GRADUATE SCHOOL OF APPLIED AND PROFESSIONAL PSYCHOLOGY

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1 GRADUATE SCHOOL OF APPLIED AND PROFESSIONAL PSYCHOLOGY GSAPP Faculty and Alumni Provide Leading-Edge Autism Services See inside page 3 Spring 2014 Spring 2014 Rutgers Graduate School of Applied and Professional Psychology 00

2 SPRING 2014 CONTENTS GSAPP Faculty and Alumni Provide Leading-Edge Autism Services...3 Karmazin Lillard Chair in Adult Autism Helps to Expand the Training Platform...5 Culturally Relevant Evidence-Based Practice...6 Transforming Child and Youth Systems of Care...7 Dean Stanley Messer Receives the Richard P. McCormick Award...8 Support for Children and Families...9 Peter I. Wase Tourette Syndrome Endowment...9 Hospital-Based Program Offers Intervention and Therapy...10 Early Childhood Programs in Schools...11 GSAPP Faculty Receive Grant of $39 Million...11 Early Childhood Assessment...12 Alumna Supports Graduate Students Through Endowed Fellowship...13 Multicultural Practice...13 Alumni Speaker Series...14 Donald R. Peterson Prize Winner...15 New Faculty: Elisa and David Shernoff...16 New Faculty: Timothy Cleary...16 Faculty News In Appreciation of Arnold A. Lazarus...19 Tribute to Milt Schwebel, PhD...19 GSAPP Alumni Make it All in the Family...20 Student News Frelinghuysen Road Piscataway, NJ gsappweb.rutgers.edu Message from the Dean Iam pleased to announce several exciting initiatives that will expand the reach of our services and training in new and powerful ways. These will help to address critical unmet needs of people with autism spectrum disorders (ASD) and Tourette syndrome (TS), and provide vital training and support to teachers and principals in our poorest school districts. In each of these areas and throughout GSAPP, our mission is to train psychologists to provide individuals, families, and communities with the crucial support they need to better their lives. We are delighted to welcome Elisa Shernoff to GSAPP s Applied Psychology Department where she will focus on developing and testing interventions to reduce stress and boost the effectiveness of teachers working in high poverty schools, with the aim of improving children s academic success. We are also pleased to announce that Elisa s husband, David Shernoff, an educational psychologist at Northern Illinois University who focuses on student motivation and the development of engaging learning environments, has joined us as a visiting professor for two years. Earlier this year, School Psychology faculty Linda Reddy and Ryan Kettler received a $39.8 million dollar grant from the U.S. Dept. of Education under the General Teacher Incentive Fund (TIF) Competition to improve student achievement in high poverty districts by helping schools implement strategies to recruit, develop, and retain effective educators. They have recruited many charter schools to participate in this program. As we expand our mission, it is important to remember that everything we do at GSAPP depends on the outstanding and dedicated people at the heart of our programs: the faculty who combine out-of-the-box thinking with the latest research to change lives; our very able graduate students who carry on their research and training in homes, schools, and agencies throughout the region; and pioneering alumni who have founded their own game-changing institutions and practices. I also cannot emphasize enough the vital importance of our alumni and friends whose generous charitable gifts support our ongoing programs, while also allowing us to move in important new directions. Earlier this year, GSAPP received a major gift from Dina Karmazin and Michael and Amy Lillard to establish the Karmazin Lillard Endowed Chair in Adult Autism, which will jumpstart our new initiative and guide us as we develop this program in a comprehensive fashion. A generous bequest to our Tourette Syndrome Clinic from the estate of Jane Francy Wase in her late son Peter s name, will establish The Peter I. Wase Tourette Syndrome Endowment to support service, training, and research. I should add that in addition to these important targeted gifts, the contributions of our alumni and friends support our most important resource - our students - allowing us to attract the best and brightest to GSAPP for academic and clinical work. We now have several endowed funds to support dissertation work in group therapy, health psychology and independent practice, and adolescence and psychodynamic psychotherapy. I encourage you to consider establishing such a fund in your own name or that of someone you wish to honor or memorialize. I can think of no better way to celebrate our vibrant community than to come together in one place. With this in mind, I hope to see all of you at the Heldrich Hotel in New Brunswick on November 1, 2014 at the gala the GSAPP leadership and our Alumni Organization are planning to commemorate the 40th anniversary of GSAPP and the 85th anniversary of the Psychological Services Clinic. Guests of honor will include Ruth Schulman, our beloved associate dean for 25 years, and the late Henry and Anna Starr, founders of our Psychological Services Clinic. Honorees also include Sandra Harris, the founder and Executive Director of the Douglass Developmental Disabilities Center and Lewis Gantwerk, the founding Director of the Center for Applied Psychology. With best regards to our alumni and other friends, STANLEY B. MESSER, PHD DEAN 2 Rutgers Graduate School of Applied and Professional Psychology Spring 2014

3 UNDERSERVED POPULATIONS GSAPP Faculty and Alumni Provide Leading-Edge Autism Services Bridget Taylor, PsyD (School 1996) and her clinical staff at Alpine Learning Group By Tracey Regan When the Douglass Developmental Disabilities Center (DDDC) was launched just over four decades ago, it offered crucial outreach, support and training to a deeply underserved, and, at the time, mostly hidden population of children with Autism Spectrum Disorders (ASD). The Center has grown considerably since then in size and scope, while continuing to spur GSAPP s outreach to the ASD community in important new directions, including a push to develop, test, and implement services that will allow adults to lead more independent and productive lives. Our strength in autism services provided right here on campus for hundreds of children and adolescents in a K - 12 day school setting has been growing for 40 years, thanks to the DDDC and its founder, Sandra Harris, PhD, a visionary who helped put GSAPP on the map as an important center for research-backed applied behavior analysis. Providing strong services that are connected to intensive, hands-on training and applied research is our ideal model, and Sandy provided that link for students who wanted to learn more about autism, says Dean Stanley Messer, PhD. Since then, GSAPP has expanded its outreach and services to this growing population, established links between our services and academic research, developed a cadre of highly skilled professionals, and watched our graduates establish their own influential institutions to study and treat autism. We started in 1972 with nine children, and we had to look far and wide to identify them. Today, Central New Jersey is a hub for autism services, notes Harris, Executive Director of the DDDC, which began as one of the first ASD-focused day programs on a college campus. The Center now reaches deep into the community, serving hundreds of people each year between the ages of 3 and 40 on campus and between 30 and 50 families in their homes, while also working closely with dozens of schools and other agencies in the region. One of the DDDC s services is the College Support Program, which assists current Rutgers University undergraduate students with ASD in identifying and developing the academic, social and life skills they would like to attain, among other supports. We became aware that a number of undergraduates were seeking diagnostic services from us, and we realized there was an unmet need right here on our campus, Harris recounts. That service, launched in 2008, has now relocated to Rutgers student counseling center, CAPS. We also train hundreds of professionals who go into schools and the community with state-of-the-art strategies to work with children and adults, some with complex issues. At the same time, we do research here on how to manage and teach them more effectively; we test these strategies, and we write about them, says DDDC Director Lara Delmolino, PhD. According to Delmolino, one of the ways we ve advanced is in our understanding of how environment sets behavior and our ability to create circumstances that encourage the behaviors we want to see. One of the many community-based services that GSAPP offers to the ASD population is Project Natural Setting Therapeutic Management (NSTM), which for the last 35 years has provided behavioral consultation and training to teach family members, school and agency staff who work with people with developmental disabilities and challenging behaviors how to construct and maintain a therapeutic environment in their natural world. Project NSTM s school behavioral consultation program, headed by Russell Kormann, PhD, provides on-site services to train and support teachers in the classrooms as well as a home-based program that trains parents how to maintain the skills learned in school. The idea is to empower natural caregivers with the skills necessary to keep their children in their homes, not in more restrictive environments. What NSTM prides itself on is working with families and other caregivers in their setting and only using the resources available there, says Mike Petronko, PhD, Executive Director of the NSTM program and its founder. Nothing is more satisfying than transferring parental despair into mastery. We really become a part of peoples lives, adapting our service to fit their particular household dynamics and with an understanding of their values, notes Doreen DiDomenico, PhD, the program s assistant project director, who said she developed a new appreciation for the program s effectiveness after she and her husband became one of the families we serve when her daughter who had suffered a birth injury began exhibiting behaviors associated with developmental disabilities. See AUTISM SERVICES on page 4 Spring 2014 Rutgers Graduate School of Applied and Professional Psychology 3

