Yuma I. Tomes, PhD, ABA, Associate Professor, Director of PsyD in School Psychology
Dr. Tomes has accumulated a diverse range of work experiences in the field of psychology
and education over the last 10 years. He brings a unique perspective of clinical,
teaching, research, and administrative experiences to his position at PCOM.
Dr. Tomes began his career as a school psychologist for an urban school district in
North Carolina. During this time he brought comprehensive services - psycho-educational
assessments, behavioral/educational/psychological consultation, mental health counseling/therapy
and pre-interventions - to two elementary and one high schools. Also, Dr. Tomes conducted
numerous district and county-wide in-services, particularly on the topic of dealing
with challenging behaviors at school, home and within the community.
While pursuing his post-graduate degree, Dr. Tomes worked in the Division of Student
Affairs as a Coordinator of Residence Education for the Medical College of Virginia.
This further piqued his interest in working in a medical school environment. At the
close of his doctoral program, Dr. Tomes assumed the position of the director of counseling
for Virginia Union University (VUU). As the director, he revamped how psychological
services were administered to students and faculty. The time as a teaching fellow
at VCU and director at VUU helped to solidify Dr. Tomes interest in working with students
on the undergraduate and graduate level. He taught classes ranging from advanced educational
psychology to human development and learning.
Dr. Tomes final position, prior to joining PCOM, was with Eastern Washington University,
where he was an assistant professor in the Department of Counseling, Educational,
and Developmental Psychology. As assistant professor, Dr. Tomes created courses that
addressed multicultural psychology and assessed students of all ethnicities and cultures.
Dr. Tomes taught such courses as Professional School Psychology, Advanced Educational
Psychology, Multicultural Assessment, Psychological Behavior & Assessment, and Counseling
Theory & Techniques. In addition, Dr. Tomes was the internship supervisor for the
graduate program in school psychology. He had interns placed throughout the entire
southwestern region of the United States. In addition to his teaching responsibilities,
Dr. Tomes served as the departments faculty senator and chair of the educational psychology
committee. During his tenure in the state of Washington, he served as the Chair of
the Ethics and Professional Practice Committee for Washington State Association of
School Psychologists. As chair, he was responsible for handling the States concerns
on all ethical issues facing the profession.
Dr. Tomes previously held the position of director of the MS Program in School Psychology.
During his tenure as director, a multicultural emphasis was added to the curriculum,
students successfully completed comprehensive finals at a 100% pass rate, and students
were well-grounded in psychological theory. Dr. Tomes was appointed the Director of
the PsyD program in July 2012. He will be looking to create additional specialist
emphasis, enhance and advance multicultural skill sets, promote neuropsychological
principles and increase student research funding. Dr. Tomes welcomes doctoral-level
students to learn more about academia by encouraging mentoring relationships through
TA (teaching assistant) positions. He is currently the president of the Delaware Valley
Association of Black Psychologists and serves on the General Assembly of the Association
of Black Psychologists (International).
Across campus, Dr. Tomes created and chairs PCOM's first Diversity Committee to address
and educate faculty, students and staff on cultural diversity issues. Dr. Tomes has
been recognized for his work and in 2007, was the first recipient of the Junior Faculty
of the Year awarded by Psychological Corporation and TSP. Other national organizations,
such as NCATE has recognized his service to the Board of Program Reviewers. Additonally,
Dr. Tomes has been featured on 6ABC regarding such areas as bullying and cultural
Dr. Tomes' major areas of research and interests are: cross-cultural psychology, multicultural/psychological/educational
assessments, cognitive/learning styles, and issues surrounding GLBTQ populations.
Dr. Tomes' research has appeared in a variety of national journals and throughout
a wide range of textbooks. Currently, Dr. Tomes is the Associate Editor of the Trainers' Forum and is working on his first book, Cross-Cultural Interaction & Understanding: Theory, Practice and Reality (2013 release date).
