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The Community Internship
COMMUNITY PSYCHOLOGY INTERNSHIP
Community Internship placements involve such agencies as community mental health centers, psychiatric centers, geriatric centers, developmental centers, police departments, etc. The placements are selected to provide students with a broad spectrum of psychological training under the guidance of licensed psychologists who have specialized training in their area. Placements often offer a comprehensive training model, although emphases on behavioral and cognitive-behavioral interventions are usually preferred. We only place students in situations where we feel that psychology operates as an independent discipline, and preference is given to those placements which will pay students for their internship experience. Students are sent for interviews to the placements and, if they are accepted, an Internship Agreement is sent to the internship agency. This agreement explains the respective responsibilities of the internship agencies and the university. As with the School Internship, evaluation forms are sent to the agency twice each year, mid-year, and end the training experience. Supervisors are encouraged to evaluate the students and show them the evaluation form before returning it to the University. This process ensures that formal feedback to the student is provided on at least two occasions. The Psychology Department closely monitors both Community and School Internship placements, and students are asked to evaluate the nature and quality of their experience at their internships. This process ensures that we can provide the most valuable experiences to our students and helps the internship placements to maintain a standard of excellence in training. On the following pages, you will find the Internship Evaluation Form completed by your supervisor(s) and another form used for students to evaluate their community placements. Objectives of the Community Psychology Internship: 1. Acquisition of knowledge of specific community service or mental health service delivery approaches. 2. It is developing an awareness of the health delivery system's daily operation and organization. 3. We are developing interviewing, counseling, and therapy skills for individuals and families. 4. It is developing consultation skills that permit the practitioner to work with the organization, family, and individual. 5. We are developing knowledge of program planning development and evaluation. 6. We are developing skills in using psychodiagnostic measures and tools. 58
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As with the School Internship, the Community Internship entails a minimum of two hours of supervision per week by a licensed psychologist. At least one hour per week must be individual face-to-face supervision. The other hour can be group supervision. Community Internships must also adhere to the criteria for internship placements as detailed above. Interns are expected to score four on a 5-point scale (80%) on various community internship competencies.
Examples of Recent Community Internship Placements Placement Location
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Achieve Behavioral Health Child Guidance Center- Southern
Monsey, New York Stamford, Connecticut Eden II Programs on Long Island East Meadow, New York Farmingdale State College Counseling Center Farmingdale, New York Fay J Lindner Center for Autism Glen Head, New York Four Winds Hospital Ketonah, New York Gouverneur Health Hospital NY, New York Hofstra University Counseling Center Hempstead, New York Holliswood Hospital Jamaica, New York Huntington Huntington, New York Institute for Rational Counseling Bohemia, New York Interborough Developmental and Consultation Center Brooklyn, New York Iona College Counseling Center New Rochelle, New York Jamaica Hospital Medical Center Queens, New York Long Island Counseling Center Bellmore, New York Mercy First Children’s Center Syosset, New York North Shore Child and Family Guidance Center Roslyn Heights, New York Northwell Hospital Manhasset, New York NY Cognitive Therapy and Wellness Center Babylon, New York NYU Child Study Center New York, New York Rikers Island Correctional Facility Rikers Island, New York Sagamore Children’s Hospital Dix Hills, New York South Nassau Communities Hospital Baldwin, New York South Nassau Community Hospitals Nassau, New York SUNY Farmingdale Farmingdale, New York White Plains Hospital White Plains, New York Winthrop Hospital Mineola, New York Zucker Hillside Hospital Queen, New York Long Beach School District Long Beach, New York
We have other available sites where we have sent interns in the past, including: North Shore Mental Health Center, Central Nassau Guidance & Counseling Center, Free Family Residence and Essential Enterprises, North Suffolk Center, South Oaks Hospital, Elmhurst Hospital, Hillside East Queens, Heartshare Human Services, Astor Child Guidance Center, St Vincent’s Hospital, and others.
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PLEASE NOTE!
SAMPLE EVALUATION FORMS FOLLOW. THE ACTUAL EVALUATION FORMS ARE FAR MORE DETAILED AND LENGTHIER AND ARE NOT SUITABLE FOR INCLUSION IN THIS MANUAL. THEY ARE COMPLETED ONLINE BY PLACEMENT SUPERVISORS.
*SEE IN APPENDIX B (COMMUNITY PSYCHOLOGY INTERNSHIP RATING FORM & STUDENT’S RATING OF COMMUNITY PSYCHOLOGY INTERNSHIP)
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There are several sources of financial support for Psy.D. students but even with these supports, in most cases, the greater portion of the funding for graduate education comes from students themselves, through loans or family assistance. Practically all full-time Psy.D. students are awarded assistantships following their application to the program director. Approximately $200,000 is awarded annually in assistantships. Assistantships come in the form of partial tuition remission. Students representing diversity are often provided with assistance for four years as contrasted with the more typical two-year assistantships. In receiving an assistantship, the student is given the opportunity to work with one of the department’s professors on research or professional projects. Some students are allowed to work at our clinic, PERCC, where children, adults, and families are seen for diagnostic evaluation and treatment by upper-level doctoral candidates. Memorial awards and research awards are also available for those students showing exemplary academic standing. In addition to this departmental assistance, several other funding opportunities come through the University and often require work within the University administration. It is important to regularly check your student mailbox because notifications of these awards are placed there as they become available. When Psy.D. students present papers, run workshops, or participate in symposia at national professional and scientific conventions; they are entitled to up to $400 from the university to reimburse them for expenses. This policy was developed to recognize our desire to train professionals who contribute to practitioner knowledge in school and community psychology. To qualify, the name of the student, with Hofstra University listed as the affiliation, must be listed in the official convention program. Reimbursement is for airfare, hotel rooms, food, or other legitimate expenses. However, the university requires that you file a travel request form in advance. The university is, therefore, better able to budget its resources. You will not be reimbursed if you do not file a travel request in advance. Our students have been generously reimbursed up to the $400 limit and $500 for international trips. Students are entitled to one such conference reimbursement per year. Travel request forms are available from Ms. Pat Clark in the Chairperson’s office. You are urged to file your travel requests in advance to be reimbursed appropriately. Frequently attended conferences include: The American Psychological Association The National Association of School Psychologists The Eastern Psychological Association The Association for Behavioral and Cognitive Therapy
International Congress for Law and Mental Health 63
Other national professional conferences are also acceptable. Our goal in supporting your travel to these professional conferences is to familiarize you with the field on a national level, help you gain specific professional information, and allow you to make personal contributions to your field. We believe that conference travel opportunities will be of value to your professional growth.
PSY.D. STUDENT & FACULTY PROFESSIONAL ACTIVITIES
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In the prior section, “Support For Professional Activities and Conferences,” it was pointed out that university reimbursement was available for student professional activities. This section provides a partial listing of the professional activities and attainments of our Psy.D. students.