4 UNDERSERVED POPULATIONS GSAPP Faculty and Alumni Provide Leading-Edge Autism Services AUTISM SERVICES from page 3 Douglass Developmental Disabilities Center It was humbling and enlightening to be on the other side of what we re asking parents to do, but I was also encouraged to see how it affirmed our training, says DiDomenico. One of the principal lessons we teach the behavior consultants on our staff is to be objective, because families are sometimes unable to step back and see what s going on in their own homes. This was true of me. When Jen Maher, PsyD (School, 1996) came to our house, she pointed out to me that I would tense up at the end of every work day before I walked in the door, not knowing how my daughter would behave. Without realizing it, I was cueing behavior by walking in with that mindset. One of GSAPP s substantial contributions to the community is its alumni, a cadre of highly skilled professionals with research-backed training and diverse, hands-on experience working with adults and children with ASD. Some, such as Bridget Taylor, PsyD (School, 1996), Executive Director and co-founder of the Alpine Learning Group (ALG) in Paramus, create their own influential institutions. In 1987, I was working with a child with autism in his home, and his parents did not want to send him to the public school because so few offered specialized services at that time. The child s parents approached me and said, Let s start a school, Taylor recounts. I knew back then that we could start such a program with a dedicated team of parents and trained professionals. The school was launched two years later with just four students in the basement of a community house. Today, its program includes a school for learners with autism from ages 3 to 21, an adult program, and an outreach program that includes social skills groups and consultation services. The ALG also conducts research on effective teaching strategies for children with autism. Taylor s current area of research, for example, is teaching children with autism to learn through observation. What we provide is very intensive and individualized one-on-one instruction across the child s day, based on scientific principles of learning. We do careful analyses of behavior and learning to determine what works best, and we work very closely with parents, she says. We also spend considerable time working on skills that are meaningful for families, such as teaching children to cooperate with a haircut, go to the dentist, and eat at a restaurant, so that families can function as well as possible outside of school. While the ALG was in its infancy, Taylor returned to graduate school at GSAPP for more training, and began her work there with Sandy Bridget Taylor, PsyD (School 1996) and Dean Stanley Messer Harris, PhD, and Charles Bud Mace, an applied behavior analyst. At the time I started graduate school, Rutgers was one of the few places on the East Coast that had a school program that specialized in working with children with autism. I feel fortunate to have had the opportunity to work with Sandy on my first research project, which involved teaching children with autism to ask questions, which at the time was fairly innovative. Sandy willingly took me under her wing to teach me about the research process. It was such a supportive and enriching learning environment for me. 4 Rutgers Graduate School of Applied and Professional Psychology Spring 2014

5 Karmazin Lillard Chair in Adult Autism Helps to Expand the Training Platform Statistics show that approximately 1 in 88 children in the US are diagnosed with an Autism Spectrum Disorder (ASD) each year. In New Jersey the occurrence rates are approximately 1 in 49. Within the next decade, experts predict a surge of young adults on the spectrum that are no longer eligible for K-12 public school programs, finding limited options for continuing therapies. This shortage of services represents a significant challenge to families across the United States and elsewhere. For even as millions of research dollars drive the effort to understand the dynamics behind the cause of ASD, another truth grows more evident and more urgent: adults on the autism spectrum have the potential to lead productive, powerful, even extraordinary lives but only if they receive the appropriate therapies and support. Communities all across the country are facing similar challenges. Not only is there a deficiency of adult day, residential, recreational, and vocational programs, there is also a scarcity of qualified professionals to staff these programs, and they face a lack of access to adequate professional training programs. In fact, most states maintain long waiting lists for adult services, and an estimated 100,000 individuals with developmental disabilities in the US are right now awaiting residential placement. In New Jersey alone, 5,000 such adults languish on similar waiting lists. Many citizens capable of living in, working in, and contributing to their communities lose the gains made in school classrooms and miss the opportunities they deserve. Families of children with autism are concerned about the current and future financial impact of caring for their child with ASD. Unlike the nation s education system, where special education services are provided directly in the classroom by qualified teachers, fewer equivalent professional, hands-on staff with specialized training is readily available in the home. New Jersey is no exception and also faces a severe shortage of well-trained, direct care professionals. GSAPP is uniquely qualified to provide an integration of state-of-the-art education, research, and training in Applied Behavioral Analysis (ABA) combined with comprehensive community integration. Clinical education, training, research, and direct service programs for K-12 children on the autism spectrum span more than 40 years at GSAPP. The School s expertise in the behavioral support field is unparalleled in the country, and it is uniquely qualified to provide specialized education and training of future professionals who will one day devote their careers to serving adults with ASD. Adults with ASD are a high-need, underserved, and growing population and existing models of community-based care for adults with developmental disabilities and ASD are narrowly focused on basic life skills and the provision of respite for parents and families of clients. Dina Karmazin together with Amy and Michael Lillard established the Karmazin Lillard Chair in Adult Autism to help address the urgent needs of the growing population of children and adults with ASD who are aging out of the K - 12 system. The vision is to accelerate the numbers of expert professionals and para-professionals who will become highly skilled at serving those with ASD. The Karmazin Lillard Chair in Adult Autism will add a critical dimension to GSAPP s program. The chair holder will oversee the development of a cohort of professionals who will provide new and expanded services for adults with ASD, build partnerships throughout the University, and secure major funding grants to support interdisciplinary teams focused on research and practice. What s available in the community for adults with ASD is pretty limited. There are a limited number of group homes, huge waiting lists for them, and a lack of trained staff to work with adults. Most people are living with their families, notes Amy Lillard, one of the chair s founders. There is also a growing realization that people with ASD can and should contribute to society, while leading happy and fulfilling lives. We need to develop services that help them identify the right vocational skills and support them in these positions, while also thinking about recreational opportunities that will enhance their social lives. Amy and her husband, Michael Lillard, met Dina Karmazin, also a founder, when their sons attended school together. Their friendship blossomed into a collaboration when they began considering not just their own children s futures, but the broader impact on individuals and society of the rising number of people with ASD who will soon be aging out of service-rich school settings. We share the goal of exposing psychology students to the idea of working with adults and training them, while pushing the science and research around best practices for adults. This is a first, and I think it will spur the question: why don t we have more services for this group of people? When my son is an adult, I want him to have options, notes Karmazin, who supports GSAPP, with its long history of outreach, service and research, the perfect fit for extending quality education and training to meet the needs of this growing population of young adults. The university s ability to put research to use quickly is something I also appreciate as a parent. Spring 2014 Rutgers Graduate School of Applied and Professional Psychology 5

