E. Cruz Eusebio, PsyD, NCSP

Distinguished Associate Professor
Department of School Psychology
Faculty Council Chair-Chicago
The Chicago School of Professional Psychology
325 N. Wells Street #519
Chicago, IL 60654, USA

E-mail: eeusebio@thechicagoschool.edu


Dr. Eusebio is an Associate Professor in the Department of School Psychology. Earlier, he was an Assistant Professor and Director of the Center for Optimal Performance at The Chicago School of Professional Psychology. He is a Nationally Certified School Psychologist, a Certified Cognitive Behavioral Therapist, and a Certified Online Instructor. He holds a Psy.D. in School Psychology with a focus in School Neuropsychology from the Philadelphia College of Osteopathic Medicine. He earned an Ed.S. in School Psychology and an M.A. in Psychology from The Citadel Graduate College and holds a B.A. in Biology from the University of Redlands.
Dr. Eusebio teaches at the graduate psychology level. He has worked in education for 20 years and started his career as a mentor and teacher for incarcerated youth. He has since worked as an applied behavioral analysis therapist, outdoor recreation instructor, autism interventionist, learning specialist, psychotherapist, and certified school psychologist. His expertise includes a wide range of specialties including child, adolescent, and family therapy, executive function, optimal learning experiences, mind-body awareness, diagnosis and assessment, media psychology, the neurodevelopmental mind, and advances in neurotechnology.

Research Interest

His research interests include: Neurodevelopment of children and adolescents, Interpersonal neurobiology, Intercultural and diverse experience, Executive function and emotion, the subconscious mind, Optimal performance, Proflection, media psychology, and the connections between Mind, Body, Media and Technology.

Scientific Activities


• Faculty Development and Promotions Committee Large Grant Award. The Chicago School of Professional Psychology (2012)
• Faculty Development and Promotions Committee Award. The Chicago School of Professional Psychology (2012)
• Service Learning Award for The Enrichment Initiative. The Chicago School of Professional Psychology (2011)
• Kappa Delta Pi International Honor Society in Education (2001)
• Psi Chi International Honor Society in Psychology (2001)


• Asian American Psychological Association
• American College of Professional Neuropsychology
• American Psychological Association
• Association for Behavior and Cognitive Therapies
• Association for Psychological Science
• Illinois School Psychology Association
• International Mind Brain and Education Society
• International Neuropsychological Society
• International School Psychology Association
• International Learning and the Brain Society
• National Association of School Psychologists


• Asian Pacific Americans in Psychology founder at The Chicago School (2014-Present)
• Board of Advisors, Brain Technology and Neuroscience Research Centre, Sri Lanka (2012-current)
• Asian Pacific Americans for Progress (APAP) Chicago Representative (2012- Present)

• Keynote Selections Committee Chair (MCIC, The Chicago School, 2014-2015)
• Multicultural and Diversity Affairs Committee Chair (The Chicago School, 2012-2013)
• Ombudsman Committee Co-Chairperson (The Chicago School, 2012-2013)
• Presidents Blue Ribbon Diversity Task Force Co-Chair (The Chicago School, 2012-2013)



1. Dixon SG, Eusebio EC, Turton WJ, Wright PWD, Hale JB. Forest Grove School District v. T.A. Supreme Court Case: Implications for School Psychology Practice. Journal of Psychoeducational Assessment. 2010. doi: 10.1177/0734282910388598
2. Hale JB, Reddy LA, Decker SL, et al. Development and validation of an executive function and behavior rating screening battery sensitive to ADHD. Journal of Clinical and Experimental Neuropsychology. 2009; 31, 897-912. doi: 10.1080/13803390802687423
3. Hale JB, Reddy LA, Wilcox G, et al. Assessment and intervention for children with ADHD and other frontal-striatal circuit disorders. In Miller DC (Ed) Best practices in school neuropsychology: Guidelines for effective practice, assessment and evidence-based interventions . Hoboken, NJ: John Wiley & Sons. 2009; 225-279. doi: 10.1002/9781118269855.ch11
4. McCloskey G, Hewitt J Henzel JN Eusebio E. Executive functions and emotional disturbance. In Feifer, S. G. & Rattan, G. handbook Emotional Disorders: A Neuropsychological, Psychopharmacological, and Educational Perspective. Middletown, MD: School Neuropsych Press. 2009.