30901 winter final by njpacg

New Jersey Psychologist Publication of the New Jersey Psychological Association Winter 2015 • Volume 65 • Number 1

Energy Psychology

Center for Psychotherapy and Psychoanalysis of New Jersey New Jersey Couples erapy Training Program Co-Sponsor: New Jersey Society for Clinical Social Work

Ronald D. Siegel, PsyD

Mindfulness: Tailoring the Practice to the Person Sunday, April 19, 2015; 8:30 am – 4:00 pm

Mindfulness-based psychotherapy is the most popular new treatment approach in the last decade—and for good reason. Mindfulness practices hold great promise not only for our own personal development, but also as remarkably powerful tools to augment virtually every form of psychotherapy. Mindfulness is not, however, a one-size-fits-all remedy. Practices need to be tailored to fit the needs of particular individuals. In this workshop you’ll first learn how to practice mindfulness yourself, inside and outside of the clinical hour. We’ll then explore how to creatively adapt practices to meet the needs of diverse people and conditions, including anxiety, depression, stress-related medical disorders, and interpersonal conflicts. Objectives: ❖ Be able to practice mindfulness yourself. ❖ Specify how mindfulness practices can be tailored to the needs of particular types of clients. ❖ Describe the core attitude toward experience found in depression and how mindfulness practice can help to transform it. ❖ Indicate the mechanisms that maintain anxiety disorders and how these can be altered using mindfulness practice. ❖ Specify the core dynamics of chronic pain and other psychophysiological disorders and how mindfulness practice can help in their relief. Location:

Lenfell Hall, Fairleigh Dickinson University, Florham Park campus, Madison, NJ Cost: $165 at the door/$150 pre-registration by April 5. CPPNJ candidates:$85/$65; Students with ID: $35 CEUs for Social Workers and Nurses. ADA accommodations available This program is co-sponsored by the New Jersey Society for Clinical Social Work, which provides leadership and support to clinical social workers in all practice settings. The New Jersey Society for Clinical Social Work has given voice to clinical social workers dealing with the health care industry. The organization provides outstanding continuing education programs and opportunities for collegial contact. www.njscsw.org

Center for Psychotherapy and Psychoanalysis of NJ • One Year Introductory Program • Psychoanalytic Psychotherapy ree-Year Program • Program in Psychoanalysis New Jersey Couples erapy Training Program • Systemic – Psychodynamic Couples erapy Training • Weekend Workshops and Intensive Training in Couples erapy

Ronald D. Siegel, PsyD is an Assistant Clinical Professor of Psychology at Harvard Medical School, where he has taught for over 30 years. He is a long time student of mindfulness meditation and serves on the Board of Directors and faculty of the Institute for Meditation and Psychotherapy. He teaches internationally about the application of mindful ness practice in psychotherapy and other fields, and maintains a private clinical practice in Lincoln, Massachusetts. Dr. Siegel is coauthor of the self-treatment guide Back Sense: A Revolutionary Approach to Halting the Cycle of Chronic Back Pain, which integrates Western and Eastern approaches for treating chronic back pain; coeditor of the critically acclaimed text, Mindfulness and Psychotherapy, now in its 2nd edition; author of a book for general audiences, The Mindfulness Solution: Everyday Practices for Everyday Problems; coeditor of Wisdom and Compassion in Psychotherapy: Deepening Mindfulness in Clinical Practice, with a foreword by the Dalai Lama; and coauthor of the new volume for clinicians, Sitting Together: Essential Skills for Mindfulness-based Psychotherapy. He is also a regular contributor to other professional publications, and is co-director of the annual Harvard Medical School Conference on Meditation and Psychotherapy.

Supervisory Training Program • Nine Monthly Intensive Workshops with Experiential Supervision For further information, please call 973-912-4432 or visit us online at www.cppnj.org

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Table of Contents 1 Who’s Who in NJPA 2015 2 From the Editor 3 Save the Date! 4 Executive Director/Treasurer Report 6 President’s Message 7 Psychology and the Law 11 New Jersey Psychological Association of Graduate Students (NJPAGS) 12 Member News 13 Ethics Update 15 Foundation 18 Foundation Awards 19 Foundation Contributions 20 Diversity Corner 22 Special Section: Energy Psychology 25 Psychologist/Citizen of the Year Call for Nominations 34 2014 Psychologist of the Year 39 PAC Contributions 40 Sustaining Members 41 What’s New: About Design Psychology 42 Join the NJPA Referral Service! 43 Research, Teaching & Doctoral Dissertation Awards 44 2015 Medicare Fee Schedule 45 Annual NJPA Business Meeting Minutes 47 Book Reviews: Handbook of Child and Adolescent Sexuality: Developmental and Forensic Psychology Toolkit for Working with Juvenile Sex Offenders Brainwashed: The Seductive Appeal of Mindless Neuroscience Neuro: The New Brain Sciences and the Management of the Mind 50 Welcome New Members! 51 Call for Nominations 52 Classifieds Preparation of Manuscripts All manuscripts submitted for publication should follow APA style. Manuscripts should be edited, proofread, and ready for publication. Please prepare your manuscript in a word-processing program compatible with MS Word using Times New Roman font in 12 point type, left flush. Please submit your manuscript via e-mail to NJPA Central Office and to Jack Aylward at e-mail addresses below. Editorial Policy Articles accepted for publication will be copyrighted by the Publisher and the Publisher will have the exclusive right to publish, license, and allow others to license, the article in all languages and in all media; however, authors of articles will have the right, upon written consent of the Publisher, to freely use of their material in books or collections of readings authored by themselves. It is understood that authors will not receive remuneration for any articles submitted to or accepted by the New Jersey Psychologist. Any opinions that appear in material contributed by others are not necessarily those of the Editors, Advisors, or Publisher, nor of the particular organization with which an author is affiliated.

Winter 2015

Who’s Who in NJPA 2015 www.PsychologyNJ.org

Editorial Board

Editor: Jack Aylward, EdD Associate Editor: Craig Fabrikant, PhD Members: Herman Huber, PhD Michael Jaffe, PhD Maria Kirchner, PhD Gianni Pirelli, PhD Sarah Seung-McFarland, PhD Anthony Tasso, PhD Claire Vernaleken, PhD Staff Liaison: Christine Gurriere

NJPA Executive Board

President: Kenneth Freundlich, PhD President-Elect: Barry Katz, PhD Past-President: Jeffrey Singer, PhD Treasurer: Peter Economou, PhD Secretary: Stephanie Coyne, PhD Director of Academic Affairs: Kathleen Torsney, PhD APA Council Representative: Neil Massoth, PhD Member-At-Large: Randy Bressler, PsyD Rosalie DiSimone-Weiss, PhD Morgan Murray, PhD Hulon Newsome, PsyD Lynn Schiller, PhD Aaron Welt, PhD Parliamentarian: Joseph Coyne, PhD Affiliate Caucus Chair: Rosalie DiSimone-Weiss, PhD NJPAGS Chair: Stacie Shivers, MS Latino/a Psychological Association of NJ Rep: Roy Aranda, JD, PsyD ABPsi Rep: Phyllis Bolling, PhD

Central Office Staff

Executive Director: Jane Selzer Director of Professional Affairs: Barry Helfmann, PsyD Membership Services Manager: Susan Beatty Communications Manager: Christine Gurriere Advocacy & Philanthropy Manager: Keira Boertzel-Smith, JD

Manuscripts should be sent to the Editor: Jack Aylward, EdD E-Mail: jackatpcc@aol.com or NJPA Central Office E-Mail: NJPA@PsychologyNJ.org Published by: New Jersey Psychological Association 414 Eagle Rock Avenue, Suite 211 West Orange, NJ 07052 973-243-9800 • FAX: 973-243-9818 E-Mail: NJPA@PsychologyNJ.org Web: www.PsychologyNJ.org New Jersey Psychologist (USPS 7700, ISSN# 2326098X) is published quarterly by New Jersey Psychological Association, 414 Eagle Rock Avenue, Suite 211, West Orange, NJ 07052. Members receive New Jersey Psychologist as a membership benefit. Periodicals postage pending at West Orange, NJ and additional mailing offices. POSTMASTER: Send address changes to New Jersey Psychologist, 414 Eagle Rock Avenue, Suite 211, West Orange, NJ 07052.

From the Editor

To be or not to be – that is our question by Jack Aylward, EdD

he “price of doing business” at NJPA Central Office has been on a steady, and some what steep, trajectory. Along with increases in price for hotel sites, mailing costs, and other operating expenses, the conferences have seen declines in attendance, as well as fewer exhibitors and advertisers, and less of a market for products such as the Membership Directory and Handbook, and the Private Practice Manual. On the positive side, there has been an increase of interest in online educational programs and website activity. As a result, the Spring Conference has been reconfigured into a half-day program and there is a move on to offer more learning opportunities in the form webinars and other electronic formats. We are already hearing such future possibilities as converting the Membership Directory and the Private Practice Handbook to e-publications. Needless to say, the same financial budgetary lens has recently focused on our journal, the New Jersey Psychologist. On November 21, yours truly, and editorial board member Herm Huber, were invited to a meeting of the NJPA executive board to discuss various financial issues affecting the journal. It seems as if we indeed do have a formidable financial can of worms. For instance, each of our four issues exceeded its received revenue by anywhere from $2,000 to $5,000. While coming as an understandable shock, it’s a reality that requires serious thought and consideration. Editorial board member Mike Jaffe captured the spirit and mission of our committee being that “our first loyalty is to the organization, and its survival, and secondly to our publication.” This is not, however, to in any way underestimate the importance of the journal. In many respects, the journal is the most tangible evidence of membership without which membership in and of itself would be an abstraction; it comes to our door, we hold it in our hands, we put it on tables for others to see. We send it out to politicians, graduate schools, and other professional organizations as a way of letting others know what we are doing. The choice to attend a webinar, to participate on the listserv, or to join one of NJPA’s committees represents a discriminate decision made by individuals within our association. The journal, however, is the one benefit shared by every active member of NJPA. Our book review 2

editor Tony Tasso wondered if “maybe the one thing that keeps people paying their dues is the journal. We, of course, are not representative given that the journal is very important to us. We don’t know how important it is to others. Would the money saved on the front end cost us in the longer run?” At the end of the November 21 meeting, the executive board unanimously passed the motion that the journal be cut back to three issues per year. Other proposed cuts had to do with the frequency with which some of the regular articles appear. For instance, it was suggested that COLA, President’s Message, and Director of Professional Affairs columns be reduced to twice a year as a way of saving printing costs. In the not so distant future, members may have the choice of a hard copy or an e-journal format although the cost of formatting the journal for publication would be the same, the only difference being the cost of mailing involved. My guess is that the journal delivered to one’s doorstep will be the most popular request; people like to see their names in print. Various surveys of college students, when given the choice of traditional textbooks or e-books, found that most of them (and remember this is the generation that for the most part “goo-gooed” on Google and cut their teeth on Intel chips) preferred the hard copy option. When compared with other state psychological journals, the New Jersey Psychologist is up there with the best of them, a list that includes Pennsylvania, New York, Texas, and California. And, similar to these and other states, changes in journal style and format reflect more general financial and professional difficulties being experienced by psychology in today’s marketplace. Between the pressures emanating from managed care, reimbursement stagnation, or statements made by APA President, Nadine Kaslow to a group of Boston University doctorate level students that with emergence of the new Patient Compatible Medical Homes, it could be that a full career of private practice may not be an option for them in the future. We have seen similar shifts with respect to our journal. A few years back we usually had a queue of about a yearand-a-half for Special Section articles. Currently, we go from journal to journal and missing some issues for lack of copy. New Jersey Psychologist

From the Editor

Authors seem to be having a harder time meeting deadlines, and feeling additional pressure in the process. In view of all this, our editorial board members have been coming up with options such as: • In addition to special section material, include articles relating to areas such as early career psychologists, health psychology, and other more contemporary issues. • Speak to our publisher about re-configuring and “jazzing up” the current journal format. • Since continuing education is now part of our future, find a way to garner such credits by reading the journal and answering a small test format at the back of each issue. Other state associations, and the National Psychologist, have already qualified for such.

More importantly, we would like to hear from you with your ideas and suggestions. Remember, the New Jersey Psychologist is your journal, you pay for it, and it serves as the essential connection within our community. So, think it over, talk to others, and let us know. You can e-mail me at Jackatpcc@aol.com, and I will be delighted to take your ideas to the editorial board. ❖ The views expressed in the editorial are those of the editor with support of the NJPA editorial board and do not necessarily reflect the opinions of NJPA leadership or staff.

Save the Date! 2015 Spring Meeting Speakers

Nancy McWilliams, PhD Milton Spett, PhD

What Really Causes Psychotherapeutic Change? A Psychoanalytic View and a Cognitive Behavioral View Sunday, April 19, 2015 Holiday Inn, Clark, NJ

Retirement: When? Where? How? Friday, May 15, 2015 NJPA Central Office

ICD Diagnosis and DSM Changes: The New Horizon Speaker

Carol Goodheart, PhD Friday, June 5, 2015 Woodbridge Hotel at Metropark, Iselin, NJ

2015 Spring Meeting

Achieve Success with PQRS: A Psychologist’s Guide for Mastering the 2015 Measures 2 hour DVD set by Dr. Paula Hartman-Stein, Medicare Correspondent for The National Psychologist, teaching a small group, including Q & A & updated recording forms that cross-reference PQRS measures with CPT codes. 2 CEs available separately

Featured Speaker

Stephen W. Porges, PhD

Connectedness as a Biological Imperative: Understanding Trauma Through the Lens of the Polyvagal Theory

For info:

www.centerforhealthyaging.com

Saturday, October 24, 2015 Woodbridge Hotel at Metropark, Iselin, NJ

Winter 2015

Executive Director/Treasurer Report

Bagels in the Board Room by Jane Selzer & Ken Freundlich, PhD

s executive director and treasurer during 2014, we want to provide you with an update on the financial health of NJPA. One of our critical roles is to oversee the financial health of the association that, as many of you know, has gone through some tumultuous times these last few years. We are however, pleased to announce that we finished 2014 in the plus column for the first time in three years bringing us to the unusual title, “Bagels in the Board Room.” But first, let us digress for a moment. After four years, and within the guidelines of the NJPA bylaws, we had a much needed dues increase. We did our best to keep it fair and reasonable, especially in light of the increases we all experience with regard to fixed expenses. As you know, administrative costs of running an active association continue to climb. It likely would have been wise to raise the dues the prior year, but we also wanted to be sensitive to the economic climate and financial challenges that many psychologists are experiencing. As such, the increases were as minimal as possible allowing us to present a balanced budget. We are pleased to announce that we were over 104% of projected dues income this past year and 9.4% over what we brought in at the end of 2013, providing a much needed boost to our bottom line. We continue to increase membership in our Sustaining Membership category ($165, in addition to dues), as more members see the value of both supporting NJPA and enjoying the benefits associated with this category. As conferences have continued to see a downturn in both attendance and revenue when compared to years past, there has also been an increased interest in stand-alone workshops and webinars. NJPA hosted two very successful workshops this year: the biennial Risk Management Workshop (Dr. Eric Harris) and a Self-Disclosure Workshop (Dr. Nancy McWilliams) that ended up being a “sellout.” In addition, two webinars of interest included PQRS 2014 (Paula Hartman Stein, PhD) and Legal and Ethical Issues in Supervision (Dr. James Wulach). Dr. Barry Helfmann, once again, provided training in the form of a Supervision Training series that was also a sellout. Plans for 2015 include a Spring workshop on Sunday, April 19, 2015, replacing the Spring Conference, entitled What Really Causes Psychotherapeutic Change? A Psychoanalytic View and a Cognitive Behavioral View (Nancy McWilliams, PhD and Milton 4

Spett, PhD) and an ICD10 workshop (Dr. Carol Goodheart) on June 5, 2015. We had planned to host this program in 2014 but the ICD10 implementation was postponed a year, so the timing to prepare for the October 1, 2015 rollout is perfect. We will also be introducing a “Lunch and Learn” series whereby members can view a pre-recorded webinar 24/7. While NJ has yet to pass a Continuing Education requirement for psychologists, a bill is moving (as of this writing) through the legislature. The implications for programming are significant once CE is mandatory for psychologists (the only doctoral level profession in NJ that does not have such a requirement currently) so we are doing our best to help prepare you for this requirement by offering a variety of quality programming opportunities. This brings us back to bagels again….while we are pleased by these programming events that assist with keeping you educated and adding to a healthy budget, we also have been taking a hard look at the expense line. The fact of the matter is, costs increase…so what can we do to incrementally cut some of the costs regardless of how small the expense may seem? Your Finance Committee, along with NJPA’s bookkeeper, Marion Medow, sat down early this past fall to begin the process of looking at expenses that, if taken individually, seemed insignificant. However, when we started to add items up, it became evident that we could save thousands of dollars if we cut items such as food at meetings and plaques for board members and award winners. Until we started to evaluate these costs, we hadn’t really given thought to the fact that even creating a customized plaque was an expense upwards of $145 each. At the same time, food expenses for board meetings (“bagels”) and other committee meetings were also quickly adding up. As a result, the Finance Committee has recommended, and will become part of the NJPA financial policy, that only meetings that run four hours and over a meal time will be provided with lunch or dinner. To the best of our knowledge, this would affect only the executive board and the COLA retreat (once a year). In addition, we have looked into purchasing beautifully mounted certificate frames that will cost a fraction of what we have been spending on plaques. We take our financial responsibility very seriously and believe that we should look to cut costs before asking members to contribute more. So back to the bagels…we have several members who New Jersey Psychologist

Executive Director/Treasurer Report would like to have bagels at meetings and have stepped up to purchase the bagels at their own expense. We wish to thank those members for their generosity and suggest other committees be creative if they wish to serve refreshments. As you may recall, we began to cap the number of members attending the APA State Leadership Conference in March. This, too, led to savings for the association. This new policy has assisted us in providing more realistic projections on the expense line for this conference. Board meetings continue to be held at the Central Office. The Middlesex County Psychological Association did host an off-site meeting in April, but thanks to Rosalie DiSimone-Weiss, we were able to keep the expenses at the same level as if the meeting had been held at the Central Office, as recently outlined in the Financial Policies. We are happy to report that under the continued guidance of Abigail Rosen of Mariner Wealth Advistors-Madison, our financial planning consultant, along with the uptick in the stock market, our financial reserves did very well in 2014. While we can’t guarantee that the financial markets will continue to soar as it did in 2014, we have sound financial policies in place to help protect us. We’d also like to announce

Winter 2015

that we received a bequest from former member Dr. Hirsch Lazaar Silverman who passed away last August. We have been fortunate to have been remembered by a few members over the last several years and are so appreciative of the value and trust they have put into NJPA. We are currently considering ways to use the money wisely, as requested by Dr. Silverman. In our efforts to be a transparent organization, we would like to direct you to the NJPA website <www.psychologynj.org> where you have the opportunity to review our annual budget. As a service organization, you’ll note that a significant amount of our financial resources support fixed and administrative expenses such as rent, phones, salaries, and consultants. With that said, there is not a great deal of flexibility in reallocating income; therefore we are challenged daily in being creative while remaining financially responsible. Thank you for your continued confidence in us. We’d also like to welcome our incoming Treasurer, Dr. Peter Economou. Even before Peter took office, he was included in the budget planning process in order to facilitate a smooth transition and to insure that institutional knowledge was passed along. We wish him well and look forward to working together. ❖

President’s Message

by Kenneth Freundlich, PhD

ome of you may be wondering why you are seeing my photograph for a second time – once attached to the treasurer’s report and again here as your new president. Well, life has a funny way of taking twists and turns, and as Michael Corleone famously said in the Godfather, “Just when I thought I was out... they pull me back in.” The short version of how I ended up here is that our president-elect resigned and, in accordance with NJPA’s Policy and Procedures, when an officer resigns the executive board, in conjunction with the Nominations and Leadership Development Committee, selects a new president. At the time, I was just about to complete my three-year term as your treasurer and was looking forward to taking a step back. That was my Plan A, but after being drafted, my Plan B is to serve all of you – my colleagues. Given that I was not elected by the membership, I feel an extra sense of duty to fully represent your interests. I assume that most people who run for president give the decision a great deal of thought and spend much time contemplating an agenda that they hope to further while in office. I did not have the luxury of time to consider these matters, so I think it is best to limit my goals. Therefore, I have two things in mind. First and foremost, I would like to increase our membership base and I hope to do so by attracting more Early Career Psychologists (ECPs). Ours is an aging association and, though this is a common problem among professional groups, it is a problem nonetheless. We cannot survive in the long run if we fail to attract and retain new members. Therefore, we must actively seek out, engage, and sell the benefits of membership to potential members. “Sell” you may ask? For too many of us, the concept of “selling” is foreign and may even be tinged with negative connotations. After all, we are professionals, not salespeople. However, as your former treasurer and the managing partner of a large practice, I am accustomed to thinking in more business terms and I believe that we all engage in some form of commerce. As psychologists, we may not sell a product, but we “sell” a service. Whether we engage in clinical practice, consult, teach, or do research, we all offer some type of service with the expectation that someone will “buy” that service (i.e., pay for it). Selling is not a bad thing and we should be cognizant that sometimes we need to explain (sell) to others the 6

value of what we have to offer. That goes for us as individual practitioners and for us as an association. If we do not extoll the virtues of NJPA, who will? As president, I will make an effort to focus the board’s attention on increasing membership and I will personally seek out opportunities to speak with psychology students and the ECP community. I will also work to engage the entire board in this effort. We cannot afford to fail. Second, changes in leadership frequently result in discontinuity. At times, discontinuity is a good thing, but all too often projects can get dropped. Rather than starting from scratch, I think it makes sense to review what initiatives have recently been started and seek to move these efforts forward. For example, much time, energy, and capital have been invested in our effort to gain prescriptive authority for psychologists and a change in leadership should not change the association’s long term goals. After having served on the executive board for the last three years, I have been privileged to witness the efforts of many of our fellow members, who are genuinely dedicated to the success of NJPA and our chosen profession. As your president, I will strive to embody commitment – to all of you, to NJPA, and to the success of psychology. Thank you for the opportunity to serve. ❖

In Memoriam Carol Bruskin, PhD 25 years John Dovel, PhD 34 years Kathy Howley, PhD 6 years Gary Tuckman, PhD 34 years New Jersey Psychologist

