Focus Magazine Winter 2021

for students, faculty, alumni, staff, trustees and friends of fielding // winter 2021

FIELDING GRADUATE UNIVERSITY | Fielding.edu

3

NEW HORIZONS 2021 Focus Winter 2021

President

Katrina S. Rogers, PhD

Editor

Carol Warner

Art Director Audrey Ma

Communications Consultant Julia McHugh

Contributing Staff Elena I. Nicklasson

FOCUS is published by Fielding Graduate University 2020 De la Vina Street Santa Barbara, CA 93105

Inside this Issue

Fielding.edu Please send reader responses to media@fielding.edu © 2021 Fielding Graduate University.

All rights reserved. No portion of this publication may be reproduced in any form without prior written permission from Fielding Graduate University.

4

Board of Trustees

5

Trustee Spotlight

6

Schools & Programs

7

About Fielding

FPO

8

A Dream Come True

9

Collaborating Against Hunger

10

For the Greater Good

11

Synergetic Partnership

12

covid-19 Lockdown Survey

13

Children in Isolation

14

Alumni Publications

16

Educational Collaboration with Navajo Nation

18

The Power of Paradigm Shifters

Development

19

Writing Support Services Re-envisioned

20

Your Philanthropic Impact

22

Fielding Supporters

25

Masters & Certificate Graduates

26 Doctoral Graduates

A

A Letter from the President

s the seasons change and another year is upon us, I have had the opportunity to hear many of our community members talk about gratitude for all they learned from events in 2020. From the pandemic to anti-racism demonstrations, there are limitless opportunities for discovery, reflection, and action.

As difficult and heart wrenching as 2020 has been for many of us, we also have learned that life is full of light and shadow sides, and often unfolds as a series of complex events that take us to emotional, and sometimes geographic, places we did not expect.

For example, a student tells me of a job loss that caused her to move, which then unexpectedly, because of the pandemic, gave her a new work opportunity. An alum who had to move across country to care for an ailing family member finds that the time together enriches his life and that working remotely turns out to fit into this new life. Another alum who had covid-19 and recovered is motivated for an entire new career as a non-profit professional. These are stories that remind me of the endurance of the human spirit, despite tragedy that can strike, pain that we may carry, and the uncertainty of an unknown future.

“From the pandemic to anti-

racism demonstrations, there are limitless opportunities for

discovery, reflection, and action.”

Here at Fielding, we continue to do what we do: focus on learning that activates people to make a positive social difference through their professions. Often this activation has positive outcomes for our families, communities, and society overall. I joined Fielding in 2005. Coming from the non-profit field, faculty and student colleagues inspired me with their commitment to connect research to practice, and scholars to practitioners, to find the linkages within ourselves so that we can be better professionals in psychology, education, early infant and childhood development, and human and organizational development. Although times have changed, our mission endures.

At the end of January 2021, we will welcome another group of graduates as scholarpractitioners. It will be meaningful work to teach another group of students and watch them go into the world equipped with the skills and abilities to excel. As you read these pages, you can see the results. Stories of courage and transformation exemplify the Fielding learning experience, and I am proud to share these stories with you.

May I see many of you throughout 2021, whether in person or virtual, as we build our community one interaction at a time.

KATRINA S. ROGERS, PHD President

FIELDING GRADUATE UNIVERSITY | Fielding.edu

3

NEW HORIZONS 2021 Focus Winter 2021

President

Katrina S. Rogers, PhD

Editor

Carol Warner

Art Director Audrey Ma

Communications Consultant Julia McHugh

Contributing Staff Elena I. Nicklasson

FOCUS is published by Fielding Graduate University 2020 De la Vina Street Santa Barbara, CA 93105

Inside this Issue

Fielding.edu Please send reader responses to media@fielding.edu © 2021 Fielding Graduate University.

All rights reserved. No portion of this publication may be reproduced in any form without prior written permission from Fielding Graduate University.

4

Board of Trustees

5

Trustee Spotlight

6

Schools & Programs

7

About Fielding

FPO

8

A Dream Come True

9

Collaborating Against Hunger

10

For the Greater Good

11

Synergetic Partnership

12

covid-19 Lockdown Survey

13

Children in Isolation

14

Alumni Publications

16

Educational Collaboration with Navajo Nation

18

The Power of Paradigm Shifters

Development

19

Writing Support Services Re-envisioned

20

Your Philanthropic Impact

22

Fielding Supporters

25

Masters & Certificate Graduates

26 Doctoral Graduates

A

A Letter from the President

s the seasons change and another year is upon us, I have had the opportunity to hear many of our community members talk about gratitude for all they learned from events in 2020. From the pandemic to anti-racism demonstrations, there are limitless opportunities for discovery, reflection, and action.

As difficult and heart wrenching as 2020 has been for many of us, we also have learned that life is full of light and shadow sides, and often unfolds as a series of complex events that take us to emotional, and sometimes geographic, places we did not expect.

For example, a student tells me of a job loss that caused her to move, which then unexpectedly, because of the pandemic, gave her a new work opportunity. An alum who had to move across country to care for an ailing family member finds that the time together enriches his life and that working remotely turns out to fit into this new life. Another alum who had covid-19 and recovered is motivated for an entire new career as a non-profit professional. These are stories that remind me of the endurance of the human spirit, despite tragedy that can strike, pain that we may carry, and the uncertainty of an unknown future.

“From the pandemic to anti-

racism demonstrations, there are limitless opportunities for

discovery, reflection, and action.”

Here at Fielding, we continue to do what we do: focus on learning that activates people to make a positive social difference through their professions. Often this activation has positive outcomes for our families, communities, and society overall. I joined Fielding in 2005. Coming from the non-profit field, faculty and student colleagues inspired me with their commitment to connect research to practice, and scholars to practitioners, to find the linkages within ourselves so that we can be better professionals in psychology, education, early infant and childhood development, and human and organizational development. Although times have changed, our mission endures.

At the end of January 2021, we will welcome another group of graduates as scholarpractitioners. It will be meaningful work to teach another group of students and watch them go into the world equipped with the skills and abilities to excel. As you read these pages, you can see the results. Stories of courage and transformation exemplify the Fielding learning experience, and I am proud to share these stories with you.

May I see many of you throughout 2021, whether in person or virtual, as we build our community one interaction at a time.

KATRINA S. ROGERS, PHD President

4

NEW HORIZONS | FOCUS Winter 2021

o f B OA R D T R U S T EES Karen S. Bogart, PhD Board Chair

President, Smith Bogart Consulting, Santa Barbara, CA

FIELDING GRADUATE UNIVERSITY | Fielding.edu

5

TRUSTEE EMERITI Karin Bunnell, PhD Michael B. Goldstein, JD Russ Goodman, MBA Bo Gyllenpalm, PhD Linda Honold, PhD Otto Lee, EdD

E. Nancy Markle Fred Phillips, PsyD* Margarita Rosenthal, PhD* Connie Shafran, PhD Nancy Shapiro, PhD * deceased

Gary Wagenheim, PhD Vice Chair

Adjunct Professor, Beedie School of Business, Simon Fraser University, Vancouver, BC, Canada

Nancy Baker, PhD Treasurer

Diplomate in Forensic Psychology, Half Moon Bay, CA

Patricia Zell, JD Secretary

Partner, Zell & Cox Law, Santa Barbara, CA

Dorothy Agger-Gupta, PhD

Faculty Trustee, Victoria, BC, Canada

Michael Ali, PhD

Chief Digital and Information Officer, Omega Engineering, Norwalk, CT

Manley Begay Jr, EdD

Professor, Northern Arizona University, Flagstaff, AZ

John Bennett, PhD

Professor, Queens University of Charlotte, Charlotte, NC

T R US T EE SP OT L I G H T K E I T H E A R L E Y, P H D, J D

MB Bettencourt

Co-founder and co-CEO of He Said/She Said film production, Pleasanton, CA

Keith Earley, PhD, JD

Principal, Earley Interventions, LLC, Rockville, MD

Zabrina Epps, MPM

Student Trustee, Laurel, MD

Michael B. Goldstein, JD

Managing Director, Center for Higher Education Transformation at Tyton Partners, Washington, D.C.

Russ Goodman, MBA

Retired Regional President, Sares-Regis Group, Lake Sherwood, CA

Anthony Greene, PhD

Faculty Trustee, Gainesville, FL

Judith Katz, EdD

Executive Vice President Emeritus, The Kaleel Jamison Consulting Group, Washington, D.C.

Katrina S. Rogers, PhD ex officio

President, Fielding Graduate University, Santa Barbara, CA

Maria Sanchez, MA

Student Trustee, Westlake Village, CA

Connie Shafran, PhD

Clinical Psychologist, Malibu, CA

D

r. Earley graduated in 2015 with a PhD in Human and Organizational Systems, subsequently earning Fielding’s Evidence-Based Coaching certification in 2017. Dr. Earley attributes his development as a diversity and inclusion consultant to his professors: Dr. Placida Gallegos, Dr. Margo Okazawa-Rey, and Dr. Steve Schapiro. He describes his time at Fielding as “the most growth-inducing” experience of his life. Dr. Earley has served on the Board as a Public Trustee since 2013.

His passion for life-long learning and career opportunities he attributes, in part, to the experience at Fielding.

Q.: What are you reading?

A.: I read a lot. Sometimes more than one book at a time. I recently finished The War Before the War: Fugitive Slaves and the Struggle for America’s Soul from the

Revolution to the Civil War by Andrew Delbanco. Now I’m reading Reversing Sail: A History of the African Diaspora

by Michael Gomez, and Finding Balance: Empower Yourself with Tools to Combat Stress and Illness by my doctor, Jyothi Rao. Next up is Caste by Isabel Wilkerson.

Q.: What brought you to Fielding?

A.: Dr. Charlie Seashore, or Charlie, as we all knew him, was my professor at American University. “I want you to consider a doctoral degree at Fielding,” Charlie would say to me. Later, I would run into him and his wife, Edie, and every time he reminded me about Fielding. My desire to have a deeper connection to Organizational Development and my commitment to lifelong learning converged with the long-term relationship I developed with Charlie—and I came to Fielding.

Q.: What do you think the world needs to know about Fielding?

A.: What is unique about Fielding is our approach to adult learning, which continues to be compelling and needed in the world today. Our commitment to diversity, social justice and sustainability are more important than ever. We have a success record in applying our educational model to the most vexing problems our society faces today.

At Fielding, you do not get a PhD—you become one, as Dr. Keith Melville often says.

My experience in becoming a PhD has been dynamic, holistic, pedagogical, academic, and professional. But it’s also personal.

Through my Fielding journey, I developed a deeper commitment to contemplation, reflection, and self-awareness. Everyone interested in personal growth should know that Fielding is the place where they can achieve their greatest ambitions. •

4

NEW HORIZONS | FOCUS Winter 2021

o f B OA R D T R U S T EES Karen S. Bogart, PhD Board Chair

President, Smith Bogart Consulting, Santa Barbara, CA

FIELDING GRADUATE UNIVERSITY | Fielding.edu

5

TRUSTEE EMERITI Karin Bunnell, PhD Michael B. Goldstein, JD Russ Goodman, MBA Bo Gyllenpalm, PhD Linda Honold, PhD Otto Lee, EdD

E. Nancy Markle Fred Phillips, PsyD* Margarita Rosenthal, PhD* Connie Shafran, PhD Nancy Shapiro, PhD * deceased

Gary Wagenheim, PhD Vice Chair

Adjunct Professor, Beedie School of Business, Simon Fraser University, Vancouver, BC, Canada

Nancy Baker, PhD Treasurer

Diplomate in Forensic Psychology, Half Moon Bay, CA

Patricia Zell, JD Secretary

Partner, Zell & Cox Law, Santa Barbara, CA

Dorothy Agger-Gupta, PhD

Faculty Trustee, Victoria, BC, Canada

Michael Ali, PhD

Chief Digital and Information Officer, Omega Engineering, Norwalk, CT

Manley Begay Jr, EdD

Professor, Northern Arizona University, Flagstaff, AZ

John Bennett, PhD

Professor, Queens University of Charlotte, Charlotte, NC

T R US T EE SP OT L I G H T K E I T H E A R L E Y, P H D, J D

MB Bettencourt

Co-founder and co-CEO of He Said/She Said film production, Pleasanton, CA

Keith Earley, PhD, JD

Principal, Earley Interventions, LLC, Rockville, MD

Zabrina Epps, MPM

Student Trustee, Laurel, MD

Michael B. Goldstein, JD

Managing Director, Center for Higher Education Transformation at Tyton Partners, Washington, D.C.

Russ Goodman, MBA

Retired Regional President, Sares-Regis Group, Lake Sherwood, CA

Anthony Greene, PhD

Faculty Trustee, Gainesville, FL

Judith Katz, EdD

Executive Vice President Emeritus, The Kaleel Jamison Consulting Group, Washington, D.C.

Katrina S. Rogers, PhD ex officio

President, Fielding Graduate University, Santa Barbara, CA

Maria Sanchez, MA

Student Trustee, Westlake Village, CA

Connie Shafran, PhD

Clinical Psychologist, Malibu, CA

D

r. Earley graduated in 2015 with a PhD in Human and Organizational Systems, subsequently earning Fielding’s Evidence-Based Coaching certification in 2017. Dr. Earley attributes his development as a diversity and inclusion consultant to his professors: Dr. Placida Gallegos, Dr. Margo Okazawa-Rey, and Dr. Steve Schapiro. He describes his time at Fielding as “the most growth-inducing” experience of his life. Dr. Earley has served on the Board as a Public Trustee since 2013.

His passion for life-long learning and career opportunities he attributes, in part, to the experience at Fielding.

Q.: What are you reading?

A.: I read a lot. Sometimes more than one book at a time. I recently finished The War Before the War: Fugitive Slaves and the Struggle for America’s Soul from the

Revolution to the Civil War by Andrew Delbanco. Now I’m reading Reversing Sail: A History of the African Diaspora

by Michael Gomez, and Finding Balance: Empower Yourself with Tools to Combat Stress and Illness by my doctor, Jyothi Rao. Next up is Caste by Isabel Wilkerson.

Q.: What brought you to Fielding?

A.: Dr. Charlie Seashore, or Charlie, as we all knew him, was my professor at American University. “I want you to consider a doctoral degree at Fielding,” Charlie would say to me. Later, I would run into him and his wife, Edie, and every time he reminded me about Fielding. My desire to have a deeper connection to Organizational Development and my commitment to lifelong learning converged with the long-term relationship I developed with Charlie—and I came to Fielding.

Q.: What do you think the world needs to know about Fielding?

A.: What is unique about Fielding is our approach to adult learning, which continues to be compelling and needed in the world today. Our commitment to diversity, social justice and sustainability are more important than ever. We have a success record in applying our educational model to the most vexing problems our society faces today.

At Fielding, you do not get a PhD—you become one, as Dr. Keith Melville often says.

My experience in becoming a PhD has been dynamic, holistic, pedagogical, academic, and professional. But it’s also personal.

Through my Fielding journey, I developed a deeper commitment to contemplation, reflection, and self-awareness. Everyone interested in personal growth should know that Fielding is the place where they can achieve their greatest ambitions. •

6

NEW HORIZONS | FOCUS Winter 2021

Schools & Programs School of Psychology Doctoral Degrees

PhD, Clinical Psychology

Concentrations Forensic Psychology

Health Psychology Neuropsychology

Social Justice & Diversity PhD, Infant & Early Childhood Development Concentration Reflective Practice & Supervision

About

Fielding VISION Educating leaders, scholars, and practitioners for a more just and sustainable world.