6 GLOBAL IMPACT Culturally Relevant Evidence-Based Practice By Tracey Regan Since earning her doctoral degree, Lauren Muhlheim, PsyD (Clinical, 1995), has treated a diverse array of patients coping with extraordinary stress, from war veterans, to teenagers aging out of foster care, to inmates in an urban jail, to American expatriates living in China. Now establishing her own multidisciplinary eating disorders practice in Los Angeles, she credits her ability to reach such disparate groups to a powerful tool evidence-based cognitive behavioral therapy that she first learned at GSAPP from Terence Wilson, PhD, one of the world s pre-eminent researchers in this area. Terry was at the forefront of CBT for bulimia and a great teacher. He helped me to appreciate the importance of delivering evidence-based treatment, which had a huge impact on the additional training I sought out as well as how I practice now, she says. What hooked me was how effective the treatment could be. I saw how individuals who struggled with bulimia nervosa could recover with only 20 sessions of treatment. When her husband s job with The Walt Disney Company relocated her family to Shanghai in 2007, she had the opportunity to test CBT s range. Soon after I arrived, I met Annemieke Esmeijer, the director of the Community Center Shanghai Counseling Center, and she handed me several eating disorder cases. Shortly thereafter, I landed a second job at Parkway Health where I had a variety of clients everything from eating disorders, to obsessive compulsive disorder, to acting-out teens, to couples having difficulties. There are 240,000 foreigners in Shanghai and they experience the same issues people do anywhere, but with the added stress of being removed from traditional supports. Muhlheim says she relished the complexity, finding it energizing to deal with so many cultures. I had clients from all over the world I had a map in my office with pins marking their hometowns, and I had clients from every continent except Antarctica. From a cultural perspective, it was multi-layered and fascinating. For example, I treated American-born Chinese who d returned to China, but felt themselves to be outsiders not quite fitting in, she notes. I found that despite vast cultural differences, CBT applied to most people. Soon after arriving, she founded the Shanghai International Mental Health Association and served as its first president. Designed to improve the quality and accessibility of therapeutic services available to the international community, the association now has 30 members representing a range of nationalities, languages, and expertise. When I was moving to China, I didn t even know I d be able to work much less to leave a professional organization in place, she said, adding that her practice there also allowed her to concentrate on eating disorders, her primary expertise, including extensive consultation with teachers, staff and students at the Shanghai American School that continued after she returned to the U.S. Before moving to China, Muhlheim had taken a decade-long hiatus from providing outpatient therapy while serving as a staff psychologist at the Los Angeles County jail, a troubled institution she calls one of the largest de facto mental health facilities in the world. I treated some of the most disturbed women in the system, inmates who were suicidal, homicidal, and gravely disabled, many of them in 24-hour lockdown in single cells, she recounts. I was doing diagnostic assessment and crisis intervention. An important task was to separate the mentally ill from the non-mentally ill, including the malingerers just trying to get meds, while making sure that people who truly needed treatment got to see a psychiatrist. This is a world most people don t ever see. It s deinstitutionalization at work, she adds, noting that her only preparation for the demanding position was a practicum at a state psychiatric hospital on Staten Island during graduate school. I saw my job as community mental health. To the extent we could, we were helping the disenfranchised who got no other treatment in L.A. because these people fall through the cracks of the mental health system. When she returned to Los Angeles in 2010, she opted to pursue private practice, working in depth with patients and their families. She has just moved into a larger office with plans to establish a multidisciplinary eating disorders specialty practice that will include a dietician and an MD, all practicing evidence-based treatment. As the co-chair of the social media committee for the Academy of Eating Disorders, Muhlheim said she also allots time to helping disseminate research-backed information on eating disorders and therapy to a broad audience, including the public as well as professionals. Terry taught me the importance of disseminating evidence-based treatment, and my social media work allows me to have influence outside of my own clinical work. It s a mission I take seriously. Keeping up with research is so important. 6 Rutgers Graduate School of Applied and Professional Psychology Spring 2014

7 LEADERSHIP Transforming Child and Youth Systems of Care By Ellen Papazian Robert Illback, PsyD (School 1980), who is a Fellow of the American Psychological Association and the inaugural recipient of the Donald R. Peterson Prize in recognition of career contributions in professional psychology, first discovered his theoretical orientation during his training at GSAPP in the late 1970s. At GSAPP, my perspective was influenced by the late Arnold Lazarus multimodal approach, which helped me to think about the complex interplay between thinking, emotions, imagery, socialization, and the physical dimension as they relate to observable behavior. The learning theories and frameworks that Dr. Illback studied helped him shape his current work with systems of care, which begins with a belief that multi-systemic complexity has to be recognized in order for change-focused interventions to be sustained. That is, complex problems require complex solutions. Since 1987, Dr. Illback has been the president and chief executive officer of REACH of Louisville, an organization that recruits, trains, and supports therapeutic foster-care providers, with a special emphasis on serving hard-to-place children and youth in the care of the Department for Community Based Services. REACH has a four-million-dollar annual budget and a full-time staff that includes several psychologists, a social worker, a clinical nurse specialist, and a crisis manager. The organization s large number of contracts and projects include therapeutic foster care and support for community living that provides residential services for difficult-to-serve children and youth in the state s care, integrating services across family, school, and community settings. Dr. Illback is also the deputy CEO of the National Centre for Youth Mental Health, in Dublin, Ireland, which is a support system to improve the health and well being of young people in the country. He helped developed the center in 2007 to help transform Ireland s entire system of youth mental health services. He is also a co-editor of the book Integrated Services for Children and Families: Opportunities for Psychological Practice (APA Books, 1997), which explores innovative ways of meeting children and families complex needs and transforming the way in which the service system works. Dr. Illback believes that sensing opportunities is an important part of crafting a career in an ever-changing world. I ve seen a lot of change over the nearly 40 years I ve been a psychologist, and it s rarely been shaped by the profession. Usually, it s grounded in economic, demographic, societal, or organizational changes that are out of our control. The one constant is that things always seem to be changing. Dr. Illback believes that GSAPP graduates are especially well suited to be at the forefront of change processes, which require them to be willing to take the long view, take certain risks, and cope with frustration and failure along the way. What animates and informs my work is the sense of mission and purpose about systems change and innovation that GSAPP helped me to think through and refine, he says. Being clear about what you want to accomplish and why is crucial to staying focused, no matter what system small or large you are engaged with. At GSAPP, he learned to think and conceptualize issues in applied psychology, which had a tremendous impact on his life and career. The conception of professional practice as scientific problem solving, which grounds the program, remains compelling and central to my thinking, he says. The great need in the child and youth services marketplace is for practitioners who can think, innovate, design, and implement programs, broadly conceived. GSAPP gave me the chance to observe and learn from several remarkable leaders of American psychology all of whom challenged me to think more systemically. Spring 2014 Rutgers Graduate School of Applied and Professional Psychology 7

8 LEADERSHIP Dean Stanley Messer Receives the Richard P. McCormick Award Dean Stanley Messer, PhD, has received the Richard P. McCormick Award for outstanding service to the GSAPP Alumni Organization. Stan has a long history at Rutgers, from 1968, when he began his career as a member of the Clinical Psychology Department faculty, to the present day, as Dean of GSAPP, a position he has held since In 1974 he was one of the first faculty members appointed to the newly established graduate school. As a professor and a researcher, Stan s achievements are numerous. He studied Psychology at McGill University followed by an MA and PhD in Clinical Psychology at Harvard. His breadth and depth of publications inspire the utmost academic respect and admiration. As Dean, Stan s advocacy, leadership and support of GSAPP and its Alumni Organization have been pivotal to GSAPP earning the recognition as the crown jewel by a former Rutgers president. Under his leadership, the American Psychological Association (APA) bestowed upon GSAPP in 2004, the Suinn Minority Achievement Award for making outstanding efforts to recruit, retain, and train ethnic minority graduate students. Stan has always supported a diverse faculty and student experience at GSAPP that is unequaled. We offer courses on multiculturalism and diversity because we re training our students to go out into a diverse world and especially diverse state, says Stan. As a result of Stan s efforts, GSAPP has one of the highest proportions of minority students among all doctoral programs at Rutgers. Currently, GSAPP has over 1000 alumni, and as Dean, Stan has spoken at events across the country for alumni and friends of GSAPP. During the past three years, Stan has met with groups of alumni in New York, San Francisco, Boston, Washington, Philadelphia, and Boca Raton to keep in touch with them and to enlist their support. During the university s current capital campaign, Stan, with the help of GSAPP Campaign Co-Chairs Bonnie Markham, PsyD (Clinical, 1986) and David Panzer, PsyD (School, 1984), has raised over $17 million for GSAPP, including increased support for the GSAPP Alumni Scholarship Fund. This is the largest amount of money raised in GSAPP s 40-year history. On behalf of nominators Rosalind Dorlen, PsyD (Clinical, 1977), Caroline Mossip, PsyD (School, 1983), and Lucy Takagi, PsyD (Clinical, 2006), the GSAPP Alumni Organization congratulates Dean Stanley Messer on this prestigious and well deserved award. Left to right: Donna K. Thornton (Vice President for Alumni Relations), Stanley Messer (Dean, GSAPP), Robert Barchi (President, Rutgers University), and Maurice A. Griffin NLAW 94 (Chair, Rutgers University Alumni Association Board) 8 Rutgers Graduate School of Applied and Professional Psychology Spring 2014