Psychology and the Law

Psychological Evaluations for Civilian Firearm Ownership: New Jersey as Exemplar by Gianni Pirelli, PhD and Philip H. Witt, PhD, ABPP

n this article, we provide a framework for conducting psychological evaluations of civilians who either have been flagged during the firearm application process or who are seeking reinstatement of their permit and/or firearm. We will outline relevant New Jersey statistics and regulations and set forth considerations that may be applied to other jurisdictions in the context of their statistics, laws, and existing procedures. New Jersey Firearm Statistics The number of people seeking firearm permits in New Jersey continues to increase. The National Instant Criminal Background Check System (NICS) processed 60,256 checks in 2011, 85,851 in 2012, and 120,071 in 2013. NICS checks do not provide a precise number of firearm purchases in the state because they do not necessarily reflect private sales or those who never ultimately purchase a firearm. It is also difficult, if not impossible, to ascertain the number of people who properly use firearms. There are numerous hunting clubs and shooting ranges in the state regularly frequented by law-abiding citizens. There are also many other firearm owners who competently maintain firearms. Only a small minority of firearms owners will improperly use their firearms in such a manner that would lead to injury and/or criminal charges. The New Jersey Department of Health’s State Health Assessment Data (NJSHAD) System contains data made available from the New Jersey Death Certificate Database, Office of Vital Statistics and Registry, and New Jersey Department of Health. The following are the most recent available data (2009): • Firearm-related homicides accounted for 0.3% of all deaths in the state, and 69% of the homicides were com mitted with a firearm • Firearm-related suicides accounted for 0.2% of all deaths, and a firearm was used in 27% of those incidents • Seven deaths occurred unintentionally via a firearm, rep resenting less than 0.01% of all deaths and 0.3% of unin tentional deaths • Two firearm-related deaths occurred due to legal inter vention, representing less than 0.01% of all deaths and 100% of all deaths due to legal intervention These numbers have remained stable over the years. According to the New Jersey Office of Injury Surveillance and Prevention Brief (2008), there were 1,784 suicides in the state from 2004-2006. Of those, 495 involved a firearm (27.7%) and Winter 2015

most occurred in the south or northwestern parts of the state. There was a disproportionate occurrence of firearm-related suicides in rural counties. By contrast, most firearm-related violent crimes occur in urban areas of the state. Newark accounted for 25% of annual murders and Camden accounted for 17%. Of all of these murders, 71% (274) involved a firearm. One statistic not readily available is the number of firearm-related crimes committed by those without firearm permits or who use an unlicensed firearm in the commission of a crime. We suspect that those who committed suicide were more likely to either have a permit or use a licensed firearm as compared to those who committed violent crimes. Nevertheless, the public generally supports limiting access to firearms among certain populations, including children, violent criminals, and mentally ill persons (Gostin & Record, 2011). New Jersey’s purchase of firearms law, 2C: 58-3, reflects this sentiment. New Jersey Firearm Laws Section c. of 2C: 58-3 prohibits the issue of permits to certain people, including but not limited to: (1) those who have been convicted of any crime or disorderly persons offense involving an act of domestic violence; (2) any drug dependent person who is confined for a mental disorder to a hospital or institution, or to any person who is presently a habitual drunkard; (3) any person who suffers from a physical defect or disease that would make it unsafe for him to handle firearms, to any person who has ever been confined for a mental disorder, or to any alcoholic unless any of the foregoing persons produces a certificate from a medical doctor or psychiatrist licensed in New Jersey, or other satisfactory proof, that he is no longer suffering from that particular disability in such a manner that would interfere with or handicap him in the handling of firearms. In addition, part 5 of 2c prohibits the issue if such is a threat to the public health, safety, or welfare. New Jersey has some of the strictest firearm laws in the United States and a number of additional laws have been proposed in recent years. Bill A2006 proposed the reduction of the maximum capacity of ammunition magazines from 15 to 10 rounds. Governor Christie ultimately vetoed it and returned it to the legislature with a reform plan to focus on mental illness and dangerousness. Fourteen additional firearm-related 7

Psychology and the Law bills have been proposed and are scheduled for the 20142015 legislative session. Bill A843, for example, would require a mental health evaluation of all applicants in the home, indicating if they any have a mental illness. Existing Civilian Firearm Ownership Assessment Procedure The current application procedure in New Jersey includes criminal and mental health background checks, two personal references, and an application form in which the applicant responds yes or no to items related to: domestic violence, juvenile delinquency, criminal behavior, physical disability, substance abuse, mental health, previous denials or revocations, and participation in anti-government groups. Psychological evaluations are not currently required during the application process. Such evaluations are often requested when someone from one or more of the exclusionary groups addressed in 2C: 58-3 applies or when a person seeks reinstatement of his or her permit or firearms. Pirelli et al.’s Firearm Evaluation Framework We have developed a framework for conducting civilian firearm ownership evaluations via a semi-structured interview by delineating a number of characteristics associated with being a competent and safe firearm owner, both as a new applicant and as someone seeking reinstatement (see also Pirelli, Wechsler, & Cramer, 2014). As such, we have identified 10 domains that represent areas for psychologists to assess when evaluating civilians in this context. These domains were derived from consulting the forensic psychological assessment best practices literature as well as the literature related to firearm-related violence, suicide, and other types of improper use. We recommend that these domains be incorporated into a semi-structured interview, consistent with a Structured Professional Judgment (SPJ) approach of assessment. As such, the evaluator would consider all items as potentially equally important, such that concerns on any one domain could raise concerns about the person’s appropriateness to possess a firearm. An evaluator would likely focus on certain domains more than others based on the referral question. For instance, it is likely that the violence risk and suicide risk domains would have more importance in a reinstatement evaluation. The 10 domains are: (1) Reason for Seeking Licensure/Reinstatement Distinguish between initial applicants and those seeking reinstatement. Presumably, those seeking reinstatement have lost their permit or firearm as a result of a particular circumstance that would likely be the primary focus of the evaluation. It is essential to inquire about the applicant’s reason for seeking ownership of a firearm. The evaluator should not impose judgment regarding what is justifiable from a moral standpoint; however, the nature of the questions for an applicant seeking a firearm for hunting purposes may differ from someone seeking home protection. As such, evaluators should also inquire about the type of firearm being sought. For example, we know from New Jersey statistics that handguns are more likely than long guns to be involved in homicides. 8

(2) Experience with and Exposure to Firearms Some people grow up in environments in which hunting is a significant part of their lives, whereas others are raised in military families or those with law enforcement personnel. Some may have been exposed to firearms in the context of street gangs and the like. Therefore, it is important to take these general considerations into account as well as cultural and individual perspectives on violence, suicide, and firearm usage. (3) Intent for Use and Storage and (4) Knowledge of Firearm Safety Precautions Consistent with the National Rifle Association’s (NRA) Gun Safety Rules, it is important to evaluate an applicant’s plans, such as where the firearm and the ammunition will be kept, how it will be maintained, the anticipated frequency of use, and who will have access to it. Other considerations may also be relevant in a particular case, such as how children will be introduced to and educated about the presence of the firearm in the home, or if anyone with any notable risk factors (e.g. history of violence, serious mental illness, and/or substance abuse) may have access. (5) Firearm Handling and Plans for Continued Education This item pertains to one’s practical competence in handling and using a firearm. Such is not to say that competence is not essential in all cases, but rather that its importance is relative. Furthermore, assess the applicant’s plans for seeking continued education. An evaluator may inquire about plans for taking classes, frequenting the shooting range, learning more from friends, and/or reading firearms-related materials. (6) Knowledge of and Perspectives on Local Firearm Regula tions Firearm owners should be well versed in federal and state laws. It is important for evaluators to have a working knowledge of such laws as well to sufficiently evaluate firearm competency. For example, laws regarding approved firearms and magazine capacity, and proper storage and transport are relevant. (7) Violence Risk, (8) Suicide Risk, (9) Mental Health, and (10) Substance Use Formal assessments of violence and suicide risk are important when a person’s mental health is a concern. Over 40% of Americans will have a diagnosable mental illness at some point in their lifetime (Kessler et al., 2005); however, most people diagnosed with mental illnesses do not commit violent acts or suicide. Those who do so with a firearm, however, likely experienced impairments in judgment as a result of mental health problems or substance use. Although some mental health conditions are associated with higher rates of violence and suicide, an assessment of symptoms is necessary given the level of heterogeneity within diagnostic categories. Furthermore, firearm-related injuries may occur in the absence of a bona fide psychiatric disorder. Nevertheless, New Jersey Psychologist

Psychology and the Law evaluators must assess the applicant’s risk level for engaging in firearm-related violence or self-injurious behavior given the person’s psychological functioning. Conclusion New Jersey is one of the strictest states in the country with respect to firearm regulations and, therefore, its corresponding statistics, laws, and procedures can be useful to other states in drawing perspective. New Jersey has seen a significant increase in the number of civilian firearm applications submitted in recent years that is likely partially due to citizens’ reactions to the state’s strict firearm laws and the proposed firearms legislation. Such is not an atypical outcome when prohibitions are anticipated. Although the future of firearm legislation in New Jersey is uncertain, statistics have remained stable over the years. In sum, it is extremely rare for a firearm to result in an unintentional death. Homicides and suicides are also very rare events in most areas of the state. Between 300 and 400 homicides occur annually in New Jersey, half of which occur primarily in two urban cities. Firearms are used in about onethird of robberies and one-fifth of aggravated assaults, most of which occur in urban areas as well. Suicides occur about twice as frequently as homicides, but still at a very low rate and typically in rural counties. Firearms are used in almost three-quarters of homicides and about one-third of suicides, but still only account for 0.3% and 0.2% of all deaths per year, respectively. When a firearm is used in a homicide, it is almost always a handgun. It is unclear how many of these instances involved a civilian with a valid permit and licensed firearm; however, we suspect that such was the case in a higher proportion of suicides as compared to violent crimes. In the case law and literature pertaining to capital punishment, the concept that “death is different” reflects the qualitatively different considerations typically associated with capital cases. Firearms cause a similar reaction. Guns are different. There continues to be much debate and concern about civilian firearm ownership rights, locally and nationally, despite the extremely low rates of firearm-related deaths and injuries because guns are different. Firearm-related incidents are very low probability, but very high impact events. Although they rarely occur, the consequences are often fatal when they do. This reality likely makes many people uneasy, including mental health professionals, who may be unwilling to conduct such high-risk, high-liability evaluations, and even law enforcement officials and judges who are the ultimate decision-makers in these cases. Communication among professionals across disciplines can help to decrease such uneasiness and improve our assessment process. We developed our evaluation framework to reflect the unique considerations in firearm matters. Our goal is to make our evaluations understandable and useful to law enforcement officers and judges responsible for issuing and reinstating firearm permits. The 10-domain framework we have set forth can help facilitate such. ❖

Winter 2015

References

Gostin, L. O., & Record, K. L. (2011). Dangerous people or dangerous weapons access to firearms for persons with mental illness. Journal of The American Medical Association, 305(20), 21082109. Kessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K. R., & Walters, E. E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the national comorbidity survey replication. Archives of General Psychiatry, 62(6), 593-602. National Rifle Association (2012). NRA instructors. Retrieved March 26, 2014, from http://www.nrainstructors.org/searchcourse.aspx New Jersey Department of Health’s State Health Assessment Data (NJSHAD) System. Retrieved May 13, 2014, from http://www4. state.nj.us/dhss-shad/home New Jersey Police Suicide Task Force’s 2009 report. Retrieved May 13, 2014, from http://www.nj.gov/oag/library/NJPoliceSuicide TaskForceReport-January-30-2009-Final(r2.3.09).pdf New Jersey Uniform Crime Report (2012). Retrieved May 13, 2014 from http://www.njsp.org/info/stats.html Office of Injury Surveillance and Prevention (2008). Suicide and firearm ownership, New Jersey, 2004-2006 Update. Pirelli, G., Wechsler, H., & Cramer, R. (2014). Conducting forensic mental health assessments for firearm ownership. Manuscript submitted for publication.

About the Authors

Gianni Pirelli, PhD has a private practice in clinical and forensic psychology, with offices in Verona and Morristown. He is also an ssistant professor in the psychology department at Montclair State University. Dr. Pirelli maintains an active publication record and program of applied clinical-forensic research. His research was cited in an amicus brief to the United States Supreme Court from the American Psychiatric Association and the American Academy of Psychiatry and the Law. He has numerous publications, including a forthcoming book, “The Ethical Practice of Forensic Psychology: A Casebook” (Oxford University Press), and chapters in such books as the Handbook of Forensic Psychology (4th Edition) and Psychology and the Courtroom. Philip Witt, PhD, ABPP, is a diplomate in forensic psychology of the American Board of Forensic Psychology, where he currently serves on the examination panel. He performs forensic evaluations, testimony, and consultation in a wide range of civil and criminal matters. He is past president of the New Jersey Psychological Association and also of the American Academy of Forensic Psychology. He was the 2001 recipient of NJPA’s Psychologist of the Year award. Dr. Witt is currently Associate Editor of the Open Access Journal of Forensic Psychology and he serves on the clinical faculty of Rutgers Medical School. He has numerous publications on risk assessment. He is coauthor of Evaluation of Sexually Violent Predators.

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New Jersey Psychological Association of Graduate Students (NJPAGS)

Balancing Act: The Professional Journey of Graduate Students by Stacie Shivers, MS Graduate Student, Yeshiva University

s I sat down to prepare my first article for New Jersey Psychologist, I contemplated which topics would be of interest to my fellow NJPAGS members. After much deliberation between multiple ideas, I thought about my journey to my new role as the 2015 NJPAGS chair. I then thought about the initial path I took in becoming a psychology graduate student, and the ways my life experiences have enriched my passion for the field and the desire to grow both professionally and individually. My background in dance and my work as a professional performer and dance educator influenced my decision to enter a psychology graduate program. After approximately 16 years of learning to understand, discipline, and strengthen my body, it was not until my undergraduate career as a dance major that I truly realized the impact dance had on my physical and emotional well-being and self-perception. With this realization came an interest in pursuing a second major in psychology in order to expand my knowledge of human behavior, emotional expression, and personality. The interrelatedness of the human mind and body fascinated me. The scholar in me wanted to acquire as much education as possible about this connection, and develop the necessary clinical and research skills to foster my own professional development and cultivate a career working with patients. Although filled with elation, enthusiasm, and gratitude about starting my journey through graduate school, I quickly became cognizant of (and overwhelmed by) the many roles and responsibilities of a psychology student. The demands and deadlines for completing coursework, clinical hours, and research felt extremely daunting at times. In addition, making time for other professional development opportunities and employment seemed virtually impossible. Not to mention, there was, and still is, that all too familiar discussion about self-care and â&#x20AC;&#x153;making time for yourself.â&#x20AC;? When thinking about scheduling all of these critical tasks, there was one word that became prominentâ&#x20AC;ŚSTRESS! I often found myself struggling to balance it all, a condition that I discovered was a shared experience for many psychology graduate students. In addition, I sometimes began to feel discouraged about whether or not this was the right path for me. However, amongst the many other factors that have helped me persevere through these rough patches, Winter 2015

one crucial motivating strategy that I found beneficial was to remember the reason for which I started this journey in the first place! When I feel inundated with my workload or start to doubt that I can successfully complete the numerous items on my lengthy to-do list, I take a step back to remind myself of the experiences that led to this path and the passion I have for psychology that initially formed my decision to embark on this journey. This helps to refocus my energy and to put everything into perspective. As graduate students, we can all relate to the stress and the challenge of trying to balance school, work, and personal life experiences. You may have even had similar moments as I did of questioning the path that you have chosen. During those instances, I challenge you to pause, take a deep breath, and remind yourself of why you initially started this adventure. Think about what sparked your interest and fervor to pursue a psychology career. I hope that it proves as useful to you as it does for me! I must also add that in conjunction with this valuable strategy of recalling the reasons for commencing your ambitious journey as a way to persevere through stressful times, I also encourage you to constantly remind yourself of the importance of self-care. Make it a priority. Add it to your to-do list if you have to! Because the truth of the matter is that focusing on a healthier self will enhance your performance as a student, professional, and individual, thus moving you closer to a successful progression along this journey. I am beyond grateful that I have been able to utilize this tactic and self-care in helping me accomplish my goals these past four years of graduate school. I am even more thankful to have the opportunity to include my role as the 2015 NJPAGS chair as part of this journey. I have been a proud member of NJPAGS since 2011, and I am honored to serve in this position. NJPAGS has been an exceptional voice for student members since its inception in 2006. It has offered members multiple opportunities to network with wellestablished professionals, connect with students from other programs, obtain scholarships and awards, and augment their professional growth. As a result of its remarkable initiatives, NJPAGS has been highly lauded as the two-time winner of the APAGS Award for Outstanding State, Provincial, or Territorial Psychology Association of the Year! 11

New Jersey Psychological Association of Graduate Students (NJPAGS)

NJPAGS is eager to continue on this path of success. We have many ideas that can assist us in moving the organization forward in 2015. We continue to focus on membership expansion and sustainability, as well as increasing active participation and involvement. Our use of a Facebook page and LinkedIn profile exemplify our efforts to appeal to members’ interests. (Make sure to “Like” and “Connect” to us on these social media websites!) In addition to Coffee & Conversations (C&Cs), the Internship Fair, and the Men-toring Program, we are actively brainstorming ideas for more student-friendly programs that address student

The Dawn Gemeinhardt Student of Excellence Award Congratulations!

needs and offer increased opportunities for networking, career exploration, and professional development. These programs are important because there is so much more ahead as we continue to embark on the rest of our journey as students into our professional careers! I hope you found this article useful as you continue to think about your own path this year and in the years to come. I look forward to my new role and to all that lies ahead for NJPAGS in 2015, and I am excited to continue on this journey with you! ❖

NJPA Member News Daniel Bromberg, PhD, ABPP, of Special Psychological Services, LLC in Bloomfield is co-authoring the book Childhood Maltreatment, 2nd. ed, along with Christine Wekerle, David Wolfe, Judith Cohen, and Laura Murray. The book will be published by Hogrefe in 2016. In addition, Daniel will be chair of a symposium on childhood maltreatment at the 2015 Annual Convention of the American Psychological Association in Toronto, Ontario, Canada. The symposium is sponsored by Division 37. Teena Cahill, PsyD, was honored on October 23, 2014 at the 7th Annual Shining Lights Gala held at the Hyatt Regency in Princeton. Dr. Cahill was recognized for her contributions in care giving by Inner Faith Network of Care, a national non-profit organization dedicated to volunteer respite care. Joseph Coyne, PhD, has been appointed as APA Parliamentarian by Barry Anton, PhD, President-Elect of APA. He began serving in that role on January 1, 2015. This is a one year appointment. Phyllis E. DiAmbrosio, PhD authored Patient and Analyst in Crises: A Mutual Transformation Reflected in a Clinical Narrative and St. Exupery’s “The Little Prince” that has been published in International Journal of Psychoanalytic Self Psychology Vol. 9 (2) 131-143.

Brian Amorello, MA receives the Dawn Gemeinhardt Student of Excellence Award from NJPAGS Advisor, Dawn Gemeinhardt, PhD at the NJPA Fall Conference.

Every graduate student, who is elected to the position of NJ Psychological Association Graduate Students (NJPAGS) chair, must create and complete a “Chair Initiative” by the end of their term. The initiative must be something that enhances and enriches the functioning of NJPAGS and its membership. The initiative must address students’ needs while moving NJPAGS forward. The NJPAGS Student of Excellence Award was the “Chair Initiative” of Past-Chairs, Meredith Cregg-Wedmore, and Alexandra Wiltshire, PsyM, in honor of Dr. Dawn Gemeinhardt’s vision and creation of NJPAGS, and in the hopes that NJPAGS continues to grow and serve our psychology graduate students in perpetuity.

Ruth Lijtmaer, PhD presented the paper: The Ghosts of the Past Are Remaining With Me in the panel: Apparitions, Ghosts, and Trauma: Lingering Untold Stories at the International Federation for Psychoanalytic Education Conference held in November 2014 in San Francisco, CA. In July 2014, Robert McGrath, PhD of Fairleigh Dickinson University received a two-year Graduate Psychology Education grant from the Department of Health and Human Services Health Resources and Services Administration (HRSA) for $345,000 to embed three clinical doctoral students per year in a primary care service. The partner in the grant is North Hudson Community Action Agency (NHCAC), the largest community health center system in northeastern New Jersey. NHCAC serves a primarily disadvantaged population; almost all patients are recipients of Medicare or Medicaid, or uninsured. The students will be members of the primary care team at the agency’s West New York facility. Beginning in November 2014, they began working with patients providing very brief assessment and interventions as part of the primary care visit, focusing primarily on issues of depression, anxiety, family conflict, and treatment adherence. Patients will be seen through the women’s health and family practice units. For more details about the program, contact Dr. McGrath at mcgrath@fdu.edu. New Jersey Psychologist

Ethics Update

Struggling with Requests for Dual Relationships in a Small Community by Luciene Takagi, PsyD Private Practice, Cedar Grove

am Brazilian, but was trained and licensed as a psychologist in New Jersey. Recently I decided to fulfill my dream and set up an office in the Ironbound section of Newark (high concentration of Brazilians and Portuguese citizens). On my first day, my landlord joked, “Hey Doctor, I will need an appointment but I am afraid my case is so serious that you may not have the time to treat anyone else.” His secretary replied, “I need an appointment too!” I laughed, not knowing how often I would be confronted with requests to engage in dual relationships. To my knowledge, I am the only licensed Brazilian psychologist offering services to adults in the area. There are two Brazilian psychologists in the Child Behavioral Health Department of UMDNJ who see children, and there are Brazilian coaches offering low-cost services. Ethically, the APA states that a psychologist must refrain from entering into multiple relationships (APA, 2010). Multiple relationships are defined as when a psychologist has a professional role with a person (a patient) and at the same time, has another role with the same person or is in a relationship, or promises to enter into one in the future with the patient or with an acquaintance or a relative of the patient (APA, 2010, Standard 3.05, Item a, para. 5). It seems implied that “relationships” could be professional or otherwise. According to APA, multiple relationships that do not cause or are not expected to cause impairment, harm, or exploitation are not unethical (APA, 2010; Doverspike, 2008). There are a few studies validating multiple relationships in small and rural communities, but New Jersey is considered neither “small,” nor “rural.” In New Jersey, the regulations governing psychological practice clearly state that a “licensee shall not enter into any dual relationship” (Item d under 13:42-10.13, pp. 56). Forming a dual relationship with a patient is one example of a boundary crossing and in New Jersey, it appears to be also a boundary violation. However in clinical practice, we are often confronted with other aspirational goals (e.g. nonmaleficence, supporting patient’s autonomy, self-determination, etc.), so facing dual relationships can become unavoidable (Sonne, 2007). Evidence of the benefits of multiple relationships is scarce because it entails risk-taking behavior on the part of Winter 2015

the psychologist. Gutheil & Gabbard (1993) note that clinical judgment, appropriate record keeping of the details of the decision, as well as adequate discussion with the patient, are crucial in minimizing the risk of harm. Jeffrey Younggren, PhD, ABPP (2002) proposed some fundamental questions a psychologist must answer prior to engaging in a dual relationship. For example, one of my patients asked me to also treat her adult daughter who was severely depressed. I declined the request explaining that it was against regulations to engage in dual relationships. I lost the patient after a few sessions with no explanation. According to Younggren (2002), before engaging in a dual relationship I had to consider: (a) whom the dual relationship would benefit (e.g. mother, daughter, me?), (b) whether it was necessary (could the daughter be referred out? I did refer, but mother stated she wanted me to treat her daughter. I felt torn because I also wanted to honor her autonomy and self-determination), (c) whether it is exploitive (e.g. could the mother feel exploited if I did not fulfill her expectations with the daughter?) or (d) if it could damage the patient (mother) or the therapeutic relationship (e.g. what if the daughter discloses mother is abusive? Or, what if the daughter is an abusive/or neglectful parent and I had to report her?). Additionally, Younggren (2002) also notes that (e) objectivity and (f) competence should be preserved (e.g. could I remain objective and competent as both patients are bound to report on each other?). Zur (2002) states that dual relationships can increase trust, familiarity, and strengthen the therapeutic alliance. Sonne (2007) proposed a four-prong decision-making model where not only individual aspects of the therapist and the client are considered, but also aspects of the therapeutic relationship (e.g. transference, practice setting, and locale, etc.) and of other relational factors that can influence the psychologist’s decision (e.g. potential for role-conflict, potential for benefit and/ or for harm for client, etc.). Despite acknowledging that dual relationships in small communities may be unavoidable, Sonne (2007) focuses on the therapist having a professional as well as a social or financial role with the same patient. Following Zur (2002)’s perspective in the above example, is it possible that the trust placed on me as well as the experience of being heard in their own language, could be healing to both patients? 13