PhD, Media Psychology Concentrations Brand Psychology & Audience Engagement

Positive Psychology

Social Impact of Mobile Media & Immersive Technology

School of Leadership Studies Doctoral Degrees

EdD, Leadership for Change PhD, Human Development PhD, Organizational Development & Change Concentrations

Community College Leadership for Change

Creative Longevity & Wisdom

Dual Language

Evidence Based Coaching

Inclusive Leadership for Social Justice

Leadership of Higher Education Systems

Media, Technology & Innovation

Organizational Development

Reflective Practice/Supervision

Somatics, Phenomenology & Communicative Leadership

Sustainability Leadership

Master’s Degrees

MA, Organizational Development & Leadership

Certificates

Comprehensive Evidence Based Coaching Evidence Based Coaching for Organization Leadership Organizational Development & Leadership

Master’s Degrees

MISSION We provide exemplary

Certificates

interdisciplinary

Centers & Initiatives The Alonso Center for Psychodynamic Studies aims to expand the application of psychodynamic ideas, treatments, and principles both within the Fielding community and the larger society.

The Institute for Social Innovation helps individuals, nonprofits, businesses, and government organizations create effective, efficient, sustainable, and just solutions to societal problems via research, leadership, and organizational development.

The Marie Fielder Center for Democracy, Leadership, and Education is a multidisciplinary research and advocacy center aimed at advancing diversity and inclusion throughout society.

981 Women: 77% Men: 23% Age Range: 21–81 Enrollment:

3% 3% 15% 0% 12%

MA, Media Psychology

Clinical Psychology, Postbaccalaureate Media Psychology (Media Neuroscience or Brand

Psychology & Audience Engagement) Neuropsychology Specialization Training Program Respecialization in Clinical Psychology, Postdoctoral

STU D E N TS

programs for a community of scholarpractitioners with a distributed learning model grounded

48%

We commit to the highest quality scholarship, research, and practice.

Community We support a

Asian

built on inclusion and mutual respect.

Black or African American

Diversity We commit to having a

Hawaiian or Pacific Islander

diverse and inclusive. We embrace and

Hispanic or Latino

experiences of our diverse community.

White

Learner-centered

collaborative learning environment

faculty, staff, and student body that is

celebrate the wisdom, knowledge, and

Education We create an

6%

Two or More Races

interactive experience that responds

3%

Race/Ethnicity Unknown*

professional lives of our students.

1%

Non-resident Alien

Social Justice We commit

8%

International Students*

to the interrelated personal and

to advancing equality and justice in our university, and in the local, national, and global communities impacted by our work.

inquiry and leading to

*Grouped together in IPEDS as Race/Ethnicity Unknown.

Aggregated data based on census data as reported to Integrated Postsecondary Education Data System (IPEDS).

Academic Excellence

American Indian or Alaska Native

in student-driven

enhanced knowledge.

VALUES

FACULTY Faculty: 174 Staff: 84 Student to Faculty Ratio: 6:1

Transformational Learning We inspire a reexamination of one’s world view and underlying assumptions to enable a deeper understanding of self and society.

6

NEW HORIZONS | FOCUS Winter 2021

Schools & Programs School of Psychology Doctoral Degrees

PhD, Clinical Psychology

Concentrations Forensic Psychology

Health Psychology Neuropsychology

Social Justice & Diversity PhD, Infant & Early Childhood Development Concentration Reflective Practice & Supervision

About

Fielding VISION Educating leaders, scholars, and practitioners for a more just and sustainable world.

PhD, Media Psychology Concentrations Brand Psychology & Audience Engagement

Positive Psychology

Social Impact of Mobile Media & Immersive Technology

School of Leadership Studies Doctoral Degrees

EdD, Leadership for Change PhD, Human Development PhD, Organizational Development & Change Concentrations

Community College Leadership for Change

Creative Longevity & Wisdom

Dual Language

Evidence Based Coaching

Inclusive Leadership for Social Justice

Leadership of Higher Education Systems

Media, Technology & Innovation

Organizational Development

Reflective Practice/Supervision

Somatics, Phenomenology & Communicative Leadership

Sustainability Leadership

Master’s Degrees

MA, Organizational Development & Leadership

Certificates

Comprehensive Evidence Based Coaching Evidence Based Coaching for Organization Leadership Organizational Development & Leadership

Master’s Degrees

MISSION We provide exemplary

Certificates

interdisciplinary

Centers & Initiatives The Alonso Center for Psychodynamic Studies aims to expand the application of psychodynamic ideas, treatments, and principles both within the Fielding community and the larger society.

The Institute for Social Innovation helps individuals, nonprofits, businesses, and government organizations create effective, efficient, sustainable, and just solutions to societal problems via research, leadership, and organizational development.

The Marie Fielder Center for Democracy, Leadership, and Education is a multidisciplinary research and advocacy center aimed at advancing diversity and inclusion throughout society.

981 Women: 77% Men: 23% Age Range: 21–81 Enrollment:

3% 3% 15% 0% 12%

MA, Media Psychology

Clinical Psychology, Postbaccalaureate Media Psychology (Media Neuroscience or Brand

Psychology & Audience Engagement) Neuropsychology Specialization Training Program Respecialization in Clinical Psychology, Postdoctoral

STU D E N TS

programs for a community of scholarpractitioners with a distributed learning model grounded

48%

We commit to the highest quality scholarship, research, and practice.

Community We support a

Asian

built on inclusion and mutual respect.

Black or African American

Diversity We commit to having a

Hawaiian or Pacific Islander

diverse and inclusive. We embrace and

Hispanic or Latino

experiences of our diverse community.

White

Learner-centered

collaborative learning environment

faculty, staff, and student body that is

celebrate the wisdom, knowledge, and

Education We create an

6%

Two or More Races

interactive experience that responds

3%

Race/Ethnicity Unknown*

professional lives of our students.

1%

Non-resident Alien

Social Justice We commit

8%

International Students*

to the interrelated personal and

to advancing equality and justice in our university, and in the local, national, and global communities impacted by our work.

inquiry and leading to

*Grouped together in IPEDS as Race/Ethnicity Unknown.

Aggregated data based on census data as reported to Integrated Postsecondary Education Data System (IPEDS).

Academic Excellence

American Indian or Alaska Native

in student-driven

enhanced knowledge.

VALUES

FACULTY Faculty: 174 Staff: 84 Student to Faculty Ratio: 6:1

Transformational Learning We inspire a reexamination of one’s world view and underlying assumptions to enable a deeper understanding of self and society.

8

NEW HORIZONS | FOCUS Winter 2021

FIELDING GRADUATE UNIVERSITY | Fielding.edu

A Dream Come True Dominique Eugene, PhD, selected 2020-2021 HBNU Fogarty Global Health Training Program Fellow

W

hat does it mean to fulfill your dream and receive a Fellowship appointment for international research in times of pandemic? A clinical psychology alum and a scholar-practitioner with an international career, Dominique Eugene, PhD ’18, received a prestigious research appointment from Harvard University, Boston University, Northwestern University, and University of New Mexico (HBNU) Global Health Fellows Consortium. She is determined to achieve the goals of the research, which have their roots at Fielding.

and Infant-Family and Early Childhood Mental Health Specialist.

“As a longtime mentor for Dr. Eugene I am very proud of this opportunity for her further development. Dr. Eugene has a habit of making the difficult look easy.

She is a strong woman with a voice for those who are downtrodden,” says Dr. Bendell.

“As a longtime mentor for Dr. Eugene I am very proud of this opportunity for her further development. Dr. Eugene has a habit of making the difficult look easy. She is a strong woman with a voice for those who are downtrodden,” says Dr. Bendell.

Before Dr. Eugene came to Fielding as a student, she lived and worked in rural Japan, and New York City, and conducted research in Cuba, Mauritius, and Botswana. She used her research and volunteer experience to advance her training. Today, Dr. Eugene has an impressive portfolio of titles and certifications, including Licensed Marriage and Family Therapist, Registered Play Therapist and Supervisor, Certified Trauma Specialist,

“Fielding’s educational model is designed for adult learners: professionals and independent learners,” says Dr. Eugene. “I’ve had great support from Fielding faculty, especially my close mentors, Dr. Bendell, Dr. Bush, Dr. Hatcher, Dr. Penn, and Dr. Soper. They helped convert my passion and research opportunities into learning contracts, and ultimately my dissertation research.”

Dr. Eugene’s dissertation, titled “Predicting Violence in Intimate Relationships by Women

Exposed to Childhood Maltreatment,” explored female perpetrators of intimate partner violence with a history of childhood maltreatment. “My dissertation turned into research and work opportunities—I received the Fellowship,” she says.

As part of her Fellowship, she participated in a training in Washington, D.C., and spent the rest of her time doing field research in South Africa.

“I’ve always had a dream to receive funding for my international research. A colleague I met at a conference in Haiti shared information about the Fellowship and encouraged me to apply,” she says. Due to the pandemic, Dr. Eugene and her Fellowship cohort members attended training online. “Dr. Anthony Fauci was our keynote speaker. My colleagues are all young professional researchers. Once the pandemic lightens up, the plan is to spend a year at the Stellenbosch University’s Department of Psychiatry. Thanks to training at Fielding, I am part of this great group of people,” she recounts. Working in challenging circumstances is not new for Dr. Eugene. She was part of the International Play Therapy team that went to Sri Lanka after the tsunami devastation.

She also worked as a consultant doing relief work after Hurricane Katrina. “I will continue the Fellowship’s research project, even if international travel and field-based research are not possible at the moment,” she said.•

Collaborating against Hunger George Fedha, PhD ’10, in conversation with faculty, Fred Steier, PhD, and staff member, Elena Nicklasson

I

n his dissertation, “How Aid Workers Adapt to Complexity and Uncertainty in the Frontline of War against Hunger,” Dr. Fedha explored how aid workers with humanitarian organizations respond to unpredictable work conditions in dangerous international settings and places of conflict.

Today, he and his colleagues adapt and self-organize to fight hunger in Namibia during the pandemic. Upon graduation from Fielding’s Human and Organizational Systems Program, he continued to serve in various positions worldwide as an officer of the World Food Programme (WFP), including in the Programme’s headquarters in Rome, South Sudan, and Uganda. “After graduation, I moved from being a team leader to an interlocutor.

Community leaders became my teachers, and I came to more appreciation that solutions to local problems are local,” shares Dr. Fedha.

The WFP is one of the largest global aid organizations and is on the front lines of major international conflicts. In 2019, the WFP provided aid to 100 million people in 88 different countries. The WFP received the prestigious 2020 Nobel Peace Prize for its role in combating hunger. In its announcement, the Norwegian Nobel Committee stressed the great importance of WFP’s work, as the “need for international solidarity and multilateral cooperation is more conspicuous than ever.” Dr. Fedha and his team in Namibia and colleagues in the WFP feel

great honor and recognition. “It is a victory, and we are celebrating, but my colleagues and I also feel a responsibility to ensure that we continue to provide the highest level of service to the people in the community,” says Dr. Fedha.

Collaboration is vital to achieving results in Dr. Fedha’s work: “We work with stakeholders from diverse groups such as the private sector, governments, nongovernment organizations, and sister UN agencies. We need to be appreciative of what each other brings to the table.”

Before moving to Namibia to lead the WFP’s mission there, Dr. Fedha worked in the Northern region of Uganda. Due to the spreading pandemic, the country had to shut down. Dr. Fedha gives an example of a complex adaptive systems approach in practice: “We needed to deliver food assistance to one million South Sudanese refugees. We reached out to local authorities and explained that refugees who just crossed the border did not have any food stocked up. The local authorities supported our efforts, and our teams could deliver the food. As the pandemic continued, we realized we need to start growing food. Again, with the help of the authorities, we collaborated with farmers and organized educational campaigns about safety measures.” “covid-19 is a serious problem, and our global community needs to do better in addressing it.

I’ve learned over the years at the WFP that the closer we work together, the better results we can achieve,” says Dr. Fedha. “My colleagues at Fielding do significant research in the area of wellbeing. In 2021, I hope we can pay greater respect for our lives and health and take care of ourselves.”•

9

8

NEW HORIZONS | FOCUS Winter 2021

FIELDING GRADUATE UNIVERSITY | Fielding.edu

A Dream Come True Dominique Eugene, PhD, selected 2020-2021 HBNU Fogarty Global Health Training Program Fellow

W

hat does it mean to fulfill your dream and receive a Fellowship appointment for international research in times of pandemic? A clinical psychology alum and a scholar-practitioner with an international career, Dominique Eugene, PhD ’18, received a prestigious research appointment from Harvard University, Boston University, Northwestern University, and University of New Mexico (HBNU) Global Health Fellows Consortium. She is determined to achieve the goals of the research, which have their roots at Fielding.

and Infant-Family and Early Childhood Mental Health Specialist.

“As a longtime mentor for Dr. Eugene I am very proud of this opportunity for her further development. Dr. Eugene has a habit of making the difficult look easy.

She is a strong woman with a voice for those who are downtrodden,” says Dr. Bendell.

“As a longtime mentor for Dr. Eugene I am very proud of this opportunity for her further development. Dr. Eugene has a habit of making the difficult look easy. She is a strong woman with a voice for those who are downtrodden,” says Dr. Bendell.

Before Dr. Eugene came to Fielding as a student, she lived and worked in rural Japan, and New York City, and conducted research in Cuba, Mauritius, and Botswana. She used her research and volunteer experience to advance her training. Today, Dr. Eugene has an impressive portfolio of titles and certifications, including Licensed Marriage and Family Therapist, Registered Play Therapist and Supervisor, Certified Trauma Specialist,

“Fielding’s educational model is designed for adult learners: professionals and independent learners,” says Dr. Eugene. “I’ve had great support from Fielding faculty, especially my close mentors, Dr. Bendell, Dr. Bush, Dr. Hatcher, Dr. Penn, and Dr. Soper. They helped convert my passion and research opportunities into learning contracts, and ultimately my dissertation research.”

Dr. Eugene’s dissertation, titled “Predicting Violence in Intimate Relationships by Women

Exposed to Childhood Maltreatment,” explored female perpetrators of intimate partner violence with a history of childhood maltreatment. “My dissertation turned into research and work opportunities—I received the Fellowship,” she says.

As part of her Fellowship, she participated in a training in Washington, D.C., and spent the rest of her time doing field research in South Africa.

“I’ve always had a dream to receive funding for my international research. A colleague I met at a conference in Haiti shared information about the Fellowship and encouraged me to apply,” she says. Due to the pandemic, Dr. Eugene and her Fellowship cohort members attended training online. “Dr. Anthony Fauci was our keynote speaker. My colleagues are all young professional researchers. Once the pandemic lightens up, the plan is to spend a year at the Stellenbosch University’s Department of Psychiatry. Thanks to training at Fielding, I am part of this great group of people,” she recounts. Working in challenging circumstances is not new for Dr. Eugene. She was part of the International Play Therapy team that went to Sri Lanka after the tsunami devastation.

She also worked as a consultant doing relief work after Hurricane Katrina. “I will continue the Fellowship’s research project, even if international travel and field-based research are not possible at the moment,” she said.•

Collaborating against Hunger George Fedha, PhD ’10, in conversation with faculty, Fred Steier, PhD, and staff member, Elena Nicklasson

I

n his dissertation, “How Aid Workers Adapt to Complexity and Uncertainty in the Frontline of War against Hunger,” Dr. Fedha explored how aid workers with humanitarian organizations respond to unpredictable work conditions in dangerous international settings and places of conflict.

Today, he and his colleagues adapt and self-organize to fight hunger in Namibia during the pandemic. Upon graduation from Fielding’s Human and Organizational Systems Program, he continued to serve in various positions worldwide as an officer of the World Food Programme (WFP), including in the Programme’s headquarters in Rome, South Sudan, and Uganda. “After graduation, I moved from being a team leader to an interlocutor.

Community leaders became my teachers, and I came to more appreciation that solutions to local problems are local,” shares Dr. Fedha.

The WFP is one of the largest global aid organizations and is on the front lines of major international conflicts. In 2019, the WFP provided aid to 100 million people in 88 different countries. The WFP received the prestigious 2020 Nobel Peace Prize for its role in combating hunger. In its announcement, the Norwegian Nobel Committee stressed the great importance of WFP’s work, as the “need for international solidarity and multilateral cooperation is more conspicuous than ever.” Dr. Fedha and his team in Namibia and colleagues in the WFP feel

great honor and recognition. “It is a victory, and we are celebrating, but my colleagues and I also feel a responsibility to ensure that we continue to provide the highest level of service to the people in the community,” says Dr. Fedha.

