Margaret (Peggy) Brady-Amoon, Ph.D.
Dept of Professional Psychology and Family Therapy
Building on decades of community, volunteer, and professional experience, Peggy Brady-Amoon’s scholarship is broadly focused on educational and career development with a particular emphasis on access and opportunity for under-respected people. She has numerous peer-reviewed publications and presentations in this and related areas, many with student co-authors, and extensive editorial, review, and dissertation committee experience.
Her current projects include further examination of factors that contribute to the educational and career success of people placed at risk, midlife career transitions, and the promotion and extension of counseling psychology values. Consistent with this, Dr. Brady-Amoon sees teaching, advisement, and mentoring as collaborative processes that honor and support the development of each person’s experiences and knowledge.
Dr. Brady-Amoon is a Fellow of the American Psychological Association through the Society of Counseling Psychology and a graduate of APA’s Leadership Institute for Women in Psychology. She is licensed as a psychologist (NY), professional counselor (LPC; NJ), and certified as a school counselor (NJ).
- Ph.D., Fordham University, 2009
- P.D., Fordham University, 1999
- M.S., Long Island University, 1988
- B.A., SUNY Oswego
Hammond, M. S. & Brady-Amoon, P. (2022). Building your career in psychology. Routledge.
Hammond, M. S. & Brady-Amoon, P. (2020). Dominant contexts, institutional cultures, and individual differences. In S. Baker (Ed.), Teaching tips: A compendium of conference presentations on teaching (pp. 106-109). Society for the Teaching of Psychology. http://teachpsych.org/ebooks/teachingtips4
Brady-Amoon, P., & Keefe-Cooperman, K. (2017). Psychology, counseling psychology, and professional counseling: Shared roots, challenges, and opportunities. European Journal of Counselling Psychology, 6(1), 41-62. https://www.doi.org/10.5964/ejcop.v5i2.105
Ling, T. J., Keefe-Cooperman, K., Brady-Amoon, P., & Foley, P. F. (2017). From the micro to the macro: Training psychologists to be multiculturally competent through the application of faculty research expertise. In R. L. Miller & T. Collette (Eds.), Teaching tips: A compendium of conference presentations on teaching, 2015-16 (pp. 185-190). Society for the Teaching of Psychology. http://teachpsych.org/ebooks/teachingtips
Stutman, G., & Brady-Amoon, P. (2015). Assessing and redressing effects of second-class citizenship upon US citizen daughters of undocumented immigrants. In O. M. Espin & A. L. Dotollo (Eds.), Gendered Journeys: Women, Migration and Feminist Psychology (pp. 233–251). Palgrave Macmillan.
Fuertes, J. N., Brady-Amoon, P., *Thind, N., & *Chang, T. (2015). The therapy relationship in multicultural psychotherapy. Psychotherapy Bulletin, 50, 41-45.
Scholl, M. B., Ray, D., & Brady-Amoon, P. (2014). Process, outcomes, and research in humanistic counseling. Journal of Humanistic Counseling, 53, 218–239. https://www.doi.org/ 10.1002/j.2161-1939.2014.00058.x
Keefe-Cooperman, K., & Brady-Amoon, P. (2014). Preschool children’s sleep in conjunction with adaptive and cognitive functioning. Early Education & Development, 25, 859–874. https://www.doi.org/10.1080/10409289.2014.876701
Keefe-Cooperman, K., & Brady-Amoon, P. (2013). Breaking bad news in counseling: Applying the PEWTER model in the school setting. Journal of Creativity in Mental Health, 8, 265–277. https://www.doi.org/10.1080/15401383.2013.821926.
Keefe-Cooperman, K., & Brady-Amoon, P. (2012). Preschoolers’ sleep: Current U.S. community data within a historical and sociocultural context. Journal of Early Childhood & Infant Psychology, 8, 35–55.
Brady-Amoon, P., *Makhija, N., *Dixit, V., & *Dator, J. (2012). Social Justice: Pushing past boundaries in graduate training. Journal for Social Action in Counseling and Psychology, 4, 85–98. https://www.doi.org/ 10.33043/JSACP.4.2.85-98
Brady-Amoon, P. (2012). Reaffirming the role of science and diversity in counseling. A reply to Hansen. Journal of Humanistic Counseling, 51, 202–205. https://www.doi.org/10.1002/j.2161-1939.2012.00020.x
Brady-Amoon, P. (2012). Further extending the humanistic vision for the future of counseling: A response to Hansen. Journal of Humanistic Counseling, 51, 184–196. https://www.doi.org/10.1002/j.2161-1939.2012.00018.x
Stutman, G., & Brady-Amoon, P. (2011). Supporting dependant relatives of undocumented immigrants through psychological hardship evaluations. Journal of Forensic Psychology Practice, 11 (5), 369–390. https://www.doi.org/10.1080/15228932.2011.583909v
Brady-Amoon, P. (2011). Humanism, feminism, and multiculturalism: Essential elements of social justice in counseling, education, and advocacy. Journal of Humanistic Counseling. 50, 135–148.
Brady-Amoon, P., & Fuertes, J. N. (2011). Self-efficacy, self-rated abilities, adjustment, and academic performance. Journal of Counseling & Development, 89, 431–438.
(* denotes student co-author)
- Fellow, American Psychological Association/Counseling Psychology, 2019.
- CEHS Schreitmueller Outstanding Faculty Servant Leader Award, 2016
- Counselors for Social Justice 'Ohana Award, 2015
- Fordham University Psi Chi Outstanding Alumna Award, 2009
- Honorary Membership for Infusing Diversity into Teaching, Society for the Teaching of Psychology, (APA, Division 2), 2009
- Chi Sigma Iota
- Alpha Sigma Nu
- Phi Kappa Phi
- Psi Chi
- Kappa Delta Pi
- Sigma Delta Pi