PUBLICATIONS OF PSY.D. STUDENTS (selected)
Bausert, S., & Froh, J.J. (in press). Gratitude in youth: Past, present, and future. The psychology of gratitude. Hauppauge, NY: Nova Science Publishers, Inc. Bausert, S., Froh, J.J., Bono, G., Rose, R., Rose, Z. (2018). Gratitude in adolescence Determinants and effects on development, prosocial behavior, and well-being. In J. Tudge & L. Frias (Eds), Developing gratitude )pp. 135-153). New York: Cambridge University Press
Bono, G., Froh, J., Disbato,D.J., Blalock, D.V., McKnight, P.E., Bausert, S. (2019). Gratitude’s role in antisocial and prosocial behavior during adolescence. Bono, G., Kraukauer, M., & Froh, J.J. (2015) Appreciating gratitude in practice. In P.A. Linley & S. Joseph (Eds), Positive psychology in practice (2nd ed, pp.559-575) Hoboken, NJ: John Wiley & Sons, Inc. Braunstein, M., McCarville, E., & Appenzeller, A. (2012). Cognitive behavior therapy to treat depression in individuals with Asperberger’s syndrome. Mental Health News, 14(2), 24. CA. Cavera, R., Jacobs, L., & Motta, R.W. (2013). Experimental exposure therapy for Posttraumatic nightmares. Clinical Case Studies, 12(3), 213-227. Children how to think gratefully. School Psychology Review. Empathy in contemporary society (pp. 1-19). Hershey, PA: IGI Global Froh, J.J., Bono, G., Fan, J., Emmons, R.A., Henderson, K., Haris, C., Leggio, H., Wood, A.M.(in press). Nice thinking! An educational intervention that teaches Froh, J.J., Bono, G., Loman, T., Harris, C., Ruscio, D., & Krakauer, M. (2013, June).Grateful teens report more life satisfaction 4-years later: Examining positive affect and social support as mediators. Poster session. World Congress on Positive Psychology, Los Angeles. Furlong, M., Froh, J.J., Muller, M., & Gonzalez, V. (in press). The role of gratitude in Fostering school bonding. In D. Shernoff & J. Bempechat (Eds), Engagin Youth
in schools: Empirically-based models to guide future innovations. NSSE Yearbook. New York: Teachers College Record. 65
Gottleib, R., & Froh, J.J. (2018). Gratitude and happiness in adolescence: A qualitative Analysis. In N. Silton (Ed.), Scientific concepts behind happiness, kindness and
Harris, C., Arouty, D., & Froh, J.J. (2013, June). A longitudinal investigation of gratitude and positive affect in adolescents: Examining moderators and mediators.Poster session, world Congress on Positive Psychology, Los Angeles, Ivicic, R. & Motta, R.W. (2016). Variables associated with secondary traumatic stress among mental health professionals. Traumatology, 1, 1-9 Journal of Positive Psychology, 14, 230-243/ Krakauer, M., Fron, J.J., Bono, G., Card, N., & Emmons, R.A. (2014, August). Gratitude functions as a moral affect in adolescent development. In J. Froh & K. Cook (chairs). Fostering positive youth development through the lens of gratitude, hope, mindfulness, and attachment. Symposium, American Psychological Association, Washington, DC. Lomas, T., Froh, J.J., Emmons, R.A., Mishra, A., & Bono, G. (in press). Gratitude Interventions: A review and future agenda. In A. Parks (ED.), Handbook of
McCarville, E. (2012). I know the periodic table, but I can’ make my bed. Autism Spectrum News, 4(4), 16 Motta, R.W., McWilliams, M., Schwartz, J., and Cavera, R. (2012). The role of physical exercise in reducing childhood PTSD, anxiety, and depression. Journal of Applied School Psychology, 28, 224-238 Packer-Hopke, L., & Motta, R.W. (2014). Effects of aerobic exercise on childhood symptoms of Tourette’s syndrome, OCD, and quality of life. Psychological Reports, 37(7), 188-192. Positive psychological interventions. Malden, MA: Wiley-Blackwell. Rooz, R. & Motta, R.W. (2012). An Investigation of Potential Holocaust-Related Secondary Trauma in the Third Generation. Traumatology,19(2), 96-106. Ruscio, D., Froh, J.J., Bono, G. Goodman, J. Harris, C., & Krakauer, M. (2014, August). Gratitude’s role in helping youth live a purpose-driven life. Poster session. American Psychological Association, Washington, DC
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Salazar, J. & Motta, R.W. (2012). Longitudinal Stroop Score Changes In Adolescent Females With PTSD. International Journal of Emergency Mental Health, 13(3) 115.
PROFESSIONAL PRESENTATIONS OF PSY.D. STUDENTS (selected)
Cavera, R. & Motta, R. (2014). Treating nightmares and PTSD with exposure therapy. ABCT, Nashville, TN. Cavera, R., Jacobs, L., & Motta, R. (2012). Exposure therapy for post-traumatic nightmares. Poster presentation, APA, Orlando, Florida De Oliveira, T. & Vacchio, T. (2020). Understanding and Addressing Burnout in School Psychologists. Paper presented at the annual convention of the New York Association of School Psychologists. Garretson, A. & Campagna, G. (2020). Measuring the “Good Life”: Developing Comparative Norms of PERMA. Paper presented at the annual convention of the New York Association of School Psychologists. Glowacki, J. (2012, April). Introduction to S.M.A.R.T. Recovery: An alternative to 12 stop programs. Lecture resented to HU Student Counseling Services, Hempstead, NY Gross, O. & Nachimson, S. (2020). Attitudes Toward Seeking Help Among Orthodox Jewish Parents of School-Aged Children. Paper presented at the annual convention of the New York Association of School Psychologists. Hall., K., & Simoni, R. (2020). A Gratitude Curriculum for Children with Autism Spectrum Disorders. Paper presented at the annual convention of the New York Association of School Psychologists. Harris, C., Froh, J.J., Muller, M., Lomas, T., Youssef, A., & Ruscio, D. (2012). A longitudinal investigation of gratitude and depression in adolescents. Poster session, APA, Orlando, Florida. Jacobs, J. & Jakobov, E. (2020). The Effects of Emotional Intelligence and Perceived Social Support on Resilience Among Emerging Adults. Paper presented at the annual convention of the New York Association of School Psychologists. M. Pentcheva, T. Kennedy, & R. Motta. (2014). Further development of the Modified Stroop Procedure as a measure of depression. ABCT Nashville, TN.
67 Nissan, G. (2020). The Effects of Emotional Intelligence and Perceived Social Support on Resilience Among Emerging Adults. Paper presented at the annual convention of the New York Association of School Psychologists. Rappa, N., Ruscio, D., & Froh, J.J. (2016, August). Parental influence on youth gratitude: The impact of parent-child closeness and positive expression. Poster session presented at the American Psychological Association Convention, Denver, CO; Ruscio, D., Krakaeur, M., Froh, J.J., & Bono, G. (2015, August) Integrating positive psychology and gratitude to work in the schools. In M. Perfect & D. Hulac (Chairs) School psychology in Australia-Practice, research, and training. Symposium presented at the American Psychological Association Annual Convention. Toronto Canada. Surdi, K. (2020) Improving Schools' Readiness for Involvement in Suicide Prevention: An Evaluation of the Creating Suicide Safety in Schools (CSSS) Workshop. Paper presented at the annual convention of the National Association of School Psychologists, Baltimore, MD.
SPECIAL AWARDS & PROFESSIONAL ATTAINMENTS OF PSY.D. STUDENTS
Michal Ambalu (2021). Ted Bernstein Memorial Award. Outstanding academic achievement.
Amanda Neal (2020) Ted Bernstein Memorial Award. Outstanding academic achievement.
Jessica Jacobs (2019) Board Member–Student Representative–New York Association of School Psychologists C. Erin McKechnie (2019)Ted Bernstein Memorial Award. Outstanding academic achievement. Jessica Jacobs (2018) Ted Bernstein Memorial Award. Outstanding academic achievement. Ashley Ragusa (2014) Ted Bernstein Memorial Award. Outstanding academic achievement.
RECENT PSY.D. FACULTY PUBLICATIONS, PRESENTATIONS, & AWARDS
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Grants
$5,634,037 Froh, J.J. Co-principal investigator (2011-2014). Expanding the Science and Practice of Gratitude. The John Templeton Foundation $1,107,652 Froh, J.J. Co-Principal investigator. (2011-2014). Gratitude in Youth Research Project. The John Templeton Foundation. A Home-Based Intervention for Young Children with Developmental Delays in Vietnam, FRDG, Hofstra University, 2019 & 2020 Coping and Stress among Families of Children with Developmental Delays in Vietnam, FRDG/PRAP, Hofstra University, 2015 & 2017 A Home-Based Intervention for Young Children with Intellectual Disabilities in Vietnam. FIC/NIH (R21), 05/09-04/12 Bullying Experiences and Identity Development among Korean-American Adolescents. KoreanAmerican Catholic Youth Research Center, 01/08-08/09 Family-Centered Early Intervention Program for Children with Disabilities in Vietnam. Co-PI on grant with Saryn Goldberg (PI) National Science Foundation Improving Undergraduate STEM Education Grant: Training Engineering Students to Ask Better Questions, June 15, 2020-May 31, 2023. Direct costs: $225,040. Team member of Colonial Academic Alliance Grant with Elisabeth Ploran (team lead at Hofstra), Kristin Weingartner, and Amy Overman and Todd Lee at Elon University. Learn 2 Learn: A Student’s Manual for the Brain. June 2018-June 2020. Direct costs: $8000. Senior Personnel on grant with Saryn Goldberg (PI) and Jennifer Rich (co-PI) National Science Foundation Research Initiation Grant: Improving Learning in Engineering by Introducing a Writing-to-Learn Component to Quantitative Problem-Solving Tasks, January 1, 2012-December 31, 2015. Direct costs: $149,920
Faculty Publications
Publications (selected)
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Bamshad Alavi, S. & Sanderson, W.C. (2015). Mechanisms of action in psychotherapy. In Cautin, R. & Lilienfeld, S. (Eds), Encyclopedia of Clinical Psychology. Wiley: New York. Barkley-Levenson, E. & Galván, A. (2014). Neural Representation of Expected Value in the Adolescent Brain. Proceedings of the National Academy of Sciences. doi: 10.1073/pnas.1319762111 Barkley-Levenson, E. & Galván, A. (2016). Eye Blink Rate Predicts Reward Decisions in Adolescents. Developmental Science. doi: 10.1111/desc.12412 Barkley-Levenson, E., Xue, F., Droutman, V., Miller, L.C., Smith, B.J. et al. (2018) Prefrontal cortical activity during the Stroop task: New insights into the why and the who of real-world risky sexual behavior. Annals of Behavioral Medicine. doi: 10.1093/abm/kax019 Barkley-Levenson, E.E. & Fox, C.R. (2016). The Surprising Relationship Between Indecisiveness and Impulsivity. Personality and Individual Differences. doi: 10.1016/j.paid.2015.10.030 Barkley-Levenson, E.E., van Leijenhorst, L.L. & Galván, A. (2013). Behavioral and Neural Correlates of Loss Aversion and Risk Avoidance in Adolescents and adults. Developmental Cognitive Neuroscience. doi: 10.1016/j.dcn.2012.09.007 Bausert, S., & Froh, J. J. (2016; invited, not peer-reviewed). Gratitude in youth: Past, present, and future. The psychology of gratitude. Hauppauge, NY: Nova Science Publishers, Inc. Bausert, S., Froh, J. J., Bono, G., *Rose, R., & *Rose, Z. (2018). Gratitude in adolescence: Bono, G., *Kraukauer, M., & Froh, J. J. (2015). Appreciating gratitude in practice. In P.A. Linley & S. Joseph (Eds.), Positive psychology in practice (2nd ed, pp. 559575). Hoboken, NJ: John Wiley & Sons, Inc. Bono, G., Froh, J. J., Disabato, D. J., Blalock, D. V., McKnight, P. E., & *Bausert, S. (2019). Bruce, T.J. & Sanderson, W.C. (2011). Clinical perspectives on the causes and management of treatment-resistant panic disorder In D. Sookman & R. Leahy, Resolving Treatment Impasses with Resistant Anxiety Disorders. Springer: New York.