Collaboration is vital to achieving results in Dr. Fedha’s work: “We work with stakeholders from diverse groups such as the private sector, governments, nongovernment organizations, and sister UN agencies. We need to be appreciative of what each other brings to the table.”

Before moving to Namibia to lead the WFP’s mission there, Dr. Fedha worked in the Northern region of Uganda. Due to the spreading pandemic, the country had to shut down. Dr. Fedha gives an example of a complex adaptive systems approach in practice: “We needed to deliver food assistance to one million South Sudanese refugees. We reached out to local authorities and explained that refugees who just crossed the border did not have any food stocked up. The local authorities supported our efforts, and our teams could deliver the food. As the pandemic continued, we realized we need to start growing food. Again, with the help of the authorities, we collaborated with farmers and organized educational campaigns about safety measures.” “covid-19 is a serious problem, and our global community needs to do better in addressing it.

I’ve learned over the years at the WFP that the closer we work together, the better results we can achieve,” says Dr. Fedha. “My colleagues at Fielding do significant research in the area of wellbeing. In 2021, I hope we can pay greater respect for our lives and health and take care of ourselves.”•

9

10

NEW HORIZONS | FOCUS Winter 2021

FIELDING GRADUATE UNIVERSITY | Fielding.edu

For the Greater Good D OC TOR A L ST UD E N T M A R K S P R A D L E Y VO LU N TE E R S FO R COV I D VACCI NE T RI AL

“T

his pandemic is not red. This pandemic is not blue. This pandemic is black, is brown, is white,” says a voiceover in a television ad, over a video montage of people of different ethnicities. “But even when things look bleak, we know that someone is full of hope and strength and wants to take action— walking the walk and rolling up their sleeves.”

Fielding doctoral student Mark Spradley is one of those who rolled up his sleeves. He not only volunteered for a clinical trial on a possible vaccine for covid -19, he also recruited others to join the trial.

“I was determined to fight back,” says Spradley. “Something I could do beyond washing my hands, wearing a mask, and social distancing.”

His dissertation examines business model innovation brought about due to the pandemic. But volunteering for the trial was particularly important for him as an African American, and as a former board member of Tuskegee University 2007 to 2012.

Representation of people of color is critical, Spradley points out, to ensure a vaccine is both safe and effective. The Washington Post found that counties of primarily Black residents had three times the infection rates and six times the rate of deaths as those with a majority of white residents.

He also cites the lingering distrust in the Black community of medical experiments, stemming from the infamous Tuskegee Syphilis Study in which Black men in Alabama infected with syphilis were left untreated so federal government researchers could

study the disease’s effects. That study ended in 1972 after 40 years.

“There is that distrust, but also huge disparities in terms of health and health care,” Spradley says. “If you look at the social determinants of health, you see the gaps in the Black community: economic, educational, access to healthy food, decent housing, and other pillars of optimal health.”

It took several calls to connect with a trial—to the National Institutes of Health, University of Maryland, and finally to George Washington University for their phase three clinical trial of Moderna’s mRNA-1273 vaccine.

Over a period of thirty days, he received two shots in the double-blind study, meaning neither Spradley nor those administering the drug knew if he received the test vaccine. That was after reviewing a 24-page informed consent form. Though he will not comment on whether he believes he received the vaccine or placebo, he has spoken to other participants who have had very minor reactions.

On September 13, just two days after receiving his second shot, Spradley was featured in a Washington Post cover story, which led to an interview on CNN. “I never saw myself being a spokesperson,” he says. “I contributed to the cause and was able to do something for the greater good.”

11

SYNERGETIC PARTNERSHIP I NST I T UT E FO R SO CI AL I NNOVAT I O N, AND ALUM NI CO NSULTANTS, O FFER PRO FESSI O NAL D EVELO PM ENT CERT I FI CAT ES

I

n 2019, Laura Hauser, PhD ’12, was asked to customize her team coaching education program for a Silicon Valley organization. But there was one snag — they didn’t have a budget.

“So, we got creative. Their employee educational assistance department had funds, but the program had to be affiliated by an accredited university,” she recalls. “I said to them, ‘I know just the school.’”

She approached Charles McClintock, PhD, professor, dean emeritus, and Director of Fielding’s Institute for Social Innovation (ISI), which supports alumni in their professional efforts as scholars, educators, and consultants.

“Laura had a solid curriculum, and we were able to develop a mutually beneficial program,” recalls McClintock.

“The participants receive continuing education credits and a professional development certificate from Fielding.”

Laura first presented her Team Coaching Operating System (TCOS) on the client’s campus, with supplemental Zoom webinars. A second TCOS course was 100% virtual due to the pandemic; more are planned for 2021.

“This coaching is particularly urgent due to covid-19, as they can’t physically gather as teams, resulting in increased stresses and workload,” she says.

He credits his experience at Fielding as part of the impetus for his actions.

Dan Edgar, PhD ’17, chuckles when he describes his ISI partnership. “It’s not very sexy,” he says from Texas, where the Canadian resident consults about customer experience and transformational leadership with retail automotive dealerships.

“I’ve had the opportunity to interact with scholars and researchers who have helped me to become a critical thinker and to make informed decisions. That is why I felt compelled to volunteer,” says Spradley.

“I’m hopeful that it will contribute to returning to normal.”•

“The retail auto industry is the last refuge for high school graduates to make a decent living,” he says. “Some might have, at most, a few college credits. I had to find a curriculum that fit with a blue-collar audience.”

Robert Quinn’s bestselling book “Deep Change: Discovering the Leader Within” proved a stet fit, as its study guide uses popular films like “Moneyball,” “Norma Rae,” and “Remember the Titans” to illustrate the

personal transformation process.

For six months in 2019, Dan met monthly with groups of 20 participants. Between meetings, students worked through the Study Guide, and responded to reflective questions sparked by the films to help identify their own values, explore belief systems, and discover different perspectives.

“It was transformative,” says Dan, “and it was a big deal for them to receive a certificate with the word ‘university’ on it. Through this partnership, I feel Fielding is saying ‘we have something to offer to everyone, and we welcome your insight and perspective.’”

ISI also has a partnership with The World Café, co-founded by ISI Fellow Juanita Brown, PhD ’02, and offers a Hosting Fundamentals course annually, taught by Fielding Adjunct Faculty member Amy Lenzo. Over the years, this course has enrolled 206 students from 30 countries, helping promote Fielding and the World Café philosophy and methods of creative conversation.

Dr. McClintock encourages Fielding alumni to explore possible partnerships, and notes that they do not need to be an ISI Fellow to do so.

“This is a way for alumni to grow their businesses, support innovative social change, and shine a light on Fielding,” he says.

For more information, visit www.fielding.edu/our-programs/institute-for-socialinnovation.•

10

NEW HORIZONS | FOCUS Winter 2021

FIELDING GRADUATE UNIVERSITY | Fielding.edu

For the Greater Good D OC TOR A L ST UD E N T M A R K S P R A D L E Y VO LU N TE E R S FO R COV I D VACCI NE T RI AL

“T

his pandemic is not red. This pandemic is not blue. This pandemic is black, is brown, is white,” says a voiceover in a television ad, over a video montage of people of different ethnicities. “But even when things look bleak, we know that someone is full of hope and strength and wants to take action— walking the walk and rolling up their sleeves.”

Fielding doctoral student Mark Spradley is one of those who rolled up his sleeves. He not only volunteered for a clinical trial on a possible vaccine for covid -19, he also recruited others to join the trial.

“I was determined to fight back,” says Spradley. “Something I could do beyond washing my hands, wearing a mask, and social distancing.”

His dissertation examines business model innovation brought about due to the pandemic. But volunteering for the trial was particularly important for him as an African American, and as a former board member of Tuskegee University 2007 to 2012.

Representation of people of color is critical, Spradley points out, to ensure a vaccine is both safe and effective. The Washington Post found that counties of primarily Black residents had three times the infection rates and six times the rate of deaths as those with a majority of white residents.

He also cites the lingering distrust in the Black community of medical experiments, stemming from the infamous Tuskegee Syphilis Study in which Black men in Alabama infected with syphilis were left untreated so federal government researchers could

study the disease’s effects. That study ended in 1972 after 40 years.

“There is that distrust, but also huge disparities in terms of health and health care,” Spradley says. “If you look at the social determinants of health, you see the gaps in the Black community: economic, educational, access to healthy food, decent housing, and other pillars of optimal health.”

It took several calls to connect with a trial—to the National Institutes of Health, University of Maryland, and finally to George Washington University for their phase three clinical trial of Moderna’s mRNA-1273 vaccine.

Over a period of thirty days, he received two shots in the double-blind study, meaning neither Spradley nor those administering the drug knew if he received the test vaccine. That was after reviewing a 24-page informed consent form. Though he will not comment on whether he believes he received the vaccine or placebo, he has spoken to other participants who have had very minor reactions.

On September 13, just two days after receiving his second shot, Spradley was featured in a Washington Post cover story, which led to an interview on CNN. “I never saw myself being a spokesperson,” he says. “I contributed to the cause and was able to do something for the greater good.”

11

SYNERGETIC PARTNERSHIP I NST I T UT E FO R SO CI AL I NNOVAT I O N, AND ALUM NI CO NSULTANTS, O FFER PRO FESSI O NAL D EVELO PM ENT CERT I FI CAT ES

I

n 2019, Laura Hauser, PhD ’12, was asked to customize her team coaching education program for a Silicon Valley organization. But there was one snag — they didn’t have a budget.

“So, we got creative. Their employee educational assistance department had funds, but the program had to be affiliated by an accredited university,” she recalls. “I said to them, ‘I know just the school.’”

She approached Charles McClintock, PhD, professor, dean emeritus, and Director of Fielding’s Institute for Social Innovation (ISI), which supports alumni in their professional efforts as scholars, educators, and consultants.

“Laura had a solid curriculum, and we were able to develop a mutually beneficial program,” recalls McClintock.

“The participants receive continuing education credits and a professional development certificate from Fielding.”

Laura first presented her Team Coaching Operating System (TCOS) on the client’s campus, with supplemental Zoom webinars. A second TCOS course was 100% virtual due to the pandemic; more are planned for 2021.

“This coaching is particularly urgent due to covid-19, as they can’t physically gather as teams, resulting in increased stresses and workload,” she says.

He credits his experience at Fielding as part of the impetus for his actions.

Dan Edgar, PhD ’17, chuckles when he describes his ISI partnership. “It’s not very sexy,” he says from Texas, where the Canadian resident consults about customer experience and transformational leadership with retail automotive dealerships.

“I’ve had the opportunity to interact with scholars and researchers who have helped me to become a critical thinker and to make informed decisions. That is why I felt compelled to volunteer,” says Spradley.

“I’m hopeful that it will contribute to returning to normal.”•

“The retail auto industry is the last refuge for high school graduates to make a decent living,” he says. “Some might have, at most, a few college credits. I had to find a curriculum that fit with a blue-collar audience.”

Robert Quinn’s bestselling book “Deep Change: Discovering the Leader Within” proved a stet fit, as its study guide uses popular films like “Moneyball,” “Norma Rae,” and “Remember the Titans” to illustrate the

personal transformation process.

For six months in 2019, Dan met monthly with groups of 20 participants. Between meetings, students worked through the Study Guide, and responded to reflective questions sparked by the films to help identify their own values, explore belief systems, and discover different perspectives.

“It was transformative,” says Dan, “and it was a big deal for them to receive a certificate with the word ‘university’ on it. Through this partnership, I feel Fielding is saying ‘we have something to offer to everyone, and we welcome your insight and perspective.’”

ISI also has a partnership with The World Café, co-founded by ISI Fellow Juanita Brown, PhD ’02, and offers a Hosting Fundamentals course annually, taught by Fielding Adjunct Faculty member Amy Lenzo. Over the years, this course has enrolled 206 students from 30 countries, helping promote Fielding and the World Café philosophy and methods of creative conversation.

Dr. McClintock encourages Fielding alumni to explore possible partnerships, and notes that they do not need to be an ISI Fellow to do so.

“This is a way for alumni to grow their businesses, support innovative social change, and shine a light on Fielding,” he says.

For more information, visit www.fielding.edu/our-programs/institute-for-socialinnovation.•

12

NEW HORIZONS | FOCUS Winter 2021

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Children in Isolation

co v i d -19

LO CKD OWN SU RV E Y

By Jenene Craig, PhD

BY TI F FA N Y F I E L D, P H D

D

uring April 2020, Fielding faculty and students (Tiffany Field, Samantha Poling, Shantay Mines, Debra Bendell and Connie Veazey) conducted a survey on Facebook linked to Survey Monkey. The respondents (N=260) ranged in age from 18-82 (M=47 years).

Gender was distributed 79% female, 18% male and 3% other (non-specified): and ethnicity 68% Non-Hispanic White, 21% Hispanic, 3% Black and 8% other (non-specified). Professions were distributed 35% office worker, 30% academic, 15% managerial, 12% medical and 8% labor. The average income was $72,572, 28% were unemployed, 69% worked at home, and 23% lived alone.

Standardized measures included the PROMIS anxiety, depression, fatigue, and sleep disturbances subscales and the PTSD-8. Measures that the senior author developed for covid-19-specific problems and activities included scales on health, media, communications, working, and stress.

To date, 11 papers are either published (5) or in review (6). The results based on correlation and regression analyses revealed several stressors as well as potential buffers. The titles reflect their focus: 1) Young, Alone, and Young Alone (worst demographic); 2) Isolated and Lonely (worst feelings); 3) Touch Deprivation and Exercise (most common condition not just for those living alone; and exercise was not a surprising buffer, as exercise (like hugging) stimulates pressure receptors under

the skin, knocks down cortisol, and saves immune cells); 4) Stress and Sleep Disturbances (circular problems); 5) Anxiety and Depression (widely reported covid-19 symptoms); 6) PTSD (commonly reported lockdown symptoms); 7) Boredom (only problem that related to everything negative on the survey); 8) Social media (texting related to things positive, internet both positive and negative, and Facebook time negative), 9) Spirituality and Meditation (surprisingly high prevalence at 72% and 48% respectively); 10) Touching Partner and Kids (surprisingly low prevalence at 37% and 21% who respectively reported “a lot”); and 11) Indoor Exercise, Outdoor Exercise, and Outdoor Exercise With Someone Else (the most stress alleviating activities).

Methodological limitations of these data include sampling and assessment issues. This being a predominantly non-Hispanic, white, female sample suggests that these data are not generalizable to the larger population, although they are representative of Survey Monkey samples. The self-report data are subject to questions of bias and reliability; although, because of anonymity, they may be reliable.

Unfortunately, no baseline data were available, so direction of effects cannot be determined.

The unpredictable duration of the lockdown, as well as the anonymity of the survey, precluded collecting longitudinal data. Despite these limitations, these data will hopefully inform lockdown interventions.•

Among the most surprising findings was the high prevalence of boredom (68%) and its relationship to stress (stress predicted 49% of the variance in boredom). And, the stressful factors were feeling isolated, lonely, touch-deprived, and having “cabin fever.”

Touch deprivation was experienced by some 60%, and exercise was the most effective buffer.

Spirituality, meditation, creative projects, and hobbies were also buffer activities (and almost everyone reported housekeeping and cooking).

Across the lockdown period, negative feelings increased by 40-62% and negative symptoms by 23-57%, but exercise, fortunately, increased by 86%.

Dr. Field massaging a premature infant with parents watching. The parents had quadruplets and massaged their babies every day to have them discharged earlier.

13

“C

hildren in Isolation”—In the context of covid-19, those words likely bring different meaning to each of us, depending on our professional practice. I invite you today, however, to step with me into my environment of the youngest of children currently in isolation— the Neonatal Intensive Care Unit (NICU).

