Ethos: The Magazine for Rutgers GSAPP - Vol 1, Issue 1

Ethos

The Magazine For Rutgers GSAPP

IN THIS ISSUE USING TECHNOLOGY TO ELEVATE PATIENT CARE

VOLUME 1 ISSUE 1 FALL 2016

WELCOME DEAN FRANCINE CONWAY

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Contents ON THE COVER Dean Francine Conway Takes the Helm at GSAPP | 4

FEATURED STORIES ALUMNI AND FACULTY INTEGRATING TECHNOLOGY AND PSYCHOLOGY

Brian Chu | 5

Monica Indart (Clinical ‘94) | 11

Lauren Muhlheim (Clinical ‘95) | 12

Michael Powers (School ‘84) | 14

Shireen Rizvi | 10

Elisa Shernoff | 7

Craig Springer | 8

GSAPP NEWS

Acquring the Center of Alcohol Studies | 15 Recent Faculty & Student Accomplishments | 16 School Technology Climate | 10

VOL 1 ISSUE 1 Ethos is digitally published for the students, alumni, faculty, staff, and friends of the Rutgers Graduate School of Applied and Professional Psychology. For story suggestions and contributions, contact our offices.

Magazine Staff Francine Conway Ph.D., Dean Jen Leon Ed.M., Associate Dean Mary Chrow, Associate Dean for Advancement Jennifer Boscia Smith, Writer and Editor Jason Goldstein LC’02, RBS ’05, Graphic Design Brad Resnick, MGSA ’05, Photography

Bringing T

In this issue we feature the innovative work of

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Faculty researcher Shireen Rizvi provides patients with self harm prevention through her mobile app. Learn more on page 6.

Technology Into Practice

f GSAPP faculty and alumni who are moving our profession into the digital age.

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A Message From the Dean I am so pleased to introduce the inaugural issue of our new GSAPP e-magazine, Ethos.

Why Ethos, you might ask? At the Rutgers Graduate School of Applied and Professional Psychology, we are not just training our students in their chosen fields. We are preparing them to take leadership roles in the advancement and practice of professional psychology. It’s that kind of ethos – our guiding set of beliefs – that I am challenging the entire GSAPP community to aspire.

As we move to a digital format for our publications, it seems fitting that the topic we have chosen to explore in our first issue is the use of technology in the study and practice of psychology. Our continuous 4 ETHOS | RUTGERS GSAPP | FALL 2016

reliance on technology – by both individuals and institutions – is a reality that we need to embrace in a variety of formats. Although we know the practice of psychology focuses on human interactions, globalization necessitates that the breadth of our interventions addresses a wealth of societal issues. For example, we have the wherewithal to respond to human migratory patterns, lack of services for adult learners, and develop efficient treatment models to answer the need due to the alarming rise in the number of children diagnosed with autism. To grow, and better serve all who need psychological intervention, we are looking to technology to help make us more nimble and reach a broader cross-section of the world.

At GSAPP, we are exploring and examining how technology impacts our practice and instruction on a variety of fronts.

As you flip through this issue, you will read and hear examples of how our faculty and alumni are working with technology.

Two faculty members, Shireen Rizvi and Brian Chu, have done investigative and development work on apps that can assist both the therapist and his or her client. Elisa Shernoff is currently pursuing a better professional development model for teachers using simulation and virtual reality. Beyond training and treatment, technology is also finding its way into our clinics and centers. Craig Springer has made many exciting updates to technology in his two years as director of the Psychological

Services Clinic, including a new electronic medical record and videoing systems that make the Clinic more patientcentered and more responsive to the needs of student clinicians and their supervisors.

And when we welcome the Center of Alcohol Studies to GSAPP next January, we will embrace the cutting-edge research of Marsha Bates and Jennifer Buckman, which is looking at how an app that helps individuals recovering from alcohol and substance misuse manage a slow breathing technique that leads to relapse prevention.

Our notable alumni have embraced technology in a variety of formats as well.

