Rutgers, The State University of New Jersey
The Graduate School of Applied and Professional Psychology
About the University
About the School
Faculty and Administration Biographies
Stanley B. Messer
Nancy Boyd-Franklin
Brenna H. Bry
Cary Cherniss
Brian C. Chu
Timothy Cleary
Nancy S. Fagley
Daniel B. Fishman
Susan G. Forman
Anne Gregory
Karen Haboush
Shalonda Kelly
Ryan J. Kettler
James Langenbucher
Michael R. Petronko
Linda A. Reddy
Shireen L. Rizvi
Louis A. Sass
Elisa Shernoff
James Walkup
G. Terence Wilson
Jami Young
Clayton P. Alderfer, Professor Emeritus
Sandra L. Harris, Professor Emerita
Charles A. Maher Professor Emeritus
Kenneth C. Schneider, Professor Emeritus
Areas of Faculty Research and Clinical Work
Administration and Faculty
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Degrees Conferred, Dissertations, October 2012-May 2015
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Divisions of the University
Camden Newark New Brunswick/Piscataway
  Graduate School of Applied and Professional Psychology 2014–2016 Faculty and Administration Biographies Karen Haboush  

Karen Haboush

Karen Haboush is a core faculty member in the APA/NASP approved school psychology program. Her primary clinical and scholarly interests include personality assessment, supervision and professional development of school psychologists, comprehensive school-based mental health programs for at-risk and urban youth, integration of attachment theory and psychodynamic theories with school psychology practice, international
school psychology, play therapy, treatment of trauma and child sexual abuse, gender and ethnicity. She has published journal articles and book chapters on clinical supervision, trauma, psychological assessment, and culturally-competent psychological practice with Middle Eastern children and families. As the School Psychology Internship and Practicum coordinator, she develops school psychology practicum sites and doctoral internship
sites for the Rutgers School Psychology Internship Consortium. She maintains a full time private practice in Highland Park, New Jersey working with children and providing school consultation.  She draws on her clinical practice as well as her previous supervisory positions in school-based mental health programs when teaching and supervising to model
the integration of theory and practice. Karen is active in presenting at state and international professional groups aimed at promoting school psychology practice with traumatized and underserved children.
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