9 COMMUNITY IMPACT Support for Children and Families By Tracey Regan Susan Arbeiter, PsyD (School 1980) had a master s degree and more than a decade of experience as a school psychologist before beginning her doctoral studies at GSAPP. Over the course of her program, she was able to conduct a pioneering study that bridged her work in the schools with the substantial issues she would encounter after graduation in private practice. A therapist with expertise in testing and behavioral assessment, she devised a dissertation study on children of divorce that divided Highland Park primary school students among three arms: a group that discussed feelings and problems about their parents divorce explicitly, a group that just played games together, and a control group. The idea was to assess whether creating a forum for these children to express themselves had an impact on their adjustment to the issues of their parents divorce, she recounts. Shortly after establishing her own practice working with children and families, she received a call from a Superior Court judge asking her to perform a court appointed custody evaluation to determine custody and visitation. Her experience in the arena served her well, it turned out, as it became clear that she was expected to deliver prompt and decisive opinions on day one. It was my very first case and the judge called me and asked, Who gets the child? I told him I thought he would decide that, and he said, no, he was waiting to hear from me. Now retired, Arbeiter describes her court work, including her testimony as an expert witness, as stressful and hard work at times. Some of these were dramatic situations. I once had to travel to North Dakota to help retrieve a child taken illegally out-of-state by one parent following allegations of sexual abuse, and once back, help that child reestablish a relationship with the other parent, she recalls. But what I always kept in mind was that the child was my client no matter which side I was representing - the court or one of the parents. I always gave the lawyers and the judge an objective professional opinion. Children remained front and center in her therapy practice as well. Letting children talk about what was troubling them was an important element of my work with children and families, as well as giving guidance with behavioral problems she says. Among her many mentors, Arbeiter cites the late Milton Schwebel, PhD, who was a former Dean of the Rutgers Graduate School of Education and one of her supervisors while at GSAPP, with providing critical professional development opportunities for her. What Milton did for me was help me realize what my strengths were and how competent I was. He also emphasized the importance, even in high-pressure situations, of identifying problems clearly before even thinking about discussing solutions. In looking back over my years at GSAPP, Arbeiter says, the impact on both my personal and professional life was far-reaching. Peter I. Wase Tourette Syndrome Endowment Since its establishment in 2000, children and adults living with Tourette Syndrome (TS) and their families have had access to a highly specialized treatment program, developed in partnership with the Tourette Syndrome Association of New Jersey (NJCTS), at GSAPP s Tourette Syndrome Clinic. Hundreds of children, their siblings and families are seen each year at the Clinic for highly specialized treatment. Therapeutic services are offered on a sliding scale based on family income and initial evaluations are offered free of charge. The Clinic specializes in the provision of Cognitive Behavioral Therapy for TS and its related disorders. GSAPP graduate students provide needs assessments and evaluations, conduct behavioral observations, collect and analyze research data, and implement behavioral methodologies. Doctoral students working in the TS Clinic receive hands-on training in habit reversal, exposure and response prevention, and behavior activation. In addition, the TS Clinic provides services through a broad range of treatment modalities including individual therapy, family therapy, child social skills groups, and parent training. Student therapists also provide treatment for the associated TS conditions including obsessive-compulsive disorder, anxiety disorders, attention-deficit disorder, behavior management issues, learning disabilities, depression, family dysfunction, stigma, and sleep disorders. The late Dr. Jane Francy Wase, a 1964 graduate of Rutgers Douglass College, established a bequest in memory of her late son Peter I. Wase to assist those suffering from Tourette Syndrome. The establishment of the Peter I. Wase Tourette Syndrome Endowment fund of $900,000 will help to sustain and enhance the Clinic s provision of therapeutic services, maintain supervision and training for graduate students, enhance the development of applied research studies, and provide for increased genetic data collection critical to the research in search of a cure for Tourette Syndrome. We are deeply grateful to Dr. Wase for her commitment to Rutgers and to Tourette Syndrome. The establishment of the Peter I. Wase Tourette Syndrome Endowment is transformative, enabling us to expand our treatment offerings to children and families, and provide annual stipends to doctoral students who are being trained in the Clinic with the latest evidence-based treatments. Spring 2014 Rutgers Graduate School of Applied and Professional Psychology 9

10 COMMUNITY IMPACT Hospital-Based Program Offers Intervention and Therapy By Tracey Regan Four years ago, when Barbara Hale, PsyD (School, 1986) was asked to help design the state s first hospital-based partial hospitalization program exclusively for adolescents with eating disorders, she was entirely new to the field. A longtime school psychologist who had spent nearly two decades working with high school underachievers, she was intrigued by the challenge and willing, in effect, to become a student again herself. It was appealing to work with a new population with different characteristics, while staying with adolescents, which is my experience, Hale recounts. While she faced a steep learning curve as a therapist, she brought a wealth of transferrable skills to the endeavor, including her training and experience with both cognitive behavioral therapy and program-building. Having developed a student support program for disaffected students at a public high school, she was dispatched by her new employer, Atlantic Health System, to visit successful partial hospitalization facilities in another state and bring the best practices back to the hospital, Overlook Medical Center in Summit, where she worked with staff to put together a working program. She credits Charles Maher, PsyD (School, 1976), the former chair of GSAPP s Applied Psychology Department who directed the School Psychology Program, with teaching her fundamental program-building skills that turned out to be eminently practical and widely applicable. Charlie s course, Program Planning, Development, Implementation and Evaluation, taught us in detail what a good program needs in terms of space, staff, and target population, as well as the elements that go into setting up a working program, from design, to implementation, to evaluation. As to eating disorders therapy, she notes, I had to learn on the job. In the beginning, I followed the lead of more experienced practitioners in group sessions. I did a lot of listening and observing. I worked in groups for two years before I started treating individuals, she recounts, adding, This disorder is difficult to understand, no matter how much you read about it, until you ve been exposed over and over again and begin to see the commonalities. You also learn from the patients themselves what they need. While working with a similar age group in schools and the hospital, she finds her patients to be vastly different. Anorexia and bulimia have the highest mortality rate of any behavioral disorder, and we need to stabilize these patients, challenge their behaviors, and make essential interventions in the way they think and behave quickly. A child failing all classes is at risk, but not usually in a manner that is immediately life threatening. Also, there are many differences working with children who underachieve, and those who are perfectionist high achievers as is often the case with eating disorders. She adds, however, But as a therapist, I find the rewards are similar. I m able to see people recognize their strengths and make positive changes that enable them to live their lives. 10 Rutgers Graduate School of Applied and Professional Psychology Spring 2014

11 SCHOOL-BASED INITIATIVES Early Childhood Programs in Schools By Francine L. Huff As a school psychologist with the Paramus Public Schools in New Jersey, Barbara Irwin, PsyD (School, 2005), is excited to be part of a team that works to provide an individualized approach to help preschoolers with inclusion and self-contained classrooms for children with special needs. I see how much our children have really grown, and there are so many children who ve gone from needing so much help to going into a regular classroom, she says. It is important to understand the role parents play in the process, Dr. Irwin says. It can be tough for a parent to find out a child has difficulties, and sometimes the parents need as much help as the kids. Dr. Irwin has always been interested in Barbara Irwin and her early childhood program staff. early childhood programs, but being a school psychologist was not her first career. After working in human resources in the banking industry for four years, she became a stay-at-home mother. After some years at home, she decided to return to the work force resuming her career as a school psychologist and then later decided to enroll at GSAPP. Dr. Irwin says she really appreciated the excellent mentors she had at GSAPP, as well as the small classes that allowed her to feel connected and involved. Since I was already certified as a school psychologist, I was not required to go back for my doctorate but I really wanted to be better at what I did, and I think GSAPP really helped me with that, she says. I think the fact that [GSAPP] had a program for people who were already school psychologists this made a difference being with advanced students who had the ability to talk together and problem solve together. GSAPP Faculty Receive Grant of $39 Million By Tracey Regan GSAPP faculty members Linda Reddy, PhD and Ryan Kettler, PhD received a large 5- year grant from the US Department of Education Ryan Kettler, PhD, and Linda Reddy, PhD for $39.8 million. Dr. Reddy has an impressive track record in school, classroom, and student assessment and interventions with schools across the country. She and her Co-Principal Investigator, Ryan Kettler, PhD have assembled a strong interdisciplinary team to implement innovative educator evaluation and professional development systems to principals and teachers in 21 high poverty schools in New Jersey. The School System Improvement (SSI) Project will implement a comprehensive human capital management system (HCMS) that includes rigorous (highly reliable and valid) educator evaluation systems (EES). Through implementation of the proposed HCMS, the SSI project will increase the number of effective teachers and principals, and increase student growth in achievement. EES will generate scores that inform four performance levels of effectiveness that identify and reward teacher and principal effectiveness through a differentiated performance-based compensation system (PBCS). EES will inform empirically supported professional development for teachers and principals. The HCMS and PBCS will help these highpoverty schools attract, develop, motivate and retain the most effective teachers and principals. Together, the components of the SSI Project will build local education agency-wide capacity and effectiveness for long-term sustainability. The SSI Project includes comprehensive and rigorous teacher and principal evaluation linked to empirically-supported professional development services, designed to enhance: (a) student growth in achievement, (b) teacher effectiveness, (c) principal effectiveness, and (d) school organizational effectiveness. The SSI project is closely aligned with Governor Christie s school reform initiatives and mandates (e.g., Teach NJ). Dr. Reddy plans to expand the SSI Project to other school districts with additional funding. In order to capitalize on the synergy and platform of this broader federally funded project, the Collaborative Coaching Intervention (funded by the Brady Education Foundation) will, in tandem, promote school and classroom improvements in eight high-poverty, under-performing, low-income elementary schools in New Jersey. The proposed intervention includes job-embedded coaching designed to maximize teachers use of evidence-based, datadriven instructional and behavioral management strategies, associated with improved student achievement with capacity for nationwide adaptation. The coaching strategies and pedagogical techniques used and incorporated into the classroom have a proven track record of improving teacher classroom practices and student academic performance. Outcomes and dissemination of evidence-based practices from this work will benefit and inform K-12 public schools reform across the country. Spring 2014 Rutgers Graduate School of Applied and Professional Psychology 11