For Lauren Muhlheim, her commitment to distributing evidence-based information while also building awareness for her specialty – eating disorder treatment – has led her to tap into the power of social media for a wide variety of uses. For Michael Powers, technology is allowing him and his staff to be literally around the world without leaving their offices as they seek to improve identification and interventions for the children of the world with autism.

Alumna and visiting professor Monica Indart, who also works around the world with victims of trauma and torture, is using apps and Skype to counsel individuals and field-bound support teams on their lifesaving work.

At GSAPP, we are continuously looking for ways to expand our reach and fulfill our vision. The way we can think about and continued on page 6

Brian Chu, Ph.D. is working on an interdisciplinary collaboration that uses technology to provide an immediate response to behaviors.

A Realtime Response “Anxiety and mood problems in children and adolescents is a significant problem and often gets overlooked because it’s directed inward and not necessarily displayed,” says Brian Chu, discussing the impetus for his latest research study. “We are honing our identification and assessment tools because these kids are hard to identify in the first place,” he adds.

Chu, together with a group of interdisciplinary Rutgers researchers and industry scientists, is building a suite of apps that will deploy mobile assessment tools to collect realtime information on personal behavior, biological mechanisms, and exposure to chemical and physical factors contributing to youth anxiety and mood problems.

“To treat a problem you have to know it’s a problem,” says Chu. “Technology can help

because kids are attached to their smart phones, and these tools have access to some kinds of behaviors and patterns that other people are not privy too,” he adds, explaining why he and his team sought a way to capture that data. Looking at markers like how many other kids are being interacted with, if the number of text messages being sent is typical, and even levels of physical activity, the app leverages that information to learn about early warning signals.

Chu currently has some prototypes of the app that have been tested in small groups. “We have some initial evidence that this can be a useful early warning signal to detect which kids are having difficulties with anxiety,” he says.

LEARN MORE Watch a video interview at YouTube.com/RutgersGSAPP

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Assistant Professor Elisa Shernoff, Ph.D. demonstrates her new virtual training ground for teachers.

LEARN MORE Watch a video interview at YouTube.com/RutgersGSAPP

A Message From the Dean continued from page 5

use technology in our practice and our teaching is far-reaching.

But in advocating for these advances, we must ensure they are helpful to us in achieving our goals and standards for client care. I encourage each of you 6 ETHOS | RUTGERS GSAPP | FALL 2016

to give careful consideration to how technology can better your practice and research, and our desire to shape the next generation of leaders in our field.

And I invite your thoughts and ideas on our Ethos – both this version and the one that defines our community – particularly

as we continue our ambitious strategic planning process.

Sincerely, Francine Conway Dean Graduate School of Applied and Professional Psychology

Elisa Shernoff, Ph.D.

A Virtual Training Ground While conducting research in Chicago Public Schools, Elisa Shernoff was struck by the number of teachers she had to reconsent each year. Drilling down, she found that teachers are most likely to leave their profession in the first three to five years of teaching.

As Shernoff looked for the cause of this remarkable attrition, she found that the majority of teachers cited challenging student behaviors as the most complex problem they experienced, and the one that burned them out the fastest.

“New teachers were shocked

by the behaviors. They could not believe the things that they were seeing in their classrooms,” reports Shernoff, who is developing an Interactive Virtual Classroom (IVT) that allows new teachers to hone their skills by responding to virtual students using simulation. “Building skills in preventing and responding to student disruptive behavior is complex and traditional training doesn’t provide enough practice and feedback,” she says. “What we have developed is similar to how we teach pilots to fly through simulation.”

Shernoff is presently in the second year of a four-year

study to build and test the effectiveness of IVT. She has assembled a team of Rutgers graduate students who write the complex classroom scenarios teachers experience in IVT, and has partnered with renowned FIU computer scientist Christine Lisetti, who is building the virtual characters and 3D environments.

Next year, Shernoff will pilot IVT with teachers in the Elizabeth and Jersey City school districts.