70 Chaplin, L., John, D. R., Rindfleisch, A., & Froh, J. J. (2018). The impact of gratitude on adolescent materialism and generosity. The Journal of Positive Psychology, 14, 110.
Courtney, K.E., Arellano, R., Barkley-Levenson, E., Galván, A., Poldrack, R.A., MAcKillop, J., Jentsch, J.D., & Ray, L.A.. (2011). The Relationship Between Measures of Impulsivity and Alcohol Misuse: An Integrative Structural Equation Modeling Approach. Alcoholism: Clinical and Experimental Research. doi: 10.1111/j.1530-0277.2011.01635.x DePatie, T., Sachdev, A., Shahani-Denning, C., Grossman, R., & Nolan, K. (R & R). Enhancing female representation: How gender diversity signals and acknowledgement affect attraction to male-dominated professions. Paper submitted to Personnel Assessments and Decisions. Determinants and effects on development, prosocial behavior, and well-being. In J. Tudge & L. Frias (Eds.), Developing gratitude (pp. 135-153). New York: Cambridge University Press. DiBlasi, T., Shin, J.Y., & Dill, C.A. (2018). Bullying and discrimination experiences among Korean-American junior high school students. Romanian Journal of Applied Psychology, 20 (2), 28-36. DOI: 10.24913/rjap.20.2.01. Download PDF Dipboye, R., Macan, T., & Shahani-Denning, C. (2012). The selection interview from the interviewer and applicant perspectives: Can’t have one without the other. In N. Schmitt (Eds.) The Oxford Handbook of Personnel Assessment and Selection. New York: Oxford University Press. Droutman, V., Xue, F., Barkley-Levenson, E., Lam, H.Y., Bechara, A., et al. (2019) Neurocognitive decision-making processes of casual methamphetamine users. NeuroImage: Clinical. doi: https://doi.org/10.1016/j.nicl.2018.101643 dynamics,depression, and substance abuse. Sexual Addiction & Compulsivity, 16,324340.
Elman, B., Shahani-Denning, C., Kopitnikoff, S., & Kollar, A.J. (2018). Do agentic female managers receive social backlash from workers? An empirical study. Journal of Organizational Psychology, 18(3), 158-172.
Emmons, R. A., Froh, J. J., & *Rose, R. (2019). The assessment of gratitude. In S. J. Lopez (Ed.), Positive psychological assessment: A handbook of models and measures (2nd ed., pp. 317-332). Washington, DC: American Psychological Association.
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Farago, B., Zide, J. & Shahani-Denning, C. (2013). Selection interviews: Role of interviewer warmth, interview structure, and interview outcomes in applicants’ perceptions of organizations. Consulting Psychology Journal: Practice and Research,65(3), 224–239. Farmer, W.L., Shapiro, T., Sylvan, D.L., Zugec, L., & Whelan, V.B. (2015). Have you joined a local industrial-organizational psychology group? If not, you may be missing out! The Industrial-Organizational Psychologist, 53(2), 148-157.
Forman, A.M., Thelen, S., & Shapiro, T. (2015). Domestic versus offshore service providers: The impact of cost, time, and quality sacrifices on consumer choice. Journal of Service Management, 26(4), 608–624. Froh, J. J. (2017). Jeffrey Froh: Biography. In V. Zeigler-Hill & T. Shackelford (Eds.), Encyclopedia of personality and individual difference. New York: Springer. Froh, J. J. (2021). Thrive ten commandments for 20-Somethings to live the best lifepossible. Human Touch Press. Froh, J. J., & Bono, G. (2014). Making grateful kids: The science of building character. West Conshohocken, PA: Templeton Press. Froh, J. J., & Bono, G. (2021). How to foster gratitude in schools. In J. A. Smith, K. M. Newman, J. Marsh, & D. Keltner (Eds.), The gratitude project: How the science of thankfulness can rewire our brains for resilience, optimism, and the greater good. (pp. 136-138). Oakland, CA: New Harbinger Publications, Inc. Froh, J. J., & Parks, A. (Eds.). (work-in-progress). Activities for teaching positive psychology: A guide for instructors (2nd Ed.). Washington, DC: American Psychological Association. Froh, J. J., Bono, G., Fan, J., Emmons, R. A., *Henderson, K., *Harris, C., *Leggio, H., & Wood, A. (2014). Nice thinking! An educational intervention teaches children how to think gratefully [Special Issue: Theoretical Frameworks in School Psychology Intervention Research: Interdisciplinary Perspectives and Future Directions]. School Psychology Review, 43, 132-152.
Gannon, P.J., Elkowitz, D., Fornari, A., Sorrentino, G., Stern, J.N.H., Kheck, N, Shapiro, T., Lacy, N.L., Steele, D. L., & Chandran, L. (2016). Measuring faculty skill and effectiveness in conducting interactive learning sessions – A proposed instrument. Medical Science Educator, 26(3), 297-305. Gilbert, K., Schmelkin, L.P., Levine, N., & Silva, R. (2011). Multidimensional scaling analysis of perceptions of academic dishonesty among fifth grade students. Ethics & Behavior, 21(6), 471-480.
72 Gondor, J., Metlay, W., & Shapiro, T. (2018). Testing assumptions: Can performance rating feedback result in objective performance improvements? Journal of Management and Innovation, 4(2), 1-31, DOI: https://doi.org/10.18059/jmi.v4i2.100 Gottlieb, R., & Froh, J. J. (2018). Gratitude and happiness in adolescence: A qualitative analysis. In N. Silton (Ed.), Scientific concepts behind happiness, kindness, and empathy in contemporary society (pp. 1-19). Hershey, PA: IGI Global. Gottlieb, R., Froh, J. J., *Ciccarello, A. (2018, January). Gratitude development in adolescence: A qualitative analysis. Poster session presented at the Emerging Insights from the Science of Gratitude Conference, Chapel Hill, NC. Gratitude’s role in antisocial and prosocial behavior during adolescence: A 4-year longitudinal investigation. The Journal of Positive Psychology, 14, 230-243. Huppert, J.D. & Sanderson, W.C. (2020). Psychotherapy for generalized anxiety disorder. In N.M. Simon, E. Hollander, B.O. Rothbaum, & D.J. Stein (Eds.), Textbook of Anxiety, Trauma, and OCD-Related Disorders (pp. 235248). Washington, DC: American Psychiatric Association Publishing. intellectual disabilities in Vietnam. Singapore Medical Journal, 53 (7), 451-457. Iskric, A. & Barkley-Levenson, E. (accepted). Neural Changes in Borderline Personality Disorder After Dialectical Behavior Therapy - A Review. Frontiers in Psychiatry.