Ethics Update When a psychologist works in a small community, inevitably patients will refer friends or acquaintances. Often, the referring patient may not disclose the referral (so the referral should not be introduced into the therapy), but the acquaintance usually reports the referral source. In such cases, it seems important to explore with the acquaintance the impact of possibly being treated by someone who also treats a friend. When patients do disclose the referral however, psychologists may screen to see if the patient is indeed ok with having a friend also being a patient. Additionally, it seems important to explore if the relationship between the acquaintance and the patient is not a presenting problem. Even though psychologists may keep the boundaries clear, it does not mean that patients will do so. A consequence here is that patients may become competitive or jealous when they discuss their therapy with each other. Even with the best intentions, we may inadvertently place ourselves in risky situations. Pope & Keith-Spiegel (2008) identify seven cognitive errors adopted by clinicians when boundary crossings may lead to violations (e.g. if a dual relationship with patient X is therapeutic, it will also be with patient Y, or, if I believe a dual relationship is not problematic, then it isn’t problematic; etc.). The psychological orientation employed, how the “patient” is defined (e.g. a family, a dyad, an individual), and contextual factors (e.g. small community) can increase or mitigate risk. Burgard (2013) states that therapists in rural communities seem to have a smaller rate of being reported for breach of confidentiality than therapists working in urban communities. James Meyer, PhD, JD (n.d.) noted that multiple relationships should be avoided, but when under exceptional circumstances such as “being in a rural area in which no other practitioner is available, or being a specialist where there is no one else competent in that geographic area” they may be justified (Meyer, n.d, pp.6-7). Gotlieb (1993) argues that the higher the power differential in the dual relationship, or the higher the duration of the relationship and of the termination process, the higher the potential for harm. Even though multiple relationships stand against ethical and boards’ regulations, there are cases where they may be clinically justified. Managing risk is important, but even more important in clinical practice is the fulfillment of the aspirational principles of nonmaleficence, fidelity, integrity, justice and respect (Handelsman, 2010). Declining treatment to a patient’s relative or friend may result in the person in need not seeking treatment elsewhere and/ or in possibly alienating other future patients in a small community. Additionally, the patient could experience rejection as insulting, hurtful and dismissive within the cultural and/ or clinical context. Conversely, if a psychologist engages in dual relationships and appropriately documents his/ her reasons as well as the patient’s informed consent, the psychologist still bears the responsibility of resolving any and all possible negative outcomes. In short, clinical aspects of the decision-making process are often interwoven between the ethical and regulatory aspects and need to be appropriately considered. Consultations with colleagues and supervisors may not 14

capture the breath of clinical and ethical complexities. When considering risky situations, consulting with a committee of informed professionals may be warranted. The NJPA Ethics Education and Resource Committee and the APA Ethics Committee can be greatly helpful and informative in sorting through difficult decisions. In these risky circumstances, Younggren (2002) suggests careful documentation of the decision-making process and of the patient’s informed consent regarding the risks of the dual relationship. ❖ References American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Retrieved from: http://www.apa.org/ethics/code/index.aspx?item=6 Burgard, E.,L. (2013). Ethical concerns about dual relationships in small and rural communities - A review. Journal of European Psychology Students, 4 (1), 69-77, DOI: http:// dx.doi.org/10.5334/jeps.az Doverspike, W. F. (2008). Dual relationships and psychotherapy. Georgia Psychologist, 62 (3), 17. Gottlieb, M. C. (1993). Avoiding exploitive dual relationships: A decision-making model. Psychotherapy: Theory, Research, Practice, Training, 30 (1), pp. 41-48. Gutheil, T.G. & Gabbard, G. O. (1993). The concept of boundaries in clinical practice: Theoretical and risk-management dimensions. American Journal of Psychiatry, 150, pp. 188-196. Handelsman, M. M., Knapp, S., & Gottlieb, M. C. (2002). Positive ethics. In C. R. Snyder & S. J. Lopez (Eds.). Handbook of positive psychology (pp. 731-744). New York: Oxford University Press. Meyer, J. (n.d.). Fresh legal perspectives: Psychologists in dual relationships. Retrieved from: http://www.apa.org/divi sions/div12/legalper.pdf New Jersey Board of Psychological Examiners (n.d.). New Jersey Administrative Code Title 13 Law and Public Safety Chapter 42. Retrieved from: http://www.njconsumeraffairs.gov/chapters/Chapter%2042%20Board%20of%20 Psychological%20Examiners.pdf Pope, K. & Keith-Spiegel, P. (2008). A practical approach to boundaries in psychotherapy: Making decisions, bypassing blunders and mending fences. Journal of Clinical Psychology, 64 (5), pp. 638-652. Sonne, J. L. (2005). Nonsexual multiple relationships: A practical decision-making model for clinicians. Retrieved from: http://kspope.com/site/multiple-relationships.php#copy Younggren, J.N. (2002). Ethical decision-making and dual relationships. [On-line]. Retrieved from: http://kspope.com/ dual/younggren.php Zur, O. (2002). How consensus regarding the prohibition of dual relationships has been contrived. Adapted from: Lazarus, A. A. and Zur, O. (Eds.) (2002). Dual Relationships and Psychotherapy, New York: Springer. Chapter 1, pp. 3-24. Retrieved from: http://www.zurinstitute.com/dualconsensus.html Zur, O (2011). Dual relationships, multiple relationships, boundaries, boundary crossings & boundary violations in psychotherapy, counseling & mental health. Retrieved from: www.zurinstitute.com/dualrelationships.html

New Jersey Psychologist

Foundation

NJPA Foundation Community Service Project Grant Newark Vocational High School by Project Coordinator, Dr. Kalenah Witcher, PsyD, School Psychologist (not pictured)

and Funded Student, Aishah Manuel

2nd year Rutgers, The State University of New Jersey, Graduate School of Applied and Professional Psychology

his year Newark’s Science Park High School welcomes Ms. Aishah Manuel as a School Psychology Practicum student from Rutgers University’s Graduate School of Applied and Professional Psychology (GSAPP). Ms. Manuel is a second year student in the School Psychology program. Her past professional experiences include providing comprehensive sexuality education and sexual health services for at-risk youth. Ms. Manuel hopes to provide services to support the academic, social, and emotional needs of students in urban communities as a professional psychologist. During the 2013-14 school year, Ms. Manuel serviced students at Miller Street School, West Side High School, and Newark Vocational High School. In these settings, Ms. Manuel’s one to one counseling and small group work were largely centered on guiding young people to better manage the stressors of traumatic life experiences and poor school performance. Ms. Manuel offered individual and group counseling work with students to cope with peer conflict, relationship problems, low self-esteem, stress, depression, and academic motivation. Although she will continue to share her skills and expertise with diverse students who reside within the city of Newark, New Jersey, the Science Park student population is distinct from most others in the district. Because Science Park is a high performing magnet school, Ms. Manuel has learned quickly that the students in this environment require more support learning to manage academic expectations rather than social and/or emotional issues. As such, she expects this year’s individual and group counseling to address concerns including time management, effective study skills, goal setting, and persistence. Additionally, students will identify and cultivate self-efficacy, self-esteem, leadership skills, and effective decision making. Ms. Manuel has also initiated collaboration with the school’s Gay Straight Alliance with hopes of providing small group and/or individual support for LGBT students and allies who are dealing with issues related to gender, cultural, and sexual identity. The goal is to create a platform for these youth to discuss their personal concerns including family and

Winter 2015

peer conflicts that might arise and develop strategies for managing this conflict. One of Ms. Manuel’s first individual cases involved a Latina student. The student came to Ms. Manuel to discuss the conflict she has encountered as a result of not being able to disclose her sexual orientation to her family. Ms. Manuel will continue to provide individual counseling to help this star student deal with academic, social, and emotional expectations. Counseling will provide youth with opportunities to gain specific skills and strategies to meet personal goals and explore areas that present personal challenges that might interfere with school functioning. Individual sessions will use strength-based, client-centered, and eclectic approach integrating cognitive, behavioral, and psychodynamic therapies to address the unique needs of youth. Small group activities will help teens develop skills to identify and understand maladaptive behavior patterns and strategies for changing these behaviors. ❖

The Publication Committee of NJPA is seeking out new members interested in joining the editorial board of the New Jersey Psychologist. Responsibilities include quarterly meetings, occasional participation as a liaison editor for special sections, editing input, and working with other committee members in contributing ideas and suggestions for maintaining and advancing the professional image and intellectual integrity of the literary flagship of the New Jersey Psychological Association. For further information, contact either Christine Gurriere at Central Office at njpacg@PsychologyNJ.org or editor Jack Aylward at jackatpcc@aol.com

Foundation

The Relationship between Traumagenic Dynamic Responses Towards Childhood Sexual Abuse, Ethnic Identity, Social Support, Trauma Severity, and Attitudes Towards Interpersonal Relationships in Adolescent Females by Nita J. Makhija, PhD, NJPA Foundation Award Winner 2011 Dr. Zellig Bach Award for the Study of the Family Seton Hall University

Acknowledgments: NJPA Foundation Mentor: Laura K. Palmer, PhD, Dissertation Committee: Peggy Brady-Amoon, PhD; Karyn Smarz, PhD; John Smith, EdD;

his study utilized the theory of traumagenic dynamics (TD) (Finkelhor & Browne, 1986, 1988) to examine the relationship between childhood sexual abuse (CSA) related symptomatology and attitudes adolescent females have towards interpersonal relationships. The TD theory evaluates the effects of abuse on four dimensions: (a) Traumatic Sexualization (dysfunctional feelings regarding sex); (b) Betrayal (realization that a trusted adult abused the child or did not protect her); (c) Powerlessness (having one’s will and/or control disregarded); (d) Stigmatization/Self-Blame (the incorporation of negative connotations associated with CSA into the child’s self-image). In examining this relationship, perception of familial support and sense of ethnic identity were examined as protective factors and trauma severity was examined as a risk factor in the endorsement of unhealthy attitudes towards romantic relationships (i.e. acceptance of emotional/physical/ sexual violence). Data from six assessments regarding demographics, trauma symptoms, attitudes towards romantic relationships, perception of family support, ethnic identity, and CSA severity was collected from a sample of 81 females, aged 13-18 from a New Jersey Hospital. The mean age and grade of participants were 15.01 years, grade 9.18. 92.59% of the participants identified as being racial minorities. The study investigated the following: 1) Relationship between TD symptomatology and attitudes toward romantic relationships; 2) If greater trauma severity served as a risk factor for experiencing TD symptomatology and/or endorsement of unhealthy attitudes toward romantic; 3) If perceived family support and/or ethnic identity served as protective 16

factors against the presence of TD symptomatology and/or the endorsement of unhealthy attitudes towards romantic relationships. A bivariate correlation found no relationship between TD symptoms and the endorsement of unhealthy attitudes towards romantic relationships. A simple regression analysis concluded that increased trauma severity predicted greater overall TD symptomatology and the specific TD symptoms of betrayal, powerlessness, and stigmatization/self-blame but that it did not predict the endorsement of unhealthy attitudes toward romantic relationships. Hierarchical multiple regressions determined that a higher perception of family support was related to a lower endorsement of TD symptoms and unhealthy attitudes towards relationships, therefore serving as a protective factor against these variables. Hierarchical multiple regressions revealed no relationship between ethnic identity and TD symptoms but found a stronger ethnic identity to be a protective factor against endorsing unhealthy attitudes towards romantic relationships. These findings suggest that providers should consider thorough assessments of abuse severity to conceptualize psychological symptomatology and determine treatment targets. The findings that neither TD symptomatology nor the severity of CSA were related towards the endorsement of unhealthy attitude towards romantic relationships contrasts with the relationship between these constructs in studies with adult survivors of CSA (Cantón-Cortés, Cantón,& Cantón, 2013; Finkelhor & Browne, 1985; Senn, Carey, & Coury-Donziger, 2012). This indicates that adolescents may have not yet developed the attitudes that lead to the unhealthy relationships that have been found to exist for adult CSA survivors, and therefore provides an excellent point of intervention for preventing the development of these attitudes. This study also highlights the integral nature of familial support in promoting the psychological wellbeing of adolescents who have experienced CSA, and for adolescents who do not have strong familial support, indiNew Jersey Psychologist

Foundation

cates that establishing a strong sense of ethnic identity may provide similar benefits as familial support. Consequently, clinicians providing CSA interventions may consider augmenting familial support, integrating supportive family members into treatment, and supporting adolescents in strengthening their ethnic identities. It is hoped that this study will encourage further research and the development of clinical interventions to gain a better understanding of adolescents dating attitudes and experiences in relation to their experiences of sexual abuse, so that interventions can be implemented that prevent these adolescent girls from experiencing abusive relationships as adults. ❖ References Cantón-Cortés, D., Cortés, M., & Cantón, J. (2012). The role of traumagenic dynamics on the psychological adjustment of survivors of child sexual abuse. European Journal Of Developmental Psychology, 9(6), 665-680. doi:10.1080/174 05629.2012.660789

Winter 2015

Finkelhor, D., & Browne, A. (1985). The traumatic impact of child sexual abuse: A conceptualization. American Journal of Orthopsychiatry, 55, 530-541. Finkelhor, D., & Browne, A. (1986). Initial and long-term effects: A conceptual framework. In Finkelhor, D. (Ed.), A sourcebook on child sexual abuse. Beverly Hills, CA: SAGE Publications. Finkelhor, D., & Browne, A. (1988). Assessing the long-term impact of child sexual abuse: A review and conceptualization. In L.E.A. Walker (Ed.), Handbook on Sexual Abuse of Children (3rd ed., pp. 55-69). New York, NY: Springer Publishing. Senn, T. E., Carey, M. P., & Coury-Doniger, P. (2012). Mediators of the relation between childhood sexual abuse and women’s sexual risk behavior: A comparison of two theoretical frameworks. Archives Of Sexual Behavior, 41(6), 1363-1377. doi:10.1007/s10508-011-9897-z

FOUNDATION

The following recipients were recognized and presented awards by 2014 Foundation President, Sean Evers, PhD at the NJPA Fall Conference.

“To build a dream, you need a Foundation”

“Examining the Correlates of Non-Suicidal Self-Injury Among Non-Heterosexual Adults” Award Winner Kiki Fehling Rutgers

“A Daily Process Examination of the Relationship Between Social Anxiety, Alcohol-Outcome Expectancies and Alcohol Use Among College Students” Award Winner Natalie Klapper Fairleigh Dickinson University

New Jersey Psychologist

New Jersey Psychological Association Foundation, Inc.

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"To build a dream, you need a Foundation"

Thank You For Your Generous Contributions in 2014! Make your online donation today! www.psychologynj.org.

Angel ($1000 and over) Isabel & David Mahalick Foundation John Lagos, PhD Sponsor ($750-$999) Rosalind Dorlen, PsyD Patron ($500-$749) Edward Dougherty, EdD Larry Gingold, PsyD

Toby Kaufmnan, PhD

Richard Klein, EdD Mathias Hagovsky, PhD

Contributor ($250-499) Everett Belvin Williams, PhD Nancy Boyd-Franklin, PhD

Rosemarie Ciccarello, PhD Bonnie Markham, PhD, PsyD

Abby Rosen Daniel Watter, EdD

Supporter ($100-$249) Jeffrey Axelbank, PsyD Vicki Barnett, PsyD Judith Bernstein, PsyD Alice Bontempo, PsyD Antonio Burr, PhD Monica Carsky, PhD Kathleen Cullina-Bessey, PsyD Richard Dauber, PhD Ellen DiMeglio, PsyD Susan Esquilin, PhD Muriel Fox, PhD Thomas Frio, PhD Marc Gironda, PsyD Raymond Hanbury, PhD

Diane Handlin, PhD Suzanne Hays, EdD Lisa Jacobs, PhD Susan Kasper, PhD Richard Kessler, PhD Kenneth Kline, PhD Deirdre Kramer, PhD Robert Levine, PhD Neal Leynor, PhD Ruth Lijtmaer, PhD Bonnie Lipeles, PsyD Marc Lipkus, PsyD Neal Litinger, PhD Alfredo Lowe, PhD

William Lum, PsyD Nancy McWilliams, PhD Stanley Messer, PhD Joan Morgan, PsyD Leila Moore, EdD Janet Nelson, PhD Timothy Oâ&#x20AC;&#x2122;Connell, PhD Rose Oosting, PhD Kristen Peck, PhD Francesca Peckman, PsyD Lori Pine, PsyD Adam Price, PhD Debra Roelke, PhD Elissa Rozov, PhD

Anne Rybowski, PhD Carole Salvador, PsyD Louis Schlesinger, PhD Zelig Schrager, PhD Doris Schueler, PhD Nancie Senet, PhD Ann Stainton, PhD Deana Stevens, PsyD Martha Temple, PsyD Carol Turner, EdD Barbara Von Klemperer, EdD Duncan Walton, PhD Aaron Welt, PhD James Wulach, PhD, JD Michael Zito, PhD

Friend (up to $99) Janet Berson, PhD Carole Beyer, EdD Charles Buchbauer, PhD Regina Budesa, PsyD Diane Cabush, PsyD Karen Cohen, PsyD Joseph Coyne, PhD Adriana Dunn, Phd Laura Eisdorfer, PsyD Sean Evers, PhD Michael Feldman, PhD

Joan Fiorello, PhD James Fosshage, PhD Antonio Fried, PsyD Jane Glassman, PhD Sandra Grundfest, EdD Osna Haller, PhD Ellen Hulme, EdD Susan Huslage, PhD Sharon Kamm, PsyD Sarah Karl, PhD Kathleen Krol, PhD

Jeffrey Axelbank, PsyD John Aylward, EdD Rosalind Dorlen, PsyD Linda Earley, PsyD Kenneth Freundlich, PhD Marc Geller, PsyD Morris Goodman, PhD

Mathias Hagovsky, PhD Raymond Hanbury, PhD Barry Helfmann, PsyD Jane Hochberg, PsyD Deirdre Kramer, PhD John Lagos, PhD Phyllis Lakin, PhD

Phyllis Lakin, PhD Cornelius Mahoney, PhD Melissa Marano, PsyD Shirley Matthews, PhD Bea Mittman, PhD Gene Nebel, PhD Susan Neigher, PhD Gina Rayfield, PhD Barbara Rosenberg, PhD Andrew Roth, PhD

Komal Saraf, PhD Lynn Schiller, PhD Paul Schottland, PhD Kenneth Schulman, PhD Jane Shapiro, PhD Jeffrey Singer, PhD Carol Turner, EdD Joann VanNest, PhD Michael Wexler, D Ed Jeannine Zoppi, PhD

Dinners

Winter 2015

Barbara Menzel, PsyD Stanley Messer, PhD Barry Mitchell, PsyD Stanley Moldawsky, PhD Lynn Mollick, PhD Sharon Ryan Montgomery, PsyD Daniel Moss, PhD George Sanders, PhD

Jeffrey Singer, PhD Milton Spett, PhD Patricia Steckler, PhD Luciene Takagi, PsyD Daniel Watter, EdD Allen Weg, EdD James Wulach, PhD, JD Jeannine Zoppi, PhD

Diversity Corner

Final Reflections by Deirdre Waters, PsyD Diversity Committee Co-Chair

lmost twenty years ago, I enrolled in a Community Psychology course as a junior at Michigan State University. The curriculum content drew me in, the concept of evoking change on a community level motivated me. I switched my major from education to psychology late in the academic year. As my comprehension of the requirements necessary to become a psychologist grew and various developmental life stages were met, my professional focus moved away from community and into clinical psychology. Now that my three year tenure as co-chair of NJPA’s Diversity Committee ends, I realize my interests have come full circle, back to community involvement and activity. I was a non-active ‘active’ member of NJPA for many years. At the 2009 Fall Conference, I was approached by a board member and asked to consider joining a committee and so I reviewed the list of possibilities. As noted in my previous publications, my interest and training in multiculturalism has been a constant and the Diversity Committee seemed to be the best fit for me. After two years as a committee member, I accepted the position of co-chair, with the hope of continuing the good work of the leadership before me. Growth and Challenges The learning process and learning curve in leading NJPA’s Diversity Committee have been rewarding and challenging. The opportunity to interact and learn from other committee members has been beneficial and enjoyable. It is an open, welcome system of members dedicated to multiculturalism and social justice. There is a wide range of representation in the various disciplines within psychology (clinical, counseling, neuropsychology, academia), one that strengthens the group’s dynamics. Through the years, friendships have formed well beyond the usual concept of networking and identifying allies. My colleagues’ level of knowledge on multiculturalism is impressive and I have learned so much from my peers. The committee is also supported by mentors, scholars, and community leaders who volunteer their time and offer their guidance and feedback on a regular basis. The reinforcing satisfaction of participating and shaping growth within the organization has been worth the time commitment. Some highlights from the past three years include sponsoring outstanding workshops at the conferences, increasing the committee size, and developing an online presence. Other projects of pride involved addressing the myth that marriage inequality does not have psychological 20

consequences and targeting racism and privilege within the association. Workshops, articles, conference proposals, and multiple discussions with NJPA leadership occurred on both topics that ultimately resulted in proposals approved by the executive board. NJPA’s vote did not end in legislature support for Marriage Equality, but thankfully the state of New Jersey was a step ahead of us. An upcoming event scheduled for the membership is the Undoing Racism workshop that will be an opportunity for us to challenge internalized racial superiority (IRS) and internalized racial oppression (IRO) as an association. The workshop will be led by the People’s Institute for Survival and Beyond and co-sponsored by NJPA in association with the Latino Psychological Association of New Jersey (LPANJ). Historically, my identities as a White, straight, middle class educated, cisgender woman have protected me in professional domains. As co-chair, I was flooded with experiences related to cultural incompetency and ambiguous discrimination. An increased tolerance of (or habituation to) these situations has led to a strengthening of activism and movement. Additionally, an increased awareness or ‘healthy paranoia’ has developed. The exposure exercises highlighted the importance of patience and utilizing group support. It is too challenging to face alone. Sometimes it is easier to invest in work that has a more immediate return, but when change does occur, it is empowering and reinforcing. Persistence and fortitude are the foundation of growth within multiculturalism. Moving Forward As my tenure ends, and new leadership within the Diversity Committee begins, I am thankful for the opportunities and growth that occurred over a short period of time. I am also grateful to my co-chair Pete Economou, PhD for his input, expertise, and willingness to step up as co-chair for the second half of my term. The ongoing contributions and support from committee members are greatly valued. Tasks were shared and all accomplishments reflected a group effort. Many of our goals, set three years ago, have been met and the committee will continue working on the ones labeled ‘in progress.’ Marta Aizenman, PhD, has been nominated to co-chair the committee for the next term and I am excited to learn from her and to continue to develop in my competency. I encourage the other non-active members of NJPA to become involved on committees of interest, it may remind you what originally attracted you to the field. ❖ New Jersey Psychologist