“We are shifting the landscape of traditional teacher training,” says Shernoff, “which will ultimately enhance the outcome of students who live in challenging circumstances.”

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Digitally Enhancing The Clinic Craig Springer is spearheading a number of new technological initiatives at the Psychological Services Clinic to streamline operations for student clinicians and their supervisors, all in the name of enhanced patient care.

The Clinic, which averages more than 500 patient visits per month, recently implemented Therasoft, a web-based, HIPAAcompliant electronic medical record (EMR) system. “Therasoft allows a supervisor to view an entire record wherever he or she happens to be, which makes supervision more complete,” says Springer. Supervisors can now see progress notes, initial intakes, treatment plans, and terminations summaries, making “supervision more responsive to what’s happening in client sessions,” he adds.

Therasoft also includes a video conferencing feature so that students who cannot make it to a supervisor’s office can use it as a secure way to touch base.

“This feature expands our ability to utilize supervisors throughout the state (currently there are more than 140 supervisors affiliated with the Clinic) in a way that we had not been able to before. Students can get supervision remotely in a highly secure way,” says Springer.

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Craig Springer, Ph.D. Other technology-aided advancements at the Clinic include computer-administered psychological testing and the installation of new video technology so that all sessions can be videoed, uploaded, and viewed remotely. All of the Clinic’s therapy rooms are able to record sessions simultaneously, and the videos are web-based, allowing both students and supervisors to remotely access

videos shortly after sessions are conducted. “Using this new feature, supervisors and students can watch a video of a session together,” says Springer, “which impacts both the professional development of the student and the quality of services to the client.”

LEARN MORE Watch a video interview at YouTube.com/RutgersGSAPP

Craig Springer, Ph.D., the director of the Psychological Services Clinic, is leveraging technology to vastly improve patient care and student supervision.

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Technology & School Climate

Associate Professor Shireen Rizvi, Ph.D, ABPP, showcases her DBT phone app.

Building a Coach In Your Pocket “The key to DBT therapy is getting what a person is learning in therapy to generalize to their real world,” says Shireen Rizvi.

“In traditional DBT, that happens by the therapist being available for phone coaching during the week. But there are obstacles to calling, so we were looking for other ways we can promote skillful behavior outside the therapy hour,” she says.

That line of inquiry led Rizvi and three colleagues to develop a mobile phone app, the “DBT Coach,” to help clients develop skillful behavior and further facilitate the use of DBT skills in one’s natural environment.

“We spend a lot of time talking about everything you can do with technology,” says Rizvi, noting examples like a phone being able to notify a therapist before an individual got into really risky behavior. “But the key

to using technology may be to help people without increasing their reliance on it too much,” she adds.

“There have been some studies that show that online treatments are as effective as in person treatments,” says Rizvi. “We wanted to study the effect of the app, and it did look like the app reduced stress and urges in the moment. But what we were disappointed by was that although participants said they were interested in the app and predicted that they would use it, they ultimately didn’t use it very frequently.” For Rizvi, the important next steps are to design apps and other mobile technology adjuncts that are user-friendly and effective.

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LEARN MORE Watch a video interview at YouTube.com/RutgersGSAPP

Todd Glover and his team (Lori Guerriero, Jinny Stillson, and Alicia Raia-Hawrylak) work at GSAPP’s Center of Applied Psychology to direct the School Climate Transformation Project on behalf of the New Jersey Department of Education. Glover made an important observation that while the New Jersey School Climate Survey allows them to establish data-based goals and plans of action, and monitor and improve those plans over time, the project does not address the issue of school climate and technology directly. An important next phase would be the inclusion of diagnostic tools to assist schools in identifying technologyrelated climate problems. A few considerations around technology and school climate include:

n Technology-related school climate concerns are not often assessed/identified in schools. n Technology allows for increased anonymity. n Punitive anti-bullying policies may deter students from engaging in overt behaviors in schools, but inadvertently create an increase in negative behaviors in digital settings where they are less easily detected. n With technology, aggressive behavior that can reach a wide audience at any time.