Klurfeld, Z.B., Buqo, T., Sanderson, W.C., Ciesielski, E.W. (2020). Comparing the nature of grief and growth in bereaved, divorced, and unemployed individuals. Journal of Affective Disorders. 274, 1126-1133. Kok, K., Priemer, B. Musold, W., & Masnick, A. (2019). Students’ conclusions from measurement data: The more decimal places, the better? Physical Review Physics Education Research, 15, 010103. Koslowski, B., & Masnick, A. (2011). Causal reasoning and explanation. In U. Goswami (Ed.), Wiley-Blackwell Handbook of Childhood Cognitive Development, 2nd Edition. (pp. 377-398), Oxford, UK: Wiley-Blackwell.
Krakauer, M., *Ruscio, D., Froh, J. J., & Bono, G. (2017). Integrating positive psychology and gratitude to work in the schools. In M. Terjesen & M. Thielking (Eds.), Handbook of Australian school psychology: Bridging the gaps in international research, practice, and policy (pp. 691-706). New York: Springer. Levinthal, C.F. (2008). Drugs, society, and criminal justice, 2nd Ed. Boston: Pearson Allyn and Bacon.
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Levinthal, C.F. (2008). Drugs, behavior and modern society, 5th Ed. Boston: Pearson Allyn and Bacon Levinthal, C.F. (2010). Drugs, behavior and modern society, 6th Ed. Boston: Pearson Lombardo, K., & Motta, R.W. (in press). Secondary trauma in children of parents with mental illness. Traumatology.
Lubliner, E. P. (2010, November). Creating effective behavior plans at home. Workshop presented to the School for Language and Communication Development PTA.
Lubliner, E. P. (2012, March). Behavioral strategies for helping special education students complete homework successfully. Workshop for the Half Hollow Hills School District SEPTA.
Lubliner, E. P. (2013, June). Behavioral strategies for helping special education students complete homework successfully. Workshop for the Connetquot Central School District SEPTA. Lubliner, E. P. (2013, May). Understanding basic statistics and standardized testing. Workshop presented to faculty at the School for Language and Communication Development. Lubliner, E. P. (2015, March). Child Anger Management. Workshop presented to the Sachem Central School District SEPTA. Lubliner, E. P. (2020, March). Refresher on WAIS-IV: administration and interpretation. Continuing education workshop for psychologists in association with the Suffolk County Psychological Association. Lubliner, E. P. (2022, July; Future Lecture Scheduled). Behavioral strategies for management of executive functioning weaknesses in children and adolescents with PKU. Workshop to be presented at the 2022 National PKU Alliance conference in Vancouver, WA. Masnick, A. M., Klahr, D., & Knowles, E. R. (2017). Data-driven belief revision in children and adults. Journal of Cognition and Development, 18, 87-109. http://dx.doi.org/10.1080/15248372.2016.1168824
Masnick, A. M., Valenti, S. S., Cox, B.D. & Osman, C. J. (2010). A multidimensional scaling analysis of students’ attitudes about science careers. International Journal of Science Education, 5, 653-667.
Meller, P. (2018). A Paradigm Shift in the Practice of Family Law: A Response to Mosten and Traum. Family Court Review, 56 (3), 461464. https://doi.org/10.1111/fcre.12361 74
Meller, P.J. (July 2020). Forgiveness and conflict resolution in high conflict families. Proceedings of the 35th Convention of the Internal Academy of Law and Mental Health, Rome, Italy. Meller, P.J. (2018). Ecologically based exposure therapy for estranged children and parents from high-conflict divorce. Proceedings of the 34th Convention of the Internal Academy of Law and Mental Health, Prague, Czech Republic. Meller, P.J. (2020). Joint Training Program and Clinic for Law and Psychology Students in Child-Centered Mediation. Proceedings of the 35th Convention of the Internal Academy of Law and Mental Health, Rome, Italy. Meller, P.J. (July 2020). A behavioral ecological model of therapeutic visitation with highly conflicted parent-child dyads. Proceedings of the 35th Convention of the Internal Academy of Law and Mental Health, Rome, Italy. Meller, P.J. (July 2020). Self-focused conceptualization of forgiveness. Proceedings of the 35th Convention of the Internal Academy of Law and Mental Health, Rome, Italy. Mestechkina, T., Nguyen, S. D., & Shin, J. Y. (2014). Parenting in Vietnam. In H. Selin (Ed.). Parenting across Cultures – Childrearing, Motherhood and Fatherhood in Non-Western Cultures. (pp. 47- 58). New York, NY: Springer Science and Business Media Dordrecht. Morris, B. J., & Masnick, A. M. (2015). Comparing data sets: Implicit summaries of the statistical properties of number sets. Cognitive Science, 39(1), 156-170. doi:10.1111/cogs.12141 Morris, B. J., Masnick, A. M., Baker, K., & Junglen, A. (2015). An analysis of data activities and instructional supports in middle school science textbooks. International Journal of Science Education. 37(16), 2708-2720. Morris, B.J., Croker, S., Masnick, A.M., & Zimmerman, C. (2012). The emergence of scientific reasoning. In H. Kloos, B. J. Morris, & J.L. Amaral (Eds.) Current Topics in Children’s Learning and Cognition. Rijeka, Croatia: InTech. Motro, D., Pittarello, A., Nolan, K., Shahani-Denning, C., & Lenaghan, J. (R & R). The dark side of leave: How voluntary leave shapes preferences for male and female supervisors. Paper submitted to Journal of Managerial Psychology.
75 Nguyen Duc, S., Shin, J. Y., Groves, K., Chaiken, M, & Leonard A. (2021). Predictors of depression and well-being in caregivers of young caregivers of young children with developmental delays in Vietnam. Global Journal of Medical Research, 21 (3), 32-42.
Nolan, K.P., Shahani-Denning, C., Araujo, I., Sachdev, A.R. (In progress). LinkedIn and family responsibilities discrimination in employee selection. Paper submitted to Journal of Applied Psychology. Opitz, D., Tsytsarev, S., & Froh, J. J. (2009). Women’s sexual addiction and family Owens, S. Bowman, Dill, C.A. (2008) overcoming procrastination: the effects of implementation intentions. Journal of Applied Social Psychology, 38, 366-384. Paik, L., & Shahani-Denning, C. (2017). Convenience sampling. In the SAGE Encyclopedia of Industrial and Organizational Psychology, 2nd edition; Steven G. Rogelberg. Paik, L., Shahani-Denning, C., & Griffeth, R. (2014). An examination of attractiveness biases in the context of hiring through social networking sites. Journal of Organizational Psychology, 14(1), 52-66. Paul, R. & Gilbert, K. (2011). Developmental language disorders: Lifetime course and Strategies. In P. Howlin, T. Charman, & M. Ghazidddin eds., Handbook of Developmental Disorders. California: Sage Risucci, D.A., Wolfe, K.C., & Shapiro, T. (2010). Sampling, sample size determination and statistical power. In J. Capella, S.J. Kasten, & L. Steinemann (Eds.) Guide for Researchers in Surgical Education. Woodbury Cine-Med. Rutigliano, J. P., Whalen, G., Erickson, A., Perez, R. L., Wieters, L., Shahani-Denning, C., Jankovic, R., Nilan, K. (2020, June 29). Local I-O Groups Managing Through COVID-19 [Blog post]. Retrieved from https://www.siop.org/ResearchPublications/Items-of-Interest/ArtMID/19366/ArticleID/4591 Sanderson, W.C. (2015). Empirically supported psychotherapies. In Cautin, R. & Lilienfeld, S. (Eds), Encyclopedia of Clinical Psychology. Wiley: New York. Sanderson, W.C., Arunagiri, V., Funk, A.P., Ginsburg, K.L., Krychiw, J.K., Limowski, A.R., Olesnycky, M.A., Stout, Z. (2020). The Nature and Treatment of Pandemic-Related Psychological Distress. Journal of Contemporary Psychology, 50(4).
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Serper, M., Beech, Harvey, & Dill, C.A. (in press) neuropsychological and symptom predictors of aggression on the psychiatric inpatient service. Journal of Clinical & Experimental Neuropsychology.