President, Delaware Valley Association of Black Psychologists Member, National Association of School Psychologists
Member, American Counseling Association
Member, American Educational Research Association
Member, American Psychological Association
General Assembly, Association of Black Psychologists
State Research Presentations
Tomes, Y. (2010). The Good, The Bad, The Cultural Ethics of School Psychology. PPA
Annual Convention, Harrisburg, PA.
Tomes, Y., et. al. (2009). Multicultural Matrix: Diversity, Ethics and Early Career
Psychologists. PPA Annual Convention. Harrisburg, PA.
Bloomgarden, A., Suzuki, T. & Tomes, Y. (2006). Increasing cultural awareness in a
doctoral psychology program. PPA Annual Convention. Harrisburg, PA.
Matthew, S., Dalley, M., & Tomes, Y. (Fall 2003). School Psychologists Involvement
in Legal Issues: Follow-up to a 1991 National Survey, Washington State Association
of School Psychologists Annual Convention, Spokane, WA.
Wimers, C., Dalley, M., Tomes, Y., & Jefferson, G. (Fall 2003). Teachers Perceptions
of Traditional Versus Progressive School Psychologist Roles Using NASP Expanded Principles,
Washington State Association of School Psychologists Annual Convention, Spokane, WA.
Rossi, K., Mack, L., Daniel, A., Eubank, B., Tomes, Y., & Kolts, R.L. (April 2005).
Effects of stereotype cueing on rape attributions and victim blame?, Western Psychological
Association, Portland, OR.
Tomes, Y. (2011). Cultural considerations in educational training. A look at multicultural
learning modules. In J. Warnick, Educational policy and practice: The Good, the leads,
and the pseudoscience Volumes I & II. New York: Nova Science Publishers.
Tomes, Y. (2010). Cultural competence of a school psychologist. In T. Lionetti, E.
Snyder, & R.W. Christner (EdS.). Building Professional Competencies in School Psychology.
New York: Springer
Tomes, Y. et. al. (2009) Confronting inequity in special education. Communique, 38(2),
Tomes, Y. & Erbacher, T (2009). The other diversity: The cost of being glbtq in Ame
rica's healthcare/mental healthcare. In J.L. Chin (Ed.), Diversity in mind and action.
New York: Praeger.
Freeman, A., Reinecke, A., & Tomes, Y. (2007). Cultural introdcution. In A. Freeman,
and M. Reinecke (Eds.)., Personality Disorders in childhood adolescence. New York:
John Wiley & Sons.
Tomes, Y. (2008). Ethnicity and cognitive styles: Variability within African American
students. Multicultural Perspectives, 10(1), 1-7.
Tomes, Y. (2004). Cognitive style, achievement, and ethnicity: A study in higher education.
(Doctoral Dissertation, Virginia Commonwealth University, 2004), Dissertation Abstracts.
Tomes, Y. (under review) The influence matching of cognitive styles has on academic
achievement: A look into higher education. American Educational Research Journal.
Tomes, Y. (under review) Educators utility of cbm. School Psychology Review
Tomes, Y. (under review). An evaluation of professional students' acceptance and perceptions
of mental illness. Journal of the American Osteopathic Association.
Tomes, Y. (under review) CLASS. Stoneleigh Foundation (under review)
Tomes, Y. (under review) Healthcare-On Demand. Robert V. Johnson Foundation
Tomes, Y. (Fall, 2006). Creating a cognitive model for academic success in a prehospilization
programs. Lindback Foundation.
Tomes, Y. (2009). Multicultural learning modules, NASP Annual Convention, Boston,
Tomes, Y. (2008). Teacher's perceptions regarding the utility of curriculum based
measurements, NASP Annual Convention, New Orleans, LA.
Tomes, Y. (2007). Creating a cognitive style module for academic success and resiliency.
NASP Annual Convention, New York, NY.
Tomes, Y. (in-press). Cross-Cultural Interaction and Understanding: Theory, Practice,
Reality. New York: Nova Science Publishers, Inc.