Stouffer Hall 203Indiana University of Pennsylvania
Indiana, PA 15705
412-824-1999—Pittsburgh East Office
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.
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.
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.
“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.”
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:
October 2006–February 2019 You can learn a lot from a dog.