Next up for Glover: plans to work with schools to expand school climate beyond the concrete walls to include the students’ digital footprint.

Staying Connected From Afar “I would not be able to do the work that I do without becoming increasingly involved in and reliant upon Telehealth, and it’s applications to work in the field,” says Monica Indart. A clinician and visiting professor whose specialties include training, program development, and program evaluation services on issues related to disaster mental health, crisis management and trauma response for a global humanitarian workforce, Indart has turned to technology to help her achieve her goals.

Using Skype-based services, Indart provides psychosocial support to humanitarian aid workers in the field, as well as small group supervision to professionals establishing torture treatment programs in various settings. She relies on an app called WhatsApp to help her stay in contact with fieldbound aid workers and other colleagues. And technology also allows Indart to deliver content-rich webinars to mobile teams working in remote areas; she is currently in the process of adapting a segment of the torture treatment models she developed for the Ukraine last year into a three-hour webinar format.

“I believe that technology allows people in different parts of the world to access services and supports that they would have no other means of accessing and that these supports can be of great benefit to them,” says Indart, cautioning that she also advocates for more qualitative/mixed method research to identify what aspects of psychological interactions

are altered using telehealth. And Telehealth has also changed her practice. “I have had to become much more focused in each session/ encounter,” she says, noting, “there is no room for attention to wander in a Skypebased support or supervision session. It has also encouraged me to use more between session/meeting exercises, particularly mindfulnessbased exercises, to maximize the contact we do have.”

Monica J. Indart, Psy.D. (Clinical, 1994) Visiting Assistant Professor, Clinical Visiting Faculty

Spotlight on Training There is a critical need for treatments that address depression and barriers to mental health care in Parkinson’s disease (PD). Dr. Roseanne D. Dobkin, Associate Professor of Psychiatry at the Robert Wood Johnson Medical School, is running a randomizedcontrolled trial that will evaluate a 10-session telephone-guided cognitive behavioral selfhelp program (TH-CBT) for depression in PD (dPD). 72 people with dPD (and their caregivers) will receive either TH-CBT plus enhanced usual care or enhanced usual care only. Groups will be compared at baseline, midpoint, endpoint, and 1 and 6 months posttreatment. Given the public health impact of improved

depression treatment in PD, the knowledge to be gained may be significant and the project could directly impact clinical practice.

Rutgers students Kim Nessel, Logan Durland, Sarah Mann, Michael Dennin, Gabrielle Roberts, and Binh-an Nguyen have contributed to Dr. Dobkin’s telemedicine research program to date. All students have received training and supervision in the provision of individual and family therapy, as well as structured diagnostic assessment, using a telehealth platform. The research study and training opportunities have been funded by the Michael J. Fox Foundation and the Parkinson’s Unity Walk.

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Getting it Right on Social Media Social media has become an advocacy platform for Lauren Muhlheim over the last decade, as the influence of her GSAPP mentor, Terry Wilson, continues to inspire her. “Terry always emphasized the dissemination of evidence-based treatment and social media allows me to have influence outside of my own clinical work,” she says.

Muhlheim, a soughtafter clinician specializing in the treatment of eating disorders, notes that what she likes best about social media is the opportunity to share accurate information, because “there is a lot of misinformation in the mainstream media about eating disorders.” Her quest to share researchbacked information has led Muhlheim to serve as the clinical director of the website mirrormirror.org, as well as the eating disorder expert at verywell. com, one of the top three online health sites.

One of her biggest advocacy and social media successes came as part of her role as Director of Outreach for the Academy for Eating Disorders.

disorders into truths,” she says.

The result was a consensus advocacy document created by a number of major eating disorder organizations that culminated in a PSA recorded by cast members (include Keanu Reeves and Lily Collins) of the movie, To the Bone, in honor of the first World Eating Disorder Action Day last June; it racked up more than 500,000 views. “We made a lot of noise on social media and I think the video made people with eating disorders feel understood,” she says. “It was a big deal to hear actors saying non stigmatizing things about eating disorders.”