Shahani-Denning, C. (2014). Future developments in I/O Psychology: What the practitioners need to know. Suffolk County Psychological Association. Special Topic: Future developments in Psychology: What the practitioners need to know. Winter/spring, pp. 21-23. Shahani-Denning, C., & Shyamsunder, A. (2018). A Review of Work–Family Research in South East Asia. In K. Shockley, W. Shen, & R. Johnson (Eds.), The Cambridge Handbook of the Global Work–Family Interface (Cambridge Handbooks in Psychology, pp. 352-370). Cambridge: Cambridge University Press. doi:10.1017/9781108235556.019 Shahani-Denning, C., Andreoli, N., Snyder, J., Tevet, R., & Fox, S. (2011). The effects of physical attractiveness and gender on selection decisions: An experimental study. International Journal of Management, 28(4), 16-23. Shahani-Denning, C., Nandigama, D., Erickson, A. (2021, March 26). Local I-O Groups: Are We Ready to Pass the Torch? How Local I-O Groups Are Engaging With Students [Blog post]. Retrieved from https://www.siop.org/ResearchPublications/Items-of-Interest/ArtMID/19366/ArticleID/5048/preview/true/LocalI-O-Groups-Are-We-Ready-to-Pass-the-Torch-How-Local-I-O-Groups-AreEngaging-With-Students Shahani-Denning, C., Patel, V., & Zide, J. (2017). Recruiter and applicant use of linkedIn: A spotlight on India. The Psychologist-Manager Journal, 20(2), 90105.http://dx.doi.org/10.1037/mgr0000052 Shapiro, T., Erickson, A.R., & Farmer, W.L. (2016). The Metropolitan New York Association for Applied Psychology: 76 years and still going strong. The Industrial-Organizational Psychologist, 53(3), 132-134. Shin, J. Y. Davis, S. M., & DiBlasi, T. (2017). Moral disengagement and discrimination experiences as predictors of bullying Among Korean-American adolescents. Medical Research Archives, 5 (9), 1-14. DOI:https://doi.org/10.18103/mra.v5i9.1498 Shin, J. Y. & Nguyen Duc, S. (2017). The effects of a home-based intervention conducted by college. Shin, J. Y., D’Antonio, E., Son, H. I., Kim, S. A., & Park, Y. (2011). Bullying and discrimination experiences among Korean American adolescents, Journal of Adolescence. 34, 873-883.
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Shin, J.Y., Nguyen Duc, S., Accardo, M., & Dill, A.C. (2018). The effects of a homebased intervention for young children with developmental delays in Vietnam: 6month follow-up results. Archives of Community Medicine and Public Health, 4(1), 017-025. DOI: http://dx.doi.org/10.17352/2455-5479.000035 Smith, B.J., Xue, F., Droutman, V., Barkley-Levenson, E., Melrose, A.J. et al. (2017) Snyder, J., & Shahani-Denning, C. (2012). Fairness reactions to personnel selection methods: A look at professionals in Mumbai, India. International Journal of Selection and Assessment, 20(3), 297-307.students for young children with developmental delays in Vietnam, International Journal of Developmental Disabilities, 63 (2), 110-123.
Sullivan, D. & Barkley-Levenson, E. E. (2021). Risky sexual behavior in young adults: The contribution of impulsivity. Personality and Individual Differences, 180, 110970. Thelan, S., & Shapiro, T*. (2012). Boycott and badmouth: Consumer reactions to services offshoring. Journal of Services Marketing, 26(3), 181-193.
Tsytsarev, S.V. (2016). Cultural psychology and terrorist behavior. Proceedings of the
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Convention of the International Academy of Law and Mental Health. Vienna Austria. Tsytsarev, S. & Landes, A. (2008). Competency to stand trial: A multicultural perspective. In Suzuki, L., Meller, P., Ponterotto, J. Handbook of Multicultural Assessment: Clinical, Psychological and Educational Applications. Jossey-Bass: San Francisco, 651-665. Tsytsarev, S., & Galinsky, J. (2008). Russia: A report on problem gambling. In: Meyer, G., Hayer, T., & Griffiths, M. Problem gambling in Europe: Extent and Preventive Efforts. Germany: Sprionger. 243-257. Valenti, S. S., Masnick, A. M., Cox, B. D., & Osman, C. J. (2016). Adolescents' and emerging adults' implicit attitudes about STEM careers: “Science is not creative". Science Education International, 27(1), 40-58. Vienna Austria. Walker, S., Shahani-Denning, C., & Bartels, L. (2020). Getting a job: The application process: What, when, where, and how – as well as “How Not”. In B. Schoenfelt (Eds.), Mastering the Job Market: Careers Issues for Master’s Level IndustrialOrganizational Psychologists. New York: Oxford University Press. Weingartner, K.M., & Masnick, A.M. (2019). Refutation texts: Implying the refutation of a scientific misconception can facilitate knowledge revision, Contemporary Educational Psychology, 58, 138-148.
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Wood, A. M., Emmons, R. A., Algoe, S. B., Froh, J. J., Lambert, N. M., & Watkins, P. (2016). A dark side of gratitude? Distinguishing between beneficial gratitude and its harmful impostors for the positive clinical psychology of gratitude and wellbeing. In Wood, A. M. & Johnson, J. [Eds.] The Wiley Handbook of Positive Clinical Psychology (pp. 137-152). Chichester, UK: Wiley. Xue, F., Droutman, V., Barkley-Levenson, E., Smith, B.J., Xue, G., et al. (2018) The role of the dorsal anterior insula in sexual risk: Evidence from an erotic Go/NoGotask and real-life risk taking. Human Brain Mapping. doi:10.1002/hbm.23931 Zide, J., Ellman, B., & Shahani-Denning, C. (2014). LinkedIn and recruitment: How profiles differ across occupations? Employee Relations, 36(5), 583-604. Zide, J., Mills, M., Shahani-Denning, C., & Sweetapple, C. (2017). Work interruptions resiliency: Toward an improved understanding of employee efficiency. Journal of Organizational Effectiveness: People and Performance, 4(1), 3958. https://doi.org/10.1108/JOEPP-04-2016-0031
Presentations of Faculty
Allen, J., & Froh, J. J. (2009, November). Initial creation of The Engaged Living in Youth Scale. Poster session presented at the Association for Behavioral and Cognitive Therapies Annual Convention, Orlando, FL. Bono, G., Froh, J. J., Card, N. A., *Wilson, J. A., & Emmons, R. A. (2009, April). Gratitude can reduce the psychological costs of materialism in youths. Poster session presented at the Western Psychological Association Annual Convention, Portland, OR. Bray, M., & Dill, C. (2008) Implementation intentions as discriminative stimuli/secondary reinforcement and their effect on the self-monitoring of food intake. Poster for ABCT convention. Orlando, FL. Brown, V. & Gorfein, D. (2005) Order effects in the semantic priming of homographs: An application of the activation-selection mode. 77th Annual Meeting of the Midwestern Psychological Association. Chicago. Brown, V. An Associative Memory Model of group Brainstorming. Hofstra, Hempstead, NY. Brown, V. Gorfein, D. (2004). Another look at recognition in the distractor paradigm: PI build-up and release mediated by operation span. Psychonomic Society, Minneapolis.
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Brown, V., Levine, D., & Gorfein, D. (2005). The role of inhibition in the activationselection model of semantic processing. APA sponsored conference. Arlington, TX. Cavera, R., Jacobs, L., & Motta, R. (2012). Exposure Therapy for Post-Traumatic Nightmares. Poster to be presented at the American Psychological Association Annual Convention, Orlando, FL. Ciccarello, A., & Froh, J. J. (2018, January). The effects of envy and life-meaning in grateful adolescents with high life satisfaction. Poster session presented at the Emerging Insights from the Science of Gratitude Conference, Chapel Hill, NC. Corrado, J., *Bauman, E., & Froh, J. J. (2019, February). Positive psychology: Living a life of meaning, passion, and purpose. Workshop presented to Hofstra University’s Student Access Services. Cox, B., Wanda, T., & Brown, V. (2005). A multinomial source-monitoring analysis of preschoolers’ ability to distinguish described from experienced events. Society for Research in Child Development. Atlanta. Dill, Goldberg, Mann, & Cohen (2008) Differentiating implementation intentions and goal setting theories' effects on behavior. Poster for APA Boston Doboli, S. & Brown V. (2005). A neural network model of creative idea generation in groups. Ninth Annual Conference on Cognitive and Neural systems. Boston. Emmons, R. A., & Froh, J. J. (2007, October). Gratitude in youth: Past, present, and future. Paper presented at the Anual International Positive Psychology Summit, Washington, DC. Feinman, L.J., Meller, P.J., Byrnes, J.H., Conigliaro, A. (2014). Factors related to dialectical behavior therapy attrition in individuals with borderline personality disorder. Presented at the International Society for the Improvement and Teaching of Dialectical Behavior Therapy (ISITDBT), Philadelphia, PA. Froh, J. J. (2007, November). Flourishing and subjective well-being: Assessment, interventions, and outcomes. Symposium presented at the Association for Behavioral and Cognitive Therapies Annual Convention, Philadelphia, PA. Froh, J. J. (2007, October). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Paper presented at the Annual International Positive Psychology Summit, Washington, DC.
