Dr. Michelle Bruno

Professor

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

Office Hours: Fall 2020 (Pittsburgh East)

• Mondays 2:00–4:30 p.m.
• Tuesdays 5:00–5:30 p.m.
  
• Thursdays 2:00–4:30 p.m.
  

Professional Background

Michelle Bruno (she/her/hers) 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. Recently, she completed a sports counseling certificate at California University of Pennsylvania. Bruno also recently completed training in Acceptance and Commitment Therapy.

Professional Affiliations And Leadership

• The American Counseling Association
• The Pennsylvania Counseling Association (past president, former secretary)
• PS-SAIGE Member (2018–present)
• Association of Counselor Education and Supervision
  
• Chi Sigma Iota (faculty co-advisor)
• Pennsylvania Association of Counselor Education and Supervision
  
• American School Counselor Association
  
• ACBS

Current Research Interests

• The impact of mentoring on wellness
  
• Wellness and mindfulness 
  
• Imposter Syndrome among counselors in training

Recent Publications

McCarthy, J., Shannon, E., & Bruno, M. (2020). Creative question-framing: 12 ideas for counselors-in-training, Journal of Creativity in Mental Health, DOI: 10.1080/15401383.2020.1800543

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

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 Presentations

DePaul University School Counseling Field Course (September 2020). Wellness in School Counselor Interns.

Association for Counselor Education and Supervision Conference (October 2019). Who me? 

Overcoming the Imposter Syndrome Through Mindfulness. Co-presenters: Brenda Gruhn, Bethany Williams, Liz Peace.

Pennsylvania Counseling Association (October 2019). Plugging in: Using technology to foster wellness in clinical supervision. Co-presenters: Dr. Adam Stephens, Dr. Brittany Pollard.

North Atlantic Region Association for Counselor Education (October, 2018). Getting Connected: Training Counselors in the Digital Age” Co-presenters: Dr. Brittany Pollard and Dr. Adam Stephens.

North Atlantic Region Association for Counselor Education (October, 2018). Plugging in to Wellness: Using Technology in Supervision. Co-presenters: Dr. Brittany Pollard and Dr. Adam Stephens.

Association for Counselor Education and Supervision Conference (October, 2017) Comprehensive Professional Identity Development: Infusing Supervision and Basic Skills Training. Co-presenter: Dr. Brittany Pollard.

PCA 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.”

Service

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

• Trained member of Safe Zone program
• College of Education and Communications Research Committee member
• Chi Sigma Iota faculty co-advisor
• Doctoral Subcommittee Member
• Student Issues Subcommittee Member

Courses: 2020-2021

• COUN 671-501 Diagnosis and Treatment Issues in Counseling
• COUN 634-501 Assessment for CMHC
• COUN 960-501 Field Experience CES (Doctoral Course)
• COUN 673-501 Wellness Counseling
• CPIM 738-501 Advanced Theory: Acceptance & Commitment Therapy
• COUN 667-501 Elementary Practicum
• COUN 669-501 Group Practicum
• COUN 860-501 Professional Identity in CES
• COUN 738-503: Acceptance and Commitment Therapy
  
• COUN 681-001: Mindfulness
• COUN 639-501: Group Theory
• COUN 657-501: Individual Practicum
  
  

In loving memory: Bailey

October 2006–February 2019
You can learn a lot from a dog.