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Winter 2015

Special Section

Introduction to the Mind-Body-Energy Paradigm: Energy Psychology by Sheila Bender, PhD and John Diepold, PhD

he theory and the practice of psychotherapy have been rapidly advancing over the past three decades as evidenced in all treatment models from traditional ones to the newcomers. Whether psychodynamic, CBT, hypnosis, family systems, EMDR therapy, Somatic Experiencing, or Thought Field Therapy, to name but a few, treatment protocols have been modified since it has become clear to most of us that no one model holds all the answers. In this special section of the New Jersey Psychologist, devoted to Energy Psychology (EP), we welcomed the opportunity to write about an area of psychology that, for the past 20 years, has captured our personal and professional attention because of its great promise, its efficacy, and its intriguing mechanisms of action. What is EP? Even the definition itself is not static. The term Energy Psychology (EP) does not describe a single treatment model but is an evolving paradigm to describe and explain the various systems and mechanisms of action for a related group of models that initially incorporated meridians, chakras, and biofields. In this special section, we intend to expand the definition, characteristics, and clinical uses of energy in the practice of psychology while informing of current thinking and research. Our first article, by NJPA member Sheila Bender, PhD, is a clinician’s perspective on the treatment void filled by adding energy concepts to psychology in the last generation of clinical practice, especially when dealing with seemingly intractable thoughts and behaviors. The second contribution is by psychologist David Feinstein, PhD, who provides a review of EP research over the past 15 years. David is one of the key driving forces in the EP movement and has authored books and journal articles on this topic, as well as co-authored with other well-known authors like Donna Eden, Stanley Krippner, and Gary Craig. Third is an article by NJPA member John Diepold, PhD, suggesting ways of enhancing clinical practice with the concepts developed by EP, the model of Evolving Though Field Therapy, and a brief description of Heart Assisted Therapy, his latest work at model building and practice. In the fourth article, former NJPA President, Gordon Boals, PhD, offers clinical experience on the use of EP approaches with various diagnostic classifications and speaks to how such interventions con22

tain the potential for enhancing the therapeutic process. Completing this overview is former NJPA President, Sandra Lee, PhD, with contributions from eight of her graduate students giving us a perspective of EP from her role as a professor and the students from their vantage both as consumers and future providers. Sandra describes her classroom as a laboratory in which the learning involves experiences and interactions that help the students shape mind-model building for the next generation of clinical practitioners. As our ability to peer into and study the human mindbody-energy systems has become more refined, we have become more knowledgeable and optimistic about the potential for beneficial influences of the psychotherapy process. We are excited about the possibilities and invite you to read with a curious and open mind. ❖

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New Jersey Psychologist

Energy Psychology

Energy as Part of the Mind-Body Paradigm by Sheila S. Bender, PhD Private Practice, Florham Park, New Jersey

lthough licensed to practice psychology since 1977, it was not until the 1990s that I learned about and tried an interesting model of psychotherapy with connections to Chinese medicine. In the model, I found essential explanations and tools to help effect change for some of my patients’ thoughts and behaviors that had remained intractable despite desperate desires and attempts on their parts to stop them. The model provided possible answers to some early questions that had arisen while I was growing up and had continued as I practiced psychotherapy. First, “What interfered with our using the power of ‘positive thinking’ as taught by Norman Vincent Peale and illustrated by The Little Engine That Could?” Second, “Why did the symbols of a diploma, watch, and medal change the Scarecrow’s, Tin Man’s, and Lion’s negative self-perspectives?” And third, “How did my mother get me to do something she wanted me to do when I was unwilling, by telling me not to do it?” Lesson in Reverse Long before a science of positive psychology, my childhood abounded with lessons about the importance of positive self-talk and the deleterious effects of negative self-talk; and decades before the family therapy movement developed paradoxical interventions and Jay Haley wrote on Milton Erickson’s uncommon therapy, my mother used what was called - “reverse psychology.” By the time I was eight, my mother had me reading Freud, handwriting, and tea leaves. She enjoyed the position as “go to” adult if one of my friend’s was troubled and I was usually a party to these exchanges. In those intimate talks, I would imagine a future as a Freud, interpreting dreams, helping young people with their life challenges, and reading tea leaves on the side. When I got to college in the late 1950s, I became aware of the reality that to be Freud, one had to be a physician. So I busied myself with chemistry and biology 101. In those days, even a biology major required exposure to philosophy, economics, and liberal arts courses that theoretically broadened a young person’s thinking. In an effort to stretch my own mind, I took some psychology courses, one of which was experimental. Experimental psychology changed it all for me. In that course, it soon became clear to this 18-year-old that psychology was a “real” science. In that course, I learned the truth that you could not study the content and process Winter 2015

of thoughts so I did the only sensible thing; I let go of my goal to help people with troubled lives by talking to them to instead help them by scientifically studying perception and memory. But “pure” science in undergraduate psychology was suffering from what we would laughingly call the Boring of Experimental Psychology (having to of course read the historical tome of experimental psychology by E.G. Boring). Covertly, some of us would race off to hear lectures from outsiders– linguists and anthropologists like Gregory Bateson and Ray Birdwhistell who were conjuring up what for us were the unmeasurable visions of sugarplums. Mind in the 1960s – Immutable Failures of Evolution As a student taking psychology in the 1950s-1960s, the picture for clinical psychology was pretty bleak. The scientist-practitioner model had been approved and psychologists like Carl Rogers were garnering the attention of the psychotherapeutic community, but these were mere scratches on a surface up against the “science” of the time. The mind was not considered part of the body and the brain was anything but resilient, since it was conjectured that it suffered from the pitfalls of faulty hard-wiring of emotions and failures in mother-child bonding. It was the consensus that your brain function began to decline by age 16 and that psychotherapy could only deal with behavior since the internal mechanisms of mind, if there were any, could not be scientifically studied. Furthermore, since the cortex was no more than an add-on to the old brain, we were basically an evolutionary mistake. Novelist and journalist Arthur Koestler (1967) wrote the explanations that fit the time period; that the problems and emotional chaos in human thinking lay in the lack of coordination between the phylogenetically old brain and newer cortex. It appeared that our intellectual functions were carried out in the newest and most highly developed part of the brain; whereas, our affective behavior continued to be dominated by the more archaic system (273-274). In essence, we had the intellectual ability to build a bomb and lacked the capacity to count to ten before we used it to blow up someone who got us miffed. Koestler argued that there appeared to be a dearth of pathways among brain parts and wondered why evolution had resulted in what appeared to be a superimposed new structure over the old, instead of the old brain evolving as a whole into 23

Energy Psychology a newer structure. Koestler, along with the rest of us were laboring under some limiting beliefs, and thankfully, the following decades were to offer more hopeful hypotheses about epigenetics and mind evolution. (See Deacon 1997; Perry, 1997) Psychotherapy in the 1970s: Paradox, Cognition, and Altered States By the 1970s, I had revisited my earlier questions, once again wondering how I could help people stuck in thoughts and behaviors that compromised their lives as I formally began my journey as a clinician. I was fortunate to start this phase of my career in the days when non-MD’s were pounding on the doors of psychoanalytic institutes in order to open them and MD’s were writing about the effectiveness of non-invasive therapeutic models including the family therapies, cognitive behavioral therapies, and the rejuvenated hypnotherapies. The connection of my mother’s use of reverse psychology to the clinical use of paradox in family therapy, the clear protocols of desensitization, and concepts of altered states of consciousness were rolling around my subjective mind and those of others in the field, awaiting the next generation of literature that focused more on the interplay between mind and body. The China Connection: Meridians & Thought Fields In 1971, China’s physicians used acupuncture for pain management after performing surgery on a US journalist during the US Secretary of State’s historic visit. The American public, previously relatively isolated from Chinese culture, clamored to know more. Amid that zeitgeist, psychologist Roger Callahan began to experiment with the meridian system used in acupuncture treatment, coordinating it with the Applied Kinesiology (AK) he learned from the teachings of chiropractor, George Goodheart. Dr. Callahan soon found that he was able to treat phobias by tapping on meridian points based on diagnostic impressions used in AK. He conjectured that what he was doing was in some way influencing a perturbed thought field, a hypothetical energetic space where the dysfunctional thought or fear was held by a link of affect to thought, and that thinking of the problem while tapping that point released this energetic compromise. In addition, Callahan came across a method of treatment for what he called “psychological reversals.” In his work, he hypothesized why people responded in the reverse of what was considered healthy and why they were stuck in that way of being. He called the therapy of thought fields and meridians, including reversals, the Callahan Techniques. Energy as Palpable In the 1980s, John Bowlby wrote on attachment, Jon KabatZinn on mindfulness, and Bessel van der Kolk on trauma. The resulting therapy strategies began to focus on mindfulness and the energy exchange of presence and being present. The palpable sense of compassion, i.e., “When I see you suffer, I suffer” began to make inroads into the therapy room as the therapy centered once again on the relationship of patient and therapist. The energy attributed to mind-body therapy eventually 24

brought another level to the model of mind and therapeutic treatment options. Transference, countertransference, and attachment, could be understood as literal energy exchanges that could be diagnosed and treated as could any other energetic aspect of the therapeutic relationship. Mind-Body-Energy Psychotherapies In 1994, John Diepold called and told me to take a workshop in EMDR (now known as EMDR Therapy). One year later he called with the same urgent message, “Sheila, you’ve got to take Thought Field Therapy (TFT).” When I took the EMDR training the year before, I was able to construct a working hypothesis as to what occurred in the brain upon adding a course of non-invasive brain stimulation in a clear protocol for treating psychological trauma; however when I took the TFT, I could not at first put words to what occurred during a TFT session. I took my first training in TFT with psychologist Fred Gallo before going on to study with Dr. Callahan. John was right, the concept of energy added to mind-body theory opened and expanded the paradigm for mind. John, colleague Victoria Britt, and I worked over the ensuing years to study and understand what it was we were dealing with when we did this work. We conceptualized our work as evolving the TFT model, calling it Evolving Thought Field Therapy (EvTFT). In 1998, Dr. Gallo brought all the developing mind-bodyenergy psychotherapies together under the umbrella term, Energy Psychology (EP). In his book Energy Psychology, he describes the systems that are outside of the traditional brain and nervous system where thoughts, emotions, and body memory can be treated psychotherapeutically. His book brought information concerning this area of psychotherapeutic interventions to the psychological community that essentially worked yet could not be sufficiently explained within traditional models. Affirmation and Denouncement: Psychological Reversals The EP model offered me not only a useful explanation to my long standing questions as to why people did the reverse of what was their stated intention, or needed a symbol to correct their self-deprecation, or could be helped with a statement converse to the intended goal; EP offered treatment protocols that were clearly effective. The mind-body-energy model offered the explanation as to why some aspect of the system was “out” on an energetic level and that the energetic level could be restored to a working level. The models as to why this happens are filling books yet as a clinician my excitement focuses more on the pragmatic. Whether the brain, the meridians, the chakras, the human biofields, the heart, fascia, or some combination of these or something else are amiss that interferes with our patients inability to “think they can,” EP approaches appear to be instrumental in correcting the inability without surgery, ECTs, or meds. I am able to link to the system whether through breath, words, thoughts, or deeds by using methods whose mechanisms remain up for speculation yet are definitely useful. It is possible to help someone who wants to stop hand New Jersey Psychologist

Energy Psychology washing, hair pulling, the inability to ride in the car, fly in a plane, cross over a bridge, and the countless other difficulties that are a daily compromise to living a life. Metaphoric Hand Washing: Awareness of Our Own Energy Reversals None of this precludes the therapist learning the essentials of psychology: the history, theory, research, methods, and thinking that have all come before. This is not a replacement but an expanded perspective on the human mind. As before, we need an awareness as to why seemingly unhealthy behaviors can be useful and the why and how an old story keeps its power. This also means that we need to be aware of our own story as to how we’ve reached this moment in our respective practice. What we come through colors our world view and our energy. What we consider good or bad is shaped by our education, politics, philosophy, experiences, and culture and despite our best efforts, this medley could create energetic reversals when activated because of the resultant energetic exchange with certain patients. Fortunately, in EP, both therapist and patient work on their respective fields during treatment, thus allowing us an opportunity to be more aware of and to avoid our own predilections and biases conscious or not. In this way, both therapist and patient do the work of linking and unlinking cognition from affect all for the patient’s advantage. As John Diepold explains in his article, EP is not typically a stand-alone piece so the treatment is done in concert with all we have learned as psychologists.

PS: Hope For the Future Practice of Psychotherapy Much of what I learned in school was influenced by the personalities and predilections of my grade school teachers, and later my professors, in much the same way as our folks mold our initial stages of development. What we learn in school sticks, and sometimes we get stuck with a teacher in 2nd grade or a professor in college whose unhealthy, unmet needs are played out in his or her teaching, thus, triggering shame in the student. In energy work, shame and guilt are two important forces that drive psychological reversals. On the positive side, what we learn in school can also be most inspiring. See Sandra Lee’s contribution in this special section. ❖ References Deacon, T. W. (1997). The Symbolic Species: The coevolution of language and the brain. New York: W.W. Norton & Company. Koestler, A. (1967). The ghost in the machine The urge to self destruction: a psychological and evolutionary study of modern man’s predicament. New York: the MacMillan Company Perry, B. D. (1997). Incubated in terror: Neurodevelopmental factors in the cycle of violence. In J. Osofsky (Ed.), Children, youth and violence: searching for solutions. New York: Guilford Press.

PSYCHOLOGIST OF THE YEAR PSYCHOLOGIST OF THE YEAR CITIZEN OF THE YEAR

CITIZEN OF THE YEAR 2013 PSYCHOLOGIST YEAR 2015 PSYCHOLOGIST OF OFTHE THE YEAR NJPA members have the the opportunity to recognize and nominate a fellow member whomember has madewho an outstanding NJPA members have opportunity to recognize and nominate a fellow has madecontribuan tion to the profession of psychology through demonstrated excellence in practice, research, or teaching. outstanding contribution to the profession of psychology through demonstrated excellence in practice, research, or teaching.

2015 CITIZEN OF THE YEAR

2013 CITIZEN OF THE YEAR The Citizen of the Year is awarded to a non-psychologist who has made significant contributions to the ideals of mental health or social The Citizen of welfare. the Year is awarded to a non-psychologist who has made significant contributions to the ideals of mental health Nominations should consistor ofsocial severalwelfare. paragraphs detailing why this individual deserves the honor. Supporting documentation may be enclosed. Recipients will be selected by the NJPA Executive Board based upon how well they meet the Nominations should consist detailing why and/or this individual thetohonor. criteria of the award. Please takeof theseveral time to paragraphs think of someone you admire appreciatedeserves that you wish nominate. Supporting documentation may be enclosed. Recipients will be selected by the NJPA Executive Board Thethey deadline forthe submissions is May 4, 2015. Entries be forwarded to: based upon how well meet criteria of the award. Please should take the time to think of someone you New Jersey Psychological Association admire and/or appreciate that you wish 414 to Eagle nominate. Rock Avenue, Suite 211 West Orange, NJ 07052

email to: is NJPA@PsychologyNJ.org The deadline for submissions May 3, 2013. Entries should be forwarded to:

Winter 2015

New Jersey Psychological Association 414 Eagle Rock Avenue, Suite 211 West Orange, NJ 07052 email to: NJPA@PsychologyNJ.org

Energy Psychology

The First Question about Energy Psychology: Does It Work? by David Feinstein, PhD Ashland, Oregon

he procedures look strange: tapping on one’s skin; counting; humming; circling one’s eyes. What could this possibly have to do with psychotherapy and how could anyone claim that these incantations are more effective than established therapies that enjoy strong empirical support?

Cognitive Dissonance Those were the questions I asked when I first witnessed a demonstration of the Energy Psychology (EP) approach 15 years ago. At the time, no peer-reviewed efficacy research was available, only passionate claims from a small number of fringe therapists who were enthusiastically promulgating the method. Anyone using this new “tapping cure” was not only suspect due to the lack of any coherent explanation of why it might work, they were operating without a shred of scientific support. But, that first demonstration also put me into a state of cognitive dissonance. I had been invited to be a guest at a monthly meeting of local psychologists while visiting their city. The program that evening featured a member of the group who had recently introduced Energy Psychology into his practice. He was going to do a demonstration of the method with a woman being treated for claustrophobia by another of the group’s members. Having done research on “new psychotherapies” while at the Johns Hopkins Department of Psychiatry early in my career, I was keenly attuned to the influences on therapeutic outcomes exerted by factors such as placebo, allegiance, charisma, the contagion of a therapist’s belief in a method, and the suggestive power that any clinical intervention may wield. My skepticism only mounted as I watched the treatment unfold. While what occurred during the first few minutes was familiar and comfortable for me—taking a brief history of the problem (that had not responded to treatments from several therapists) and having the client imagine being in an elevator and giving it a rating on a zero-to-ten SUD (subjective units of distress) scale (that she rated at ten)—the next part seemed laughable. The client followed the therapist’s lead in tapping on about a dozen points on the skin while saying out loud “Fear of elevators.” This was followed by a brief “integration sequence” that included a number of odd physical procedures and then another round of tapping. When the client next rated being in an elevator, her SUD had diminished, from a ten to 26

a seven. She said her heart wasn’t pounding as fast. I was surprised to see any decrease in her sense of distress. At that time I was using systematic desensitization for such cases, and this procedure did not utilize any relaxation methods and required only two or three minutes from the first rating to the second. Perhaps the woman had developed some affection or loyalty to the therapist and didn’t want to embarrass him in front of his colleagues. Another round of the procedure brought the SUD down to a five. After another round, however, it was back up to a seven. I was thinking, “See, I knew it wouldn’t work!” When the therapist inquired, the woman reported that a memory had come to her of being about eight and playing with her brother and some of his friends. They had created a fort out of a cardboard appliance box. When she was in it, the boys closed the box and pushed the end that opens against a wall so she was trapped in it. They then left her there amidst laughter and jeering. She didn’t know how long it was until she was found and freed, but in her mind it was a long time, screaming till exhausted. She had not recalled this incident for years, and she rated the memory as a ten. I thought, “Okay, so something was accomplished! A formative event has been identified that some good psychodynamic therapy will be able to resolve over a series of sessions. However strange the method, it led to an important discovery that will give the treating therapist a new direction. It has been a useful case consultation.” But, that’s not where it ended. The therapist doing the demonstration started having the woman tap using phrases related to the earlier experience. Within 15 minutes, she was able to recall the incident with no subjective sense of distress (SUD at zero). They then returned to elevators and quickly had that down to zero as well. I looked on with my skepticism fighting what my eyes and ears were registering. One of the group members suggested that it would be easy to test this, and the woman agreed to step into a hallway coat closet and to shut the door. The therapist was careful to make it clear to her that she was to open the door at any point she felt even slightly uncomfortable. The door closed. We waited. And waited. And waited. After about three long minutes, the therapist knocked and asked if she was okay. She opened the door and triumphantly announced that for the first time since New Jersey Psychologist

Energy Psychology childhood, she was comfortable in a small enclosed space. Meanwhile, I was thinking, “Okay, I’m onto them now! This is a social psychology experiment. We are about to be informed that we have been subjects in a study of how gullible therapists can be!” That announcement never came. Accumulating Evidence Fast forward to November 2012. The American Psychological Association had, in 1999, taken the unusual step of singling out the tapping therapies as a method that their CE providers could not offer CEs for psychologists. The Association for Comprehensive Energy Psychology (ACEP) was in the midst of their third application process, trying to be recognized as an APA CE provider. Their claims had been reflexively dismissed during the first two rounds, including a long and expensive appeals process in 2009. But in 2012, the APA abandoned its earlier position and approved ACEP’s third application. Why? Because psychologists pay attention to empirical evidence. By that point, the evidence was persuasive that tapping on acupuncture points while stating phrases related to a target problem somehow shifts unwanted emotional responses. Peerreviewed research supported the technique not only for phobias, but also for PTSD and other types of anxiety disorders, for depression, weight management, and even improved athletic performance. I had just recently at that point completed a review of the existing evidence (Feinstein, 2012). My literature search found 51 peer-reviewed papers that reported outcomes of tapping on acupuncture points (acupoints) as part of a psychological intervention. Of these, seven presented case studies, eight presented systematic observations of multiple cases, 14 used standardized pre/ post measures but did not have a control condition, four included a control condition but had design limitations such as lack of randomization, and 18 were randomized controlled trials (see Table 1).

best-known energy psychology approaches, and their procedures are closely related. Three of the RCTs used TFT and 15 used EFT. All 51 papers reported positive outcomes, with each of the 18 RCTs showing statistically significant changes from pre- to post-treatment on at least one salient clinical measure. While the findings of two of the 51 papers were open to multiple interpretations (Feinstein, 2009), positive post-intervention changes were described in each report. Evaluating the Evidence Energy psychology research is still in a relatively early stage, and substantial variation was found in the quality of the studies. Sample sizes, for example, ranged from 15 to 145 for the RCTs. While all 18 RCTs used self-inventories as an outcome measure, only nine of them also assessed outcomes using external or objective measures such as blinded clinicianadministered diagnostic interviews, salivary cortisol assays, or pulse rate during exposure to a feared stimulus. The control condition in nine of the studies was wait-list group only while the other nine used a control treatment that included a placebo or active therapeutic ingredient. Positive clinical outcomes were found, however, regardless of the quality of the research design (see Table 2). For instance, due to large effect sizes, statistical significance was reached even with small samples. Comparisons between the “subjective measures only” vs. the “objective measures” studies and between the “wait-list only” vs. the “active control” condition studies were conducted to determine the degree to which design weaknesses may have skewed findings. In both comparisons, the outcomes were approximately equivalent, suggesting that the less stringent designs were still allowing credible interpretations. While only eight of the RCTs included follow-up investigation, ranging from three months to two years, in each of these, the benefits persisted.

