Dr. Michelle Bruno

Professor

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

Office Hours

Monday: 2:00–4:30 p.m. (Pittsburgh East)
Wednesday: 1:30–3:30 p.m. (Pittsburgh East)
Thursday: 3:00–3:30 p.m. (Pittsburgh East)

mbruno@iup.edu

Professional Background

Michelle Bruno joined the IUP faculty in 2006. She is an LPC and was also trained as a school counselor. She has obtained her Sports Counseling Certificate (California University of Pennsylvania). 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)

Current 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

Cyberbullying

Recent Publications:

Dr. 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 (6^th 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, 2017)

Comprehensive Professional Identity Development: Infusing Supervision and Basic Skills Training

Association for Specialists in Group Work Conference (February, 2018)

• Matters of the Mind – Infusing Mindfulness Activities into Group Work
• You Want to Talk about What? Ten Tips for Addressing Sensitive Issues in Groups

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.

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 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 Communications Research Committee member (fall 2008–present)
• Chi Sigma Iota faculty co-advisor (2010–present)

Courses 

Fall 2017:

COUN 617: Basic Counseling Skills (Pittsburgh East)

COUN 639: Group Theory and Experience (Pittsburgh East)

COUN 667: Elementary Practicum (Pittsburgh East)

Spring 2018:

COUN 615: Counseling across the Lifespan (Pittsburgh East)

COUN 657: Individual Practicum (Pittsburgh East)