12 CHILDREN AND FAMILIES Early Childhood Assessment Betsy Braunstein, PsyD (School 1977) (photo by Leslie Rabine) By Francine L. Huff In her private practice in San Ramon, California, Betsy Braunstein, PsyD (School, 1977), has worked with many school children, helping them manage anxiety and depression. She has also spent considerable time conducting court appointed work involving child custody evaluations. Child custody cases can often be very stressful. It s very rigorous, intense work because of the parents inability to agree about their children, and sometimes their level of dysfunction, says Betsy. While attending GSAPP, Dr. Braunstein specialized in infant and preschool assessment. Although there is not tremendous opportunity to focus on this specialty area in private practice, I did assessments in nursery schools for special needs children for about four years, she says. Dr. Braunstein also worked in a Boston area preschool program for a few years after graduating from GSAPP. Betsy supervises students in a child assessment program at the Wright Institute in Berkeley, California and says she enjoys mentoring individual graduate students. I enjoy imparting information and helping them to look at cases, identifying issues that maybe they didn t realize. Dr. Braunstein understands the value of strong mentoring and says the program at GSAPP provided her the opportunity for close supervision from faculty members. If you took a therapy course you were able to have a supervisor for each patient that you saw in the clinic, she recalls. I felt the faculty were incredibly supportive, and they were very collegial. In addition to the work in her private practice, Dr. Braunstein is on the advisory board of Camp Kesem Berkeley, a camp for children whose parents have cancer, and she was previously the camp s psychologist. She has been an active member of the California Psychological Association (CPA) and is a former board member and chairperson of the publications committee. Betsy also received a Silver Psi Award from the CPA for service to psychology in the state of California. GSAPP $39 Million Grant School System Improvement Project Team (SSI) 12 Rutgers Graduate School of Applied and Professional Psychology Spring 2014

13 ALUMNI Alumna Supports Graduate Students Through Endowed Fellowship By Francine L. Huff Dana Chavkin, PsyD (School, 1986) recently established the Dana Chavkin and Robert White Fellowship to support GSAPP graduate students. A successful investment that grew over the years allowed her to donate a large gift in trust, and the endowment has grown to well over $100,000. Dr. Chavkin, who has a private practice in Gillette and Somerset, New Jersey, says the scholarship is her way of giving back because of the exceptional education she received and high caliber of worthy GSAPP students. I was never in such a place where there were so many smart people before, she says. It was really pleasurable enjoying the synergistic aspects of conversation when you re working with people of a very high caliber. Dr. Chavkin says it was important to include the name of her husband, a highly respected, retired urologic surgeon, on the fellowship because he supported her in many ways when she returned to school. The couple Dana Chavkin, PsyD (School, 1986) and Robert White had only been dating a month when he offered to pay for her to attend the program. It would have been very difficult, if not impossible, if it had not been for his belief in me. So now we re here some 32 years later. His belief in me has been realized, and I am very grateful. Starting a fellowship is Dana s way of giving back to help someone else who might be struggling to advance their education and take their career to the next level. She wants the fellowship to offer a graduate student the mental relief that comes with knowing their education expenses will be supported. Dr. Chavkin was already working as a school psychologist in an inner city school district when she entered GSAPP. While at Rutgers, she became aware of how much she enjoyed working with an underprivileged, underserved population. She has also worked with more affluent and suburban populations, and says she has gained so much from that exposure. Dana is certified by the American Psychological Association in the treatment of alcohol and psychoactive substance abuse disorders, something she says affects so many of the families she works with in her practice. I feel like I ve been blessed and cursed, blessed in the sense that I have this amazing profession and cursed in the sense that I don t see myself retiring from it anytime soon, says Dr. Chavkin. I feel blessed because I don t feel that most people have the kind of work that they find so educational and personally enriching. I am extremely fortunate in being able to have that kind of profession, and I feel like the work I m doing has made a positive difference in people s lives. Multicultural Practice By Francine L. Huff Donna McDonald, PsyD (Clinical, 1990) has successfully combined aspects of her three careers to build a thriving private practice in Miami, Florida. She went from being a high school Spanish teacher to advancing through the ranks at Johnson & Johnson and earning an MBA in finance before entering GSAPP. While attending GSAPP, Dr. McDonald says she received tremendous support from faculty members, who encouraged her nontraditional choices, such as completing internships in Johnson & Johnson s employee assistance and outplacement counseling programs. Now she counsels mostly young South Americans who live in Miami and work in the corporate world. Dr. McDonald, who has a BA in Spanish and speaks the language fluently, says about 98% of her patients are Cuban or Latin American. Many of my patients here are young South Americans in their 30s who have come to America to get their MBAs in Miami, she says. Although many of them speak English, they often feel more comfortable doing therapy in Spanish and appreciate that she understands their culture. Dr. McDonald says that all aspects of her career have come together even though she never planned for that to happen. I have to use Spanish, and certainly my knowledge of the corporate environment helps because there are psychologists who haven t spent any time in corporations...and then I ve been so lucky because of the excellent training I received [at GSAPP], she says. Spring 2014 Rutgers Graduate School of Applied and Professional Psychology 13

14 ALUMNI Alumni Speaker Series By Francine L. Huff GSAPP faculty, staff, students, alumni, and friends attended the Alumni Speaker Series featuring Drs. Tobias, Montgomery, and Hicks where they shared information about their career and practice specialties. Steven Tobias, PsyD (School, 1987) says it is important to get parents working with school officials for the benefit of their children. The director of the Center for Children and Family Development, a multidisciplinary evaluation and treatment center in Morristown, New Jersey, helps address a variety of children s needs, including ADHD, emotional, and behavioral disorders. Dr. Tobias says he has seen an increase in children, including preschoolers, struggling with anxiety disorders. He attributes that to increasing demands being placed on children. When I went to kindergarten two generations ago, kindergarten was all about socialization...now kindergarten is all about academics and that s filtering down into preschool. He also says that many kids are overscheduled, partly because their parents are worried about their futures and want their kids to have every benefit possible. Dr. Tobias, who recently spoke at GSAPP s Alumni Speaker Series, has co-authored several books with Maurice Elias, PhD, He started out as my supervisor, and I took his community psych class, and I ve co-authored several books with him, so he s certainly been a big influence, a mentor, and a friend, he says. GSAPP provided the whole package: I think the quality of education that I received there, the mentoring relationships that I had with the faculty, as well as the contacts that they provided for me really enabled me to move out on my own and establish myself. Sharon Ryan Montgomery, PsyD (School, 1982), also featured at the Alumni Speaker Series, works with families in her Morristown, New Jersey, private practice. She specializes in clinical and forensic psychology and has served as an expert in over 1,000 custody disputes. When she began her studies at GSAPP, Sharon was already the clinical director of a child abuse program. Later when she started her private practice, one of the judges who knew her from working with sexual abuse and child abuse cases asked if she would do a child custody evaluation, and she began to develop her specialty as a forensic psychologist. Most of my work is with people who are in the court system or about to enter the court system in some capacity many of the cases I get involved with are family court cases about 75%, she says. Dr. Montgomery recommends that GSAPP students find an area of specialization some niche where they are the super best at doing it because there are so many people out there they are in competition with psychologists need to have a specialty that they can do better than anyone else. Steven Tobias, PsyD (School 1987), Rosalind Dorlen, PsyD (Clinical 1977), Nancy Hicks, PsyD (Clinical 1989), and Sharon Ryan Montgomery, PsyD (School 1982) Nancy Hicks, PsyD (Clinical, 1989), agrees that students should find a specialty area to distinguish themselves, especially in what she calls an age of insurance complications. In her private practices in Metuchen, New Jersey, and New York, she specializes in couples therapy. I don t know why, but I have always really enjoyed working with couples, even before I went to grad school and was working in ministry, says the former ordained minister. It s a great specialty because there s a great need for couples therapists right now. It s really kind of incredible how many referrals I get. She says couples therapy has grown as a specialty, and there is more research and writing being devoted to this specialty than before. Despite the growing need for psychologists in this area, she says there are not enough people trained to do it. Dr. Hicks also teaches at TRISP, the Training Research Institute for Self-Psychology in New York, and CPPNJ, the Center for Psychotherapy and Psychoanalysis of New Jersey. She has written and presented papers in the area of self psychology and couples therapy. Being active in my professional growth, as well as in teaching, supervising, and writing has been really important for me to keep growing and improving my work. 14 Rutgers Graduate School of Applied and Professional Psychology Spring 2014