“There was a need for common messaging so I suggested we create something that turned the common myths about eating

Lauren Muhlheim, Psy.D., CEDS (Clinical, 1995) Director, Eating Disorder Therapy LA 12 ETHOS | RUTGERS GSAPP | FALL 2016

GIVE NOW Supporting Excellence GSAPP is incredibly fortunate to have thousands of forward-thinking alumni, faculty, students, friends, and donors who acknowledge and enhance the value of a GSAPP education through generous financial donations. Their support sustains our commitment to educating the next generation of leaders in our field, and ensures our ability to embrace new ideas to further our profession.

In this inaugural issue of Ethos we gratefully acknowledge and recognize our donors who have established permanent and ongoing funds, contributing generously during their lifetime and in deferred gifts and pledges. Their long-term support of our of a wide variety of students, faculty, and programs is helping us improve the health and well-being of individuals, families, and communities.

GSAPP Named Funds Alderman Family Adult Services Fund Alumni Scholarship Fund Dana E. Chavkin and Robert R. White Fellowship Dorothy and David Cooper Fellowship Rebecca Fine Fellowship Michael Fowlin Fellowship GSAPP Faculty Student Assistant Fund Greenwich Autism Alliance Annual Fellowship Jan Handleman and Susan Arlen Endowment Sandra Harris Endowment

Hope Autism Foundation Annual Fellowship Jamila Irons-Johnson Fellowship Karmazin Lillard Endowed Chair in Adult Autism Services

Mary Kay Lawrence and Naomi Lawrence and Gerard Franz Annual Fellowship

Jennifer Leon and Melissa Lomench Fellowship

Kristin and Joseph Mannello Fellowship Bonnie Markham Fellowship

Nancy McWilliams and Stanley Messer Psychodynamic Fund Edith Neimark Dissertation Fund

New Jersey Psychological Association Foundation Fellowship

Kenneth and Linda Schneider Fellowship in School Psychology Mel and Ruth Schulman Fellowship

Bert Schwartz and Morrie Goodman Group Psychotherapy Fund Grace K. Smith Award

Henry and Anna Starr Fellowship Trauma Fund

Peter I. Wase Tourette Syndrome Endowment Susan N. and Donald M. Wilson Fund

Women Helping Women Counseling Program

Carol S. Lidz and Howard L. Lidz Fellowship in School Psychology in Honor of Isadore Schneider For more information on how to make contributions to GSAPP, please contact Mary Chrow, Assistant Dean for Advancement, at chrow@gsapp.rutgers.edu or 848-445-3959.

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Intervention Power Through extensive educational program development and the implementation of training and assessment protocols worldwide, Michael Powers Psy.D. (School ’84) and his colleagues at the Center for Children with Special Needs in Glastonbury, Connecticut have used technology to reach highly underserved populations and increase access to good science.

Using video consultations, Powers and his team are able to be online in myriad different settings all over the world, where they play a role in assessment and interventions with individuals while also developing the capacity of existing organizations to do a service. “At a feeding clinic in Italy that we support, we do live observations and consults where the video technology allows us to look as closely at a child’s eating patterns as though we were in the room,” says Powers.

Powers says technology drives both their interventions and innovations. In Peru, Powers and his University partners at Johns Hopkins and locally in Peru have created and validated an eye-

tracking algorithm for the iPad that identifies children at risk for autism. They have also designed instructional content to address the communication, social, and adaptive needs of these children.

With this, they will train local health care workers in underserved urban and rural areas to find and support families using smart devices as the delivery platform.

Powers and his are also working on the other side of the world.

“According to Autism Speaks,” Powers notes, “one billion people live on the African continent, and yet on the entire continent there are fewer than 40 psychiatrists who can work with children with autism spectrum disorder,” he adds. “However, the cell phone penetration rate is 1-in-2. We want to leverage that technology to get information to families to enhance long-term outcomes for children and families.”