Table 2: Th he Randomized d Controlled Trials T N = 18 8 Wide range e in design quality, but: ~ each re eported a positivve outcome ~ often with w unusual spe eed, ~ high efffect sizes, and ~ sustained improvemen nt where followe ed

Feinste in, 2012, Review of General G Psychology

Stated in another way, as the level of rigor has increased Forty-nine of the 51 papers, including all 18 RCTs, in- in the research designs being used, early inferences from Tablethe 2: Th he Randomized d Controlledthan T being shown to be overly Trials vestigated the use of Thought Field Therapy (TFT) or Emopreliminary data—rather tional Freedom Techniques (EFT). TFT and EFT are the two optimistic—are being corroborated after more stringent N = 18 8 Winter 2015

Wide range e in design quality, but: ~ each re eported a positivve outcome

Energy Psychology

Table 2: Th he Randomized d Controlled Trials T N = 18 8 Wide range e in design quality, but:

experimental validation. The earliest studies were all conducted by proponents—practitioners of the new method who wanted to demonstrate its efficacy. They were often newcomers to research, working after hours with little or no funding or institutional support. More recently, however, the few studies conducted by disinterested research teams with greater resources have been producing findings that parallel the earlier investigations. For example, a study conducted by Scotland’s National Health Service, that allowed subjects to receive up to eight sessions for the treatment of PTSD, reported strong positive outcomes on subjective as well as objective measures and voluntary termination of treatment after an average of 3.8 sessions (Karatzias et al., 2011). Tables 3 and 4 provide a glimpse into two other PTSD outcome studies. The study of Rwanda genocide survivors is particularly noteworthy in terms of claims of rapid results by Energy Psychology practitioners because the treatment had to be limited to a single session due to practical constraints.

Feinste in, 2012, Review of General G Psychology

Widespread Application Calls for More Stringent Research ~ each re eported a positivve outcome Because acupoint tapping can be applied in back-home ~ often with w unusual spe eed, as well as clinical settings, it is used both as a therapeutic ~ high efffect sizes, and intervention and as a self-help approach. Concurrent with the growing empirical support of followe its clinical efficacy has been the ~ sustained nt where ed improvemen increased use of energy psychology, particularly EFT, on a self-help basis. An online EFT manual has, in various versions, Feinste in, 2012, Review of G General Psychology been downloaded from the Internet by more than two million individuals. Over a half million people have, during each of the past six years, participated in an online EFT telesummit. More than 5,000 case studies are listed on the searchable website <www.EFTUniverse.com>, and over six million visits to the top five EFT websites were tracked during the sample month of June 2013 (Church, Feinstein, PalmerHoffman, Stein, & Tranguch, 2014). The expanding uses of Energy Psychology in both clinical and self-help contexts adds to the urgency for sound knowledge about the approach’s effectiveness, best applications, mechanisms, and limitations. Additional investigation is needed in each of these areas. Studies demonstrating efficacy for specific conditions that have been conducted by advocates of the method need, for instance, to be replicated by impartial investigators. The few head-to-head comparisons with established empirically-supported treatments have produced comparable outcomes, but more studies of this nature are necessary for determining best practices. The few dismantling studies to identify active ingredients have been instructive, but many questions remain unanswered. Studies using brain imaging and other physiological measures have been clarifying, but again many questions that would readily lend themselves to investigation remain unanswered. The self-help uses of Energy Psychology have not been systematically investigated. Information about issues such as the method’s safety when used without professional supervision, the traits of those most likely to benefit, and the kinds of conditions that respond best would be invaluable. Conclusion After my 2012 analysis of the existing efficacy research bearing on Energy Psychology, I was able to conclude: A review of current evidence revealed that the use of acupoint stimulation in treating psychological disorders has been examined in a number of studies that met accepted scientific standards. These studies have consistently demonstrated strong effect sizes and other positive statistical results that far exceed chance after relatively few treatment sessions. Investigations in more than a dozen countries by independent research teams have all produced similar results. Speculation on the mechanisms involved suggests that tapping on acupoints while a presenting emotional problem is mentally activated rapidly produces desired changes in the neurochemistry involved in that problem (p. 377). Since that time, nearly a dozen additional RCTs have been published or are being prepared for publication, and each lends further support for the efficacy of the method. If

New Jersey Psychologist

Energy Psychology

favorable outcome research continues to accumulate—as recent developments would predict—acupoint stimulation will offer clinicians a technique that can be used with strong confidence for quickly altering the neural pathways that underlie a range of psychological disorders. ❖ David Feinstein, PhD is a clinical psychologist in Ashland, Oregon. For links to videos and additional papers on this topic, visit his website at <www.EnergyPsychEd.com>. References Church, D., Feinstein, D., Palmer-Hoffman, J., Stein, P. K., & Tranguch, A. (2014). Empirically supported psychological treatments: The Challenge of evaluating clinical innovations. Journal of Nervous and Mental Disease, 202, 699-768. doi:10.1097/NMD.0000000000000188

Feinstein, D. (2009). Facts, paradigms, and anomalies in the acceptance of energy psychology: A rejoinder to McCaslin’s (2009) and Pignotti and Thyer’s (2009) comments on Feinstein (2008a). Psychotherapy: Theory, Research, Practice, Training. 46, 262-269. doi 10.1037/ a0016086 Feinstein, D. (2012). Acupoint stimulation in treating psychological disorders: Evidence of efficacy. Review of General Psychology, 16, 364-380. doi: 10.1037/a0028602 Karatzias, T., Power, K., Brown, K., McGoldrick, T., Begum, M., Young, J. . . . & Adams, S. (2011). A controlled comparison of the effectiveness and efficiency of two psychological therapies for posttraumatic stress disorder: Eye Movement Desensitization and Reprocessing vs. Emotional Freedom Techniques. Journal of Nervous & Mental Disease, 199, 372-378. doi:10.1097/NMD.0b013e31821cd262

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Winter 2015

Energy Psychology

Enhancing the Psychotherapy Process: Merging Energy Psychology and Traditional Practice by John H. Diepold, Jr., PhD Private Practice, Moorestown, NJ

Abstract: Energy Psychology (EP) principles and methods have morphed into an ever-expanding domain of applications and practitioners since the 1980s. However, the roots of EP are in the practice of clinical psychology and psychotherapy. This paper will briefly highlight background, clinical skills, and methods emerging from this area of psychology that can enhance the foundation and effectiveness of psychotherapy. The EP model Evolving Thought Field Therapy will be described as will Heart Assisted Therapy, a hybrid of traditional psychotherapies and EP components, along with how EP approaches can be integrated into any psychology practice. Professional Background The author has been a member of APA since 1981, a licensed psychologist in NJ since 1980, and a member of NJPA for even longer! My training and practice was “traditional” for a psychologist in the mid-1970s and 1980s with much continuing education in existential, cognitive/behavioral and Rational Emotive therapy, and the approaches of Alfred Adler, Carl Rogers, and Milton Erickson. Training and use of biofeedback, NLP, and EMDR opened large doors to the value and purpose of integrating mind and body into the psychotherapy process. In 1995, at a hypnotherapy workshop, I was unexpectedly introduced to an even more unusual psychotherapy approach that stimulated acupuncture meridians during treatment. This different mind-body approach, known as Thought Field Therapy (TFT), intrigued me because it brought about relatively rapid changes in the feelings and behavior of individuals despite its unusual format and premise. By mid-1996, I had completed all available study, including training by TFT developer, psychologist Roger Callahan. My journey of use, synthesis, and evolution of this method thus began, and has forever influenced my professional and personal life. What is Energy Psychology (EP)? Psychologist, Fred Gallo, originally proposed the term “Energy Psychology” (Gallo; 1999) to describe this emerging branch of psychology that incorporated use of meridians, chakras, and biofields in the treatment process. With 15 years of additional experience and research since that initial definition, I offer the following as a way to conceptualize EP: 30

Energy Psychology (EP) originated as a treatment modality within the disciplines of psychology and psychotherapy. Energy Psychology applications build upon the pillars of traditional psychological approaches and integrate specific mind, body, cognitive, and innate energetic components to facilitate the change process regarding emotions, sensations, thinking, and behavior. The innate energetic components include but are not limited to meridians, chakras, biofields, and electrical and electromagnetic activity of the nervous system and heart. There are currently multiple models and methodologies that uniquely utilize this integrative approach to the healing and change process. Further delineating, EP embodies models of integrative mind-body-energy approaches to psychotherapy, healthcare, and coaching for the treatment of emotional, health, and performance conditions. EP methods utilize and integrate concepts and techniques from related fields, including neuroscience, physics/quantum mechanics, biology, chiropractic, and acupuncture meridian theory to facilitate change. Since the 1970s, these methods have been further developed, refined, and supported via clinical experience and research (see article by David Feinstein in this section). Energy Psychology approaches posit that psychological issues are also reflected in perturbed bio-energetic patterns within the mind-body-energy system. Since the mind and body are inseparable, and energy is the common component, this system involves complex communication involving neurobiology, neurochemistry, innate electrophysiology, and cognitive-behavioral-emotional patterns. Some practitioners utilizing EP approaches combine cognitive interventions (e.g., focused awareness and mindfulness, recall exposure to traumatic memories, accepting self-talk, intention) simultaneously with activation of one or more of the human bioenergy systems such as meridians, chakras, heart, and biofields. Energy Psychology approaches adapt and integrate easily into any psychotherapy model or orientation. The EP model now meets the criteria of the American Psychological Association to be designated as evidence-based treatment with over 50 research studies to date (Feinstein, 2008; 2012). Energy Psychology in Psychotherapy Most EP approaches literally tap or Touch and Breathe New Jersey Psychologist

Energy Psychology (TAB) (Diepold, 2000; Diepold, Britt, and Bender, 2004) on selected acupuncture meridian points in a predetermined (algorithms) or individually diagnosed sequence (causal diagnosis) while engaging in the treatment of psychological issues (e.g., Callahan, 2001; Craig & Fowlie, 1995; Lambrou & Pratt, 2000; Diepold, Britt & Bender, 2004). Typically the EP interventions are done while the person is actively thinking about or remembering the incident that is the focus of treatment (i.e., the “thought field”). Additionally, there are treatment enhancement procedures that serve to keep the body’s energy system “open”, thus neutralizing bioenergetic resistance, and engaging the brain’s left and right hemispheres to facilitate information processing. Many EP approaches engage thinking, emotion, behavior, and sensation and employ verbalized self-statements relative to the target issue. Behavioral Kinesiology (BK; now called Life-Energy Analysis) and Thought Field Therapy (TFT) are the two earliest forms of what is now referred to as EP as developed respectively by psychiatrist John Diamond and psychologist Roger Callahan. Both models incorporate the work of chiropractor, George Goodheart, who developed Applied Kinesiology. Perhaps the most widespread EP approach is the Emotional Freedom Technique (EFT) advanced by Gary Craig <emofree.com>. The EFT approach is derived from TFT using a common and repeating treatment sequence of meridian point stimulation along with other user-friendly modifications. All three approaches share roots in Applied Kinesiology, Traditional Chinese Medicine, and psychology/psychiatry with differing styles and perspectives involving mind-body-energy influence. The interested reader can find more information on line at <drjohndiamond.com>, <rogercallahan.com>, and <emofree.com> or <eftuniverse.com> regarding these specific approaches. The reader is also invited to explore the website of the Association for Comprehensive Energy Psychology <energypsych.org> for a more extensive array of methods, research, and training. The Evolution of TFT After several years of clinical use and study of both the algorithmic and causal diagnostic procedures derived from TFT, Diepold, Britt, and Bender shared their learning and observations in Evolving Thought Field Therapy: A clinician’s handbook of diagnoses, treatment, and theory (2004). Clinical insights along with new and modified diagnosis and treatment methods, which were field-tested in clinical practice, yielded faster and user-friendlier diagnostic and treatment models employing the energy paradigm. The therapist now had choices about why and how to obtain and use specific treatment areas using the meridian-based model. Model building and theory conjecture further explored and expanded the energy psychology model when integrating a mind-body approach in psychotherapy. When using the Evolving Thought Field Therapy (EvTFT) model in treatment, the therapist and patient determine the target of treatment (the thought field) that is usually the causal event (e.g., traumatic experience) that stirs the emotional Winter 2015

unrest, and a subjective rating of disturbance (e.g., SUD level) is acquired. The therapist then may choose to use an algorithm treatment of specific meridian points or actually diagnose relevant treatment points with the aid of muscle checking for therapy localization while the person is thinking about the problem. For a brief example, the most common algorithm treatment for a traumatic experience involves engaging the following meridians: bladder (inner eye), stomach (under eye), spleen (under the arm pit), and kidney (under the collarbone). After these treatment points are slowly tapped on for several seconds in sequence, or lightly touched for the duration of a full respiration1, a brain hemisphere integration procedure is completed involving eye movements, humming, and counting in the TFT model (and optional in EFT). The specific treatment points are then repeated and an updated SUD level is obtained. Checks for and treatments of neurologic disorganization and “psychological reversal” are built into the treatment model at different levels to maintain energetic integrity. With EFT, there is more use of language when stimulating a meridian or treatment point involving loving and accepting oneself even with their undesirable thoughts and emotions. Based on the reported SUD level, another algorithm set of treatment points could be used (or repeated as in EFT). The process of engaging meridian points, integration procedures, and energy stabilization continues until a SUD level of zero is reported. Yes, this is a different way of engaging in psychotherapy. The other option, the causal diagnostic model using therapy localization, is a more complex (and more thorough in my opinion) treatment approach that identifies which meridians to treat in an individualized fashion that may or may not be the same as an algorithm treatment. Some differences between the algorithm and diagnostic approach involve the following examples. After identification of the treatment issue, the therapist uses the physical feedback of the patient via muscle check responses to specific questions and/or to acupuncture meridian alarm points as a guide. The energy of language, experience, and touch come alive in this model. The therapist must be knowledgeable of the protocol using alarm and treatment points, attentive to the subtle responses and the history of the patient, and comfortably skilled with muscle checking. In addition to the use of the integration sequence described when using algorithms, all the checks and balances pertaining to neurologic disorganization and psychological reversal are more thoroughly evaluated. Interestingly, when the energy system is working well, and a person thinks about his or her problem and pressure is applied to a muscle, it goes weak. When a person thinks about something pleasant and pressure is applied to a muscle, it stays strong. This is an example of biofeedback in muscle response. Using a physical touch model to determine which meridian(s) to engage with either tapping or TAB, the person This is the Touch and Breathe (TAB) treatment approach (Diepold, 1998; 2000).

Energy Psychology

thinks about the target issue and lightly touches a specified alarm area as guided by the therapist. While touching an alarm area the therapist muscle checks the indicator muscle2 to observe the response. When the muscle response is strong, treatment of that meridian is indicated; when the muscle response is weak, no treatment is needed at that time. This process of thinking about the issue, touching an alarm area, muscle checking, and determining if and which meridian to treat is repeated until the person responds strong to the target issue. The therapist now has individually determined one or multiple treatment points in direct response to the person thinking about the issue. As with the algorithm approach described above, this is followed by an integration sequence and re-treatment of the exact points determined by diagnosis. And so the process continues of diagnosing alarm areas and treatment points, along with checks for psychological acceptance and energy coherence, until a SUD level of zero is reported.3 While some may view including meridians as part of psychotherapy unusual and/or complex, the outcomes speak for themselves regarding relatively fast and enduring changes. For those clinicians who are hard-wired, Diepold and Goldstein (2009) found that a single diagnostic treatment for a severe traumatic experience yielded not only emotional relief but also normalization of brain wave patterns when thinking of the trauma. The Relationship Remains a Clinical Constant Use of EP principles and methods have morphed into an ever-expanding domain of applications and practitioners over the past three decades. The roots, however, are in the practice of clinical psychology and psychotherapy. Part of the draw to EP methods relates to the novel and alternative ways that skillful practitioners engage treatment within a mind-body-energy paradigm, and the relatively quick and lasting treatment outcomes. This serves to be attractive to both practitioner and patient. However, in most circumstances EP methods are not stand-alone approaches, and to think of these as such can lead to challenging situations and reduced effectiveness. The establishment of a safe and trusting relationship, along with adequate background information and appropriate clinical judgment, is necessary as with any psychological intervention including EP approaches. Bruce Wampold (2007), recipient of APA’s 2007 Award for Distinguished Professional Contributions to Applied Research, opines that the healing change process in psychotherapy also involves an adaptive and/or functional explanation of the problem, and that treatment consistent with the explanation leads to improved adaptive functioning. Therefore, having a patient understand the role of energy in the mind-body system

An indicator muscle is the muscle selected to be engaged by applying pressure. For example, this could be the deltoid muscle in the shoulder, fingers, or pectoral muscle. 3 The author wishes to acknowledge that this description is a short and superficial description of the powerful process of diagnosis. There are also other models of diagnosis that are free from the patient touching their alarm areas that greatly speed the process and truly exemplify the energy in EP (see Diepold, Britt, and Bender; 2004). 2

in context to his or her presenting issues serves to enhance compliance, understanding, and outcome. Over the years the role of psychology in the study of the mind has become, in this author’s opinion, more a study of the brain, and thus has moved away from the intangible mind. However, neurobiological evidence now documents the value of mindful “presence,” awareness, attunement, and resonance in fostering a safe and healing environment by the therapist and for the client (Siegel, 2010; Vivino & Thompson, 2013). It appears that energetic and non-tangential concepts (e.g., mindful presence, attunement, resonance) are emerging in neurobiological research and lend support to EP models of intervention in concert with traditional clinical expertise. Heart Assisted Therapy (HAT): Description, Background, and Clinical Example Heart Assisted Therapy is an integrative, humanistic, and mindfulness enhancing approach to psychotherapy. It is a hybrid of traditional psychotherapy and EP approaches and is the original work of the author (Diepold, 2006-2014; <heartassistedtherapy.net>). The HAT model of psychotherapy differs from other EP approaches in that HAT centers on the involvement of regulatory heart energy, the heart-brain-body connections, innate electro-physiology, and respiration as key energy components in the treatment of psychological issues. There is no tapping or intentional touching of meridian points or chakras with HAT. Instead, overlapping hands are placed over the heart in concert with a stabilizing breathing pattern (“Heart Breaths”) that is done before, after, and throughout the treatment process. Heart Breaths are used to maintain an open mind-body polarity gateway to facilitate the change process. In case you are wondering, the heart produces the strongest electromagnetic field of any body organ, and informs the brain (HeartMath, 1997; Childre and Martin, 1999; McCraty, 2003), while respiration is the informer of ANS activity. Very briefly…when doing HAT for psychotherapy, the person focuses upon the identified source of his or her distress (e.g., traumatic event), takes several respirations with overlapping hands over the heart, then is asked to share what thoughts, feelings, and/or sensations they notice (“Awareness Streaming”). The responses guide the therapist to construct “Acceptance Statements,” that are stated three times with alternating hand positions held over the heart while using respirations as a guide for when the statements are made. The person might also be asked to “ponder” what has come into their awareness when there is no emotional charge or to notice more intently a particular feeling or sensation. This process continues until all associated content is cleared and the person is free of distress, which can take one or multiple sessions to complete. Use of Future Performance Imagery procedures may then be added when applicable. Abbreviated HAT Three-Step protocols have also evolved to meet the needs of those individuals who benefit from care beyond and between the therapy sessions. The HAT approach is designed to address the individual New Jersey Psychologist

Energy Psychology

and his or her unique experiences and associations relative to the identified treatment issue. In general, the HAT model constitutes a psychologically versatile and comprehensive treatment methodology that is mindful, gentle, self-nurturing, easy to use, and blends comfortably with all forms and orientations in psychotherapy. This approach to psychotherapy is user and practitioner-friendly, is easy to engage, and designed to complement a clinician’s existing skills and orientations in their practice. HAT also maximizes therapeutic skills in listening, observing, and planning while integrating procedures that enable the possibility for the individual to be validated, and to heal, shift, adapt, and move forward in life. HAT, EvTFT, and most other EP approaches have been used beneficially to address a wide variety of life issues including trauma/PTSD, anxiety/phobia, depression, loss/grieving, sport and performance issues, self-regulation issues, anger/stress management, and pain management. Merging Energy Psychology and Traditional Practice EP approaches go beyond what most individuals believe “talk therapy” is all about. While the therapist uses all of his or her “talk therapy” skills, when the target issue becomes clear that is the time to specify a treatment focus and “go to work.” Figure A conceptualizes a psychotherapy session in which EP methods are used. As can be seen, Phases 1 and 3 are more classic “talk therapy” components and Phase 2 is the EP intervention. The therapist is free to adjust the time needed to converse and/or prepare the individual in Phase 1 before starting the intervention. Sometimes this is time for the usual “updates” since last session and/or clarification of the targeted issue (Treatment Focus) on which EP methods will be used. This can be 10 to 20 minutes at the therapist’s discretion. During this time the therapist can use any warranted psychotherapeutic approaches given the content of the information shared and the affect and stability of the individual. Sometimes the session never progresses beyond this phase due to the individual’s needs or circumstances at that time as assessed by the therapist. Therefore, a Phase 1 only session would mirror a more typical talk therapy session in which support, information gathering, reframing, and other psychotherapy modalities are used. As always, the what, when, and how to intervene and assist the individual remains a clinical judgment by the therapist. Figure A Format of a Psychotherapy Session The “One-Hour” Session

Start of Session Winter 2015

TFT EFT EvTFT HAT ?