For 38 years I have served as a neonatal occupational therapist, which encompasses the art and science of integrating typical development of the infant and family into the NICU environment. The provision of collaborative developmental care in the NICU has long been associated with positive infant outcomes including improved neurostructural and neurophysiological development. Partnership with parents supports the establishment of a neuroprotective environment in the NICU helping to reduce the intrinsic and extrinsic stressors experienced by infants.

improved infant socio-communicative and cognitive development, better psychomotor and cognitive performance—and even improved physical growth patterns.

In ordinary times, the parental experience of a NICU is potentially traumatic. The prevalence of diagnosable mental disorders in NICU parents in the first partum year is 20–30% (or more). NICU parents additionally experience troubling symptoms of depression and Post Traumatic Stress,

covid -19

has challenged all aspects of neonatal work, causing anxiety and stress for all involved in infant care.

Efforts to curtail the effects of Jenene Craig, PhD this pandemic and maintain the health of providers and infants presents both physical health and mental health concerns. Changes in pandemic-related NICU practice have led to the limiting of parents’ presentce in many NICUs, impacting the wellness of both the infant and the parent.

Bonding during this developmentally fragile period is crucial for both infant and parent. Shared decision-making is critical in the NICU, where parents and providers work together to optimize decisions that have lifelong health implications for the infant. Principles of the Synactive Theory of Development reinforce the need for continuous and sensitive interactions between infant and environment, as the increasing differentiation of behavioral subsystems develop within the infant across the gestational period of development. The resultant reduced neurobehavioral compromise and improved development of biorhythms results, for example, in improved parental involvement and reduced parent stress levels, which leads to

sometimes as high as 60% of mothers and 47% of fathers. Limiting parents’ access disrupts nurturing interactions that are necessary for both the infant’s development and the parents’ mental health and wellbeing.

The way families experience care in the NICU remains with them for their lifetimes. The risks of covid-19 must be weighed against the known risks and harms of separating babies in the NICU from their parents. We have been inadvertently thrust into a tumultuous period of uncertainty. The challenge to all is to seize the opportunity to be actively engaged in the recovery process. Our families depend on it.•

12

NEW HORIZONS | FOCUS Winter 2021

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Children in Isolation

co v i d -19

LO CKD OWN SU RV E Y

By Jenene Craig, PhD

BY TI F FA N Y F I E L D, P H D

D

uring April 2020, Fielding faculty and students (Tiffany Field, Samantha Poling, Shantay Mines, Debra Bendell and Connie Veazey) conducted a survey on Facebook linked to Survey Monkey. The respondents (N=260) ranged in age from 18-82 (M=47 years).

Gender was distributed 79% female, 18% male and 3% other (non-specified): and ethnicity 68% Non-Hispanic White, 21% Hispanic, 3% Black and 8% other (non-specified). Professions were distributed 35% office worker, 30% academic, 15% managerial, 12% medical and 8% labor. The average income was $72,572, 28% were unemployed, 69% worked at home, and 23% lived alone.

Standardized measures included the PROMIS anxiety, depression, fatigue, and sleep disturbances subscales and the PTSD-8. Measures that the senior author developed for covid-19-specific problems and activities included scales on health, media, communications, working, and stress.

To date, 11 papers are either published (5) or in review (6). The results based on correlation and regression analyses revealed several stressors as well as potential buffers. The titles reflect their focus: 1) Young, Alone, and Young Alone (worst demographic); 2) Isolated and Lonely (worst feelings); 3) Touch Deprivation and Exercise (most common condition not just for those living alone; and exercise was not a surprising buffer, as exercise (like hugging) stimulates pressure receptors under

the skin, knocks down cortisol, and saves immune cells); 4) Stress and Sleep Disturbances (circular problems); 5) Anxiety and Depression (widely reported covid-19 symptoms); 6) PTSD (commonly reported lockdown symptoms); 7) Boredom (only problem that related to everything negative on the survey); 8) Social media (texting related to things positive, internet both positive and negative, and Facebook time negative), 9) Spirituality and Meditation (surprisingly high prevalence at 72% and 48% respectively); 10) Touching Partner and Kids (surprisingly low prevalence at 37% and 21% who respectively reported “a lot”); and 11) Indoor Exercise, Outdoor Exercise, and Outdoor Exercise With Someone Else (the most stress alleviating activities).

Methodological limitations of these data include sampling and assessment issues. This being a predominantly non-Hispanic, white, female sample suggests that these data are not generalizable to the larger population, although they are representative of Survey Monkey samples. The self-report data are subject to questions of bias and reliability; although, because of anonymity, they may be reliable.

Unfortunately, no baseline data were available, so direction of effects cannot be determined.

The unpredictable duration of the lockdown, as well as the anonymity of the survey, precluded collecting longitudinal data. Despite these limitations, these data will hopefully inform lockdown interventions.•

Among the most surprising findings was the high prevalence of boredom (68%) and its relationship to stress (stress predicted 49% of the variance in boredom). And, the stressful factors were feeling isolated, lonely, touch-deprived, and having “cabin fever.”

Touch deprivation was experienced by some 60%, and exercise was the most effective buffer.

Spirituality, meditation, creative projects, and hobbies were also buffer activities (and almost everyone reported housekeeping and cooking).

Across the lockdown period, negative feelings increased by 40-62% and negative symptoms by 23-57%, but exercise, fortunately, increased by 86%.

Dr. Field massaging a premature infant with parents watching. The parents had quadruplets and massaged their babies every day to have them discharged earlier.

13

“C

hildren in Isolation”—In the context of covid-19, those words likely bring different meaning to each of us, depending on our professional practice. I invite you today, however, to step with me into my environment of the youngest of children currently in isolation— the Neonatal Intensive Care Unit (NICU).

For 38 years I have served as a neonatal occupational therapist, which encompasses the art and science of integrating typical development of the infant and family into the NICU environment. The provision of collaborative developmental care in the NICU has long been associated with positive infant outcomes including improved neurostructural and neurophysiological development. Partnership with parents supports the establishment of a neuroprotective environment in the NICU helping to reduce the intrinsic and extrinsic stressors experienced by infants.

improved infant socio-communicative and cognitive development, better psychomotor and cognitive performance—and even improved physical growth patterns.

In ordinary times, the parental experience of a NICU is potentially traumatic. The prevalence of diagnosable mental disorders in NICU parents in the first partum year is 20–30% (or more). NICU parents additionally experience troubling symptoms of depression and Post Traumatic Stress,

covid -19

has challenged all aspects of neonatal work, causing anxiety and stress for all involved in infant care.

Efforts to curtail the effects of Jenene Craig, PhD this pandemic and maintain the health of providers and infants presents both physical health and mental health concerns. Changes in pandemic-related NICU practice have led to the limiting of parents’ presentce in many NICUs, impacting the wellness of both the infant and the parent.

Bonding during this developmentally fragile period is crucial for both infant and parent. Shared decision-making is critical in the NICU, where parents and providers work together to optimize decisions that have lifelong health implications for the infant. Principles of the Synactive Theory of Development reinforce the need for continuous and sensitive interactions between infant and environment, as the increasing differentiation of behavioral subsystems develop within the infant across the gestational period of development. The resultant reduced neurobehavioral compromise and improved development of biorhythms results, for example, in improved parental involvement and reduced parent stress levels, which leads to

sometimes as high as 60% of mothers and 47% of fathers. Limiting parents’ access disrupts nurturing interactions that are necessary for both the infant’s development and the parents’ mental health and wellbeing.

The way families experience care in the NICU remains with them for their lifetimes. The risks of covid-19 must be weighed against the known risks and harms of separating babies in the NICU from their parents. We have been inadvertently thrust into a tumultuous period of uncertainty. The challenge to all is to seize the opportunity to be actively engaged in the recovery process. Our families depend on it.•

14

NEW HORIZONS | FOCUS Winter 2021

FIELDING GRADUATE UNIVERSITY | Fielding.edu

ALUMNI

Fielding Graduate University has led the way in the development of well-trained coaches and coaching scholars who have substantially contributed to innovations in coaching theory and practice. As this book began to emerge, it became increasingly evident that this wealth needed to be shared with the world community of coaches and leaders. As contributions for chapters came in from all over the world, the book revealed a broad spectrum of cultural thought and practice.

PUBLICATIONS Alum Marion Somers authored Elder Care Made Easier: Dr. Marion’s 10 Steps to Help You Care for an Aging Loved One

Alum and the new Director of the EBC Program Carrie Lynn Arnold wrote Silenced and Sidelined: How Women Leaders Find Their Voices and Break Barriers

Alum Jonathan Brennan authored Engaging Learners through Zoom: Strategies for Virtual Teaching Across Disciplines

Alum Isobel Stevenson co-authored The Strategy Playbook for Educational Leaders

Alum and Fielding faculty member Clifford Hurst edited a collection of essays by Robert S. Hartman, titled The Revolution Against War

Alum John Inman wrote Twice-Exceptional Children Are Gifts: Developing the Talents of 2e Children

Alum Jim Knickerbocker co-authored Emotional Intelligence for Stress-free Leadership

Alum Andrea Zintz co-authored Grit, Grace, and Gravitas

I N N OVAT I O N S I N L E A D ER S H I P COACH I N G

BY KATH Y N O RWO O D, P H D, A N D MA RY A N N B U R K E , P H D

Alum and founder of the Academy of Prosocial Learning Stephanie Itle-Clark launched a new peer-reviewed journal, The International Journal of Humane Education

I

n 2020, people everywhere in the world have experienced a near-complete upheaval of every traditional mainstay of personal and collective security and well-being. As psychological, social, political, and economic instability intensifies to levels unmatched in current experience, leaders’ need for innovative leadership coaching is more urgent than ever. In response, this book offers current and developing coaches a broad and multi-disciplinary overview of fresh perspectives on leadership coaching in the twenty-first century, with contributions from 27 leading coaches and coach educators across North America, Europe, and Asia.

It is organized into five sections:• Part I offers an overview of the “ancestors” of coaching, whose theories and practices have informed coaching from its beginnings • Part II consists of five chapters including research, theories, and models that inform coaching with leaders and executives.

• Part III includes four chapters focused on a variety of theories, research, and techniques that enable transformational change with coaching clients. • Part IV includes four chapters focused on coaching in an organizational or group context. • Part V includes three chapters covering research and applied theory for educating and developing professional coaches.

In the book’s final chapter, “Coaching in Wonderland,” Dr. Francine Campone observed that today’s coaches work in complex and ever-changing contexts similar to Lewis Carroll’s Wonderland, “an environment in which the unexpected becomes the norm and strict rules of rationality do not apply” (p. 418).

The chapters in this book present diverse perspectives on coaching challenges and possibilities as they unfold in the second decade of the 21st Century. As Dr. Campone summarized, “Taken together, these chapters offer a vision of twenty-first century coaching that may be characterized as relational, experiential, reflexive, and dynamic.” •

15

T H E CU LT O F T R UM P Fielding student, Steven Hassan, writes a book on the cult of Trump

A nation’s leading expert on cults is also a doctoral student with a concentration of Human and Organizational Systems at Fielding. Drawing from his personal experience as a member of a cult when he was a young man, Steve explores the grip that cult leaders can have on their followers. As a result of his experience, he has developed a model for de-programming that he has used successfully with people who have been brainwashed. In his book, he draws a parallel between President Trump and people like Jim Jones, David Koresh, Ron L. Hubbard, and Sun Myung Moon. Fielding faculty member Dr. Keith Melville wrote in the book review: “What is most distinctive and valuable about this book is that Hassan is more than a chronicler of cults and the traits of cult leaders.

He has extensive experience in de-programming cult members by following a series of steps that he calls the BITE model.”

Q.: What is your next project?

A.: I have been “bitten” with a research bug at Fielding. I want to explore who is vulnerable to mind control, and I am also planning an introductory course on cults for Udemy, Inc., a learning-on-demand platform. I am also working on the chapter for a book on lone terrorism to be published by Oxford University Press.

Q.: What are your plans after you graduate from Fielding?

A.: I hope to become an expert witness and work on cases to help people who’ve experienced abuse as a result of undue influence.

Q.: What do you look forward to in 2021?

A.: I want to receive my doctorate and graduate from Fielding.

Hopefully, scientists can find the vaccination we can use to hug people and shake hands. I look forward to people having more trust towards each other. I also plan to do some scuba-diving! •

14

NEW HORIZONS | FOCUS Winter 2021

FIELDING GRADUATE UNIVERSITY | Fielding.edu

ALUMNI

Fielding Graduate University has led the way in the development of well-trained coaches and coaching scholars who have substantially contributed to innovations in coaching theory and practice. As this book began to emerge, it became increasingly evident that this wealth needed to be shared with the world community of coaches and leaders. As contributions for chapters came in from all over the world, the book revealed a broad spectrum of cultural thought and practice.

PUBLICATIONS Alum Marion Somers authored Elder Care Made Easier: Dr. Marion’s 10 Steps to Help You Care for an Aging Loved One

Alum and the new Director of the EBC Program Carrie Lynn Arnold wrote Silenced and Sidelined: How Women Leaders Find Their Voices and Break Barriers

Alum Jonathan Brennan authored Engaging Learners through Zoom: Strategies for Virtual Teaching Across Disciplines

Alum Isobel Stevenson co-authored The Strategy Playbook for Educational Leaders

Alum and Fielding faculty member Clifford Hurst edited a collection of essays by Robert S. Hartman, titled The Revolution Against War

Alum John Inman wrote Twice-Exceptional Children Are Gifts: Developing the Talents of 2e Children

Alum Jim Knickerbocker co-authored Emotional Intelligence for Stress-free Leadership

Alum Andrea Zintz co-authored Grit, Grace, and Gravitas

I N N OVAT I O N S I N L E A D ER S H I P COACH I N G

BY KATH Y N O RWO O D, P H D, A N D MA RY A N N B U R K E , P H D

Alum and founder of the Academy of Prosocial Learning Stephanie Itle-Clark launched a new peer-reviewed journal, The International Journal of Humane Education

I

n 2020, people everywhere in the world have experienced a near-complete upheaval of every traditional mainstay of personal and collective security and well-being. As psychological, social, political, and economic instability intensifies to levels unmatched in current experience, leaders’ need for innovative leadership coaching is more urgent than ever. In response, this book offers current and developing coaches a broad and multi-disciplinary overview of fresh perspectives on leadership coaching in the twenty-first century, with contributions from 27 leading coaches and coach educators across North America, Europe, and Asia.

It is organized into five sections:• Part I offers an overview of the “ancestors” of coaching, whose theories and practices have informed coaching from its beginnings • Part II consists of five chapters including research, theories, and models that inform coaching with leaders and executives.

• Part III includes four chapters focused on a variety of theories, research, and techniques that enable transformational change with coaching clients. • Part IV includes four chapters focused on coaching in an organizational or group context. • Part V includes three chapters covering research and applied theory for educating and developing professional coaches.

In the book’s final chapter, “Coaching in Wonderland,” Dr. Francine Campone observed that today’s coaches work in complex and ever-changing contexts similar to Lewis Carroll’s Wonderland, “an environment in which the unexpected becomes the norm and strict rules of rationality do not apply” (p. 418).

The chapters in this book present diverse perspectives on coaching challenges and possibilities as they unfold in the second decade of the 21st Century. As Dr. Campone summarized, “Taken together, these chapters offer a vision of twenty-first century coaching that may be characterized as relational, experiential, reflexive, and dynamic.” •

15

T H E CU LT O F T R UM P Fielding student, Steven Hassan, writes a book on the cult of Trump

A nation’s leading expert on cults is also a doctoral student with a concentration of Human and Organizational Systems at Fielding. Drawing from his personal experience as a member of a cult when he was a young man, Steve explores the grip that cult leaders can have on their followers. As a result of his experience, he has developed a model for de-programming that he has used successfully with people who have been brainwashed. In his book, he draws a parallel between President Trump and people like Jim Jones, David Koresh, Ron L. Hubbard, and Sun Myung Moon. Fielding faculty member Dr. Keith Melville wrote in the book review: “What is most distinctive and valuable about this book is that Hassan is more than a chronicler of cults and the traits of cult leaders.

