Caroline S.

Profile: Caroline S. Clauss-Ehlers

Associate Professor

Caroline Clauss-Ehlers, aka CC, is a licensed psychologist (New York state license) who is bilingual in English and Spanish. CC is the program/clinical coordinator for our Programs in School Counseling and Counseling Psychology. The school counseling program prepares future generations of school counselors to work in schools. The counseling psychology program prepares students to work in mental health settings and consider doctoral study. CC's research asks: How do culture and environment foster resilience in children? How does a child 'bounce back' from adversity? CC's teaching focuses on having students develop a repertoire of clinical skills from a multicultural framework. As a mentor and advisor, she encourages professional identity development among her students. CC's service contributions include national and international activities. She is actively involved in providing the public with educational and mental health information through work with English and Spanish language media outlets.

*** For a limited time The American Counseling Association has made the first article and the introduction of the Journal of Multicultural Counseling and Development "Hearing Our Elders" series featuring an interview with Congressman Lewis available to the public.  Please click here to read “Hearing Our Elders, Celebrating Our Elders Who Led Us Across the Bridge: A Call to Action for the Academy”**

Professional Affiliations:
American Counseling Association(ACA)
Association for Multicultural Counseling and Development (AMCD)
American Psychological Association (APA)
Member, APA Division 45, Society for the Psychological Study of Ethnic Minority Issues
Division 17, Society for Counseling Psychology
Division 43, Society for Family Psychology, Secretary

Editorial Roles:
Journal of Multicultural Counseling and Development, Editor
Journal of Social Distress and the Homeless, Editorial Board
Advances in School Mental Health Promotion, Editorial Board

Board of Trustees and Advisory Board Memberships:
Rosalynn Carter Fellowships for Mental Health Journalism Advisory Board, Member
Board of Trustees, Columbia Greenhouse Nursery School, Secretary
Ser Parents (Parents magazine in Spanish), Member
Center for School Mental Health, University of Maryland, Baltimore, Member

Select Grant/Fellowship Activity
2004-2005 Rosalynn Carter Fellowship for Mental Health Journalism
Project titled The stigma of mental illnesses in Latino communities
(Fellowship amount $10,000).

2004 Rutgers Committee to Advance Our Common Purposes
Project titled Students helping students bridge the gap: Diverse perspectives on careers (Grant amount $1,900).

2003-2004 Rutgers Research Council Grant
Project titled An empirical study of cultural resilience (Grant amount $1,500).


Teachers College, Columbia University, Ph.D.
Department of Counseling and Clinical Psychology

Teachers College, Columbia University, M.Phil.
Department of Counseling and Clinical Psychology

Teachers College, Columbia University, MA, Ed.M.
Department of Counseling and Clinical Psychology

Oberlin College, AB, graduated with honors
Senior Scholar, Highest form of academic honor given by the college

Expertise & Research Interest

Child and Family Psychology

Cultural Resilience



Multicultural Competence

Research Work With Students

CC studies cultural resilience, culturally competent services, and systems that promote developmental competence. Her research seeks to understand the diverse experiences of children and families, approaches human development from a strength-based perspective, and explores how systems can promote well-being among members.

Recent & Selected Publications

Select Publications (in chronological order)

Refereed Journal Articles & Book Chapters

Pasquerella, L., & Clauss-Ehlers, C.S. (in press). Giving voice to intuition in overcoming moral distress. In J. Liebowitz (Ed.), Bursting the big data bubble: The case for intuition based decision making. Florence, KY: Taylor & Francis Group.

Clauss-Ehlers, C.S. (2014). Mission for the Journal of Multicultural Counseling and Development Special Issue:  Diversity in Higher Education. Journal of Multicultural Counseling and Development, Special Issue on Diversity in Higher Education, 42(2), 66-68.

Clauss-Ehlers, C.S., & Parham, W.D. (2014). Landscape of diversity in higher education: Linking demographic shifts to contemporary university and college counseling center practices. Journal of Multicultural Counseling and Development, Special Issue on Diversity in Higher Education, 42(2), 69-76.

Clauss-Ehlers, C.S., & Paquerella, L. (2014). Understanding retirement from a developmental perspective: The case of Mount Holyoke College. In C. Van Ummersen, J.M., McLaughlin, & L.J. Duranleau (Eds.), Faculty retirement: Best practices for navigating the transition (pp. 42-51). Sterling, VA: Stylus Publications.

Clauss-Ehlers, C.S. (2012). Vision for the Journal of Multicultural Counseling and Development. Journal of Multicultural Counseling and Development, 40(3),130-131.

Clauss-Ehlers, C.S. (2008). Sociocultural factors, resilience, and coping:  Support for a culturally sensitive measure of resilience. Journal of Applied Developmental Psychology, 29,197-212.

Clauss-Ehlers, C.S. (2008). Creative arts counseling in schools: Toward a more comprehensive approach.  In H.L.K. Coleman & C. Yeh (Eds.), Handbook of school counseling (pp. 517-530). Newbury Park, CA: Sage Publications.

Clauss-Ehlers, C.S. (2007). Extending work-family concepts to the lives of Latinas.  In M. Pitt-Catsouphes, E.E. Kossek, & P.M. Raskin (Eds.), Work-Family Encyclopedia,  Permanently archived.

Clauss-Ehlers, C.S., & Wibrowski, C. (2007). Building resilience and social support: The effects of an educational opportunity fund academic program among first- and second-generation college students. Journal of College Student Development, 24(5), 574-584.

Serpell, Z.N., Clauss-Ehlers, C.S., & Lindsey, M.A. (2007). Schools’ provision of information regarding mental health and associated services to culturally diverse families. In S.W. Evans, M. Weist, & Z. Serpell (Eds.), Advances in school-based mental health, Volume 2 (pp. 18-1- 18-17). Kingston, NJ: Civic Research Institute.

Clauss-Ehlers, C.S., Yang, Y.T., & Chen, W.J. (2006). Resilience from childhood stressors: The role of cultural resilience, ethnic identity, and gender identity. Journal of Infant, Child, and Adolescent Psychotherapy, 5, 124-138.

Clauss-Ehlers, C.S. (2004). A framework for school-based mental health promotion with bicultural Latino children: Building on strengths to promote resilience. International Journal of Mental Health Promotion, 6, 26-33.

Clauss-Ehlers, C.S. (2003). Promoting ecological health resilience for minority youth: Enhancing health care access through the school health center. Psychology in the Schools, 40, 265-278.


Clauss-Ehlers, C.S., Serpell, Z., & Weist, M.D. (2012). Handbook of culturally responsive school mental health: Advancing research, training, practice, and policy. New York, NY: Springer.

Clauss-Ehlers, C.S. (Ed.). (2010). Encyclopedia of cross-cultural school psychology. New York, NY:  Springer.

Clauss-Ehlers, C.S. (2006). Diversity training for classroom teaching: A manual for students and educators. New York, NY: Springer.

Clauss-Ehlers, C.S., & Weist, M.D. (Eds., 2004). Community planning to foster resilience in children.  New York, NY: Kluwer Academic Publishers.

Honors & Awards

2014 Rutgers University Graduate School of Education Alumni Association Outstanding Faculty Teaching Award

2014 American Counseling Association’s Association of Multicultural Counseling and Development, Exemplary Diversity Leadership Award

2006 Leader in Diversity Award from Rutgers, The State University of New Jersey

1999 City Voices Media Advocacy Award for Best Media Story of the Year