Selected Intervention End of Session

Incorporating Energy Psychology Approaches in an Evidenced-Based Environment Just as the client/patient must be courageous to confront his or her issues and experiences, we psychologists must also be courageous when employing newer approaches with appropriate clinical judgment. When Behavioral Kinesiology (Diamond, 1979: 1985) and Thought Field Therapy (Callahan, 1981;1985) first hit the psychotherapy scene, learning and using these methods required courage and conviction in advance of research. In an era of insurance care-management initiatives, and the onset of evidenced-based practice in mental health, clinicians using EP approaches had to be particularly careful and courageous until the research caught up. Fortunately it has (See article by David Feinstein in this Section). From a clinical perspective, Tracy Eells (2011) reminds us that the American Psychological Association’s 2005 task force on Evidence-Based Practice in Psychology (EBPP) reported that, “EBPP is defined as ‘the integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences” and that “EBPP ‘promotes effective psychological practice and enhances public health by applying empirically supported principles of psychological assessment, case formulation, therapeutic relationship, and intervention.” Eells contends “case formulation” is at the center of EBPP, and again references the APA report: “Although clinical practice is often eclectic or integrative…and many effects of psychological treatment reflect nonspecific aspects of therapeutic engagement… psychologists rely on well-articulated case formulations, knowledge of relevant research, and the organization provided by theoretical conceptualizations and clinical experience to craft interventions designed to attain desired outcomes.” (Eells, 2011; p17) Accordingly, case formulation appears at the center of integrating use of EP methods when providing mental health services. Conscientious psychologists must be diligent and gather information about the patient/client, establish a comfortable rapport, use the information about the individual, learn what he or she wants in treatment and what is getting in the way, use our clinical experience, knowledge of research, and best judgment to discuss and craft an intervention that best suits the needs and desired outcome of the individual. This form of documented case formulation will assist clinicians in thriving in an evidenced-based environment when integrating EP treatment modalities. ❖ References Callahan, R.J. (1981). Psychological reversal. In Collected papers of the International College of Applied Kinesiology (p. 79-96). Shawnee Mission, KS: International College of Applied Kinesiology. Callahan, R. (1985). Five minute phobia cure. Wilmington, DE: Enterprise Publishing. Callahan, R. J., & Callahan, J. (1996). Thought Field Therapy (TFT) and trauma: Treatment and theory. Indian Wells, CA: Thought Field Therapy Training Center. 33

Energy Psychology

Childre, D. & Martin, H. (1999). The heartmath solution. HarperCollins; San Francisco. Craig, G. (2011). The EFT manual (2nd ed.). Fulton, CA: Energy Psychology Press. Diamond, J. (1979). Behavioral kinesiology. New York: Harper & Row. Diepold, Jr., J.H. (2006-2014). Heart Assisted Therapy: The Basic Clinical Protocol. (Manual: Basic Clinical Skills), Moorestown, NJ; Author. Diepold, Jr., J.H. (2006-2014). Heart Assisted Therapy: Advanced Applications. (Manual: Advanced Clinical Skills), Moorestown, NJ; Author. Diepold, J H Jr and Goldstein, D M (2009). Thought field therapy and QEEG changes in the treatment of trauma: A case study, Traumatology (Mar 2009) Vol. 15: pp. 85-93. doi:10.1177/1534765608325304 Diepold, J.H. Jr., Britt, V., & Bender, S.S. (2004). Evolving Thought Field Therapy: The Clinician’s Handbook of Diagnoses, Treatment, and Theory. New York: W.W. Norton. Diepold, J.H. Jr. (2000). Touch and Breathe: An alternative treatment approach with meridian based psychotherapies. Traumatology, Vol. 6 (2), pp. 109-118. Eells, T.D. (2011). What is an evidenced-based psychotherapy case formulation? Psychotherapy Bulletin, 46 (2), 17-21.

Feinstein, D. (2008). Energy Psychology: A Review of the Preliminary Evidence. Psychotherapy: Theory, Research, Practice, Training. 45(2), 199-213. Feinstein, D. (2012). Acupoint stimulation in treating psychological disorders: Evidence of efficacy. Review of General Psychology. Advance online publication. doi:10.1037/a0028602 Gallo, F. P. (2004). Energy psychology: Explorations at the interface of energy, cognition, behavior, and health (2nd ed.). New York: CRC Press. McCraty, R. (2003). The energetic heart: Bioelectromagnetic interactions within and between people. Institute of HeartMath; Boulder Creek, CA. Siegel, D.S. (2010) The Mindful Therapist: A cliniican’s guide to mindsight and neural integration. W.W. Norton: New York. Staff at Institute of HeartMath (1997). Research Overview: Exploring the role of the heart in human performance. HeartMath research center; Boulder Creek, CA. Vivino, B.L. & Thompson, B.J. (2013). Musings from the psychotherapy office: A “cool” clinical approach. Psychotherapy Bulletin, 48 (4), 18-20. Wampold, B.E. (2007). Psychotherapy: The humanistic (and effective) treatment. American Psychologist, 62 (8), 857873.

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Energy Psychology

Using Energy Psychology in a Clinical Practice by Gordon F. Boals, PhD

was interested in acupuncture long before I ever began graduate school in psychology. I studied tai chi and chi Kung and went for extended trainings during the summers. I was active in starting a holistic health center that combined selling health foods with a referral directory for all sorts of complementary and alternative medicine. I studied meditation and Ayurvedic medicine. The graduate school was primarily behavioral with psychodynamic and Rogerian/ existential classes and supervision in later years. I struggled to find ways to integrate the positive components of all of these. After graduate school, I began training in various energy psychologies, initially One Brain (based originally on techniques for dealing with dyslexics and the further insight that we are all dyslexic in the areas of our “issues,” that is we do not see things as they really are and we do not learn from experience). I later trained in Thought Field Therapy. The techniques of Energy Psychology seemed to me to be an expanded and superior form of desensitization (in that they worked faster and easier than muscle relaxation and were able to counteract other emotions than fear, such as anger, sadness, guilt, and shame). They also seemed to accomplish this without stressing patients as much as EMDR or traditional exposure methods. The role of the therapist is more like that of the behavior therapist, that is being a technical consultant rather than a relationship partner. Clinical practice made it clear to me that people come to therapy with many different types of problems, great differences in resources they bring to the process of healing, as well as vastly different goals. The approach that would be appropriate for one person would be utterly inappropriate for another. For example, treating relationship issues in someone with attachment problems is totally different than treating a phobia in someone with mature, intact functioning. The former requires a relationship partner to work through attachment concerns with, whereas the latter can make do with a technical consultant. Consequently, the initial assessment needs to clarify not only the presenting problem in all of its history and extant, but also the clients goals and the resources they bring to the treatment. Only then can the therapist’s role be determined as well as the technical approach. For example, colleagues, who were treating people with significant histories of trauma or abuse and working intensively within the therapeutic reWinter 2015

lationship to heal attachment issues, might bring me in as an adjunct to work on specific traumas or fears of changing specific behaviors because these people had such fear of harm that they would not take the risks necessary to change. That way, the primary therapist could remain in their role as the reliable, safe object, and I could function more as the active change agent. This worked well with a number of colleagues and multiple clients. One such client, for example, was a young woman who had been sexually abused as a girl and was having great difficulty involving herself in romantic relationships in the present, despite having a safe, nurturing female therapist (unlike her distant, unsupportive mother). Her fear was reflected by persistent nightmares of being in a boat on stormy seas that were threatening to destroy the boat and drown her. After working on these fears with Energy Psychology, her dreams changed to being on a large, stable boat on calm seas, with the sun shining warmly (“like a great Caribbean vacation”). She became involved in a relationship with a caring man (though one who had commitment issues of his own). She worked with him on those concerns and was even able to set some limits with him. They ultimately got married and bought a home together. Other clients presented with less compromised personality issues. A woman was referred to me who was walking across the plaza to her job in the World Trade Center on 9/11 just as a plane was hitting the building. She fled in panic uptown along with a large crowd of people, trying to find a way to get back to her home in New Jersey and to safety. It was only on the following day that she was able to return home. At the time of our initial appointment, six months had passed and she was unable to return to her job in New York City. The company had moved to another high rise building, but one in mid-town. They were understanding of her fears because many of the employees were killed in the attack or were struggling to return to work. Nonetheless, six months of phobic avoidance of travelling to the City had strengthened her fears significantly. This was a woman who had a long history of being a responsible and reliable worker and had survived other personal traumas well. It took two sessions of energy work to enable her to get on a bus and get back to her job. But the work was not finished. When her bus was stuck in the tunnel for a long 35

Energy Psychology time, she became anxious about being trapped. When there was a fire drill and she had to hurry down many flights of stairs to exit the building and stand around outside, it reawakened her fears. When manhole covers exploded due to gas, it startled her. One day she was even in her boss’s office with a window showing the Empire State Building when a plane flew by seeming to fly into the building. Each of these incidents led us to defuse other stimuli connected to the trauma, stabilizing her recovery further. One group of patients, who are difficult to treat by other approaches, are those with psychosomatic complaints. They avoid experiencing conflicts and painful emotions by converting them into physical symptoms. Although the underlying emotions and conflicts can often be understood metaphorically (e.g. “I just can’t stomach anymore,” “I can’t swallow any more of that”), patients will typically deny these interpretations when offered because they prefer to be in denial, even though the physical complaints are painful as well. They know from experience that they can survive physical pain; they aren’t sure they can manage emotional pain or they anticipate that it will be far worse somehow. Two aspects of Energy Psychology are useful here. Muscle testing can discover the underlying causes of the symptoms that the patient is unable to put into words and the problematic emotions can be neutralized through desensitization. I once treated a woman who was so traumatized by an automobile accident that she was unable to drive. The accident in question was a very minor one. There was not even the threat of serious potential injury in the situation, and she suffered only minor, transient physical discomfort. Her emotional response was vastly disproportional to the situation. A brief course of desensitization using Energy Psychology allowed her to return to driving, including major highways, in a relatively short time. She was very relieved and grateful. A few years later, I received a call from her sister wanting to bring in her daughter for treatment. The daughter proved to be an attractive 20-year-old young woman who had been very high functioning all her life, in school and at work, as well as being highly active in sports. In the past few months, all that had changed. The young woman had no energy, slept all the time, found herself unable to drag herself to school or her job, and was depressed (though she did not admit to that in any direct way). She had been to several doctors and no one could find anything wrong with her physically. The mother was hysterical about the situation, saying “I’ve lost my daughter.” The daughter admitted that she would like to feel like her old self again, but doubted that this was possible. I insisted on seeing the daughter alone for treatment that the mother permitted, although grudgingly. Continued exploration with the daughter proved fruitless and I suggested that we could approach this problem in a different way, if she was willing. I explained that her inner wisdom knew the cause of all this but that it was hard for her to access that understanding. We used muscle testing that finally gave us a date and the issue, a “baby.” The date proved 36

to be the occasion of her having obtained an abortion and symptoms began when the baby would have been born. She was surprised to discover these associations and declared vehemently “No one knows I was pregnant. I never told anyone, even my mother.” Muscle testing further revealed that her tiredness reflected shame and guilt about getting pregnant and having an abortion and a belief that she was a bad person who did not deserve to live a normal, happy life. We discussed these beliefs and used desensitization techniques to defuse these feelings and beliefs until the negative emotional charge was down to zero. A few days later, her mother called me to say that her daughter was miraculously restored to her previous functioning and she was very grateful. I insisted on some additional sessions to stabilize the recovery that the mother agreed to. I explained to the daughter that her previous physical problems demonstrated that her style of coping with distressing events and feelings was to deny their existence and live them out in her body. As a result, she was predisposed to do this again. The alternative would be to learn to cope in another way. This made sense to her and she agreed to try another way. We discussed another issue that was distressing her, namely the way her boyfriend’s family treated her. We explored how their behavior made her feel and how she could deal with this. After a few sessions, she reported that she felt better but that this effort to change her style was too difficult for her to pursue further. She declared that “I know how to contact you if I get myself in this same mess again.” It was clear that the pattern of psychosomatic responding was firmly established in this family and difficult to break. Although she was able to see the real risks for herself, she was unwilling to devote more effort to change. The person who initially referred the aunt to me let me know, over the next few years, that the young woman successfully completed college, got married, and remained active and energetic. I never heard from her again. Although a possibility of more profound change was avoided (that was disappointing to me personally), a person with real potential was allowed to get back up from her stumble and get on with her life. Energy Psychology proved to be a very useful adjunct to other forms of therapy during a 30 year career. I did not use it routinely. Some people were referred to me specifically for energy work. In those cases, we would begin with it after the initial intake. It was helpful with issues as focused as helping people reduce or eliminate side effects of medication (such as chemotherapy) or as broad as the two cases illustrated above. In many cases, Energy Psychology was only introduced over time as needed, and when I judged that it would not interfere with the therapeutic relationship. ❖

New Jersey Psychologist

Energy Psychology

Teaching & Learning Energy Psychology: Mind/Body Interventions by Sandra S. Lee, PhD

Department of Professional Psychology & Family Therapy, Seton Hall University Students: Michael Awad, MA, EdS, & Mariel Buque, MA, Doctoral Students, Counseling Psychology, Teachers College, Columbia University; Christina Davison, Sharon Gute, Maria J. Lopez, Kasie Nurko, & Christine S. Velardi, MA; Graduate Students in Psychological Studies, Mental Health Counseling, & School Community Psychology, Seton Hall University; Keoshia Worthy, MS, Doctoral Student, Counseling Psychology, Seton Hall University

n addition to my traditional graduate psychology courses at Seton Hall, I teach a three credit seminar in Mind Body Issues & Interventions that introduces the concept of Energy Psychology. Members of the class gain exposure to alternative techniques, including imagery and guided imagery, breath work, Qi Gong, mindfulness and meditation, heart rate variability biofeedback (Heartmath), EMDR, and Thought Field Therapy (TFT) (Shannon, 2002). Although many of these interventions require more intense training, students have the opportunity to learn about, experience, and practice the techniques in whole or in part. Every class session integrates a practice in body and mind. We are the laboratory. At the beginning of each class, we do a modified Emotional Freedom Technique (EFT), touching the meridian acupressure points on the face, collarbone, underarm, side of the hand, and fingers, while taking a respiration, counting and humming out loud, and doing the eye circling, eye roll procedures to activate brain regions. I trained with John Diepold, Sheila Bender, and Victoria Britt in Evolving Thought Field Therapy (EvTFT), and teach Diepold’s Touch and Breathe (TAB) to stimulate the acupoints (Diepold, 2000; Bender & Sise, 2007; Diepold, Britt, & Bender, 2004). A weekly self-reflection mind/body journal is required, as well as in class discussion of reactions to the experiential exercises. Other assignments include practicing Qi Gong with a video, and doing ten random good deeds for strangers, with a self reflection paper required for each. Each technique is studied in terms of the available empirical validation research (Feinstein, 2008 & 2012; Shannon, 2002). We also review definitions of complementary and alternative medicine (Barnett & Shale, 2012), and NIH research at the National Center for Complementary and Alternative Medicine. “Energy Therapies” is one of five major domains at NCCAM. (<http://nccam.nih.gov/health/whatiscam>). How do graduate students training in counseling and psychology, who take this course in mind-body interventions, react to learning about Energy Psychology? Some recent students, from our upcoming generation of mental health professionals, agreed to describe their impressions and experiences. Almost every student wrote about how powerful the techniques were in their own life--from temporarily curing migraines, to providing stress reduction, to increasing alertness and receptivity for learning and study. Students speculated Winter 2015

about the perceived value of the techniques for their future practice, in terms of being able to provide individualization for clients, teaching techniques that clients can work on at home, and even helping children who might be victimized. These students value and emphasize the importance of research. They have questions: “How does one become a psychologist trained in these therapies?” and “How does one help make the community aware of their promising effects and value?” And, they want to know more….what more could a professor ask of her students? Read what they say in their own words: Michael Awad: Learning mind-body interventions offers students many advantages. First, such interventions are supported by a growing body of empirical research and evidence. Second, mind-body interventions can be used with a diverse range of individuals and issues. Clients may not completely understand the application of a counseling theory; however, they receive step by step instruction when mind-body techniques are utilized, and are often educated on how such techniques affect the body and brain. Third, as a student, I have learned to implement many of the practices and exercises in my own life. This has helped me reduce stress, and become more mindful and aware of what I am actually experiencing on an emotional, cognitive, and physical level. As a result, I have a reliable safety buffer to turn to in moments of stress and tension. In particular, I have found the learning of acupressure techniques (Energy Psychology) to be invaluable. Using these techniques has drastically reduced any migraines, nausea, or pain I have felt in my body prior to beginning class and has allowed me to be more focused and attentive. I am thankful to now have these techniques on hand to use at any time. Mariel Buque: Many techniques in this course have enlightened me in some way. The all encompassing nature of these exercises is very appealing. I can tell that by their ability to relax and focus my body and mind, they are wonderful techniques to help soothe a busy mind. Learning about alternative therapies allowed me to expand my view of therapeutic techniques and approaches. I realized, through the research I was exposed to, that many forms of alternative therapies have tangible results that require more attention in the field of psychology. I look forward to incorporating many of the techniques I learned in my future practice. 37

Energy Psychology Christine Velardi: At the beginning of every class, we do a breathing exercise while touching certain parts of the body. It is a great way to begin. Afterwards I feel so much more alert and present. I thought this would be great for clients when they come to their sessions after a long day of work. I felt I was able to concentrate better than usual after doing this with the class. I felt more refreshed. Using this technique before studying has helped me greatly. It is almost like I am reprograming myself, or as if I just woke up from a good night’s sleep. We practiced the acupressure techniques with a partner as well. I was thinking about using this on future clients and wondered how they would react. For example, I could see many children that have difficulties accepting themselves or are victims of bullies benefit from the Energy Psychology techniques like acupressure. I am interested in learning more. I think this can be a great tool for reaching out to clients. People learn in different ways. This is something that they can learn to complete at home on their own. It can be a great coping method. If children learned this early, they could use it the rest of their lives. The study of Energy Psychology opened up my mind to many new types of therapies. I loved seeing videos showing how psychologists use these techniques with clients. Some techniques I will continue in my daily life. Learning these techniques has helped me to cope better with stress. I have felt more positive and even healthier. Sharon Gute: As these techniques begin to gain in popularity and are recognized as empirically valid and valuable methods of therapy and intervention, more and more mental health and related professionals will understand their benefits. No single therapy will work for every person, nor will every person respond entirely to just one therapy. Each situation varies. Alternative interventions such as meditation, breathing exercise, visualization, biofeedback, and understanding energy flow all allow for the body and mind to work together, along with traditional psychological health and treatment therapies, to achieve relief. Maria Lopez: The study of Energy Psychology and alternative techniques has opened up a giant door of new and exciting research-validated techniques. I was not sure what to expect initially. The research behind these interventions is its most powerful aspect - it bridges ancient philosophy with science. With the experiential exercises, I was able to integrate various techniques into my personal life, and I practiced with family members and friends. Energy Psychology has revealed new research options that are available for my generation of future psychologists, and I am excited to be a part of this new wave of research. Kasie Nurko: The study of mind and body interventions has educated me on a whole different side of psychology. The mind and body connection does play a pivotal role in mental wellness and there is supportive empirical research. This class has not only opened my eyes to the concepts of energy and mind body interventions, but has also persuaded me to use this methodology in my future practice as a licensed psychologist. I had learned about EMDR previously, but was skeptical 38

until I experienced it first hand. I volunteered for a class demonstration, and saw powerful results. I went from seeing horrible visions from a past situation, to no longer caring about the situation, in such a short time. Keoisha Worthy: Learning to understand the mind and body connection is a powerful feeling. Not to get it confused with CBT (thoughts, feelings, emotions), the mind and body connection can make you feel instantly relaxed, energetic, and even cause a migraine to subside for a few minutes if using the correct intervention. This field of psychology is rapidly growing and clients are getting more involved in meditation, yoga, and diaphragmatic breathing. They recognize the effectiveness. I experienced this connection and developed an understanding of how my mind and body interact with one another. The mind body connection helps you be more mindful about your body and more in tune with your environment. My mood has changed and I am less anxious and less stressed about classes, upcoming papers, and life. Christina Davison: I learned so much that goes beyond concepts I could just read about in a textbook. I learned techniques that I can apply to my own life, and have been introduced to healing methods that I can use in my future practice. I am very interested in learning more about mindfulness and Energy Psychology. At the start of the class, I was hesitant about these new methods, and doubtful that I would ever use them. Now, I strongly believe in their effectiveness and I will incorporate them in my own practices as a future psychologist. I learned about a new field, and am excited to see the development it will have in the future. Such therapies will continue to grow in popularity. I’m eager to take part in the growth. I have two new questions that will help shape my future with alternative therapies: How does one become a psychologist trained in these therapies? and, How does one help make the community aware of their promising effects and value? ❖ References Barnett, J. E., & Shale, A. J. (2012). The integration of Complementary and Alternative Medicine (CAM) into the practice of psychology: A vision for the future. Professional Psychology: Research and Practice, Vol 43(6), Dec 2012, 576-585. Bender, S. S., & Sise, M. T. (2007). The Energy of Belief: Psychology’s power tools to focus intention and release blocking beliefs. Fulton, CA: Energy Psychology Press. Diepold, Jr., J.H. (2000). Touch and breathe: An alternative treatment approach with meridian based therapies. Traumatology, June 2000, 6:109-118. Diepold, J. H., Britt, V., & Bender, S. S. (2004). Evolving Thought Field Therapy: The clinician’s handbook of diagnoses, treatment, and theory. Norton. Feinstein, D. (2008). Energy Psychology: A review of the preliminary evidence. Psychotherapy: Theory, Research, Practice, Training. 45(2), 199-213. Feinstein, D. (2012). Acupoint stimulation in treating psychological disorders: Evidence of efficacy. Review of General Psychology, 16, 364-380. doi:10.1037/a0028602 Shannon, S. (2002). Handbook of Complementary & Alternative Therapies in Mental Health. New York: Academic Press.