He has extensive experience in de-programming cult members by following a series of steps that he calls the BITE model.”

Q.: What is your next project?

A.: I have been “bitten” with a research bug at Fielding. I want to explore who is vulnerable to mind control, and I am also planning an introductory course on cults for Udemy, Inc., a learning-on-demand platform. I am also working on the chapter for a book on lone terrorism to be published by Oxford University Press.

Q.: What are your plans after you graduate from Fielding?

A.: I hope to become an expert witness and work on cases to help people who’ve experienced abuse as a result of undue influence.

Q.: What do you look forward to in 2021?

A.: I want to receive my doctorate and graduate from Fielding.

Hopefully, scientists can find the vaccination we can use to hug people and shake hands. I look forward to people having more trust towards each other. I also plan to do some scuba-diving! •

16

NEW HORIZONS | FOCUS Winter 2021

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Educational Collaboration with Navajo Nation

T

he 4th Annual Navajo Education Conference was held virtually on November 7, 2020. Dr. Henry Fowler, Professor of Mathematics, Navajo Technical University, commented that: “The purpose of the Conference is to grow our own Navajo educational leaders to promote the best educational programs and practices for Navajo students, educators, and Navajo communities.

17

Keynote presentations were made by senior leaders of the Navajo Nation, including Navajo Nation President Jonathan Nez and Chief Justice Emeritus, Robert Yazzie. Conference attendees learned how educational research, with an emphasis on indigenous research, can support the Navajo culture. Topics included: Preserving the Navajo Language; Educating our People for Needed Professions

BY B A R B A R A M I N K , E D D

leaders in protecting our elders, Navajo language and culture. -Dr. Perphelia Fowler,

Executive Director, Navajo Nation Resources

Navajo Education Conference brings educators and leaders across the Navajo Nation to share best practices.

Fielding has been in the forefront in building the capacity to grow our own Navajo Nation education professionals and researchers.”

The conference is an ongoing collaboration between Fielding and the Office of Navajo Nation Scholarship and Financial Assistance (ONNSFA). Past in-person Conferences were held at the Navajo Nation Museum in Window Rock, AZ. Attendees have included Fielding faculty and students and members of the Nation who are involved in education at all levels.

in the Navajo Nation; Dine Fundamental Law; Navajo Female Leaders; Using Navajo Culture to Teach Math Concepts; and Robotics for Assisting Dine Students.

Comments from leaders in the Navajo community speak to both the educational and the capacity-building benefits of the program:

The Conference allows the opportunity for those who are doing exciting research work to share and learn with and from others. It is fast becoming the conference to attend if you want to know what the latest happenings are, educationally, on the Navajo Nation. -Dr. Manley Begay, Professor, Applied Indigenous Studies Department, Northern Arizona University

Fielding Graduate University empowers leaders in the Navajo Education system.

It is time we prepare our next generation of

-Ms. Telletha Valenski, Education Specialist, Northern Navajo Medical Center

Thank you, Fielding Graduate University, for your support for our schools on the Navajo Nation and for our educators… and … for working with us to graduate more Navajo educators with a doctorate in Education.

-Ms. Rose Graham, Department Manager, Navajo Nation Scholarship & Financial Assistance •

16

NEW HORIZONS | FOCUS Winter 2021

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Educational Collaboration with Navajo Nation

T

he 4th Annual Navajo Education Conference was held virtually on November 7, 2020. Dr. Henry Fowler, Professor of Mathematics, Navajo Technical University, commented that: “The purpose of the Conference is to grow our own Navajo educational leaders to promote the best educational programs and practices for Navajo students, educators, and Navajo communities.

17

Keynote presentations were made by senior leaders of the Navajo Nation, including Navajo Nation President Jonathan Nez and Chief Justice Emeritus, Robert Yazzie. Conference attendees learned how educational research, with an emphasis on indigenous research, can support the Navajo culture. Topics included: Preserving the Navajo Language; Educating our People for Needed Professions

BY B A R B A R A M I N K , E D D

leaders in protecting our elders, Navajo language and culture. -Dr. Perphelia Fowler,

Executive Director, Navajo Nation Resources

Navajo Education Conference brings educators and leaders across the Navajo Nation to share best practices.

Fielding has been in the forefront in building the capacity to grow our own Navajo Nation education professionals and researchers.”

The conference is an ongoing collaboration between Fielding and the Office of Navajo Nation Scholarship and Financial Assistance (ONNSFA). Past in-person Conferences were held at the Navajo Nation Museum in Window Rock, AZ. Attendees have included Fielding faculty and students and members of the Nation who are involved in education at all levels.

in the Navajo Nation; Dine Fundamental Law; Navajo Female Leaders; Using Navajo Culture to Teach Math Concepts; and Robotics for Assisting Dine Students.

Comments from leaders in the Navajo community speak to both the educational and the capacity-building benefits of the program:

The Conference allows the opportunity for those who are doing exciting research work to share and learn with and from others. It is fast becoming the conference to attend if you want to know what the latest happenings are, educationally, on the Navajo Nation. -Dr. Manley Begay, Professor, Applied Indigenous Studies Department, Northern Arizona University

Fielding Graduate University empowers leaders in the Navajo Education system.

It is time we prepare our next generation of

-Ms. Telletha Valenski, Education Specialist, Northern Navajo Medical Center

Thank you, Fielding Graduate University, for your support for our schools on the Navajo Nation and for our educators… and … for working with us to graduate more Navajo educators with a doctorate in Education.

-Ms. Rose Graham, Department Manager, Navajo Nation Scholarship & Financial Assistance •

18

NEW HORIZONS | FOCUS Winter 2021

The Power of

“Paradigm Shifters”

Group is Online Lifeline for Doctoral Students, Especially During COVID-19

Writing Support Services

DEVELOPMENT

Re-envisioned Kath e r i n e McGr aw, PhD, Assoc i ate Provost f or Re se arc h an d Sc h ol ar sh i p , on n e w se r vi c e s at Fi e l d i n g an d h e r p e r son al p h i l anth rop y

Since joining Fielding, Dr. McGraw has brought new edge to research opportunities for faculty and staff. Most recently she led the project to create Writing Support Services. We asked Dr. McGraw to share about this project, and what causes she supports at Fielding.

A few of the 56 Paradigm Shifters gathered at a past Fielding Session include (front row, left to right) Patrick Brown, Reid Spearman, Michelle Elias, Lloydene Hill, (back row) Jamie Gairo, Leesa Riviere, Laurel Coleman, Heather Mahardy, Marty Aden, and Kymberly Akouris.

“P

aradigm Shifters” started off as a typical Fielding doctoral program support group when formed in April 2017 with 17 members, primarily from the School of Leadership Studies. But it has since grown and evolved in ways that now sets the 56-member “Shifters” apart from the usual.

“More people, including alumni, have joined since 2017,” says Reid Spearman, one of the founders. “Maybe they didn’t gel with their original group or are loners but still need somebody to talk to. The Shifters are open.”

It’s an online lifeline for scholars stressed by the rigors of a doctoral program (especially one conducted primarily online) who now face more isolation due to the pandemic.

“The number one thing about the Shifters is that connection with other doctorial students,” said Reid. “Especially now, as we miss Fielding’s national sessions. Shifters always have a table at the opening session and hold at least one group dinner. We also sign birthday cards for all our members. It’s a tradition.”

Heather Mahardy, who joined in 2019, lives in the Seattle area, near the epicenter of an early covid-19 outbreak.

“The single most ‘normal thing’ during that time was getting my birthday card from the Shifters,” she said. “That speaks to the importance of quality interactions, and that we need them.”

Students maintain an ongoing WhatsApp chat, explains Leesa Riviere, another founder. “It’s where we all join in and ask different questions, maybe about academic dates or experience with a Knowledge Area or course, or to get a quick answer from a peer. It gives a great sense of community.”

Heather adds, “As a first-generation doctoral student, the Shifters is a critical mentorship because it is so practical. It helps me look ahead, to the nuts and bolts of what it takes to actually execute.”

A Google shared drive is a repository of information on navigating the various phases of the doctoral process, from examples of Comprehensive Assessments (COMPS) and Portfolio Reviews to how to create a successful Knowledge Area assessment contract.

“That Response Matrix on Google got me through my portfolio review,” said Heather, laughing. “We cheer each other on, virtually attend each other’s events. Shifters are deeply, personally supportive of each other’s PhD journeys.”

Members are scattered across the U.S., including Hawaii and Alaska, and in Canada, Uruguay, and Jordan, and all receive a Shifters’ logo shirt.

Spin-off groups create Paradigm Presents talks on topics of interest, such as academic publishing. There are informal monthly Zoom gatherings called Fabulous First Fridays.

Reid, who lives near Silver Spring, Maryland, has just completed handcoding his research data and expects to submit for Final Oral Review by the end of 2020. Leesa, in Santa Clara, California, is beginning her pilot study and will submit within the year. Heather has wrapped up her COMPS and estimates another six months of work.

In spite of the resources and support, some students do not pass all the academic hurtles on their first attempt. “It can be discouraging, especially when you see your peers passing,” says Reid. “Rewrites are not uncommon, but one member was told to start her COMPS over. I feel the Shifters helped her stabilize and get back up on the horse.”

She also received a card on her birthday. •

Please update us about the Writing Support Services at Fielding. What inspired your vision for it? If we were to receive a significant gift in support of the Center, how would you spend the funds? I’m very excited about the enhancements we’ve made to the Writing Support Services available at Fielding. We launched a new online site through Moodle in May 2020 which is more accessible to students and allows for more interaction and integration of the services available. We saw and heard that students feel the need for more writing support to succeed in their programs, and this was a first step in providing that support. The new site also lets us gain more information about student needs and how students use services, which can help us better address student concerns and provide better assistance to students. There are many ways we could use donor support.

We’d love to develop new instructional opportunities for students related to writing and provide more individualized support for those who need it. We could also provide faculty development opportunities to help faculty support and develop students’ critical thinking and writing skills.

What causes do you support at Fielding, and why? My own giving has been directed in a few ways. I’ve supported the Marie Fielder Center for Democracy, Leadership, and Education because I believe deeply in its important role in providing a venue for research and advocacy in terms of social justice and education. I also contribute to support student scholarships, because I believe that we must do everything possible to make education—at all levels—accessible to anyone. Making education affordable is only one part of the puzzle of being inclusive of all, but it’s an important one. And I’ve contributed to Fielding’s Annual Fund because I know that the institution has needs that I can’t anticipate and it’s crucial that Fielding’s leaders have the resources to address those needs.

How has working at Fielding changed you professionally or personally?

Working at Fielding is more of a mission than anywhere I’ve ever worked.

I attribute this to the very high degree to which nearly every Fielding employee I’ve met – faculty, administrator, staff – came to work at Fielding because they believe in Fielding’s values and what Fielding stands for.

Working at Fielding pushes me to go above and beyond because of that sense of shared mission. I also find that everyone at Fielding is working to make their part of the whole work better than before, not just to do their particular job. I’ve also had the privilege of taking on exciting new opportunities that constantly test me to learn more and go beyond my comfort zone. I know I have much more to learn and I’m so grateful to have been entrusted with the responsibilities. The least I can do is give back to Fielding some of what it has given me. •

Writing Support Services is available to all students who want to improve their writing skills or address any writing issues.

Writing Support Services Moodle site offers the following: •

Schedule appointments and receive feedback on your writing from Fielding’s Writing Coach

•

Access information and resources on APA style and format

•

Find tools and resources for outlining and organizing your writing

•

Locate support for issues with grammar

•

Engage in self-paced writing workshops and courses

18

NEW HORIZONS | FOCUS Winter 2021

The Power of

“Paradigm Shifters”

Group is Online Lifeline for Doctoral Students, Especially During COVID-19

Writing Support Services

DEVELOPMENT

Re-envisioned Kath e r i n e McGr aw, PhD, Assoc i ate Provost f or Re se arc h an d Sc h ol ar sh i p , on n e w se r vi c e s at Fi e l d i n g an d h e r p e r son al p h i l anth rop y

Since joining Fielding, Dr. McGraw has brought new edge to research opportunities for faculty and staff. Most recently she led the project to create Writing Support Services. We asked Dr. McGraw to share about this project, and what causes she supports at Fielding.

A few of the 56 Paradigm Shifters gathered at a past Fielding Session include (front row, left to right) Patrick Brown, Reid Spearman, Michelle Elias, Lloydene Hill, (back row) Jamie Gairo, Leesa Riviere, Laurel Coleman, Heather Mahardy, Marty Aden, and Kymberly Akouris.

“P

aradigm Shifters” started off as a typical Fielding doctoral program support group when formed in April 2017 with 17 members, primarily from the School of Leadership Studies. But it has since grown and evolved in ways that now sets the 56-member “Shifters” apart from the usual.

“More people, including alumni, have joined since 2017,” says Reid Spearman, one of the founders. “Maybe they didn’t gel with their original group or are loners but still need somebody to talk to. The Shifters are open.”

It’s an online lifeline for scholars stressed by the rigors of a doctoral program (especially one conducted primarily online) who now face more isolation due to the pandemic.

“The number one thing about the Shifters is that connection with other doctorial students,” said Reid. “Especially now, as we miss Fielding’s national sessions. Shifters always have a table at the opening session and hold at least one group dinner. We also sign birthday cards for all our members. It’s a tradition.”

Heather Mahardy, who joined in 2019, lives in the Seattle area, near the epicenter of an early covid-19 outbreak.

“The single most ‘normal thing’ during that time was getting my birthday card from the Shifters,” she said. “That speaks to the importance of quality interactions, and that we need them.”

Students maintain an ongoing WhatsApp chat, explains Leesa Riviere, another founder. “It’s where we all join in and ask different questions, maybe about academic dates or experience with a Knowledge Area or course, or to get a quick answer from a peer. It gives a great sense of community.”

Heather adds, “As a first-generation doctoral student, the Shifters is a critical mentorship because it is so practical. It helps me look ahead, to the nuts and bolts of what it takes to actually execute.”

A Google shared drive is a repository of information on navigating the various phases of the doctoral process, from examples of Comprehensive Assessments (COMPS) and Portfolio Reviews to how to create a successful Knowledge Area assessment contract.

“That Response Matrix on Google got me through my portfolio review,” said Heather, laughing. “We cheer each other on, virtually attend each other’s events. Shifters are deeply, personally supportive of each other’s PhD journeys.”

Members are scattered across the U.S., including Hawaii and Alaska, and in Canada, Uruguay, and Jordan, and all receive a Shifters’ logo shirt.

Spin-off groups create Paradigm Presents talks on topics of interest, such as academic publishing. There are informal monthly Zoom gatherings called Fabulous First Fridays.

Reid, who lives near Silver Spring, Maryland, has just completed handcoding his research data and expects to submit for Final Oral Review by the end of 2020. Leesa, in Santa Clara, California, is beginning her pilot study and will submit within the year. Heather has wrapped up her COMPS and estimates another six months of work.

In spite of the resources and support, some students do not pass all the academic hurtles on their first attempt. “It can be discouraging, especially when you see your peers passing,” says Reid. “Rewrites are not uncommon, but one member was told to start her COMPS over. I feel the Shifters helped her stabilize and get back up on the horse.”

She also received a card on her birthday. •

Please update us about the Writing Support Services at Fielding. What inspired your vision for it? If we were to receive a significant gift in support of the Center, how would you spend the funds? I’m very excited about the enhancements we’ve made to the Writing Support Services available at Fielding. We launched a new online site through Moodle in May 2020 which is more accessible to students and allows for more interaction and integration of the services available. We saw and heard that students feel the need for more writing support to succeed in their programs, and this was a first step in providing that support. The new site also lets us gain more information about student needs and how students use services, which can help us better address student concerns and provide better assistance to students. There are many ways we could use donor support.