Froh, J. J. (2007). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Invited lecture to be presented at the 6th Annual International Positive Psychology Summit, Washington, DC. 80
Froh, J. J. (2007). J. Froh (chair), Flourishing and subjective well-being: Assessment, interventions, and outcomes. Symposium to be presented at the 41st Association for Behavioral and Cognitive Therapies Annual Convention, Philadelphia, PA. Froh, J. J. (2008, March). Advances in positive youth development. Symposium presented at the Society for Research on Adolescence Biennial Meeting, Chicago, IL. Froh, J. J. (2008, March). Advances in positive youth development. Symposium presented at the Society for Research on Adolescence Biennial Meeting, Chicago, IL. Froh, J. J. (2008, March). Gratitude and subjective well-being in early adolescence: Examining mechanisms and sex differences. In J. Froh (chair), Advances in positive youth development. Symposium presented at the Society for Research on Adolescence Biennial Meeting, Chicago, IL. Froh, J. J. (2008, March). Gratitude and subjective well-being in early adolescence: Examining mechanisms and sex differences. In J. J. Froh (chair), Advances in positive youth development. Symposium presented at the Society for Research on Adolescence Biennial Meeting, Chicago, IL. Froh, J. J. (2008, November). The importance of giving thanks in adolescence: Bringing gratitude into psychotherapy. In R. A. Emmons (chair), Secular and non-secular interventions: Advancements in positive clinical psychotherapy. Symposium presented at the Association for Behavioral and Cognitive Therapies Annual Convention, Orlando, FL. Froh, J. J. (2008, November). The importance of giving thanks in adolescence: Bringing gratitude into psychotherapy. In R. A. Emmons (chair), Secular and non-secular interventions: Advancements in positive clinical psychotherapy. Symposium to be presented at the Association for Behavioral and Cognitive Therapies Annual Convention, Orlando, FL. Froh, J. J. (2008, October). Do gratitude interventions increase well-being in youth? Examining control groups and moderators. Colloquium presented at St. John’s University, Jamaica, NY. Froh, J. J. (2009, April). Fostering positive youth development: Empirical findings through the lens of gratitude, hope, and flow. Symposium presented at the Society for Research in Child Development Biennial Meeting, Denver, CO.
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Froh, J. J. (2009, April). Fostering positive youth development: Empirical findings through the lens of gratitude, hope, and flow. Symposium presented at the Society for Research in Child Development Biennial Meeting, Denver, CO. Froh, J. J. (2009, April). Gratitude in youth: A key ingredient in positive youth development. In J. Froh (chair), Fostering positive youth development: Empirical findings through the lens of gratitude, hope, and flow. Symposium presented at the Society for Research in Child Development Biennial Meeting, Denver, CO. Froh, J. J. (2010, April). Teaching children how to think gratefully: Unveiling a new gratitude intervention for youth. In J. Tudge (chair), The development of gratitude in children and adolescents. Symposium presented at The Conference on Human Development, New York, NY. Froh, J. J. (2021, November). Thrive. Workshop presented to Hofstra University’s Student Access Services (SAS) Parent Support Network. Froh, J. J., Wilson, J., *Glowacki, J., *Packer-Hopke, L., & *Allen, J. (2009, November). Gratitudein youth: A crucial ingredient for complete mental health. Poster session presented at the Association for Behavioral and Cognitive Therapies Annual Convention, Manhattan, NY. Froh, J. J., *Bauman, E., & *Corrado, J. (2019, March). Thrive: Living your best life possible.Workshop presented to Hofstra University’s Alpha Theta Beta sorority. Froh, J. J., *Ubertini, M., *Wajsblat, L., & Yurkewicz, C. (2008, November). Engaged living as an ingredient for adolescent mental health: Promoting social integration and engagement in psychotherapy. Poster session presented at the Association for Behavioral and Cognitive Therapies Annual Convention, Orlando, FL. Froh, J. J., *Ubertini, M., *Wajsblat, L., & Yurkewicz, C. (2008, November). Eudaimonia as an ingredient for adolescent mental health: Promoting meaning and engagement in psychotherapy. Poster session to be presented at the Association for Behavioral and Cognitive Therapies Annual Convention, Orlando, FL. Froh, J. J., *Wajsblat, L., & *Henderson, K. (2008, May). Gratitude in children and adolescents: Development and interventions. Workshop presented to the mental health professionals of the Half Hollow Hills School District, Dix Hills, NY. Froh, J. J., *Wajsblat, L., & *Henderson, K. (2008, May). Gratitude in children and adolescents: Development and interventions. Workshop presented to the mental health professionals of the Half Hollow Hills School District, Dix Hills, NY.
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Froh, J. J., *Wajsblat, L., & *Ubertini, M. (2008, November). Gratitude’s role in promoting flourishing and inhibiting languishing: Using positive psychology to complement clinical practice. Poster session presented at the Association for Behavioral and Cognitive Therapies Annual Convention, Orlando, FL. Froh, J. J., *Wajsblat, L., & *Ubertini, M. (2008, November). Gratitude’s role in promoting flourishing and inhibiting languishing: Using positive psychology to complement clinical practice. Poster session to be presented at the Association for Behavioral and Cognitive Therapies Annual Convention, Orlando, FL.. Froh, J. J., *Wilson, J., *Glowacki, J., *Packer-Hopke, L., & *Allen, J. (2009, November). Gratitude in youth: A crucial ingredient for complete mental health. Poster session to be presented to the Association for Behavioral and Cognitive Therapies Annual Convention, Manhattan, NY. Froh, J. J., & *Bartner, A. (2008, November). The Engaged Living in Youth Scale: An assessment of psychometric properties in late adolescence. Poster session presented at the Association for Behavioral and Cognitive Therapies Annual Convention, Orlando, FL. Froh, J. J., & *Snyder, S. (2009, April). Positive psychology interventions: Bridging the research-practice gap in school psychology. Workshop presented to the mental health professionals of the Half Hollow Hills School District, Dix Hills, NY. Froh, J. J., & *Wajsblat, L. (2007, October). Gratitude in youth: Saying thank you is beyond manners. Workshop presented at the Long Island Association for Supervision and Curriculum Development, Melville, NY. Froh, J. J., & *Wajsblat, L., & *Henderson, K. (2008, June). The importance of giving thanks: Implications for educators. Workshop presented to the faculty and staff of the Gerald R. Claps Career & Technical Center, Levittown, NY. Froh, J. J., & *Wajsblat, L., & *Henderson, K. (2008, June). The importance of giving thanks: Implications for educators. Workshop presented to the faculty and staff of the Gerald R. Claps Career & Technical Center, Levittown, NY. Froh, J. J., & Sefick, W. J. (2006). Gratitude and subjective well-being: Replicating Emmons and McCullough 2003. Poster session presented at the 114th American Psychological Association Annual Convention, New Orleans, LA. Froh, J. J., & Yurkewicz, C. (2007). Eudaimonia in adolescence: Gratitude trumps hedonism. Poster session presented at the 2007 Society for Research and Child Development Biennial Meeting, Boston, MA.
83 Froh, J. J., & Yurkewicz, C. (2007). Initial validation of the Tripartite Happiness ScaleAdolescent. Poster session presented at the 2007 Society for Research and Child Development Biennial Meeting, Boston, MA. Froh, J. J., & Yurkewicz, C. (2007). Gratitude correlates in early adolescence . Poster session presented at the 39th National Association of School Psychologists Annual Convention, New York, NY. Froh, J. J., Bono, G., & * Wilson, J. (2008, March). Materialism and well-being in adolescence: The buffering effect of gratitude. Poster session presented at the Society for Research on Adolescence Biennial Meeting, Chicago, IL. Froh, J. J., Bono, G., & *Wilson, J. (2008, March). Materialism and well-being in adolescence: The buffering effect of gratitude. Poster session presented at the 2008 Society for Research on Adolescence Biennial Meeting, Chicago, IL. Froh, J. J., Yurkewicz, C., Kashdan, T. B., *White, C. M., & *Caputo, K. (2008, March). Further validation of the Tripartite Happiness Scale-Adolescent. Poster session presented at the Society for Research on Adolescence Biennial Meeting, Chicago, IL. Froh, J. J., Yurkewicz, C., Kashdan, T. B., *White, C. M., & *Caputo, K. (2008, March). Further validation of the Tripartite Happiness Scale-Adolescent. Poster session presented at the Society for Research on Adolescence Biennial Meeting, Chicago, IL. Froh, J.J. (2005) Conjoint therapeutic treatment: A primer of happiness. Association for Behavioral and Cognitive Therapies, Washington, DC. Froh, J.J. (2009, April). Gratitude in youth: A key ingredient in positive youth development. In Fostering positive youth development: Empirical findings through the lens of gratitude, hope, and flow. Symposium presented at the Society for Research in Child Development Biennial Meeting, Denver, CO. Froh, J.J. (2012). Heping youth thrive: Making the case that gratitude matters. Keynote address, The Long Island Psychology Conference. Froh, J.J. & Terjesen, M.D. (2005) Quality of life enhancement and symptom relief as complementary goals in psychotherapy. Association for Behavior and Cognitive Therapy, Washington, DC. Froh, J.J., & Bono, G. (2012). Making grateful kids: A practical approach for educators. Workshop for educators. School Superintendents Conference.