15 ALUMNI Donald R. Peterson Prize Winner Ijeoma Achara-Abrahams, PsyD (Clinical, 2001) has devoted her distinguished career to working on behalf of those with the most severe mental illnesses and psychological challenges. Not only has she worked directly with countless numbers of these individuals, but she also has helped many agencies to improve their services. In addition, she has become increasingly involved in the policy arena at the state, national, and international levels. After receiving her PsyD in Clinical Psychology and then working for a year as a program coordinator in the Office of Prevention Services at the University of Medicine and Dentistry of New Jersey, Ijeoma was awarded a post-doctoral fellowship at Yale s Center for Child Development and Social Policy. She stayed on at Yale for two more years to work as an associate research scientist in the Program on Recovery and Community Health. She then spent four years as director of strategic planning in the Philadelphia Department of Behavioral Health and Mental Retardation Services. She currently consults with numerous public mental health and addiction service systems through her own private firm, Achara Consulting, Inc. Ijeoma s introduction to work at the policy level began while she was at Yale. As part of her fellowship she worked with Connecticut s Department of Mental Health and Addiction Services. Connecticut was the first state to adopt the Recovery Oriented Systems of Care Model, a consumer-based, research-driven movement designed to replace the traditional approach of stabilization and symptom remission with a more active attempt to improve the quality of life for those with severe mental illness. Working closely with the deputy commissioner, she conducted program evaluations, participated in strategic planning, and assisted with the development of culturally specific programs. As her work in Philadelphia became more widely known, Ijeoma increasingly was asked to help other cities and states to adopt the recoveryoriented system of care. After moving to Chicago, she established her own consulting firm in order to respond to these requests and provide technical assistance on a full-time basis. She has consulted with numerous cities and states, including Detroit, Indiana, Iowa, Michigan, Illinois, and Texas. She has been an invited keynote speaker at numerous conferences for system administrators and treatment providers, and she has conducted training workshops for federal and state agencies such as the Substance Abuse and Mental Health Services Administration (SAMHSA). More recently, Ijeoma has served as the behavioral health consultant for a project designed to help state and county-level leaders in 13 states to develop recovery-oriented behavioral health systems. The project was developed by the Office of National Drug Control Policy, located in the Executive Office of the President of the United States. Ijeoma s work became even more international in scope last year when she was asked to train Tanzanian government and health care leaders in the recovery-oriented system of care approach. This particular effort is designed to address substance abuse disorders, thereby reducing the prevalence of HIV/ AIDS and other infectious diseases. Ijeoma has also co-authored a number of journal articles and book chapters based on various aspects of her pioneering work. Recent titles include, Addiction Recovery Communities as Indigenous Cultures, Recovery Management and African Americans, and Recovery-Focused Behavioral Health System Transformation: A framework for change and lessons learned from Philadelphia. Ijeoma Achara-Abrahams many achievements, and her efforts to improve the quality of life for the most disadvantaged people in our society and around the world, make her a most worthy recipient of the 2012 Peterson Prize. Spring 2014 Rutgers Graduate School of Applied and Professional Psychology 15

16 NEW FACULTY Elisa and David Shernoff By Francine L. Huff Elisa Shernoff, PhD, has joined GSAPP as an assistant professor and is teaching the Consultation Methods course. Her husband, David Shernoff, PhD, comes to GSAPP as a visiting associate professor and will assist at the Center for Applied Psychology. Dr. Elisa Shernoff s research centers on students who live in poverty as well as teachers who work with this population of students. She examines the idea that teachers are a close link to students. We really need to be thinking about providing more intensive support to teachers who work in schools so that they can support student learning. Until we can figure that piece out we re going to have a hard time closing this difficult big achievement gap we see in our country. Dr. Shernoff also says that part of promoting mental health in kids is building their resiliency and helping them learn in school. When kids are learning in school there are so many important mental health outcomes that follow. Dr. Shernoff, who was previously a research assistant professor at the University of Illinois at Chicago, recently completed a grant from the Institute of Education Sciences to support urban, early career teachers to address teacher turnover. She is planning another study that will try to leverage digital gaming and virtual reality technologies to help teachers practice responding to behavioral problems with avatars in an online virtual classroom. Dr. Shernoff received a PhD in School Psychology with a minor in Prevention Science from the University of Wisconsin-Madison and completed a post-doctoral fellowship at the University of Chicago Department of Psychiatry. Dr. David Shernoff is a visiting professor from Northern Illinois University. His work focuses on motivation and engagement of youth and adolescents, engagement and learning in educational video games, mentoring, and positive psychology. Motivation and student engagement is the lifeblood of the ability to learn and have success in school and longer term success in life, he says. I find that when students have difficulties in school most of the time it s not because students can t learn, it s because they don t wish to learn or they re more excited about learning in different ways. David recently published the book Optimal Learning Environments to Promote Student Engagement, and co-edited Engaging Youth in Schools: Evidence-Based Models to Guide Future Innovations, which will be published in the spring of He has a PhD in Education from the University of Chicago. Timothy Cleary By Francine L. Huff Timothy Cleary, PhD, was co-editor of the recently published Applications of Self-Regulated Learning across Diverse Disciplines: A Tribute to Barry J. Zimmerman and is editing another book, Self-Regulated Learning Interventions with At-Risk Populations: Academic, Mental Health, and Contextual Considerations, which will be published in Dr. Cleary, who joined GSAPP's faculty as an associate professor in the School Psychology Program last year, will teach the Learning and Academic Interventions course. His research focuses primarily on self-regulated learning (SLR) with middle and high school students and how they can become skillful in controlling, managing, and directing their lives. A couple of the most important lines of research are assessing this concept in kids, assessing how kids regulate, but doing so in a more dynamic and contextualized way, says Cleary, whereas most assessment tools are getting kids to just give self-reports about what they do and think in general, and that s often global and decontextualized information. It doesn t help kids or help teachers to help kids in school. Dr. Cleary developed an assessment protocol microanalysis, an interview instrument administered to children as they are learning that helps gather information about how they are setting goals, planning, and reflecting on the processes of self-regulation. This protocol is designed to measure those [processes] as kids are doing things that are relevant to school, whether it s studying, reading, writing an essay, performing a scientific investigation, whatever it is. He says his research has applicability across a variety of populations, and he recently received a grant to conduct research using his SRL microanalysis to evaluate medical students performance during clinical tasks. Dr. Cleary, who previously worked at the University of Wisconsin, says he is excited to be a part of the Rutgers community. What s probably the best thing in terms of my past year [at Rutgers] are the colleagues I have in my department. I think we are forming a really strong group that s going to be very highly ranked, I suspect, for a long time. I think it s exciting to be part of a program that has so much upward potential. 16 Rutgers Graduate School of Applied and Professional Psychology Spring 2014