We’d love to develop new instructional opportunities for students related to writing and provide more individualized support for those who need it. We could also provide faculty development opportunities to help faculty support and develop students’ critical thinking and writing skills.

What causes do you support at Fielding, and why? My own giving has been directed in a few ways. I’ve supported the Marie Fielder Center for Democracy, Leadership, and Education because I believe deeply in its important role in providing a venue for research and advocacy in terms of social justice and education. I also contribute to support student scholarships, because I believe that we must do everything possible to make education—at all levels—accessible to anyone. Making education affordable is only one part of the puzzle of being inclusive of all, but it’s an important one. And I’ve contributed to Fielding’s Annual Fund because I know that the institution has needs that I can’t anticipate and it’s crucial that Fielding’s leaders have the resources to address those needs.

How has working at Fielding changed you professionally or personally?

Working at Fielding is more of a mission than anywhere I’ve ever worked.

I attribute this to the very high degree to which nearly every Fielding employee I’ve met – faculty, administrator, staff – came to work at Fielding because they believe in Fielding’s values and what Fielding stands for.

Working at Fielding pushes me to go above and beyond because of that sense of shared mission. I also find that everyone at Fielding is working to make their part of the whole work better than before, not just to do their particular job. I’ve also had the privilege of taking on exciting new opportunities that constantly test me to learn more and go beyond my comfort zone. I know I have much more to learn and I’m so grateful to have been entrusted with the responsibilities. The least I can do is give back to Fielding some of what it has given me. •

Writing Support Services is available to all students who want to improve their writing skills or address any writing issues.

Writing Support Services Moodle site offers the following: •

Schedule appointments and receive feedback on your writing from Fielding’s Writing Coach

•

Access information and resources on APA style and format

•

Find tools and resources for outlining and organizing your writing

•

Locate support for issues with grammar

•

Engage in self-paced writing workshops and courses

20

NEW HORIZONS | FOCUS Winter 2021

A L U M H O L LY A .

B A R D U T Z , P H D, I S T H E 2 02 0 R E C I P I E N T O F T H E NANCY WERMUTH FRANCKE MEMORIAL A L U M N I AWA R D In its second year, the $2,500 award was established by alum, Barb Mather, PhD. The inspiration behind the Award is to support a Fielding graduate whose research is in health education. Dr. Mather, the Wermuth family, friends, and Fielding alumni and staff, contributed to the Award’s fundraising campaign organized in Nancy’s memory.

Dr. Bardutz will use the funds from the Award to teach people how to take care of their brain as they age, a program she designed while doing her doctoral studies at Fielding. She plans to study how the classes impact peoples’ lives, especially in times of isolation as a result of covid-19.

RUTHELLEN JOSSELSON C H A I R F O R Q U A L I TAT I V E INQUIRY ANNOUNCED

Your Philanthropic Impact COURTNEY SHOEMAKER 2 02 0 Co o r d in a t ed Ma n a g emen t o f Mea n in g S ch o la r s h ip Recip ien t “Upon completion of my doctoral degree, I plan to work in a clinical capacity with individuals who have comorbid medical and mental health conditions (e.g., eating disorders). I also hope to obtain a faculty position at a local college. I cannot express how thankful I am to receive this scholarship. In the wake of c o v i d -19, I was unsure I would be able to afford to complete my dissertation in a way that answers my research questions and maintains safety for participants. This scholarship will allow me to conduct research that is safe, methodologically sound, and benef icial for participants. Thank you so much!”

Fielding announced the establishment of the Ruthellen Josselson Chair for Qualitative Inquiry, a distinctive opportunity to honor Dr. Josselson for her many contributions. The fund will serve a critical role, supporting faculty research, honoring and promoting Dr. Josselson’s legacy, and aff irming the importance and impact of qualitative inquiry in psychology, as acknowledged by the APA Division 5 on Quantitative and Qualitative Methods.

Urgent Needs Considering a contribution to Fielding, but not sure where to apply your gift? Several funds are in need of immediate support.

ADVANCEMENT SCHOLARSHIP

Helps students who are near graduation but face financial circumstances that prevent them from degree completion.

ETHNIC MINORITY DISSERTATION SCHOLARSHIP

Annual award for doctoral students who have completed a dissertation draft on a topic related to historically underrepresented groups.

CHAIR OF THE BOARD SCHOLARSHIP

K E N L O YA 2020 Frieda FrommReic h m an n Aw ar d “I appreciate the generosity of all the donors. This support is motivating as I go through the program. I have learned a great deal in only my second year of the program, and I am excited for what is to come in the years ahead. The Frieda Fromm-Reichmann Award is especially meaningful. I have aspired for years to become competent in psychoanalytic thinking, and this feels like a signif icant step forward in that direction. This award is also meaningful because my personal analyst`s analyst was trained by Harry Stack Sullivan and worked alongside FrommReichmann. I look forward to making Fielding proud of my academic and professional endeavors.”

DEVELOPMENT

Supports students who are current members of their program’s student governance team.

DOLORES BUNNELL SCHOL ARSHIP WILL SUPPORT INCOMING STUDENTS Field ing alum and Trus tee Em erita Karin Bunnell, PhD ’9 8, es tab lis hed a Field ing s cho lars hip to hono r her Mother. Ms .

Bunnell has s pent her pro fes s ional career help ing the m o s t v ulnerable p o p ulations of child ren in our s choo l s y s tem s . To s up p o rt and carr y on the adm irable wo rk of Ms . Bunnell, the Do lo res Bunnell Scho lars hip will p ro v ide f inancial as s is tance to new do cto ral s tud ents at Fielding who plan to s tudy, res earch, and/or work in the area of infant and/or early child ho o d ed ucatio n (0-6 y ears old ).

To contribute online, visit giving.fielding.edu, or contact director of development Elena Nicklasson at 805.898.2926 or giving@fielding.edu.

20

NEW HORIZONS | FOCUS Winter 2021

A L U M H O L LY A .

B A R D U T Z , P H D, I S T H E 2 02 0 R E C I P I E N T O F T H E NANCY WERMUTH FRANCKE MEMORIAL A L U M N I AWA R D In its second year, the $2,500 award was established by alum, Barb Mather, PhD. The inspiration behind the Award is to support a Fielding graduate whose research is in health education. Dr. Mather, the Wermuth family, friends, and Fielding alumni and staff, contributed to the Award’s fundraising campaign organized in Nancy’s memory.

Dr. Bardutz will use the funds from the Award to teach people how to take care of their brain as they age, a program she designed while doing her doctoral studies at Fielding. She plans to study how the classes impact peoples’ lives, especially in times of isolation as a result of covid-19.

RUTHELLEN JOSSELSON C H A I R F O R Q U A L I TAT I V E INQUIRY ANNOUNCED

Your Philanthropic Impact COURTNEY SHOEMAKER 2 02 0 Co o r d in a t ed Ma n a g emen t o f Mea n in g S ch o la r s h ip Recip ien t “Upon completion of my doctoral degree, I plan to work in a clinical capacity with individuals who have comorbid medical and mental health conditions (e.g., eating disorders). I also hope to obtain a faculty position at a local college. I cannot express how thankful I am to receive this scholarship. In the wake of c o v i d -19, I was unsure I would be able to afford to complete my dissertation in a way that answers my research questions and maintains safety for participants. This scholarship will allow me to conduct research that is safe, methodologically sound, and benef icial for participants. Thank you so much!”

Fielding announced the establishment of the Ruthellen Josselson Chair for Qualitative Inquiry, a distinctive opportunity to honor Dr. Josselson for her many contributions. The fund will serve a critical role, supporting faculty research, honoring and promoting Dr. Josselson’s legacy, and aff irming the importance and impact of qualitative inquiry in psychology, as acknowledged by the APA Division 5 on Quantitative and Qualitative Methods.

Urgent Needs Considering a contribution to Fielding, but not sure where to apply your gift? Several funds are in need of immediate support.

ADVANCEMENT SCHOLARSHIP

Helps students who are near graduation but face financial circumstances that prevent them from degree completion.

ETHNIC MINORITY DISSERTATION SCHOLARSHIP

Annual award for doctoral students who have completed a dissertation draft on a topic related to historically underrepresented groups.

CHAIR OF THE BOARD SCHOLARSHIP

K E N L O YA 2020 Frieda FrommReic h m an n Aw ar d “I appreciate the generosity of all the donors. This support is motivating as I go through the program. I have learned a great deal in only my second year of the program, and I am excited for what is to come in the years ahead. The Frieda Fromm-Reichmann Award is especially meaningful. I have aspired for years to become competent in psychoanalytic thinking, and this feels like a signif icant step forward in that direction. This award is also meaningful because my personal analyst`s analyst was trained by Harry Stack Sullivan and worked alongside FrommReichmann. I look forward to making Fielding proud of my academic and professional endeavors.”

DEVELOPMENT

Supports students who are current members of their program’s student governance team.

DOLORES BUNNELL SCHOL ARSHIP WILL SUPPORT INCOMING STUDENTS Field ing alum and Trus tee Em erita Karin Bunnell, PhD ’9 8, es tab lis hed a Field ing s cho lars hip to hono r her Mother. Ms .

Bunnell has s pent her pro fes s ional career help ing the m o s t v ulnerable p o p ulations of child ren in our s choo l s y s tem s . To s up p o rt and carr y on the adm irable wo rk of Ms . Bunnell, the Do lo res Bunnell Scho lars hip will p ro v ide f inancial as s is tance to new do cto ral s tud ents at Fielding who plan to s tudy, res earch, and/or work in the area of infant and/or early child ho o d ed ucatio n (0-6 y ears old ).

To contribute online, visit giving.fielding.edu, or contact director of development Elena Nicklasson at 805.898.2926 or giving@fielding.edu.

FIELDING GRADUATE UNIVERSITY | Fielding.edu

FOUNDERS CIRCLE

Thank You

for Your Support

BEQUESTS & OTHER PLANNED GIFTS

Marjorie Woo Timothy Yamasaki

WE ARE GRATEFUL FOR YOUR SUPPORT OF OUR STUDENTS, ALUMNI, AND THE UNIVERSIT Y AS A WHOLE.

Patricia Zell & Michael Cox

The following list in alphabetical order reflects all contributions and pledges received from April 15, 2020 through October 25, 2020. Contact Elena Nicklasson at giving@fielding.edu with any questions, corrections or feedback.

Honorary and memorial gifts acknowledge important people in our lives and in the Fielding community.

IN HONOR OF Suzanne Begin

Juan-Carlos Duran

Seymour Hersh

Barbara Mather

Denise & Jack Stephens

Karen Bogart

David Durst

Paula Holtz Linda & Reynolds Honold

Judith Stevens-Long & Laurence Severance

Lorraine Crockford

Keith Earley

Charles McClintock & Carol Wilburn

Dino Ferrare

Michelle & Jay Horowitz

Katherine McGraw

Amy Taylor

Debra & Ron Estroff

Nancy Frawley

Rosanna Horton

Barbara Mink

Kathy Tiner

John Bennett & Eric Johnson

Cynthia & Joel Freeman

Denise Humphrey

Montecito Bank & Trust

Union Bank

Jacqueline Fulcher

Jean-Pierre Isbouts & Cathie Labrador Isbouts

Elena Nicklasson

Sonia Usatch-Kuhn

Michelle O’Grady

Lynne Valek

Nick & Hanneke Isbouts

Sally Peterson

Sergej van Middendorp

Nancy Johnson

Shana Pote

Connie Veazey

Johnson & Johnson

Marilyn Price-Mitchell

Richard Versen

Kerul Kassel

Joan Read

Mary Jean Vignone

Sara Katz

Katrina Rogers & Bill Cherry

Mary Warren

IN MEMORY OF

Dennis White

William H. Mobley

Greta Smith Garcia

David Blake Willis & Mika Obayashi

Karl M. Ruppenthal

Monique Snowden

Eric Willmarth Prema Windokun

Dorothy & Niels AggerGupta Pauline Albert Nancy Baker & Cathy Hauer

Valerie Bentz Karen & Zac Bogart Romagne Boucher Alma Boutin-Martinez Sarah Brandel

Jeanne & Edward Gavrin Joel Gonzalez-Toro Russell & Donna Goodman Anthony Greene

Michele Cascardi

Elizabeth Hardy & Rick Omlor

William Chandon

Kimberly & Don Harrison

Dianne & Irving Kipnes

Kayla Conrad

Jessamyn Hatcher

Lois LaShell & Alan Guskin

Connie Corley

Sherry & Robert Hatcher

Tracy Long

Anna DiStefano & Deborah Karoff

Sharon Hawley

Myrna Marcus

Leonard Haynes

Nancy Markle

Marie Sonnet & Robert Berklich

Shelli Hendricks

Paige & Don Marrs

Reid Spearman

D’Ann Downey & William Warley

Judith Schoenholtz-Read

Fielding thanks those who have generously designated Fielding in their wills or have made a planned gift to ensure Fielding’s future.

Judith Witt

Sherry Hatcher Ruthellen Josselson Eleanor Komet Lee Mahon Ayumi Nishii Marie Sonnet

Anonymous Pauline Albert Natalie Ammarell Peggy Azad Nancy Lynn Baker John L. Bennett Valerie Bentz Marvin & Linda Branch Lynn Bursten Don D. Bushnell Christine Clark Kelly Clark Anna DiStefano D’Ann Downey Nanine Ewing Jeff Frakes Leola Furman Kathy Geller Tracy Gibbons John Gladfelter* Michael Goldstein Sharon Hawley-Crum Linda Honold Roberta Jensen Anne Kratz Diana Kunkel & Trish Cleary Sarah N. MacDougall Paige and Don Marrs

Barbara A. Mather Charles McClintock and Carol Wilburn Sara Miller McCune Pamela S. Meyer Mary Lou Michael Eileen Morgan Donald Mroz and Susan Lapine Christi Olson Wendy Overend Marilyn Price-Mitchell Kathleen Randolph Katrina S. Rogers Rochelle Santopoalo Paul and Nancy Shaw Andrea L. Shields Judith Silverstein James E. Skibo Nicola Smith Carol Sommerfield Ted J. Takamura Roland* & Charlotte Troike Pam Van Dyke Marjorie Woo Patricia Zell * Deceased

Judith Stevens-Long Kathy Tiner Judith Witt

Jack and Harriett Savage

To view the virtual donor wall, visit giving.fielding.edu.

FO UND ERS CI RCLE MEMBERS HIP BENEF ITS : • Free Fielding publication annually • Updates directly from the University Leadership Team • Invitations to special events at the university • Recognition opportunities

T HE FLEXI B I LI T Y O F A PLANNED G IF T: • You are free to alter your plans at any time.

• You can structure your gift in different ways: a specific amount of money, piece of property, or percentage of your estate.

• You retain control over your assets should you need them during your lifetime.

CO NTACT ELENA NI C K LASS ON, DIRECTOR OF D EV ELO P M ENT, A B O UT HOW YOU CAN MAK E AN I M PACT AT FI ELD I NG THROU G H A PLANNED G IF T: 8 05 . 898 . 2926 O R GI VING @ F IELDING .EDU

23

FIELDING GRADUATE UNIVERSITY | Fielding.edu

FOUNDERS CIRCLE

Thank You

for Your Support

BEQUESTS & OTHER PLANNED GIFTS

Marjorie Woo Timothy Yamasaki

WE ARE GRATEFUL FOR YOUR SUPPORT OF OUR STUDENTS, ALUMNI, AND THE UNIVERSIT Y AS A WHOLE.

Patricia Zell & Michael Cox

The following list in alphabetical order reflects all contributions and pledges received from April 15, 2020 through October 25, 2020. Contact Elena Nicklasson at giving@fielding.edu with any questions, corrections or feedback.

Honorary and memorial gifts acknowledge important people in our lives and in the Fielding community.