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John Lagos, PhD John PhDPhD RuthLagos, Lijtmaer, Ruth Lijtmaer, PhD Bonnie Lipeles, PsyD Bonnie Lipeles, Alfredo Lowe, PsyD PhD Alfredo Lowe, PhD Madelyn Milchman, PhD Madelyn PhD StanleyMilchman, Moldawsky, PhD Stanley PhD MarilynMoldawsky, Oldman, EdD Marilyn EdD EdD RobertOldman, Rosenbaum, Robert ArlineRosenbaum, Shaffer, PhDEdD Arline Shaffer, PhD

Bronze ($100-$249) Bronze ($100-$249)

Risa Golob, PsyD Neil Massoth, PhD Gail Gunberg, Randy Mendelson, Risa Golob, PsyDPhD Neil Massoth, PhD PhD Vivian GuzePhD Stanley Messer, PhD Gail Gunberg, Randy Mendelson, PhD Raymond Lynn Mollick, Vivian Guze Hanbury, PhD Stanley Messer,PhD PhD Sandra Hanbury, Harris, PhD Leila Moore,PhD EdD Raymond PhD Lynn Mollick, Stanley Hayden, Joan Morgan, PsyD Sandra Harris, PhD PhD Leila Moore, EdD Frances Hecker, PhD Marsha Morris, PhD Stanley Hayden, PhD Joan Morgan, PsyD Allen Hershman, PhD, PsyD Rosemarie Moser, Frances Hecker, PhD Marsha Morris, PhD PhD Jane Hochberg,PhD, PsyD Daniel Moss, PhDPhD Allen Hershman, PsyD Rosemarie Moser, Lauraine Hollyer, PhD Charles Most, PsyD Jane Hochberg, PsyD Daniel Moss, PhD Lisa Jacobs, PhD Jacqueline Lauraine Hollyer, PhD Charles Most,Napper, PsyD PsyD Sarah Karl,PhD PhD Gene Nebel, PhD PsyD Lisa Jacobs, Jacqueline Napper, Charles Jennifer Oglesby, Sarah Karl,Katz, PhD PhD Gene Nebel, PhD PhD Roberta Katz, PhD Rose Oosting, Charles Katz, PhD Jennifer Oglesby,PhD PhD Thomas Kavanagh, PsyD Susan Parente, PsyD Roberta Katz, PhD Rose Oosting, PhD Diane Klein, PhD Howard Paul, PhD Thomas Kavanagh, PsyD Susan Parente, PsyD Linda Klempner, Mark Pesner, PhD Diane Klein, PhD PhD Howard Paul, PhD Kenneth Kline, PhD LoriPesner, Pine, PsyD Linda Klempner, PhD Mark PhD Laura Kline, Kogan,PhD PsyD Adam Price, Kenneth Lori Pine, PsyDPhD Steven Korner, PhD LauraPrice, Richardson, Laura Kogan, PsyD Adam PhD PhD Kathleen Krol,PhD PhD Michael Richardson, Steven Korner, Laura Richardson, PhDPsyD RobertKrol, Levine, PhD Louis Richmond, PhD Kathleen PhD Michael Richardson, PsyD Neal Leynor, PhD Debra Roelke, PhD Robert Levine, PhD Louis Richmond, PhD Marc Lipkus, PsyD Barbara Rosenberg, PhD Neal Leynor, PhD Debra Roelke, PhD Neal Litinger, PhD Bart Rossi, PhD Marc Lipkus, PsyD Barbara Rosenberg, PhD N. John Lombardi, PsyD Elissa Rozov, PhD Neal Litinger, PhD Bart Rossi, PhD Konstantin Lukin, PhD Anne Rybowski, PhD N. John Lombardi, PsyD Elissa Rozov, PhD Lisa Lyons, PhD Carole Salvador, PsyD Konstantin Lukin, PhD Anne Rybowski, PhD Cornelius Mahoney, PhD Debra Salzman, PhD Lisa Lyons, PhD Carole Salvador, PsyD Copper (upDebra to $100) Cornelius Mahoney, PhD Salzman, PhD

Copper (up Ilana to $100) Michael Feldman, PhD Lev-El, PsyD Joan Fiorello, PhD Barbara Lino, PhD Michael Feldman, PhD Ilana Lev-El, PsyD PsyD Russell Fleischmann Susan MacKinnon, Joan Fiorello, PhD Barbara Lino, PhD EdD Antonia Fried, PsyD Heather MacLeod, Russell Fleischmann Susan MacKinnon, PsyD Abisola Gallagher-Hobson, EdD Howard Mangel, EdD Antonia Fried, PsyD Heather Eliot Garson, PhD ShirleyMacLeod, Matthews,EdD PhD Abisola Gallagher-Hobson, EdD Howard EdD Jill Gentile, PhD Leslie Mangel, Meltzer, PhD Eliot Garson, PhD PhD Shirley Matthews, Mary Ann Gdula, Barbara Menzel, PhD PsyD Jill Jane Gentile, PhD PhD Leslie Meltzer, Glassman, Lauren Meyer,PhD PsyD Mary AnnGoodheart, Gdula, PhD Barbara Menzel, PsyD Carol EdD Scott Miller, PhD Jane Glassman, PhD EdD Lauren Meyer, PsyDPhD Sandra Grundfest, Tamerra Moeller, Carol Goodheart, Scott Miller, PhDPhD Diane Handlin, EdD PhD Norine Mohle, Sandra Grundfest, Tamerra Moeller, Steven Hartman,EdD PhD Elizabeth Nadle,PhD PsyD Diane Handlin, PhDPhD Norine PhD Marsha Heiman, SusanMohle, Neigher, PhD Steven Hartman, Elizabeth Nadle,PhD PsyD Elaine Hyman, PhD PsyD Kristen Peck, Marsha Heiman, Susan Neigher, Tamar Kahane,PhD PsyD Damian Petino,PhD PsyD Elaine Hyman, PsyDPhD Kristen Peck, PhD Terence Kearse, Perez-Ortega, Pilar, PsyD Tamar Kahane, PsyD Damian PsyD Hilary Knatz, PhD WillaimPetino, Pollard, PhD Terence Kearse,PhD PhD Perez-Ortega, Pilar, PsyD PhD Paul Lehrer, Sharon Rauschenberger, Hilary Knatz, PhD Willaim Pollard, PhD Paul Lehrer, PhD Sharon Rauschenberger, PhD

Jeffrey Singer, PhD Jeffrey Singer, PhD PhD Tamara Sofair-Fisch, Tamara Sofair-Fisch, PhD H. Augustus Taylor, PhD H. Augustus Karl Trappe,Taylor, PhD PhD Karl Trappe, PhD PsyD Peggy Van Raalte, Peggy Van Raalte, PsyD EdD Barbara Von Klemperer, Barbara Von Klemperer, EdD Daniel Watter, EdD Daniel Watter, EdD PhD Stanley Zebrowski, Stanley Zebrowski, PhD

George Sanders, PhD Elissa Savrin, PhD George Sanders, PhD Louis Savrin, Schlesinger,PhD Elissa PhD DorisSchlesinger,PhD Schueler, PhD Louis Richard Schwartz, Doris Schueler, PhDPsyD Nancie Senet, Richard PhD Schwartz, PsyD Nancie Gerald Siegel, PhD Senet, PhD Mark Siegert, Gerald Siegel, PhD Karen Skean,PhD PsyD Mark Siegert, MiltonSkean, Spett, PhD Karen PsyD Ann Stainton, PhD Milton Spett, PhD Michael Stango, Ann Stainton, PhDPhD BarbaraStango, Starr, EdD Michael PhD Steven Sussman, Barbara Starr, EdDPhD John Tarpinian, Steven Sussman,EdD PhD LindaTarpinian, Taylor, PhD John EdD Phyllis Tobin, PhD Linda Taylor, PhD Barbara Tocco, EdD Phyllis Tobin, PhD Jayne Walco, Barbara Tocco,PhD EdD Seth Warren, PhD Jayne Walco, PhD Elaine Weinman, Seth Warren, PhD PhD AaronWeinman, Welt, PhD PhD Elaine Nina Williams, PsyD Aaron Welt, PhD Amie Wolf-Mehlman, PhD Nina Williams, PsyD Gwen Wolverton, PsyD Amie Wolf-Mehlman, PhD James Wulach, PhD, JD Gwen Wolverton, PsyD Joshua Zavin, PhD James Wulach, PhD, JD Michael Zito, PhD Joshua Zavin, PhD Jeannine Zoppi, PhD Michael Zito, PhD Jeannine Zoppi, PhD Gina Rayfield, PhD Mark Reuter, PhD Gina Rayfield, PhD PhD Katherine Rhoades, Mark PhDPhD PaulReuter, Rockwood, Katherine Rhoades, Andrew Roth, PhD PhD Paul Rockwood, Letitia Sandrock,PhD PsyD Andrew Roth, PhD Komal Saraf, PhD Letitia Sandrock, PsyD Kenneth Schulman, PhD Komal Saraf, PhD Jane Shapiro, PhD Kenneth Schulman, Betty Shimberg, MSPhD Jane Shapiro, PhD PhD Edmund Shimberg, Betty Paul Shimberg, Schottland,MS PhD Edmund PhD Richard Shimberg, Silvestri, PhD Paul PhDPhD MarySchottland, Ellen Stanisci, Richard GeorgeSilvestri, Tierney, PhD Mary Stanisci, CarolEllen Turner, EdD PhD George PhD JoanneTierney, VanNest, PhD Carol Turner, EdDD Ed Michael Wexler, Joanne VanNest, PhD Michael Wexler, D Ed

Thank you 2014Sustaining Sustaining Members! Thank you 2015 Members! By advancing your level of membership to Sustaining Membership status, By advancing yourdemonstrated level of membership to Sustaining Membership you have generously your additional support of your professional status, association. you have generously demonstrated additional support oftoyour professional association. We thank you for youryour commitment and dedication your organization!

We thank you for your commitment and dedication to your organization!

Jennifer Abbey, PhD Jennifer Abbey, PhD Jeffrey Allen, PhD Amy Altenhaus, PhD Rika Alper, PhD Amy Altenhaus, PhD PhD Jessica Arenella, Mark Aronson, EdD Mark Aronson, EdD Jeffrey Axelbank, PsyD Jeffrey Axelbank, John Aylward, EdD PsyD IrwinAylward, Badin, PhD EdD John Kyle Barr, IV, PsyD Thomas Barrett, PhD Thomas Barrett, PhD Amy Becker-Mattes, PhD Lara Baskin, PhD LaurenBecker-Phelps, Becker, PhD Leslie PhD Leslie Becker-Phelps, PhD Margaret Beekman, PhD Margaret Beekman, PhD Roderick Bennett, PhD Roderick Bennett, PhD Janet PhD Janet Berson, Berson, PhD Abrah Bessler, Bessler, PhD Abrah PhD Harvey Block, PhD Nancy Bloom, PsyD Nancy Bloom, PsyD Philip PhD Philip Bobrove, Bobrove, PhD Laura Brent, PhD PsyD Randy Bressler, Randy Bressler, PsyD Richard Brewster, PsyD Richard Brewster, PsyD Natalie Brown, PhD Daniel Bromberg, PhD ElisabethBurr, Brown,PhD PsyD Antonio Natalie Brown, PhD Diane Cabush, PsyD Charles Buchbauer, PhD Dina Cagliostro, Antonio Burr, PhD PhD Diane Cabush, PsyD Rosemarie Ciccarello, PhD Dina Cagliostro, PhD Louise Conley, PhD Sidney Cohen, PhD John Corbisiero, Louise Conley, PhD PhD Carla Cooke, EdD PhD Joseph Coyne, John Corbisiero, PhD Stephanie Coyne, PhD Joseph Coyne, PhD Kathleen PsyD StephanieCullina-Bessey, Coyne, PhD KathleenDauber, Cullina-Bessey, Richard PhDPsyD Richard Dauber, PhD Deborah Dawson, PsyD MaryAnn DeRosa, PhD Promila Dhillon, PhD Promila Dhillon, PhD Phyllis DiAmbrosio DiAmbrosio, PhD Phyllis JohnDiepold, Diepold, PhD John Jr, PhD Rosalie DiSimone-Weiss, PhD Charles Dodgen, PhD Charles Dodgen, PhD Rosalind Dorlen, PsyD Rosalind Dorlen, PsyD Michael Dribbon, PhDPhD Michael Dribbon, Adriana Dunn, PhD Frank Dyer, PhD Frank Dyer, PhD Lynn Egan, Linda Earley, PsyD PsyD Lynn Egan, PsyD PsyD Laura Eisdorfer, Laura Eisdorfer, PsyD Donna English, PhD Donna English, PhD Susan PhD Susan Esquilin, Esquilin, PhD Anne Evers, Evers, PhD Sean PhD Sean Evers, PhD Roberta Fallig, PhD Anne Farrar-Anton, PhD Janie Feldman, Bud Feder, PhD PsyD JanieFenster-Kuehl, Feldman, PsyD Ellen PhD Stephen Feldman, PhD Ellen Fenster-Kuehl, PhD

Resa Fogel, PhD Resa Fogel, PhD Pamela Foley, PhD Kenneth Freundlich, James Fosshage, PhD PhD Kenneth Freundlich, PhD Mark Friedman, PhD Antonia Fried, PsyD Thomas Frio, PhD Thomas Frio, PhD Dawn Gemeinhardt, Cheryl Futterman, PhD PhD Elaine Garrod, PsyD Leslie Gilbert, PhD David Gelber, PhD Larry Gingold, PsyD Dawn Gemeinhardt, PhD Ronald Gironda, PhD Lisabeth Gertner, PhD Leslie Gilbert, PhD Elizabeth Goldberg, PhD Larry Gingold, PsyD Gary Goldberg, PhD Ronald Gironda, PhD Wayne Goldman, PhD Elizabeth Goldberg, PhD LoisGary Goorwitz, Goldberg, PhD PhD Goldman, PhD OraWayne Gourarie, PsyD Ruth Goldston, PhD LisaMorris Greenberg, PhD Goodman, PhD Susan Grossbard, Lois Goorwitz, PhD PsyD Gourarie, PsyD EdD LoriOra Rayner Grossi, Lisa Greenberg, PhD Hadassah Gurfein, PhD Susan Grossbard, PsyD Mathias Hagovsky, PhD Lori Rayner Grossi, EdD HadassahHanbury, Gurfein, PhDPhD Raymond Mathias Hagovsky, PhD Steven Hartman, PhD Lawrence Hall, PhD Christina Hathaway, PsyD Osna Haller, PhD Raymond Hanbury, PhD Douglas Haymaker, PhD Hartman, PhD LisaSteven Jacobs, PhD Douglas Haymaker, PhD Thomas Johnson, John Hennessy, PhDEdD Susan Herschman, PsyD Barbara Jortner, PsyD Gladys Hirschorn, PhD Nancy Just, PhD Ann Nikolai Houston, PhD Jeffrey Kahn, PhD PhD Joel Ingersoll, Lisa Kaplan-Reiss, Jacobs, PhD Paula PhD Thomas Johnson, EdD Robert Karlin, PhD Gregory Josephs, PsyD Barry Katz, Nancy Just,PhD PhD Jeffrey Katz, Kahn, PhD Charles PhD Paula Kaplan-Reiss, Thomas Kavanagh,PhD PsyD Robert Karlin, PhD Randi Kell, PhD Barry Katz, PhD Richard CharlesKessler, Katz, PhD PhD Katz, PhD JoelRoberta Kleinman, PhD Toby Kaufman, PhD Steven Korner, PhD Richard Kessler, PhD Deirdre Kramer, Jacob Kind, PhD PhD Joel Krauss, Kleinman, PhD David PhD Laura Kogan, PsyD Phyllis Lakin, PhD Steven Korner, PhD Roman PhD DeirdreLemega, Kramer, PhD David Krauss,PsyD PhD Ilana Lev-El, Phyllis Lakin, PhD Robert Levine, PhD Robin Lang, PsyD Neal Litinger, PhD Roman Lemega, PhD Ilana Lev-El, PsyD PhD Rebecca Loomis, Robert Levine, PhD Neal Litinger, PhD

Gloria Loew, PhD Alfredo Lowe, PhD Rebecca Loomis, PhD Mark Lowenthal, PsyD Alfredo Lowe, PhD Mark Lowenthal, PsyD PhD Konstantin Lukin, Konstantin Lukin, PhD Mark Lyall, PsyD Mark Lyall, PsyD Marilyn Lyga, Marilyn Lyga, PhDPhD Roger Maitland, PhD EdD Daniel Mahoney, Stanley Mandel, EdD Stanley Mandel, EdD Phyllis Marganoff, EdD Bonnie Markham, Bonnie Markham, PsyD PhD, PsyD Susan Marx, PsyD Susan Marx, PsyD Neil Massoth, PhDPhD Neil Massoth, Jim Mastrich, EdD Carol McCrea, PhD Frank McElroy, PhD John McInerney, John McInerney, PhD PhD Kenneth McNiel, PhD PhD Kathleen McNulty, Madelyn MIlchman, PhD David Mednick, PsyD Marshall Mintz, PsyD Marshall Mintz, Barry Mitchell, PsyD PsyD Bea Mittman, PhD PsyD Barry Mitchell, Norine Mohle, PhD Bea Mittman, PhD Lynn Mollick, PhD Norine Mohle, Ruth Mollod, PhD PhD SharonMollick, Ryan Montgomery, Lynn PhD PsyD Caridadf Moreno, PhD Ruth Mollod, PhD Sandra Morrow, PhD Christine Molnar, Rosemarie Moser, PhDPhD Daniel Moss, PhDMontgomery, PsyD Sharon Ryan Charles Most, PsyD Caridad Moreno, PhD Susan Neigher, PhD Daniel Moss, Ronald Newman, PhD PhD Hulon Newsome, PsyD Susan Neigher, PhD Cheryl Notari, PhD Daniel Noll. PhD Rose Oosting, PhD Cheryl Notari, PhD James Owen, PsyD Kim Painter, PhD PhD Rose Oosting, David Panzer, PsyD James Owen, PsyD Armine Papazian, PhD Kim Painter, Michelle Papka, PhD PhD Carole Pearl, PhD PsyD David Panzer, Francesca Peckman, PsyD PsyD Francesca Peckman, Mark Pesner, PhD Mark Pesner, Lori Pine, PsyD PhD Lori Pine, PsyD PhD Lisa Pupa-Oâ&#x20AC;&#x2122;Sullivan, Jonathan Rapaport, PhD PsyD Howard Rappaport, Ann Rasmussen, PsyD Gina Rayfield, PhD John Rathauser, PhD Ann Reese, PhD, PsyD Gina Rayfield, PhD Ann Reese, PhD, Ellen Reicher, PsyD PhD Ellen Reicher, PhD AnnaMarie Resnikoff, PhD Dolores Reilly, PsyD Mary Roberts, PhD AnnaMarie Resnikoff, PhD Mary Roberts, PhD PhD Marion Rollings, Debra Roelke, PhD Robert Rosenbaum, EdD Marion Rollings, PhD Barbara JacquelineRosenberg, Rondeau, PsyD PhD Barbara Rosenberg, PhD Lori Rosenberg, PsyD

Gianine Rosenblum, PhD Gina Rudolph, PsyD Steven Roth, PsyD Anne Rybowski, PhD Anne Rybowski, PhD Sandra Sabatini, PsyD, EdD Carole Salvador, PsyD Alice St. Claire, PsyD George Sanders, PhD Carole Salvador, PsyD Letitia Sandrock, PsyD George Sanders, PhD Letitia Sandrock, PsyD Margot Schwartz, PsyD Lynn Schiller, PhD Nancie Senet, PhD Jay Schmulowitz, PhD Eileen Senior, Doris Schueler, PhD PsyD Margot Schwartz, PsyD Edmund Shimberg, PhD Nancie Senet,Shinefield, PhD William PsyD Eileen Senior, PsyD Tamara PhD Arline Shaffer,Shulman, PhD Ronald Silikovitz, William Shinefield, PsyD PhD Tamara Shulman, PhDPhD Jeffrey Singer, Nancy Sidhu, PhD Mark Singer, EdD Ronald Silikovitz, PhD Tamara PhD Jeffrey Singer,Sofair-Fisch, PhD Karen Skean, PsyD Jeffrey Spector, PsyD Tamara Sofair-Fisch, PhD Milton Spett, PhD Jeffrey Spector, PsyD Alice St PhD Claire, PsyD Milton Spett, Ann Stainton, PhD PhD Ann Stainton, Barbara Starr, EdD Jakob Steinberg, PhD Jakob Steinberg, PhD Deana Stevens, Deana Stevens, PsyD PsyD Jeffrey Stone, PhD PhD Jeffrey Stone, Ira Sugarman, PhD Ben Susswein, PhD Ben Susswein, PhD Anthony PhD David Szmak, Tasso, PsyD Anthony Tasso, PhD H. Augustus Taylor, PhD H. Augustus Taylor, PhD Martha Temple, PsyD Martha Temple, PsyD Tamsen Thorpe, PhD Tamsen Thorpe, PhD Barbara Tocco, EdD PhD Beverly Tignor, Carol Turner, EdD Barbara Tocco, EdD Margaret Van Sciver, PhD Carol Vergoz, Turner, EdD Elizabeth PhD Claire Vernaleken, PhD Elizabeth Vergoz, PhD Irina Volynsky, IPhD Jonathan Wall, PsyD Jonathan Wall, PsyD Melissa Warman,PhD Melissa Warman,PhD Beth Watchman, PhD Beth Watchman, PhD Virginia Waters, PhD Virginia Waters, PhD Daniel Watter, EdD Daniel Watter, EdD Allen Weg, EdD Allen Weg, Aaron Welt, PhD EdD IdaIda Welsh, PhD Welsh, PhD Mary Elizabeth Westhead, PsyD James Wulach, PhD, JD Norbert Wetzel, ThD Stanley Zebrowski, PhD James Wulach, PhD, JD Stanley Zebrowski, Michael Zito,PhD PhD Michael Zito, PhD Jeannine Zoppi, PhD Harold Zullow, PhD Alan Zwerdling, PhD

Edwin Rosenberg, PhD Francine Rosenberg, PsyD

New Jersey Psychologist

What’s New

About Design Psychology An Interview with Sarah Seung-McFarland, PhD by Herman Huber, PhD

NJ Psychologist Editorial Board Private Practice, Madison, NJ

r. Sarah Seung-McFarland is a psychologist working at the Hersh Regional Child Protection Center in New Brunswick and a member of the NJ Psychologist editorial board. She writes articles and conducts interviews for the journal that illustrate the connection between current research and practice. I had the pleasure of interviewing her about her passion for Design Psychology. HH: When and how did you become interested in Design Psychology? SSM: I’ve always been interested in interior design alongside psychology, but assumed I had to choose between a creative career and a career in the social sciences. I never knew there was a field of psychology that incorporated both until after graduate school when I came across the work of clinical psychologist, Constance Forrest, PsyD, a pioneer in the field of Design Psychology. I was absolutely thrilled when I learned about her work. You can read my full interview with her in the Winter 2013 issue of the NJ Psychologist. HH: What is Design Psychology, an area with which most of our readers are probably unfamiliar? SSM: Design Psychology has been defined as the “practice of interior, environmental, and landscape design in which psychology is used as a tool for design” (Painter, 2000). Or, the “the practice of planning, architecture, and interior design in which psychology is the principal design tool” (Israel, 2003). But, it can be most easily defined as the application of psychological principles to the process of design. It draws upon a number of areas in psychology including humanistic psychology, environmental psychology, clinical/counseling psychology, and developmental psychology. HH: Have you had formal training and how have you gotten up to speed? Does the field have formal training and if so, where? SSM: Design Psychology is a relatively new and upcoming area of psychology. So unfortunately, there are no programs offered at any universities at this time. However, through reading the literature including research articles and books, I have Winter 2015

learned quite a bit about it. The book, Some Place Like Home, Using Design Psychology to Create Ideal Places, written by environmental psychologist, Toby Israel, PhD, is a must-have for anyone interested in learning about the field. Dr. Israel elaborates on how to use Design Psychology to help people understand the psychological connection between their sense of self and place. She offers useful tools to help people discover their environmental histories, and features environmental autobiographies of well-known architects to help them uncover the connections between their environmental history and the well-known buildings they create. In addition to readings, I have also taken the Home Design Psychology workshop with Dr. Israel. The workshop really enlightened my understanding of the process of Design Psychology. I was instructed to create my own environmental family tree and time line, and learned how these tools can help me to uncover connections between my environmental history and my present sense of home/house. Also, Dr. Israel offers a one-year Design Psychology Certificate Program that includes webinars, case study workshops sessions, and oneon-on mentoring. Students are also encouraged to take formal interior design courses during the course of the program. I plan to take the one-year program in the near future. HH: How do you use your knowledge of this field? SSM: Along with my private practice, I have plans to start an interior consulting business where I utilize my knowledge of Design Psychology to help people create what Dr. Forrest refers to as a peak experience of place, one that triggers high positive emotions. I am also getting ready to help design a hospital office space using Design Psychology principles, and am excited about the opportunity. HH: How did you get involved in the hospital space design project, and what will be your role in it? What things do you expect to be different as a result of your involvement? SSG: Well, the medical director of my department knew that I had a passion for design and was aware of my interest in Design Psychology. So she asked me to help decorate a few of the common spaces in the clinic, including two waiting rooms, a nursing station, a conference room, and an exam 41

What’s New room. The hospital has standard furnishings and wall color so it will be an interesting challenge to work within these confines. My job is largely decorative, and I’ll be choosing the artwork, toys, and other decorative items. I’m looking forward to incorporating Design Psychology into the process to create a healing, soothing environment for patients, many of whom have experienced significant trauma and abuse. HH: What special abilities might be helpful to participate in this area? SSM: A passion for design is a good start. But, in order to build upon that, it is best to utilize all available resources such as enrolling in the certificate program I mentioned, reviewing the literature, and getting a degree in interior design. Also, while

there are no formal Design Psychology programs, universities may offer courses for architects, designers, and psychologists such as the one taught at UCLA by Dr. Forrest. Ultimately, it will take a bit of creativity to pull resources together, but supervision and coursework are available. ❖ References Israel, T. (2003). Some Place Like Home, Using Design Psychology to Create Ideal Places. Princeton: Design Psychology Press. Painter, S. L. (2000, November/December). Design Psychologist. American Psychological Association. Retrieved on August 5, 2014 from http://www.apa.org/careers/resources/ profiles/painter.aspx

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A simple PowerPoint presentation will guide you through the steps to enroll or renew/edit your listing for 2015. A simple presentation through the steps to enroll or renew/edit your listing for 2015. WePowerPoint strongly encourage youwill toguide read,you print out, and use the PowerPoint as a reference guide We strongly encourage you to read, print out, and use the PowerPoint while working on your referral service profile. as a reference guide while working on your referral service profile. Payment Subscriptions Payment Subscriptions 11Listing for $120 Listing for 11 Year Year $120 Additional Office $30 Additional Office $30 2 2Listings $150 Listingsfor for 11 year year $150 Newly Licensed/New Member $60 Newly Licensed/New Member $60 Sustaining FREE SustainingMember Member FREE Any questions, call Central Office at 973-243-9800 Any questions, call Central Office at 973-243-9800

New Jersey Psychologist

2014 NJPA Award Presentations 2014 NJPA Awards Presentations

Congratulations! 2014 Research, Teaching, and Doctoral Dissertation Awards

Director of Academic Affairs, Kathleen Torsney, PhD, presented awards at the 2014 NJPA Fall Conference.