17 FACULTY NEWS Nancy Boyd-Franklin, PhD, is a past winner of the Janet Helms Award for Mentoring and Scholarship. Dr. Boyd-Franklin received this award at the Teachers College Multicultural Roundtable. Dr. Boyd- Franklin was also chosen as the 2012 recipient of the Elizabeth Hurlock Beckman Award. This award recognizes educators who have inspired former students to create an organization which has conferred a demonstrated benefit on the community-at-large. The recommendation for this award was submitted by the late Jamila Irons-Johnson, (Clinical, 2004). Brenna Bry, PhD, was the keynote speaker at a seminar at St. Patrick s College, Dublin, Ireland. The seminar was presented by the Irish United States Alumni Association, which is sponsored by the US Embassy. The topic was Successful School Transitions: Empirically-Supported Interventions: Identifying Risk and Protective Factors and Practical Solutions. Timothy Cleary, PhD, received a one year grant for $90,000 as a co-investigator from the U.S. Air Force Surgeon General s Medical Research Program. The grant ran from February 2013 to February The purpose of this collaborative, multi-disciplinary grant was to develop an assessment methodology that integrates self-regulated micro-analytic assessment methodology with a virtual-patient simulation in a medical education context. The key goal of this approach was to evaluate regulatory processes as they occur naturally during medical education tasks, thereby making clinical assessments of student competencies more authentic and accessible. Maurice Elias, PhD, was presented with the John P. McGovern Medal for his distinguished work in school health and demonstrated dedication to the field, during the Annual American School Health Association conference in Myrtle Beach, S.C. Dr. Elias also received The Warren I. Susman Award for Excellence in Teaching, which is awarded to faculty members in recognition of outstanding service in stimulating and guiding the intellectual development of students at Rutgers University. Dr. Elias was recognized for designing opportunities outside the classroom that enhanced student growth and demonstrated the critical relationship between research and practice. Susan Furrer, PsyD (Clinical, 1990) Executive Director, Center for Applied Psychology is the principal investigator of an award totaling $312,827. The project, Piscataway School-Based Clinic: The Haven Program, is supported by the Piscataway Township Board of Education. Anne Gregory, PhD, Associate Professor has received a grant from the Spencer Foundation for a two year study in two Newark high schools Transforming Schools Through Restorative Approaches to School Discipline for the amount of $50,000. Dr. Gregory was also on a congressional policy briefing panel where she presented findings from one of her recent studies. The event is entitled Closing the School Discipline Gap: Research to Policy and is under the aegis of The Center for Civil Rights Remedies. Dr. Gregory also received a $25,000 grant from the NoVo Foundation entitled Observing Restorative Practices in High School Classrooms: The Development of a Systematic Observational Tool for Evaluation and Training. Restorative practices refers to restoring a positive learning environment in the classroom through specific practices in the interpersonal sphere. Karen Haboush, PsyD (School, 1989) joins GSAPP s faculty as a Clinical Associate Professor and School Psychology Internship Coordinator. Dr. Haboush s new position is an outgrowth of her work in placing practicum students in school districts. Based on the American Psychological Association s call for students to complete high quality internships, Dr. Haboush and Dr. Susan Forman (Chair, School Psychology Program) have begun an exciting new endeavor. Partnering with school districts, they have created the Rutgers School Psychology Internship Consortium that is exclusive for GSAPP students. Together with Lauren Poleyeff (3rd yr, School), Dr. Haboush presented a poster at the 34th Annual International School Psychology Association Conference at McGill University, Montreal, Canada in July, The poster was titled, Integration of Attachment Theory and Training of School Psychologists. Shalonda Kelly, PhD, was chosen as a recent recipient of the National Council of Schools and Programs of Professional Psychology (NCSPP) Ethnic Racial Diversity Award. Shalonda s dedication and commitment to multicultural education and training have been recognized and acknowledged by many of her peers, as she continues to inspire all in the field. Ryan Kettler, PhD, Assistant Professor was awarded a Community-University Research Partnership Grant for New Brunswick. The committee received many proposals resulting in a highly competitive review process. $14,716 was awarded for his proposal: New Brunswick Preschool Behavior Screening System Spanish Scale. Dr. Kettler has been appointed as the first Editor of the Research Registry of the Society for the Study of School Psychology (SSSP). Spring 2014 Rutgers Graduate School of Applied and Professional Psychology 17

18 FACULTY NEWS Bradford Lerman, PsyD (Organizational, 2003) Project Director, Bullying Prevention Institute and Director of the Inclusive Schools Climate Initiative (ISCI) received a three year award totaling $1,848,173 from the NJ Department of Education. Dr. Lerman will provide consultation to targeted schools in NJ in the promotion of school climate practices that best support a more inclusive environment for students with disabilities. Stanley Messer, PhD, Dean, is the recipient of this year s Richard P. Mc- Cormick Award. The award was created to recognize a dean or faculty member who has performed outstanding service for the alumni association and was established to honor the late faculty member and Rutgers College Dean, Richard P. McCormick, RC, 38, GSNB, 40. The award is university-wide, meaning selection came from all three campuses of Rutgers and among all Rutgers faculty and deans. Dean Messer is currently the Program Chair for the international conference of the Society for the Exploration of Psychotherapy Integration, which will take place on April 10-13, 2014 in Montreal, Quebec. David Panzer (School, 1984), GSAPP contributing faculty member, was named Psychologist of the Year by the New Jersey Psychological Association. Dr. Panzer also directs GSAPP s Group Therapy Program, which was selected as the 2013 winner of the Harold S. Bernard Group Psychotherapy Training Award. This highly regarded award, established by the International Board for Certification of Group Psychotherapists, recognizes outstanding contributions in Education and Training in the Field of Group Psychotherapy. Linda Reddy, PhD (Co- PI) and Elisa Shernoff, PhD (Co-PI) have been awarded a grant by the Brady Education Foundation for $272,365 for the years It consists of a randomized clinical trial of an innovative teacher consultation/ coaching model, using the Classroom Strategies Scale (CSS). Dr. Reddy recently released a book through APA Press, Neuropsychological Assessment and Intervention for Youth: An Evidence-Based Approach to Emotional and Behavioral Disorders, edited by Linda A. Reddy, PhD; Adam S. Weissman, PhD; and James B. Hale, PhD. Karen Riggs-Skean, PsyD (Clinical 1985) has been selected as the recipient of a Part-time Lecturer Professional Development Fund award to pay for her attendance at the Emotionally Focused Therapy Core Skills Training Course at the Ackerman Institute for the Family. This is a competitive award that allows Dr. Riggs-Skean to develop her knowledge and skills in connection with her instructional focus. Shireen Rizvi, PhD, has received a grant for $72,000 from the American Foundation for Suicide Prevention (AFSP) for her project entitled Feasibility and Efficacy of a DBT Skills App for Suicidal Individuals with BPD. The two-year project runs from February 2013 through January 2015 and will study how individuals with Borderline Personality Disorder (BPD) and suicidal behaviors use an interactive mobile phone application designed to increase their use of Dialectical Behavior Therapy skills. Terry Wilson, PhD, is the 2014 recipient of the Distinguished Scientific Award for the Application of Psychology from the American Psychological Association. This award honors psychologists who have made distinguished theoretical or empirical advances in psychology leading to the understanding or amelioration of important practical problems. Other winners of this significant award have been Alan Kazdin, David Barlow, Dr. Wilson s student Kelly Brownell (GSNB, 75), and Robert Rosenthal. Dr. Wilson will be formally presented with the award at the annual APA convention, in Washington D.C. August 7-10, Dr. Wilson is also the recipient of the 2013 Lifetime Achievement Award from the Academy of Eating Disorders (AED) in recognition of the transformative impact on clinical and scientific advances of his work. AED is the largest and most important international/interdisciplinary organization in the field. Dr. Wilson is the 2012 recipient of the Aaron T. Beck Award, which is presented by the Academy of Cognitive Therapy each year to an individual who has made significant and enduring contributions to the field of cognitive therapy. Together with Laurie Zandberg (5th yr, Clinical) Dr. Wilson published the article: Cognitive-Behavioral Guided Self-Help for Eating Disorders: Effectiveness and Scalability, Clinical Psychology Review, 32, Rutgers Graduate School of Applied and Professional Psychology Spring 2014