IN HONOR OF Suzanne Begin

Juan-Carlos Duran

Seymour Hersh

Barbara Mather

Denise & Jack Stephens

Karen Bogart

David Durst

Paula Holtz Linda & Reynolds Honold

Judith Stevens-Long & Laurence Severance

Lorraine Crockford

Keith Earley

Charles McClintock & Carol Wilburn

Dino Ferrare

Michelle & Jay Horowitz

Katherine McGraw

Amy Taylor

Debra & Ron Estroff

Nancy Frawley

Rosanna Horton

Barbara Mink

Kathy Tiner

John Bennett & Eric Johnson

Cynthia & Joel Freeman

Denise Humphrey

Montecito Bank & Trust

Union Bank

Jacqueline Fulcher

Jean-Pierre Isbouts & Cathie Labrador Isbouts

Elena Nicklasson

Sonia Usatch-Kuhn

Michelle O’Grady

Lynne Valek

Nick & Hanneke Isbouts

Sally Peterson

Sergej van Middendorp

Nancy Johnson

Shana Pote

Connie Veazey

Johnson & Johnson

Marilyn Price-Mitchell

Richard Versen

Kerul Kassel

Joan Read

Mary Jean Vignone

Sara Katz

Katrina Rogers & Bill Cherry

Mary Warren

IN MEMORY OF

Dennis White

William H. Mobley

Greta Smith Garcia

David Blake Willis & Mika Obayashi

Karl M. Ruppenthal

Monique Snowden

Eric Willmarth Prema Windokun

Dorothy & Niels AggerGupta Pauline Albert Nancy Baker & Cathy Hauer

Valerie Bentz Karen & Zac Bogart Romagne Boucher Alma Boutin-Martinez Sarah Brandel

Jeanne & Edward Gavrin Joel Gonzalez-Toro Russell & Donna Goodman Anthony Greene

Michele Cascardi

Elizabeth Hardy & Rick Omlor

William Chandon

Kimberly & Don Harrison

Dianne & Irving Kipnes

Kayla Conrad

Jessamyn Hatcher

Lois LaShell & Alan Guskin

Connie Corley

Sherry & Robert Hatcher

Tracy Long

Anna DiStefano & Deborah Karoff

Sharon Hawley

Myrna Marcus

Leonard Haynes

Nancy Markle

Marie Sonnet & Robert Berklich

Shelli Hendricks

Paige & Don Marrs

Reid Spearman

D’Ann Downey & William Warley

Judith Schoenholtz-Read

Fielding thanks those who have generously designated Fielding in their wills or have made a planned gift to ensure Fielding’s future.

Judith Witt

Sherry Hatcher Ruthellen Josselson Eleanor Komet Lee Mahon Ayumi Nishii Marie Sonnet

Anonymous Pauline Albert Natalie Ammarell Peggy Azad Nancy Lynn Baker John L. Bennett Valerie Bentz Marvin & Linda Branch Lynn Bursten Don D. Bushnell Christine Clark Kelly Clark Anna DiStefano D’Ann Downey Nanine Ewing Jeff Frakes Leola Furman Kathy Geller Tracy Gibbons John Gladfelter* Michael Goldstein Sharon Hawley-Crum Linda Honold Roberta Jensen Anne Kratz Diana Kunkel & Trish Cleary Sarah N. MacDougall Paige and Don Marrs

Barbara A. Mather Charles McClintock and Carol Wilburn Sara Miller McCune Pamela S. Meyer Mary Lou Michael Eileen Morgan Donald Mroz and Susan Lapine Christi Olson Wendy Overend Marilyn Price-Mitchell Kathleen Randolph Katrina S. Rogers Rochelle Santopoalo Paul and Nancy Shaw Andrea L. Shields Judith Silverstein James E. Skibo Nicola Smith Carol Sommerfield Ted J. Takamura Roland* & Charlotte Troike Pam Van Dyke Marjorie Woo Patricia Zell * Deceased

Judith Stevens-Long Kathy Tiner Judith Witt

Jack and Harriett Savage

To view the virtual donor wall, visit giving.fielding.edu.

FO UND ERS CI RCLE MEMBERS HIP BENEF ITS : • Free Fielding publication annually • Updates directly from the University Leadership Team • Invitations to special events at the university • Recognition opportunities

T HE FLEXI B I LI T Y O F A PLANNED G IF T: • You are free to alter your plans at any time.

• You can structure your gift in different ways: a specific amount of money, piece of property, or percentage of your estate.

• You retain control over your assets should you need them during your lifetime.

CO NTACT ELENA NI C K LASS ON, DIRECTOR OF D EV ELO P M ENT, A B O UT HOW YOU CAN MAK E AN I M PACT AT FI ELD I NG THROU G H A PLANNED G IF T: 8 05 . 898 . 2926 O R GI VING @ F IELDING .EDU

23

24

NEW HORIZONS | FOCUS Winter 2021

CORRECTION Due to an editing error, incorrect dissertations titles were attributed for doctorial graduates in Organizational Development & Change and in Infant & Early Childhood Development with Emphasis in Mental Health & Developmental Disorders.

CONGRATUL ATIONS AND APOLOGIES TO THESE GRADUATES.

FIELDING GRADUATE UNIVERSITY | Fielding.edu

ORGANIZATIONAL DEVELOPMENT & CHANGE

Isabella T. Allan, PhD

Climate Surprise and Organizational Decision-Making for Sustainability: From the Lens of Paradox Theory to a Theory Synthesis

Robert E. Lucius, PhD

Muslim Millennials and Cultured Meat Consumption: An Exploratory Elicitation Study

Sandra Mohabir-McKinley, PhD

The Age of the Online Adjunct: Teaching Remotely and Faculty Engagement

Francisco J. Rojas, PhD

Master’s & Certificates

Graduates May 1, 2020 – October 15, 2020

Understanding Faculty Resistance to Change in Adopting Online Degree Programs

SCHOOL OF LEADERSHIP STUDIES

Theresa A. Southam, PhD

MASTER OF ARTS IN ORGANIZATIONAL DEVELOPMENT & LEADERSHIP Patrick C. McNeil Ryan Paquet

27,000 Sunrises: Everyday Contributions of Grateful and Giving Age 70 + Adults

INFANT & EARLY CHILDHOOD DEVELOPMENT WITH EMPHASIS IN MENTAL HEALTH & DEVELOPMENTAL DISORDERS

Sara A. Clancey, PhD

Creating Capacity for Co-Regulation and Empathy: A Quantitative Study of Toddlers with a History of Substance Exposure and Their Adoptive Parents

Sharon Gainforth, PhD

Implementation of a Social Emotional Learning Program with Adaptations and Strategies to Meet the Needs of Children with Disabilities

Terry Gomez, PhD

Interactions on Silent Mode: The Influence of Parental Smartphone Use on Infants

Celina L. Jones, PhD

Mindfulness as a New Parenting Model to Scaffold Children Against Risks of Media Exposure

Katie E. LeMaire, PhD

Pathways Through Which Income Affects Joint Attention

Lisa S. Negrini, PhD

Coparenting Supports in Trauma Treatment: Innovating Clinical Interventions for Young Children and Their Families

Julia G. Stoll, PhD

Teachers’ Emotional Experiences in the Classroom: A Phenomenological Study of Preschool Teachers’ Emotion Construction

CERTIFICATE IN ORGANIZATIONAL DEVELOPMENT & LEADERSHIP Shem Livai Jennifer L. Seru CERTIFICATE IN EVIDENCE BASED COACHING FOR ORGANIZATION LEADERSHIP Sharon A. Pearce Joe C. Reed CERTIFICATE IN COMPREHENSIVE EVIDENCE BASED COACHING Derrick Anthony Janine L. Clarke Aniruddha Ganguly Kate I. Germano Matthew Gorlick Monica L. Hori Takayuki Minegishi Dennis L. Ray Chelsea Schneider Susan Schneider Katarzyna Wojciechowska

SCHOOL OF PSYCHOLOGY MASTER OF ARTS IN MEDIA PSYCHOLOGY Christopher S. McManus Amy J. Walker CERTIFICATE OF RESPECIALIZATION IN CLINICAL PSYCHOLOGY Lesley A. Hart Elysse Kompaniez-Dunigan POSTBACCALAUREATE CERTIFICATE IN CLINICAL PSYCHOLOGY Katherine S. Chapman Michael L. Cox Sukhmani Dhillon Sirocco N. Floe Mandi Maycumber Sue L. Treppenhauer Chad K. Westover CERTIFICATE IN CLINICAL NEUROPSYCHOLOGY Gretchen W. Arian D. Michael Campbell, Jr. Dru Garcia Emin Gharibian Chloe T. Green Danielle Nahas Katherine Paulick Yohance Pickett Kara Stocker Janelle M. Tidemann Bonnie J. Woods CERTIFICATE IN MEDIA PSYCHOLOGY WITH AN EMPHASIS IN BRAND PSYCHOLOGY & AUDIENCE MANAGEMENT Elizabeth Castaner Bernadette M. Koenig

25

24

NEW HORIZONS | FOCUS Winter 2021

CORRECTION Due to an editing error, incorrect dissertations titles were attributed for doctorial graduates in Organizational Development & Change and in Infant & Early Childhood Development with Emphasis in Mental Health & Developmental Disorders.

CONGRATUL ATIONS AND APOLOGIES TO THESE GRADUATES.

FIELDING GRADUATE UNIVERSITY | Fielding.edu

ORGANIZATIONAL DEVELOPMENT & CHANGE

Isabella T. Allan, PhD

Climate Surprise and Organizational Decision-Making for Sustainability: From the Lens of Paradox Theory to a Theory Synthesis

Robert E. Lucius, PhD

Muslim Millennials and Cultured Meat Consumption: An Exploratory Elicitation Study

Sandra Mohabir-McKinley, PhD

The Age of the Online Adjunct: Teaching Remotely and Faculty Engagement

Francisco J. Rojas, PhD

Master’s & Certificates

Graduates May 1, 2020 – October 15, 2020

Understanding Faculty Resistance to Change in Adopting Online Degree Programs

SCHOOL OF LEADERSHIP STUDIES

Theresa A. Southam, PhD

MASTER OF ARTS IN ORGANIZATIONAL DEVELOPMENT & LEADERSHIP Patrick C. McNeil Ryan Paquet

27,000 Sunrises: Everyday Contributions of Grateful and Giving Age 70 + Adults

INFANT & EARLY CHILDHOOD DEVELOPMENT WITH EMPHASIS IN MENTAL HEALTH & DEVELOPMENTAL DISORDERS

Sara A. Clancey, PhD

Creating Capacity for Co-Regulation and Empathy: A Quantitative Study of Toddlers with a History of Substance Exposure and Their Adoptive Parents

Sharon Gainforth, PhD

Implementation of a Social Emotional Learning Program with Adaptations and Strategies to Meet the Needs of Children with Disabilities

Terry Gomez, PhD

Interactions on Silent Mode: The Influence of Parental Smartphone Use on Infants

Celina L. Jones, PhD

Mindfulness as a New Parenting Model to Scaffold Children Against Risks of Media Exposure

Katie E. LeMaire, PhD

Pathways Through Which Income Affects Joint Attention

Lisa S. Negrini, PhD

Coparenting Supports in Trauma Treatment: Innovating Clinical Interventions for Young Children and Their Families

Julia G. Stoll, PhD

Teachers’ Emotional Experiences in the Classroom: A Phenomenological Study of Preschool Teachers’ Emotion Construction

CERTIFICATE IN ORGANIZATIONAL DEVELOPMENT & LEADERSHIP Shem Livai Jennifer L. Seru CERTIFICATE IN EVIDENCE BASED COACHING FOR ORGANIZATION LEADERSHIP Sharon A. Pearce Joe C. Reed CERTIFICATE IN COMPREHENSIVE EVIDENCE BASED COACHING Derrick Anthony Janine L. Clarke Aniruddha Ganguly Kate I. Germano Matthew Gorlick Monica L. Hori Takayuki Minegishi Dennis L. Ray Chelsea Schneider Susan Schneider Katarzyna Wojciechowska

SCHOOL OF PSYCHOLOGY MASTER OF ARTS IN MEDIA PSYCHOLOGY Christopher S. McManus Amy J. Walker CERTIFICATE OF RESPECIALIZATION IN CLINICAL PSYCHOLOGY Lesley A. Hart Elysse Kompaniez-Dunigan POSTBACCALAUREATE CERTIFICATE IN CLINICAL PSYCHOLOGY Katherine S. Chapman Michael L. Cox Sukhmani Dhillon Sirocco N. Floe Mandi Maycumber Sue L. Treppenhauer Chad K. Westover CERTIFICATE IN CLINICAL NEUROPSYCHOLOGY Gretchen W. Arian D. Michael Campbell, Jr. Dru Garcia Emin Gharibian Chloe T. Green Danielle Nahas Katherine Paulick Yohance Pickett Kara Stocker Janelle M. Tidemann Bonnie J. Woods CERTIFICATE IN MEDIA PSYCHOLOGY WITH AN EMPHASIS IN BRAND PSYCHOLOGY & AUDIENCE MANAGEMENT Elizabeth Castaner Bernadette M. Koenig

25

26

NEW HORIZONS | FOCUS Winter 2021

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Megan M. Brubaker, PhD

Exploring the Relationship Between Social Support and Social Behavior: Moderating Effects of Video Game Use

Doctoral Graduates

Jamel Burroughs, PhD

Depression and Gender Role Conflict in MidLife Men: What Can the TAT Tell Us About Their Experiences?

Keesha A. Cameron, PhD

May 1, 2020 – October 15, 2020 SCHOOL OF LEADERSHIP STUDIES LEADERSHIP FOR CHANGE

Merlee Arviso, EdD

The Impact of Navajo Community College (now Diné College) on Local Communities

Elizabeth A. Doyle, EdD

Adjunct Voices: the Experiences of Part-time Adjunct Faculty as They Seek to Serve Their Part-time, Non-traditional Students

Michael Terry Everett, EdD

Protective Dynamics: How HIV Health Literacy, Efficacy and Promotion HIV Prevention Shows Up in the African American Family Structure

HUMAN & ORGANIZATIONAL SYSTEMS

Brenda A. Barker-Scott, PhD

Designing for Collaboration: An Examination of the Organizational Elements that Support Cross-Boundary Collaboration

Kathleen A. Curran, PhD

The Cultural Glass Ceiling: Asian Leaders Navigating Careers in Global Enterprises in Asia

Dennis P. German, PhD

INFANT & EARLY CHILDHOOD DEVELOPMENT WITH AN EMPHASIS IN MENTAL HEALTH & DEVELOPMENTAL DISORDERS

Somatic Phenomenology Leadership Development Model Explained Using Quantum Mechanics: A Case Study

John A. Gore, Jr., EdD

Emerging Characteristics of Median Stage Ego Development: When Does Self-initiated Reflection Begin?