Froh, J.J., & Sefick, W.J. (2006) Gratitude and subjective well-being: Replicating Emmons and McCullough 2003. APA, New Orleans, LA. Froh, J.J., Bono, G., Emmons, R.A., Wood, A., & Fan, J. (2012). Nice thinking! An intervention that teaches children how to think gratefully. Symposium. APA, Orlando, FL. 84
Gilbert, K. (June 2011). Play in milieu communication therapy. Presentation at Ankara University. Ankara, Turkey. Gilbert, K. (October 2012). Milieu communication therapy: Establishing joint attention to facilitate communication in the early language learner. YAI International Conference, New York, New York. Gilbert, K., Cunningham, M., Abend Fayerberg, N., Doles, J., Kimmerling, R., Wajsblat, L., DellaRatta, J. LaRossa, J., Holtzer, J., Kuligowski, J., & Levenson, S. (August 2010). Efficacy of Milieu communication treatment for late talkers with autism spectrum disorders. Poster presentation. APA, San Diego, CA. Gilbert, K., Cunningham, M., LaRossa, J., Abend Fayerberg, N., Luciana, J., Wajsblat, L., Holtzer, J., Kimmerling, R., Eastman, J., LaRossa, J., Kuligowski, J., ByrneM., Rodi, N., Muller, M., Solz, J., Arouty, D., & Allen, N. (2012). Efficacy of Milieu communication treatment for late talkers with autism spectrum disorders. Poster presentation. World Congress of the International Association for Child and Adolescent Psychiatry and Allied Professions (IACAPAP). Paris, France. Gottlieb, R., *Bausert, S., Froh, J. J., & Bono, G. (2017, April). Gratitude in adolescence: Determinants and effects on social functioning and well-being. In J. Tudge & L. Freitas (chairs), Developing gratitude in children and adolescents: Positive and negative correlates. Symposium presented at the Society for Research on Child Development Biennial Meeting, Austin, TX. Levenson, S., Froh, J. J., & Tova, L. (2009, December). Improving teen mentoring relationships through gratitude. Poster session presented at the Annual Nefesh International Conference, Hauppauge, NY. Levinthal, C.F., Selinger, A., and Zeman, J. (2007). Slow down, save a life: Differential message framing influences risky driving intentions. Paper presented ath the meeting of the Association for Psychological Science, Washington DC McWilliams, M., Schwartz, J., & Cavera, R. Motta, R. (2011). The effect of aerobic exercise in reducing PTSD and related symptoms of anxiety and depression in children and adolescents. Poster presented at the American Psychological Association Annual Convention, Washington, DC.
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McWilliams, M., Schwartz, J., & Cavera, R. Motta, R. (2011). The effect of aerobic exercise in reducing PTSD and related symptoms of anxiety and depression. Poster presented at the Eastern Psychological Association Annual Conference, Boston, MA. Meller, P.J. (April 2013), Evidence Based Decision Making in school-wide discipline policies. Paper presented at the New York State Leadership Summit on SchoolJustice Partnerships: Keeping kids in school and out of courts. NYS Permanent Judicial Commission on Justice for Children. Hempstead, NY. Meller, P.J. (April 2012). The Turning Points Model of Therapeutic Visitation: An ecological-behavioral approach. Invited address to the Saltzman Community Services Center. Hofstra University. Hempstead, NY. Meller, P.J. (September 2019). Reducing Parenting-Child Conflict: Therapeutic Innovations for High Conflict Families. First annual Dr. Sandra Kaplan Memorial Lecture, North Shore University Hospital – Northwell, Manhasset, NY. Morris, B.J., & Masnick, A.M. (2009). The development of data interpretation in knowledge-lean contexts: Investigating the role of data characteristics and strategies. Society for Research in Child Development. Denver, CO. Nouryan, L. (2005). Disclosure of mental health disability in the workplace. Conference on Behavioral Research. New York City. Nouryan, L., & Weisel, M. (2008). Divorce Mediation: The second generation. Paper presented at the American Psychology Law Society. Osman, C.J. Masnick, A.M., Cox, B.D., & Valenti, S.S. (2009). Science is uncreative, therefore science = me? Adolescent ‘im;icit attitudes about scientific careers. Society for Research in Child Development> Denver, CO. Paul, R. Tsiouri, I., & Gilbert K. (November 2012). Comparing Spoken Language Treatments for Minimally Verbal Preschoolers with ASD. Poster presentation American Speech-Language Hearing Association. Atlanta Georgia Paul, R., Tsiouri, I., & Gilbert, K. (2012). Comparing spoken language treatment for minimally verbal preschoolers with ASD. Poster session. Innovative Conference on Research in Autism, Tours, France. Paul, R., Tsoiuri, I., and Gilbert K. (May, 2012). Comparing spoken language treatments for minimally verbal preschoolers with ASD. Poster presented at Scientific Program Committee for the International Meeting for Autism Research (IMFAR), Toronto Canada.
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Sherer, M., & Froh, J. J. (2010, March). Testing a gratitude intervention: Examining positive affects a moderator. Poster session presented to the National Association of School Psychologists Annual Convention, Chicago, IL. Summers, M. (2005). The emotional and social needs of the gifted. Association for Gifted and Talented Education. C.W. Post College, Long Island, New York Terjesen, M.D., & Froh, J.J. (2005). Expanding our conception of clinical psychology: The role of adaptive cognitions in life satisfaction. Association for Behavior and Cognitive Therapy, Washington, DC. Tsytsarev, S.V. (2008). Problem gambling in Russia. International symposium on problem gambling in Europe: Putting all the pieces together, Nova Goriza, Slovenia. Tsytsarev, S.V. (2006). Terrorist’s Behavior: from anger and despair to hatred and fanaticism. An invited speck presented at the Second International Conference on Psychology and Psychopathology of Terrorism. Eastern European Institute of Psychoanalysis, St. Petersburg. Tsytsarev, S.V. (2008). Cross-cultural perspectives on teaching about forensic psychology. Proceedings of the 3rd International Conference on Teaching Psychology. St. Petersburg, Russia. Tsytsarev, S.V., & Shiraev, E. (2005). Addictive nature of control: Towards the psychopathology of power. Psychology of Power, St. Petersburg. Tystsarev, S.V. (2006). Culture and psychotherapy in changing socities. Paper presented at the International Conference, Psychotherapy in the System of Medical Sciences in the Era of Evidence-Based Medicine, St. Petersburg, V.M. Bekhterev Psychoneurological Institute. Vacchio, T., *Jakobov, E., & Froh, J. J. (2018, November). Positive dating. Workshop presented to Hofstra University students and the community. Vacchio, T., *Jakobov, E., & Froh, J. J. (2019, February). Positive dating. Workshop presented to Hofstra University students and the community. White, C. M., *Caputo, K., *Ubertini, M., Froh, J. J., Yurkewicz, C., & Kashdan, T. B. (2007, November). Psychometric properties of the Tripartite Happiness ScaleAdolescent. Paper presented at the Greater New York Conference on Behavioral Research, Hempstead, NY.
Wilson, J., *Levenson, S., & Froh, J. J. (2007, November). Materialism can put adolescents in psychological debt: Gratitude can help reduce the cost. Paper presented at the Greater New York Conference on Behavioral Research, Hempstead, NY. 87
Yoder, P., & Gilbert K. (June 2011). Milieu communication therapy training workshop. Workshop given for Ankara University, Ankara, Turkey. Youssef, A., Froh, J. J., *Conte, V., & *Laufer, L. (2009, April). The Engaged Living in Youth Scale: Further reliability and construct validation. Poster session presented at the Society for Research in Child Development Biennial Meeting, Denver, CO. Yurkewicz, C., & Froh, J. J. (2006). Cognitions predictive of life satisfaction: Support of a construal framework. Poster session presented at the 40th Association for Behavioral and Cognitive Therapies Annual Convention, Chicago, IL.