19 FACULTY NEWS Photo: Matthew Benson In Appreciation of Arnold A. Lazarus By Terry Wilson, PhD Oscar K. Buros Professor of Psychology Born in Johannesburg, South Africa, Arnold A. Lazarus ( ) received his PhD in psychology from the University of Witwatersrand in After immigrating to the United States he served as director of the Behavior Therapy Institute in Sausalito, California, and taught at Temple Medical School ( ) and the Department of Psychology at Yale University ( ) before joining the Graduate School of Applied and Professional Psychology at Rutgers University as a distinguished professor. He retired in Beginning with his early collaboration with Joseph Wolpe and his work as a private practitioner in Johannesburg, Lazarus was a founding father of behavior therapy an innovative approach to psychological treatment that would develop into an evidence-based system that is increasingly adopted world-wide. In 1966 he and Wolpe published the landmark text Behavior Therapy Techniques - the first book on the clinical practice of Tribute to Milt Schwebel, PhD By Professor Cary Cherniss, PhD Milton Schwebel, PhD, who died on October 3, 2013 in Tucson, Arizona at the age of 99, was a beloved faculty member in the School Psychology program at GSAPP and a former dean of the Rutgers Graduate School of Education. He was concerned about many critically important social issues, including racial equality, social justice, educational inequality, and world peace. Milt was also an expert on cognitive and social development over the life span, doing pioneering research, for example, on the impact of the threat of nuclear war upon children. His work on counseling minority youth broke new ground. Milt was also concerned about the health and well-being of psychologists, and how it affected their work. Milt was particularly concerned with the nation s public schools and their impact on the development of children and youth. In 1968 he wrote Who Can Be Educated?, which many believe was his most influential book. Appearing at the height of the Civil Rights Movement, it presented a strong and articulate case for the desegregation of America s schools. In 2003 Milt published what proved to be his last book, Remaking America s Three School Systems: Now Separate and Unequal. This powerful and far-reaching work seemed to bring together so many of the themes that characterized his scholarship and activism. In it he wrote, Real school reform will not be possible until society, through its political voice and political action, gives higher valuation to optimal human development. Milt s scholarly work was appreciated by many for its incisive treatment of complex social issues. As well, his contributions to peace psychology also were significant. He helped create the American Psychological Association s Society for the Study of Peace, Conflict, and Violence: Peace Psychology, and he was the first editor of the journal Peace and Conflict. behavior therapy. Lazarus s approach to psychotherapy continued to evolve and in 1971 he published Behavior Therapy and Beyond, an influential text in which he espoused the broadening of the conceptual and technical bases of behavior therapy. In particular he argued for the clinical importance of technical eclecticism that would allow practitioners the flexibility to incorporate effective strategies from diverse therapeutic systems. Lazarus went even further in developing this theme in his 1981 book entitled The Practice of Multimodal Therapy. In this system he emphasized the defining role of seven modalities in conceptualizing assessment and treatment. He used the acronym BASIC ID to summarize the seven modalities of behavior, affect, sensation, imagery, cognition, interpersonal relationships, and drugs and biological factors. Lazarus was a prolific writer who continued to author numerous articles and several other books including both scholarly and popular texts. Throughout his career Lazarus enjoyed the rare distinction of being one of the most influential, creative, and highly regarded clinical practitioners in the field of clinical psychology. He was the recipient of several honors and awards including a Lifetime Achievement Award from the Association for Behavioral and Cognitive Therapies, the Distinguished Contribution to the Profession of Clinical Psychology Award from Division 12 (Clinical Psychology) of the American Psychological Association, the Distinguished Service Award from the American Board of Professional Psychology, and the Cummings PSYCHE Award. Lazarus had a profound impact both personal and professional on students and colleagues. The consummate clinical practitioner, he was widely respected for his dedication to caring for his patients and for his unending commitment to training and supervising generations of psychotherapists in the practice of behavior therapy and multimodal therapy. He was renowned for his sense of humor and a timely irreverence that endeared him especially to former students. His son Clifford Lazarus and daughter-in-law Donna Astor-Lazarus now direct The Lazarus Institute, where they have continued the practice of multimodal therapy. Beyond his eminence and professional greatness, Arnold Lazarus will always be fondly remembered as a kind and generous friend, colleague, and teacher. Milt was also concerned about the mental health of psychologists. He was the founding chair of APA s Advisory Committee on Impaired Psychologists for eight years. In his book, Assisting Impaired Psychologists, he wrote about what was required to become a well-functioning psychologist. Milt earned his PhD in counseling psychology at Columbia University, followed by a threeyear fellowship in psychotherapy at the Postgraduate Center for Mental Health in New York. He then joined the faculty of New York University s School of Education where he served as a professor, department chair and associate dean for graduate studies for eighteen years. He left NYU to become dean of the Rutgers Graduate School of Education, serving in that position for ten years. Milt was highly critical of American society, of how far we still had to go in order to fulfill the American dream. But he also was a perennial optimist. He believed that great change was not only needed; it was possible. At one point he wrote, Humans possess the power to advance their intelligence, change their lives and circumstances, and achieve peaceful solutions to conflict. I was privileged to be one of Milt s faculty colleagues. Spring 2014 Rutgers Graduate School of Applied and Professional Psychology 19

20 PROFESSIONAL PRACTICE GSAPP Alumni Make it All in the Fa John Arcara Photography By Tracey Regan Matthew Strobel, PsyD (School 2009) and Johanna Morrow Strobel, PsyD (School 2009) Johanna Morrow Strobel, PsyD (School, 2009) and Matthew Strobel, PsyD (School, 2009), elementary school psychologists in Marlboro Township and Middletown Township, respectively, both determined early on to pursue careers they knew to be emotionally fulfilling: working with children. What they could not anticipate was the intellectual richness and complexity those then-distant jobs would also offer. I m really enjoying the challenge of operating in so many spheres at once, helping individuals but also interfacing with larger systems, from the family to the school district, says Johanna, who works primarily as a traditional school psychologist, evaluating students in need of special education services. Matt, also a case manager for special education students, focuses much of his time on children with behavioral difficulties. Both of our jobs are tied into larger policy trends, including educational reform, he notes. One of our challenges is to think about ways to modify the curriculum to incorporate more students with special needs in mainstream classes. Both say their training at GSAPP, with its emphasis on system-level change, prepared them to step confidently into these roles. Susan Forman (Chair, School Psychology Program) encouraged us to look at systems larger than the family or the school, to think about policy and the adaptations we can make to help more kids, Johanna says. And some of their first clinical work in graduate school took place under the supervision of GSAPP alumni. Matt says he is now able to offer current GSAPP students the same valuable mentoring, noting, It s a nice way to give back. Johanna teaches a class at GSAPP in Human Development that allows her to share insights and practical tips about graduate school with first-year students. We ve built a lot of relationships at GSAPP, both professional and personal, she says. I love that. Andrea Quinn, PsyD (Clinical, 2006), an assistant project director for Project NSTM (Natural Setting Therapeutic Management) at GSAPP s Center for Applied Psychology, provides on-site behavioral training to families and professional staff who support individuals with intellectual and developmental disabilities. Challenging behaviors are a common occurrence for individuals with developmental disabilities and NSTM does really valuable work with families who are in great need of help, she says, noting that she began working with the program while still a graduate student through a series of clinical practicums supervised by Russ Kormann, PhD, and was excited by the chance to come back and join the staff. Her spouse, Joe Harvey, PsyD (School, 2004) began his career as a school psychologist in New Providence and is now an assistant principal in the district. My training is quite helpful for my current job. We talked a lot at GSAPP about the importance of dealing with mental health and behavioral issues, taking into account the whole child and family, and I had access to a wonderful group of individuals, including clinical and organizational folks, whose multiple influences definitely shaped the way I go about my work, he notes. Ken Schneider, PhD, the former chairman of the Department of Applied Psychology, was huge. Their mentors were also intent, seemingly, on playing Cupid. We were assigned to work together on a child psychopathology project with Sandy Harris, PhD, and Shalonda Kelly, PhD, my first year, Andrea recounts. But it doesn t surprise me that so many relationships are formed at GSAPP. This is a group of people with interests in common, who undergo an intense experience together, mastering new challenges and bonding over peer support. Joe was always telling me I was better than I thought I was. He laughs, noting, I now call Andrea my in-home supervisor. What they learned about child development has also influenced the way they raise their own children. We don t want to raise kids who are just good in school, Andrea says. We want them to also possess emotional intelligence and a sensitivity to the needs of others. 20 Rutgers Graduate School of Applied and Professional Psychology Spring 2014

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