Dr. Bruno and BaileyFall 2016:

    Wellness Counseling (Indiana)
    Definitions and models of wellness are presented. A theoretical model of human change processes is examined. Using a specific model of wellness in combination with the model of change, students explore human change and wellness from personal and interpersonal perspectives. Current methods and research on habit change, incorporating concepts of commitment, adherence, and maintenance of change are considered.

    Group Theory (Monroeville)
    This course is designed to provide students an understanding of group theory and processes. Considerable emphasis is placed upon ethical and professional issues related to groups, characteristics of group stages, techniques designed to foster healthy/therapeutic group dynamics, and how groups influence individuals as they relate to common concerns or problems. This course provides exposure to groups designed to meet the needs of clients/students across the life span. The course will enable students to evaluate the outcomes of group counseling in order to be a more effective group facilitator. This class also requires a 10 hour personal growth group experiential component, fulfilling the CACREP group experience requirement for counseling department students. Prerequisite: None. 

    Basic Counseling Skills (Monroeville) - COUN 617
    Practice in developing effective basic counseling skills, including active listening, attending, building rapport, and demonstrating empathy. Observing, interviewing, and consulting procedures are developed.