EVALUATION
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UNIVERSITY LEVEL The Psy.D. Program in School-Community Psychology is part of a larger academic unit called The Hofstra College of Liberal Arts and Sciences (HCLAS). HCLAS is one of several “schools” within the University, and all of these schools maintain procedures for the course and teacher evaluation. The University's course and teacher evaluation procedure and survey instrument originated 25 years ago in faculty action prepared by the Senate. After experimentation, the survey was made standard for every other-year administration in undergraduate courses five years later. Some years later, its frequency was made annual, and in 1986 the scope of the survey was extended to include graduate courses. In 1992-93 the faculty decided to increase the survey frequency to twice yearly, every semester. Meanwhile, particular departments with particular needs, including Psychology, have developed and employed their own procedures and survey instruments, in addition to the University course and teacher evaluations, to monitor performance and assure standards. DEPARTMENTAL LEVEL As is true for all programs in the Department of Psychology, the students, faculty, curriculum, and other aspects of the Psy.D. in School-Community Psychology are evaluated in several ways. We use information from current students, former students, faculty, formal examinations, and other sources. The purpose of these internal evaluation procedures is to provide feedback about student progress, accomplishments of program graduates, faculty performance, program processes, and physical resources so that plans may continually emerge to assure that the needs of the students and the community will be met. Current Students
Feedback from current students about their program serves a central role in guiding continued program development. Students provide feedback about their teachers, curriculum, texts, course practica, and other pertinent matters through our Graduate Course and Teacher Evaluation Form (GCTE). This form, which is reproduced in the following pages, was developed to supplement the Hofstra University Course and Teacher Evaluation Form used for our undergraduate and graduate programs. In addition to using questions that assess common concerns such as clarity of presentation in the classroom, etc., the GCTE provides anonymous feedback on such items as the quality of the practicum, ability of the professor to integrate research with assessment and intervention skills, quality of the textbooks, etc. Very good rapport has typically existed between doctoral students and faculty at Hofstra University, and this has allowed for a great deal of informal feedback to faculty regarding the strengths and weaknesses of our programs and has led to suggestions for change. In addition to this informal feedback, we schedule regular meetings with students at our Psy.D. faculty meetings to obtain their perspectives regarding program strengths and weaknesses. Since the internship is a central part of practitioner training, students also provide feedback about their training experiences on the Internship Evaluation Form. We have a 24-month diversified
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internship in Psy.D. Program. Students are expected to be placed in two settings (School and Community, one year each) in the New York metropolitan area. A 24-month experience allows for diversification of training, is more manageable for the working parent or advanced M.A. level student who must maintain their job at least on a part-time basis to support a family, and still meets the requirements of the New York State Department of Education for licensure and also meets the American Psychological Association and the National Register of Health Service Providers in Psychology requirements for internship. Standard course grades are used to assess performance and acquisition of academic materials in individual courses. As stated above, specific grade standards must be maintained, and students must pass the Qualifying Examination. Students will be formally assessed on our Intern Evaluation Form on their internships. Supervisors will be asked to fill in this form, discuss the evaluation with the student, and send it to Hofstra. As reported on this form, performance at the internship sites will then be discussed by the Core Program Faculty. If remedial steps such as additional training are needed, these will then be communicated to the students. As a general rule, students are expected to perform at a level of a four on a 5-point scale or at an 80% level across various domains of functioning listed in internship and practicum evaluation forms. In compliance with APA guidelines, each student in the Psy.D. Program receives an individual written evaluation of their functioning and a face-to-face interview at the end of each year of academic study. This process will ensure that the student is fully informed of the level of progress being achieved as they move through the program.
Former Doctoral Students
Graduates of Hofstra's Psychology Doctoral Programs are periodically surveyed. These surveys assess various issues, but we are particularly interested in whether the training they received had value in assisting them in advancing in their careers. The surveys also tap their overall perceptions of program strengths and weaknesses and allow for suggestions for change. People working in the field can best assess which skills taught at the university were most useful in serving the public and which skills or experiences can be modified or eliminated. Faculty Input
Faculty meetings are held at least once each semester to evaluate how effectively the program addresses its objectives and discusses students’ progress in the program. Student’s academic progress is assessed during these meetings, functioning on internships or practica is set, and judgments are made regarding students’ interactions with peers, faculty, and colleagues at the internship or practicum setting. Importantly, these meetings are also used for program planning, to discuss any aspects of the program which are of concern, and for brainstorming to produce suggestions for improving the program so that the public might be better served.
Other Measures
91 There are several other means by which we evaluate the quality and thoroughness of the Psy.D. training program. These include: i. Success on the New York State Licensing Examination or licensing examination in other states. ii. The reported ability of program graduates to obtain jobs. iii. Another source of evaluation data of practitioner skills comes from student performance in our Psychological Evaluation and Research Center (PERCC). As stated above, all students conduct a series of psycho-educational and behavioral assessments on children and adults from the community- who apply for services at Hofstra. A licensed faculty member supervises each evaluation, and written feedback will be given to the student and the Program Director. The model in PERCC mandates that the faculty supervisor be present during the feedback conference. iv. Our practicum and internship courses provide the instructor with the opportunity to evaluate student knowledge and effectiveness in conducting individual interventions and consultations. All students will carry school-related intervention cases in PERCC under faculty supervision as part of their program. v. The University, through the Department Chairperson, also conducts yearly faculty reviews, which encompass a thorough assessment of all aspects of activity, including research, publication, grants, involvement in community activities, presentations at professional meetings, and university committee involvement. Faculty productivity will be continued to be assessed in this manner each year as a matter of course. vi. Our programs have been evaluated by outside consultants, and their input has provided us with an external perspective. In 1990 -1991, prior to the dissemination of the New Procedures for the Review of Doctoral Program Proposals (December 26, 1991, Donald J. Nolan - State Education Dept.), we contracted with a consultant, Dr. Charles Maher, to help us with the development of this Psy.D. Program. When we consulted with him, Dr. Maher was the Chairperson of the Department in Applied and Professional Psychology at Rutgers University. Of importance to Hofstra was the fact that Dr. Maher helped develop the APA approved Psy.D. Program in School Psychology at Rutgers and their other APA-approved programs. Our Psy.D. Program has incorporated Dr. Maher's suggestions regarding curriculum and faculty. In accord with Dr. Maher's suggestions, we have included several "Professional Faculty Associates" who are outstanding practitioners in the field and will be involved in student evaluation and student training. These Professional Faculty Associates are also involved in helping to develop consulting opportunities by our students, as was also recommended by Dr. Maher. Consulting projects involve staff training, program development, evaluation, developing instructional modules for educational facilities, etc. Consulting activities are seen as an integral part of the training of our students, and these activities are in keeping with the program’s
92 practitioner and community service orientation. Other suggestions made by Dr. Maher involving the ongoing review and evaluation of both students and the program itself have been incorporated into this program. They are noted above in the evaluation section. vii. In response to the New Procedures for the Review of Doctoral Program Proposals (Dec. 1991), two additional, nationally recognized consultants, Dr. Jack Bardon and Dr. Jane Close Conoley, have evaluated this program and given it a highly favorable assessment. Further assessment of the program, as noted below, was conducted by The New York State Education Department following our first three years of operation. viii. In a revaluation by the New York State Education Department (1998), we received a highly favorable review. A suggestion was made in this evaluation that attention is given to a greater emphasis on research training and productivity within the program. The evaluation noted that by 2002 all programs producing license-eligible graduates would have to show evidence of research productivity among students. Thus, we have added an additional research course to our program that precedes the doctoral dissertation. ix. In March 2003, the Psy.D. Program was awarded Accreditation as a Psy.D. Doctoral
Program in School Psychology by the Commission on Accreditation of the American Psychological Association and has maintained this accreditation. It was re-accredited in 2008 for seven years and was again reaccredited from 2015 through 2022. (Commission on Accreditation, Office of Program Consultation and Accreditation, 750 1st Street NE, Washington, D.C. 20002-4242; phone (202) 336-5979; email: apaaccred@apa.org ; web:
www.apa.org/ed/accreditation). Our continued interactions and evaluations with the APA are other ways by which we engage in continual self-study and program enhancement. In January 2009, the Program was fully approved by the National Association of School Psychologists (NASP), and our interactions with NASP also provide information for program enhancement.