Revolutionary Thinking On November 9, In celebration of Rutgers University’s 250 Anniversary, Dorothy Cantor, Psy.D (Clinical, ‘76) was the Rutgers 250 Revolutionary Fellow and delivered a moving and scholarly presentation on her research and experience “The Making of Women Leaders.” Those in attendance were welcomed by the Dean of the Graduate School of Applied and Professional Psychology, Francine Conway. Cantor was introduced by Richard Edwards, Chancellor, Rutgers, New Brunswick, to an audience of students, faculty and community members. During her talk, Cantor reminded those in attendance that empathy was a component of the formula for women leaders. Furthermore, she spoke openly about the importance of being affirmed during childhood and to have access to an environment of other women during one’s development.

Cantor, a psychologist in private practice, serves as the president of the American Psychological Foundation 14is ETHOS | RUTGERS of GSAPP | FALL 2016Psychological and a past president the American

Association. She has published six books and many articles on women’s issues and has appeared on Good Morning America, Prime Time Live, and Today, among others. A 2009 inductee of Rutgers Hall of Distinguished Alumni, she serves on the Rutgers Board of Governors and is a past chair of the Rutgers Board of Trustees.

Center of Alcohol Studies Set to Join GSAPP When the Center of Alcohol Studies settles into its new home at GSAPP in January, its faculty, staff and students will benefit from countless opportunities to find synergies in their work and research.

“a lot of additional stressors.”

The participants do the slow breathing exercise, which uses the iPhone’s camera to monitor heart rate, whenever they feel real-world triggers that could be a cause for a relapse.

“Addiction is almost always interwoven with mental health problems,” says researcher Jennifer Buckman, who, with Marsha Bates, directs a five-year National Institute on Alcohol Abuse and Alcoholism-funded study that is in its second year.

Together they are looking at how an iPhone app could offer new hope to women parents who are in recovery for a substance use disorder.

The slow breathing technique has proved to be successful in doctors’ offices and labs, but Buckman and Bates are hoping

Using an app that was originally designed for elite athletes, but modified for research, Buckman and Bates are training a sample of women who have children to use a biofeedback technique to slow breathing and vary the interval between their heartbeats. Women parents who struggle with substance misuse are a population Buckman characterizes as both understudied and as having

to show its impact outside of those settings as well. “Our research focuses on the idea that addiction, relapse, and stress are in-the-moment phenomena,” says Buckman. “So people need technologies that are available to them at that moment and are tools for them to use out in the world when they are not in treatment groups or with clinicians,” she adds.

Marsha Bates Ph.D., left, and Jennifer Buckman Ph.D., research professors at the Center of Alcohol Studies

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Faculty & Students Excellence in Scholarship

BOOKS Young, J. F., Mufson, L., & Schueler, C. M. (2016). Preventing Adolescent Depression: Interpersonal Psychotherapy-Adolescent Skills Training. New York: Oxford University Press.

LaRue, R. H., Pepa, L., Delmolino, L., Sloman, K. N., Fiske, K., Hansford, A., Leibross, S., & Weiss, M. (2016). A brief assessment for selecting communication modalities for individuals with Autism Spectrum Disorders. Evidence-based Communication Assessment and Intervention, 10, 32-43.

ARTICLES Carpenter, A. L., Pincus, D. B., Conklin, P. H., Wyszynski, C., Chu, B. C., & Comer, J. S. (2016). Assessing cognitive-behavioral clinical decision-making among trainees in the treatment of childhood anxiety. Training and Education in Professional Psychology, 10(2), 109-116. doi: 10.1037/tep0000111

White, H. R., Anderson, K., Ray, A. E., & Mun, E.-Y. (2016). Do drinking motives distinguish extreme drinking college students from their peers? Addictive Behaviors, 60, 213-218. doi: 10.1016/j.addbeh.2016.04.011. PMID: 27163187.