HUMAN DEVELOPMENT

Jenny L. Johnson-Riley, PhD

Ronald N. Hurst, PhD

The Veteran-Canine Bond: Implications and Experiences with Using Animals to Alleviate Psychological Distress

Scott M. Curry, PhD

Melissa S. DePoorter, PhD

Caregiver Substance Abuse and Child Welfare Services Recidivism

Jennifer P. Lail, PhD

The Moderating Effect of Religiosity on Health Behaviors Among U.S. Immigrants

Women’s Return Work Experience PostMiscarriage

Steven D. Di Francesco, PhD

Colby N. Lucas, PhD

Factors Impacting the Decision to Leave an Abusive Relationship: The Role of Spirituality, Religiosity, and Social Support

Self-Reported Mood Elevation and Sleep Patterns in College Students

Evolutionary Psychological Predictors of Homicide in the United States

Emily P. Eccles, PhD

Andrea N. McDaniel, PhD

Ethical Guidelines for Working with Animals in Clinical Settings

ORGANIZATIONAL DEVELOPMENT & CHANGE

Richard D. LeBoon, PhD

How Leaders Interpret their Business Challenge Through a Generative Metaphor Framing Process: A Conceptual Study

Kevin R. Lowell, PhD

An Application of Complexity Theory for Directing Organizational Change

Amanda K. Armstrong, PhD

Working Memory Training for Individuals with ADHD: Examining the Factors Associated with Treatment Outcome

Predicting Parent Satisfaction with the Adoptive Parent-Child Relationship and the Role of Perceived Parental Competence

Rachel A. Fraser, PhD

Executive Ability Predicts Physical Injuries in Healthy Young Adults

Kathleen M. Fry, PhD

Colored and Invisible: The Influence of Strength on Depression in Black Women

Reintegration and Life Satisfaction Among Military Veterans: The Complex Role of Unit Cohesion

Jonathan C. Blassingame, III, PhD

Holly B. Fuhrman, PhD

#Yasssforthebody: Social Media, Body Dissatisfaction, and Disordered Eating Among Gay Men

LaKisha L. Sharp, PhD

The Effect of Therapists Attitudes on Suicide on Therapeutic Interventions

Anne-Marie N. Fleckenstein, PhD

PSYCHOLOGY WITH AN EMPHASIS IN CLINICAL PSYCHOLOGY

Danielle M. Ross, PhD

Bitter or Better: A Qualitative Analysis of the Connection Between Positive MeaningMaking and Post-Traumatic Growth in PostIncarcerated Individuals Corrections Officers’ Perceptions of the Risk Factors for Prison Rape

Colleen C. Murphy, PhD

Alberto De Biasi, PhD

Lucia Haladjian, PhD

Intergenerational Trauma Among Second, Third, and Fourth Generation Armenian Genocide Survivors

Leslie B. Bolt, PhD

The Psychological Impact of Mandated Registration on Youth Sex Offenders

Nicole L. Joosten, PhD

The Feasibility of a Universal SocialEmotional Conscious Discipline Parent Education Curriculum Training in the Community Setting

The Client Speaks: The Working Alliance in Executive Coaching

Empathy Influences the Relationship Between Predicated Risk and Offense Severity for First-Time Sex Offenders

Rebecca E. Reed, PhD

Psychological Factors in the Function and Success of Adult Mental Health Courts in the United States

Linda M. Pennington, PhD

Mary Ann Parrish, PhD

Outgrowing the Leadership Paradox: A Critical Autoethnographic Study of Adult Development

Elvia Y. Cortes, PhD

Beverly M. Griffor, PhD

Alexandra L. Elliot, PhD

The Interplay of Talent and Discipline: A Study of the Experience of Elite Italian Football Players

Mark L. Peterson, PhD

Maria Belen Camacho Del Castillo, PhD

Mentoring for Teachers and Other Educational Personnel

David D. Gray, PhD

Health Outcomes at Age 18 in Children Who Have Been Maltreated: Does Age of Abuse and Child Sex Influence These Outcomes?

Jennifer A. Campbell, PhD

Tara H. Chace, PhD

Cori I. Preble, PhD

Christelle F. Garza, PhD

Infertility Journey: An Exploratory Study of the Experiences of Women who have Undergone Fertility Treatments Diminishing Fear of Spiders: A Function of Sleep Following Exposure to Phobic Stimuli

Journeys of the Flesh: A Qualitative Exploration of Modern Tattoo Collectors

Cosha A. Peterson, PhD

Adaptive Skill Benefits of Peer Exposure for Children With Autism Spectrum Disorder Posttraumatic Growth in Emerging Adults Diagnosed With Infective and AutoimmuneMediated Encephalitis

Black Girl Magic: An Examination of the Lived Experiences of Black Women in Response to Racial Socialization Achievement Messages

Foster Parents’ Capacity in Reflective Thinking: a Phenomenological Study of Foster Parents’ Lived Experiences When Caring for Young Children Birth to Five Years

Anti-Sexual Violence Activists’ Understandings of the Impact of the Intersections of Race and Gender on the Development of the Anti-Rape Movement in the US, 1970-Present

Adolescent Girl Friendships and Resilience

Lin Zhang, PhD

The Seeds of Life: Significant Health Challenges and Posttraumatic Growth Among Chinese Executives in Midlife SCHOOL OF PSYCHOLOGY

Megan M. Henkin, EdD

Hyper-Incarceration: An Analysis of MultiGenerational Factors for African American Parents Who Are Repeat Offenders

The Souls of Black Schools: How Black Students and Teachers Experience an Intentionally Designed, Culturally Responsive School System

Carolyn B. Elliott, PhD

The Least of These My Brethren: Stories of Drought Policy Impacts on Small-scale Family Farms of Goleta, California

Highly Educated Women Reflect on Advanced Education, Work, and Gender Pay Inequality

Tamara M. Turner, PhD

Lauren N. Garza, PhD

The Role of Gender and Attitudes Toward Infidelity in Therapists’ Treatment Decisions for Couples Presenting with Physical Infidelity

27

The MMPI-2 OBS Scale as a Predictor of Symptom Severity, Comorbidity and Treatment Outcomes for Social Phobia, Panic Disorder, and Major Depressive Disorder

Comparing Altruism and Attitudes Toward Organ Donation in Military and Civilian Populations

Robert Heath Meeks, PhD

Markie Silverman, PhD

Erica A. Sotilleo, PhD

Sarah Briseida Vasquez, PhD

How You Could Have Stopped Me: A Qualitative Investigation of Sex Offenders’ Thoughts on Prevention, Etiology, and Treatment of Sex Offense

Functional Near Infrared Spectroscopic (fNIRS) Hemoencephalography (HEG) as a Brief Dorsolateral Prefrontal Cortex and Orbito-Frontal Cortex Measure of Psychopathy

T. Dawson Woodrum, PhD

Andrea L. Merg, PhD

PSYCHOLOGY WITH AN EMPHASIS IN MEDIA PSYCHOLOGY

Jean-Ellen M. Metivier, PhD

The Motivational Effect of Compassion on Securing Narrative Engagement

Identity Development Among Adult Children of Incarcerated Mothers: Narrative Analysis

Increasing Social Behaviors in Autism: Does Adult Smiling Increase the Child’s Social Behavior?

Thomas V. Parinello, PhD

Examining the Role of Social Support, Illness Perception, and Self-Efficacy as Moderators of the Relationship Between Levels of Self-Care and Levels of Depression in Cardiovascular Patients

Demoralization, Community Connectedness, and Well-Being Among Transgender and Gender Diverse Individuals

Carlos A. González Velázquez, PhD

Christine Marie, PhD

The Traumatic Impact of Media Humiliation, Misrepresentation and Victim—Shaming on Narrative Identity and Well-Being

26

NEW HORIZONS | FOCUS Winter 2021

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Megan M. Brubaker, PhD

Exploring the Relationship Between Social Support and Social Behavior: Moderating Effects of Video Game Use

Doctoral Graduates

Jamel Burroughs, PhD

Depression and Gender Role Conflict in MidLife Men: What Can the TAT Tell Us About Their Experiences?

Keesha A. Cameron, PhD

May 1, 2020 – October 15, 2020 SCHOOL OF LEADERSHIP STUDIES LEADERSHIP FOR CHANGE

Merlee Arviso, EdD

The Impact of Navajo Community College (now Diné College) on Local Communities

Elizabeth A. Doyle, EdD

Adjunct Voices: the Experiences of Part-time Adjunct Faculty as They Seek to Serve Their Part-time, Non-traditional Students

Michael Terry Everett, EdD

Protective Dynamics: How HIV Health Literacy, Efficacy and Promotion HIV Prevention Shows Up in the African American Family Structure

HUMAN & ORGANIZATIONAL SYSTEMS

Brenda A. Barker-Scott, PhD

Designing for Collaboration: An Examination of the Organizational Elements that Support Cross-Boundary Collaboration

Kathleen A. Curran, PhD

The Cultural Glass Ceiling: Asian Leaders Navigating Careers in Global Enterprises in Asia

Dennis P. German, PhD

INFANT & EARLY CHILDHOOD DEVELOPMENT WITH AN EMPHASIS IN MENTAL HEALTH & DEVELOPMENTAL DISORDERS

Somatic Phenomenology Leadership Development Model Explained Using Quantum Mechanics: A Case Study

John A. Gore, Jr., EdD

Emerging Characteristics of Median Stage Ego Development: When Does Self-initiated Reflection Begin?

HUMAN DEVELOPMENT

Jenny L. Johnson-Riley, PhD

Ronald N. Hurst, PhD

The Veteran-Canine Bond: Implications and Experiences with Using Animals to Alleviate Psychological Distress

Scott M. Curry, PhD

Melissa S. DePoorter, PhD

Caregiver Substance Abuse and Child Welfare Services Recidivism

Jennifer P. Lail, PhD

The Moderating Effect of Religiosity on Health Behaviors Among U.S. Immigrants

Women’s Return Work Experience PostMiscarriage

Steven D. Di Francesco, PhD

Colby N. Lucas, PhD

Factors Impacting the Decision to Leave an Abusive Relationship: The Role of Spirituality, Religiosity, and Social Support

Self-Reported Mood Elevation and Sleep Patterns in College Students

Evolutionary Psychological Predictors of Homicide in the United States

Emily P. Eccles, PhD

Andrea N. McDaniel, PhD

Ethical Guidelines for Working with Animals in Clinical Settings

ORGANIZATIONAL DEVELOPMENT & CHANGE

Richard D. LeBoon, PhD

How Leaders Interpret their Business Challenge Through a Generative Metaphor Framing Process: A Conceptual Study

Kevin R. Lowell, PhD

An Application of Complexity Theory for Directing Organizational Change

Amanda K. Armstrong, PhD

Working Memory Training for Individuals with ADHD: Examining the Factors Associated with Treatment Outcome

Predicting Parent Satisfaction with the Adoptive Parent-Child Relationship and the Role of Perceived Parental Competence

Rachel A. Fraser, PhD

Executive Ability Predicts Physical Injuries in Healthy Young Adults

Kathleen M. Fry, PhD

Colored and Invisible: The Influence of Strength on Depression in Black Women

Reintegration and Life Satisfaction Among Military Veterans: The Complex Role of Unit Cohesion

Jonathan C. Blassingame, III, PhD

Holly B. Fuhrman, PhD

#Yasssforthebody: Social Media, Body Dissatisfaction, and Disordered Eating Among Gay Men

LaKisha L. Sharp, PhD

The Effect of Therapists Attitudes on Suicide on Therapeutic Interventions

Anne-Marie N. Fleckenstein, PhD

PSYCHOLOGY WITH AN EMPHASIS IN CLINICAL PSYCHOLOGY

Danielle M. Ross, PhD

Bitter or Better: A Qualitative Analysis of the Connection Between Positive MeaningMaking and Post-Traumatic Growth in PostIncarcerated Individuals Corrections Officers’ Perceptions of the Risk Factors for Prison Rape

Colleen C. Murphy, PhD

Alberto De Biasi, PhD

Lucia Haladjian, PhD

Intergenerational Trauma Among Second, Third, and Fourth Generation Armenian Genocide Survivors

Leslie B. Bolt, PhD

The Psychological Impact of Mandated Registration on Youth Sex Offenders

Nicole L. Joosten, PhD

The Feasibility of a Universal SocialEmotional Conscious Discipline Parent Education Curriculum Training in the Community Setting

The Client Speaks: The Working Alliance in Executive Coaching

Empathy Influences the Relationship Between Predicated Risk and Offense Severity for First-Time Sex Offenders

Rebecca E. Reed, PhD

Psychological Factors in the Function and Success of Adult Mental Health Courts in the United States

Linda M. Pennington, PhD

Mary Ann Parrish, PhD

Outgrowing the Leadership Paradox: A Critical Autoethnographic Study of Adult Development

Elvia Y. Cortes, PhD

Beverly M. Griffor, PhD

Alexandra L. Elliot, PhD

The Interplay of Talent and Discipline: A Study of the Experience of Elite Italian Football Players

Mark L. Peterson, PhD

Maria Belen Camacho Del Castillo, PhD

Mentoring for Teachers and Other Educational Personnel

David D. Gray, PhD

Health Outcomes at Age 18 in Children Who Have Been Maltreated: Does Age of Abuse and Child Sex Influence These Outcomes?

Jennifer A. Campbell, PhD

Tara H. Chace, PhD

Cori I. Preble, PhD

Christelle F. Garza, PhD

Infertility Journey: An Exploratory Study of the Experiences of Women who have Undergone Fertility Treatments Diminishing Fear of Spiders: A Function of Sleep Following Exposure to Phobic Stimuli

Journeys of the Flesh: A Qualitative Exploration of Modern Tattoo Collectors

Cosha A. Peterson, PhD

Adaptive Skill Benefits of Peer Exposure for Children With Autism Spectrum Disorder Posttraumatic Growth in Emerging Adults Diagnosed With Infective and AutoimmuneMediated Encephalitis

Black Girl Magic: An Examination of the Lived Experiences of Black Women in Response to Racial Socialization Achievement Messages

Foster Parents’ Capacity in Reflective Thinking: a Phenomenological Study of Foster Parents’ Lived Experiences When Caring for Young Children Birth to Five Years

Anti-Sexual Violence Activists’ Understandings of the Impact of the Intersections of Race and Gender on the Development of the Anti-Rape Movement in the US, 1970-Present

Adolescent Girl Friendships and Resilience

Lin Zhang, PhD

The Seeds of Life: Significant Health Challenges and Posttraumatic Growth Among Chinese Executives in Midlife SCHOOL OF PSYCHOLOGY

Megan M. Henkin, EdD

Hyper-Incarceration: An Analysis of MultiGenerational Factors for African American Parents Who Are Repeat Offenders

The Souls of Black Schools: How Black Students and Teachers Experience an Intentionally Designed, Culturally Responsive School System

Carolyn B. Elliott, PhD

The Least of These My Brethren: Stories of Drought Policy Impacts on Small-scale Family Farms of Goleta, California

Highly Educated Women Reflect on Advanced Education, Work, and Gender Pay Inequality

Tamara M. Turner, PhD

Lauren N. Garza, PhD

The Role of Gender and Attitudes Toward Infidelity in Therapists’ Treatment Decisions for Couples Presenting with Physical Infidelity

27

The MMPI-2 OBS Scale as a Predictor of Symptom Severity, Comorbidity and Treatment Outcomes for Social Phobia, Panic Disorder, and Major Depressive Disorder

Comparing Altruism and Attitudes Toward Organ Donation in Military and Civilian Populations

Robert Heath Meeks, PhD

Markie Silverman, PhD

Erica A. Sotilleo, PhD

Sarah Briseida Vasquez, PhD

How You Could Have Stopped Me: A Qualitative Investigation of Sex Offenders’ Thoughts on Prevention, Etiology, and Treatment of Sex Offense

Functional Near Infrared Spectroscopic (fNIRS) Hemoencephalography (HEG) as a Brief Dorsolateral Prefrontal Cortex and Orbito-Frontal Cortex Measure of Psychopathy

T. Dawson Woodrum, PhD

Andrea L. Merg, PhD

PSYCHOLOGY WITH AN EMPHASIS IN MEDIA PSYCHOLOGY

Jean-Ellen M. Metivier, PhD

The Motivational Effect of Compassion on Securing Narrative Engagement

Identity Development Among Adult Children of Incarcerated Mothers: Narrative Analysis

Increasing Social Behaviors in Autism: Does Adult Smiling Increase the Child’s Social Behavior?

Thomas V. Parinello, PhD

Examining the Role of Social Support, Illness Perception, and Self-Efficacy as Moderators of the Relationship Between Levels of Self-Care and Levels of Depression in Cardiovascular Patients

Demoralization, Community Connectedness, and Well-Being Among Transgender and Gender Diverse Individuals

Carlos A. González Velázquez, PhD

Christine Marie, PhD

The Traumatic Impact of Media Humiliation, Misrepresentation and Victim—Shaming on Narrative Identity and Well-Being

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