Chu, B. C., Crocco, S. T., Esseling, P., Areizaga, M., Lindner, A. M., & Skriner, L. C. (2016). Transdiagnostic group behavioral activation and exposure therapy for youth anxiety and depression: Initial randomized controlled trial. Behaviour Research and Therapy, 76, 65-75. doi: 10.1016/j.brat.2015.11.005 Briggie, A., Hilsenroth, M., Conway, F., Muran, C. & Jackson, J. (2016). Patient Comfort with Audio or Video Recording of Their Psychotherapy Sessions: Relation to Symptomatology, Treatment Refusal, Duration and Outcome. Professional Psychology: Research & Practice.

Glover, T.A., Reddy, L.A., Kettler, R.J., Kurz, A., & Lekwa, A.J. (2016). Improving high stakes decisions via formative assessment, professional development, and comprehensive educator evaluation: The School System Improvement Project. Teachers College Record (Yearbook), 118(14). Retrieved August 22, 2016 from http://www.tcrecord.org ID Number: 221540.

Gregory, A., Hafen, C. A., Ruzek, E. A., Mikami, A. Y, Allen, J. P., &., Pianta, R. C. (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School Psychology Review.

Clarke, N., Kim, S.-Y., Ray, A. E., White, H. R., Jiao, Y., & Mun, E.Y. (2016). The association between protective behavioral strategies and alcohol-related problems: An examination of race and gender differences among college drinkers. Journal of Ethnicity in Substance Abuse, 15(1), 25-45. doi: 10.1080/15332640.2014.1002877. PMCID: PMC4691435.

Reddy, L.A., Dudek, C.M., Kettler, R.J., Kurz, A., & Peters, S. (2016).

Measuring educators’ attitudes and beliefs about evaluation: Construct validity and reliability of the Teacher Evaluation Experience Scale. Educational Assessment.

Shernoff, E.S., Lekwa, A.J., Reddy, L.A. & Coccaro, C. (in press). Examining teachers’ attitudes and experiences with coaching to inform research-based practice: An iterative developmental design study. Submitted to the Journal of Educational and Psychological Consultation.

Shernoff, E.S., Frazier, S.L. Marinez-Lora, A., Lakind, D., Atkins, M.S., Jakobsons, L., Bhaumik, D., Hamre, B.K., Patel, D., Parker Katz, M., Neal, J. & Smylie, M. (2016). Expanding the role of school psychologists to support early career teachers: A mixedmethod study. School Psychology Review, 45, 226-249.

CHAPTERS Chu, B. C., Temkin, A., & Toffey, K. (2016). Transdiagnostic mechanisms and treatment in child and adolescent research: An emerging field. In P. Nathan (Ed.), Oxford Handbooks Online.

Downloaded Sept 7, 2016, from http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780 199935291.001.0001/oxfordhb-9780199935291-e-10. DOI: 10.1093/oxfordhb/9780199935291.013.10.

Gregory, A., Bell, J., & Pollock, M. (2016). How educators can eradicate disparities in school discipline: Issues in intervention. In R. J. Skiba, K. Mediratta, & M.K. Rausch (Eds.), Inequality in school discipline: Research and practice to reduce disparities (pp.

39-58). New York: Palgrave MacMillan.

Gregory, A., Hafen, C. A., Ruzek, E. A., Mikami, A. Y, Allen, J. P., &., Pianta, R. C. (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School Psychology Review, 45, 171-191. (Also featured on SPF Insights interview podcast).

Gregory, A. & Clawson, K.* (2016). The potential of restorative approaches to discipline for narrowing racial and gender disparities. In R. J. Skiba, K. Mediratta, & M.K. Rausch (Eds.), Inequality in school discipline: Research and practice to reduce disparities (pp. 153-170). New York: Palgrave MacMillan.

Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami. A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning & Instruction. 24, 95-103.

Gregory, A. & Korth, J.* (2016). Teacher-student relationships and behavioral engagement in the classroom. In K. Wentzel & G. Ramani (Eds.) Handbook of Social Influences in School Contexts: Social-Emotional, Motivation, and Cognitive Outcomes (pp.178191). New York, NY: Taylor and Francis.

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Hale, J.B., Wilcox, G., & Reddy, L.A. (2016). Child neuropsychology. In J.C. Norcross, G.R. VandenBos, & D.K. Freedheim (Eds). The handbook of clinical psychology. Volume III: Applications and methods. American Psychological Association Press: Washington, DC.

Jeff Shahidullah received the Research and Program Evaluation Fellowship (2016) awarded by the Collaborative Family Healthcare Association (CFHA) (http://www.cfha.net/page/2016AwardWinners). It is a fellowship to award innovative research in collaborative care.

LaRue, R. H., Manente, C., Dashow, E., & Sloman, K., (2016).

Functional Skills Training. In Singh, N. (ed.). Clinical Handbook of Evidence-Based Practices for Individuals with Intellectual Disabilities: Evidence-Based Practice in Behavioral Health Series.

Springer Publishing.

GRANTS Gregory, A. Restorative Justice in Four Brooklyn Schools.

Brooklyn Community Foundation ($118,000). Formative and summative evaluation to identify the strengths and challenges of implementing restorative justice programming in four Brooklyn middle and high schools. 2016-2019.

Lekwa, A. L., Reddy, L.A., & Shernoff, E.S., (2016). Advancing instructional coaching with teacher formative assessment and input. In S. A. Lawrence, (Ed.), Literacy program evaluation and development initiatives for P-12 teaching (pp. 48-75). Hershey, PA: IGI Global.

Mun, E.-Y., Jiao, Y., & Xie, M. (2016). Integrative data analysis for research in developmental psychopathology. In D. Cicchetti (Ed.), Developmental psychopathology (3rd ed., Vol. 1, pp. 10421087). New York: Wiley.

Reddy, L.A., Dudek, C., & Shernoff, E. (2016). Teacher formative assessment: The missing link in response to intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support (2nd ed.). New York: Springer Science. von Eye, A., & Mun, E.-Y. (2016). Configural Frequency Analysis for research on developmental processes. In D. Cicchetti (Ed.), Developmental psychopathology (3rded.,Vol. 1, pp. 866-921).

New York: Wiley.

Gregory A., & Ruzek. E. Focused classroom coaching and widespread racial equity in school discipline. William T Grant Foundation ($180,000). The research leverages existing data to examine the extent to which the racial equity effects of an instructional coaching program (My Teaching Partner-Secondary) “ripple” beyond a focal, coached classroom to have a broader impact on equity in school discipline. 2016-2018.

Glover, T., McDonald, P. & Reddy, L. Development of the New Jersey Tiered System of Support (NJTSS) for Early Reading, Funded by Office of Special Education State Personnel Development Grant CFDA No. 84.323A ($6,198,000, PI: Peggy McDonald, Todd Glover; Co-PI: Linda Reddy) AWARDS Congratulations to GSAPP’s Alumni Board on receiving the Rutgers Excellence in Alumni Leadership Award (October 14, 2016)http://www.alumni.rutgers.edu/s/896/index.aspx?sid=896& gid=1&pgid=7449&cid=13064&ecid=13064&crid=0&calpgid=6 1&calcid=4181

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STARTING FEBRUARY 2017

The Rutgers Graduate School of Applied and Professional Psychology adds to its rich tradition of excellence

Professional Development & Continuing Studies OFFERING CONTINUING EDUCATION CREDITS APA APPROVED FOR LICENSED PSYCHOLOGISTS AND OTHER PROVIDERS

Upcoming Workshops Domestic Violence

Couples Therapy

Autism

Dialectical Behavioral Therapy

Ethics

Alcohol and Substance Use

Mindfulness and Somatic Approaches to Therapy

Developmental Disabilities

Treatment of African American Clients and Families

Motivational Interviewing

AND MANY MORE. . .

OFFICE OF PROFESSIONAL DEVELOPMENT & CONTINUING STUDIES For more information contact us: http://gsappweb.rutgers.edu/ 848-445-2000

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