Brian Cole, PhD Emerging Researcher Award

Lindsay Liotta, MA Graduate Researcher Award

Louis Schlesinger, PhD Distinguished Researcher Award

Thomas Massarelli, PhD Distinguished Teacher Award

Research Research & &Teaching TeachingAward AwardCriteria Criteria

Undergraduate Undergraduate Student Student Researcher Researcher Award: Award: Presented Presented to to an an undergraduate undergraduatepsychology psychologymajor major attending attendingaaNJ NJcollege college or or university universitywho who has has demonstrated demonstrated exceptional exceptional research research potential potential as as determined determined by by his his or or her her academic academic department. department. Graduate Student Student Research Research Award: Award: Presented Presented to to aa graduate graduate student student in in psychology psychology who who isI either Graduate either attending attending aa NJ NJ college college or or university university or or interning in in aa NJ NJ institution institution or or an an NJPA NJPAstudent studentaffiliate affiliatewho whohas hasdemonstrated demonstratedexceptional exceptionalresearch researchpotential potentialas asdetermined determinedby byhis/her his/her interning academic department. department. academic Distinguished Researcher Award: Awarded to a psychologist who has a distinguished record of research in any area of psychology and Distinguished Awarded to aAwardee psychologist whoahas a distinguished record of research in any area of psychology and holds holds a full-timeResearcher academic orAward: scientific position. receives certificate and $300. aDistinguished full-time academic or scientific Awardee receives awho certificate and $300. Teacher Award:position. Awarded to a psychologist has a distinguished record of teaching in any area of psychology and holds a Distinguished Teacher Award:position. Awarded to a psychologist has a distinguished full-time academic or scientific Awardee receives awho certificate and $300. record of teaching in any area of psychology and holds a Emerging Researcher Award: position. AwardedAwardee to a psychologist who has made substantial contribution to research in any area of psychology, is a full-time academic or scientific receives a certificate anda$300. full-time academician scientist,Awarded and hastoreceived a doctoral within past 10 contribution years. Awardee receives a certificate and $100. is a Emerging ResearcherorAward: a psychologist whodegree has made a the substantial to research in any area of psychology, Emerging Researcher given a psychologist whodegree has made a substantial to research area ofand psychology, full-time academician or Award: scientist,isand hastoreceived a doctoral within the past 10contribution years. Awardee receivesinaany certificate $100. is a full-time academician or scientist, and has received a doctoral degree within the past 10 years. Awardee receives a certificate and $100.

Master’s Master’sThesis Thesis&&Doctoral DoctoralDissertation DissertationAwards Awards

The NJPA NJPAAcademic Academicand andScientific ScientificAffairs AffairsCommittee Committeeseeks seeksnominations nominationsforforthe thebest best master’s thesis and doctoral dissertation from any The master’s thesis and doctoral dissertation from any specialty specialty within a psychology graduateinprogram in New Jersey. should be superiordesign, in quality, andrepresent especially, represent acontribution within a psychology graduate program New Jersey. The should The be superior in quality, and design, especially, a significant significant contribution or society as aprogram whole. is Each graduate program asked in to each nominate one student in each and to psychology or societytoaspsychology a whole. Each graduate asked to nominate oneisstudent category and forward twocategory copies (photoforwardacceptable) two copies of (photocopies acceptable)toofNJPA the theses/dissertation to NJPA contactas information forschool. the student as well school. copies the theses/dissertation with contact information for with the student well as the Awardees willas bethe honored Awardees willcitation be honored a special citation at the NJPA Fall Conference. with a special at thewith NJPA Fall Conference.

Winter 2015

Clinical Psychology Fees For Services Commonly Delivered in New Jersey as of January 1, 2015 (Modified 1-6-15) 2015 Annual Deductible - $147.00 Area 1 - All counties north of Location 99 Area 99 - Monmouth, Ocean, Burlington, and Mercer Counties and all counties south Current Procedural Terminology (CPT) Codes* 90791 Psychiatric Diagnostic Evaluation 90832 Psychotherapy 30 minutes with patient and or family member (16-37 minutes) 90834 Psychotherapy 45 minutes with patient and or family member (38-52 minutes) 90837 Psychotherapy 60 minutes with patient and or family member (greater than 53 minutes) 90785 Interactive complexity code

Area 1 139.54 67.87

Area 99 136.77 66.58

89.81

88.10

134.89

132.35

15.20

14.90

Other Services 97532 - Development of cognitive skills each 15 minutes 29.43 97533 - Sensory integrative techniques each 15 minutes 32.39 90845 - Medical Psychoanalysis 96.88 90846 - Family psychotherapy without patient present 108.88 90847 - Family psychotherapy conjoint with patient present 113.37 90849 - Multiple Family group psychotherapy 38.75 90853 - Group psychotherapy (other than multiple family group) 27.37 90880 - Hypnosis 108.67

28.58 31.40 94.98 106.77 111.22 37.67 26.83 106.32

Neuropsychological 96101 - Psychologist Testing conducted by a psychologist interpretation and report, per hour 96102 - Conducted by a Technician 96103 - Conducted by Computer 96105 - Assessment of Aphasia 96111- Extended Assessment 96116 - Neurobehavioral Status Exam 96118 - Neuropsychological testing battery conducted by a psychologist; interpretation and report, per hour 96119 - Conducted by a Technician 96120 - Conducted by Computer

85.03

83.38

73.01 29.85 114.71 138.97 100.95 106.16

70.18 29.11 111.51 135.76 98.61 103.49

93.50 54.37

89.72 52.44

Health and Behavioral Assessment and Intervention Codes** 96150 - Assessment, initial 23.18 22.72 96151 - Re-assessment 22.01 21.59 96152 - Health & Behavior intervention – individual 20.88 20.47 96153 - Health & Behavior intervention – group of 8 4.95 4.86 96154 - Health & Behavior intervention – family with patient 20.50 20.10 96155 - Health & Behavior intervention – family without patient (Medicare does not pay on this code) 99406 - Smoke/Tobacco counseling 3-10 minutes 99407 – Smoke/Tobacco counseling greater than 10 minutes

15.62 29.90

15.21 29.15

ALL CURRENT PROCEDURAL TERMINOLOGY (CPT) CODES AND DESCRIPTORS ARE COPYRIGHTED 2014 BY THE AMERICAN MEDICAL ASSOCIATION

New Jersey Psychologist

Annual NJPA Business Meeting

ANNUAL NJPA BUSINESS MEETING NJPA FALL CONFERENCE RENAISSANCE WOODBRIDGE HOTEL NOVEMBER 2, 2013 (approved 10/25/14)

I. Welcome and Call to Order – President Sean Evers, PhD called the meeting to order, welcomed NJPA members to the annual business meeting, and outlined the agenda for the meeting. II. Approval of Minutes – Secretary Stephanie Coyne, PhD Motion #1: To accept the Minutes of the October 20, 2012 Annual NJPA Business Meeting, as presented. Approved / Unanimously III. Executive Director’s Report – Executive Director Jane Selzer reported on the following: a.) Central Office - Ms. Selzer outlined the changes in the Central Office staff and the development of a collegial working relationship among staff members since she began her position as NJPA executive director. She thanked Dr. Barry Helfmann for returning to the position of NJPA Director of Professional Affairs and for assisting in the implementation of a collaborative work environment at the Central Office. It was noted that the staff recognizes the importance of answering questions and responding to members concerns in a timely manner. b.) Bylaws - The current and proposed NJPA Mission Statements were reviewed and discussion followed. Objections were raised about the brevity of the proposed statement and its appropriateness as an overarching mission statement. Questions were raised about the rationale for the change in the statement and Past President, Mathias Hagovsky, PhD addressed this issue. Motion #2: To approve the New Jersey Psychological Association’s new Mission Statement. In Favor - 0 / Opposed - 14 / Abstain - 3 Motion Defeated Motion #3: To return the Mission Statement to the Governance Committee for reconsideration in light of the concerns expressed by the membership. Approved / Unanimously c.) Election Results - The results of the election for the 2014 Board are: President-Elect: Jeannine Zoppi, PhD Member-at-Large (Membership): Randy Bressler, PsyD Member-at Large (Affiliate): Rosalie DiSimone-Weiss, PhD Winter 2015

IV. Treasurer’s Report – Treasurer Kenneth Freundlich, PhD reported that NJPA ran a significant deficit of $65,000 in 2012 and that the association was on track for a similar outcome in 2013, but measures have been put in place to address this. The shortfall was primarily the result of budget projections that were not realistic and had overestimated income and underestimated expenses. The budget for 2014 is based on far more accurate projections with all projected income and expenses based on actual figures. Because of the shortfall there was a need to withdraw money from investments in 2013 (approximately one-third of the total funds) in order to keep the association solvent. In addition, cost-savings measures were put in place. The projected budget for 2014 is expected to yield a surplus that can be put back into investments so these investments can be built back up over time. A question was raised as to the role of declining membership in the budget shortfall and Jane Selzer reported on the membership numbers indicating that nearly 100 members had been added since June so that there are presently 1936 members compared to 1992 at the end of 2012. Questions were also raised as to whether the members attending this Business Meeting had to approve the 2014 budget, but it was noted that no such requirement exists. There was a request from members that they be able to see the budget and Ms. Selzer noted that she would make this available to members on the website. V. Director of Professional Affairs Report – Director of Professional Affairs, Barry Helfmann, PsyD provided an update on legal actions. a.) Class Action Lawsuits – two-thirds of the nation-wide lawsuits involving the use of the Ingenix database for determining “usual and customary fees” (UCR’s) have been provisionally settled. The settlement with Aetna has received provisional approval from the judge in the case and psychologists will likely be contacted in several months regarding settlement monies as they were in the previous settlement with United Healthcare. The Cigna case settlement negotiations have broken down and the parties are back in litigation. We believe that eventually Cigna will be settled along the lines of the Aetna settlement. The Horizon BCBS of NJ case has been settled between the parties and is being presented to the judge for provisional approval. Horizon has agreed to stop using the 45

Annual NJPA Business Meeting

Ingenix database, instead they will use the FAIR database or some percentage of Medicare, and will post this information, including how UCRs are determined, on their website b.) Horizon/Magellan/State Health Benefits Plan (SHBP) This case has ended, not because of the merits of the case, but because the NJ Supreme Court chose not to hear the case on the basis of the question of standing and “exhaustion.” The NJ Attorney General wrote an amicus brief stating that the SHB Commission was the appropriate place for case to be heard. Hence, the court denied NJPA’s standing and cited the doctrine of exhaustion citing that we had exhausted appeals available to us. In light of this decision, NJPA will be looking at legislative and regulatory measures to address the concerns of patient privacy. Funds left over in the Legal Defense Fund will be used for these further advocacy efforts and NJPA members will be informed about this. Following the court’s decision, it was reported that case management reviews have been increasing again. Members were urged to exhaust all possible appeals regarding authorizations and requests for information. If these appeals then fail, we would then demonstrate the need for judicial and/or regulatory relief. Members were reminded that the Peer Review Law exempts the SHBP from its requirements. SHBP claims HIPAA exemption as well, but they are subject to the “minimally necessary information” requirement under the NJ Licensing Act. VI. Health Care Reform Overview - Keira-Boertzel Smith, JD provided a detailed overview of Health Care Reform as it is being implemented in New Jersey, its probable impact on psychologists, and the educational and advocacy efforts undertaken by NJPA. Topics covered included the Patient Protection and Affordable Care Act (ACA), New Jersey’s federally facilitated

Health Insurance Marketplace/Exchange, New Jersey Medicare Accountable Care Organizations, the New Jersey Medicaid Accountable Care Organization Demonstration Project, Up-andComing Patient Care Models, and NJPA’s advocacy efforts. NJPA will follow up with an in-depth webinar presented by Dr. Bob McGrath, the chair of the NJPA Health Care Reform Task Force. VII. Adjournment – Dr. Evers. Motion# 4: To adjourn. Approved /Unanimously

Motion Summary: Motion #1: To accept the Minutes of the October 20, 2012 Annual NJPA Business Meeting, as presented. Approved / Unanimously Motion #2: To approve the New Jersey Psychological Association’s new Mission Statement. In Favor - 0 / Opposed - 14 / Abstain - 3 Motion Defeated Motion #3: To return the Mission Statement to the Governance Committee for reconsideration in light of the concerns expressed by the membership. Approved / Unanimously Motion# 4: To adjourn. Approved / Unanimously Respectfully Submitted, Stephanie S. Coyne, Ph.D. NJ License #2867 NJPA Secretary 2012

JAMES S. WULACH, PhD, JD 28 MILLBURN AVENUE, SUITE 6 SPRINGFIELD, NEW JERSEY 07081 (973) 763-4588 Telephone Consultation Available Email: jwulach@gmail.com

ATTORNEY AT LAW Legal & Ethical Issues, State Board Matters

LICENSED PSYCHOLOGIST #1299 Therapy, Supervision, Testing, Forensic, Custody

Author: Law & Mental Health Profs: NJ Former President, NJ Psychological Assn. Certificate, NYU Postdoctoral Program 46

New Jersey Psychologist

Book Review

Handbook of Child and Adolescent Sexuality: Developmental and Forensic Psychology (2013) Toolkit for Working with Juvenile Sex Offenders (2014) By Daniel Bromberg, PhD and William O’Donohue Reviewed by Anthony F. Tasso

Associate Professor, Fairleigh Dickinson University

erhaps the only topic more taboo than sex and sexuality is childhood sex and sexuality. Despite the regular emergence of sexual themes in adolescent treatment, researchers and clinicians alike regularly shy away from the topic, resulting in a scarcity of empirical and applied literatures devoted to its examination. Therapists actively engaged in child and adolescent clinical and forensic work who are tasked with assessing and treating childhood sexual issues are often forced to do so without solid baseline data on normative and non-normative youth sexual behaviors, proclivities, and problems, thus substantially hamstringing the work with this challenging population. Therefore, a robust empirical database is necessary to allow for the stimulation of systematic research programs, in addition to the crafting of sophisticated interventions for this understudied group. Daniel Bromberg and William O’Donohue provide two edited books that plumb the vast world of child and adolescent sexuality: Handbook of Child and Adolescent Sexuality: Developmental and Forensic Psychology (2013) and Toolkit for Working with Juvenile Sex Offenders (2014). These two texts proffer baseline data, assessment procedures, and interventional guideposts for the range of juvenile problematic and nonproblematic sexual behaviors, all of which substantially aid in non-adult sexuality clinical work. The nearly 600-page Handbook of Child and Adolescent Sexuality opens by addressing the ethically complex world of childhood sexuality research. The authors overview the complicated aspects of informed consent, Institutional Review Board oversight, limited access to participants, and parental inclusionary challenges – all of which makes a compelling argument for the utility of small subject designs. Handbook covers the temporal aspects of sexual development. From prepubescence to adolescence, hormonal to socio-cultural influences, the authors describe the progression of sexual activities, beginning with early childhood’s burgeoning curiosity of sexuality and exploration of one’s anatomy, the awareness of others as sexual beings (e.g., “playing doctor”), to teens’ more developed and pronounced interest in sex. The text also reports on prevalence rates of adolescent sexual openness, masturbation, abstinence, sexual anxieties, and partnered sexual activities. Specific attention is given to female normative and non-normative and problematic sexual development, with research suggesting that female juvenile sex offenders are more likely to be younger than male sex offenders at the time of first offense, Caucasian, offend with accomplices, target younger victims, and victimWinter 2015

ize both boys and girls. Moreover, the evidence suggests that sexually offending girls compared to non-perpetrating girls exhibit higher rates of depression, family chaos, along with poor parental supervision, and more reports of childhood sexual, physical, and emotional abuse victimization. The text addresses youth sexual health and risk prevention. The authors discuss corollaries of adolescent contraceptive use, with data suggesting that the early onset of puberty, younger-aged commencement of sexual activity, impulsivity, and low parental monitoring and communication are associated with compromised safe sex practices – all of which are exacerbated by the disinhibiting effects of drug and alcohol consumption. Additionally, adolescent sexual minorities are examined, reporting on how the inordinate amount of stress these youths regularly endure frequently begets isolation, dysphoria, and substance use, with the presence of family rejection accounting for the greatest variance of emotional distress. The Handbook also addresses the issue of children as sex abuse victims. Denoting that key risk periods are from 7-13 years old and that girls are victimized nearly four times more than boys, the authors report on evidence indicating that physically abled children are more vulnerable to sexual predators than the disabled. The book also illustrates the patterns of juvenile sex offenders. With approximately 20% of all sexual offenses perpetrated by minors, research reveals that the earlier the onset of offending (especially if it begins prior to age eleven) coupled with antisocial behaviors are predictive of chronic and severe sexual violence with their sexual predation accelerating with age. The Handbook provides useful steps on conducting clinical interviews with children suspected of being abused, proffering cautionary information on the malleability of human memory as a means to support clinicians with the delicate process. The text also delves into the therapeutic work with sexually abused children; imploring the need to be mindful of the sensitive nature when working with such vulnerable individuals. Sex abuse prevention is addressed, with educative information on how to teach children to rebut abusive lures and then immediately divulge such experiences to a trusted adult. An overview of the legal responsiveness to child sex abuse victims is discussed; touching on the roles of the criminal justice and child welfare systems in addition to the all-important victim rights movement. The Handbook closes with a section on childhood sexual behavioral problems and adolescent sexual perpetrators. Highlighting the difficulty in discerning typical sexual development from problematic (and potentially pathological) sexual development, 47

Book Review the text examines some of the concepts underlying adolescent sexual behavioral problems from individual (e.g., developmental delays, language delays, impulsivity), familial (e.g., lack of parental structure and guidance, parental depression and/or substance abuse, violence, harsh discipline), and sexual abuse (e.g., age and duration of abuse) factors. Whereas Handbook of Child and Adolescent Sexuality comprehensively overviews basic foundational information on a range of sexual behaviors and pathologies, Bromberg and O’Donohue’s second text, Toolkit for Working with Juvenile Sex Offenders, provides a solid guidepost for specific assessment and interventional approaches with underage sexually violent perpetrators. The text begins with the delineation of different assessment approaches (e.g., review of criminal files, clinical interviews, testing data), then segues to some of the more widely used standardized assessment measures (e.g., Estimate of Risk of Adolescent Sexual Offense Recidivism, Juvenile Sex Offender Assessment Protocol-II). The text also critiques the applicability of historically adult psychophysiological assessment measures with juveniles such as the penile plethysmography (a psychophysiological measure of sexual arousal patterns) as well as the polygraph. Despite rigorous monitoring of youths identified as sex offenders, the clear limitations of assessments predictive abilities are identified, with pertinent factors being the fluidity of development and the range of risk factors – all of which preclude desired predictive capabilities. The authors provide guiding principles on report writing for juvenile sex offenders by denoting the imperativeness of clearly listing the sequence of events, distinguishing verifiable facts from clinical judgment and hypothesizing, and the need to categorically refrain from offering legal opinions – while never losing sight of the aspirational report writing conviction of “within a reasonable degree of psychological certainty.” The book nicely addresses the intricacies of testifying in court. The authors supportively note how psychotherapists, often with no formal training in legal matters, need to be cognizant of the contentious nature of litigation, stay abreast of the extant research, avoid defensive reactions when cross-examined, temper conclusions, and not advocate for or against an individual but rather stay beholden to the facts of the case and assessment data. Juvenile sex offending treatment is explored, addressing those individuals denying any culpability or wrongdoing, with empathy training deemed useful for such adolescents, to treating youths assessed as low risk and therefore in a minimally controlled outpatient setting, recommending ascending levels of risk related therapy with commensurate intensity of treatments. Toolkit also hones in on the direct modification of problematic male sexual interests. The authors address dual treatment applications of reconditioning or counterconditioning of putatively dangerous sexual urges via olfactory aversion when imaging problematic sexual activity parenthetic to the facilitation of sexual stimulation for prosocial sexual images (e.g., masturbation to orgasm with images of a consenting legal-aged partner). Treatment for adolescent victims of sexual abuse is also discussed. The authors place an emphasis on the need for affect expression and regulation, coping, and relaxation techniques. The text offers a thorough overview of conducting a 48

clinical intake with juvenile sex offenders, including recommendations on how to glean relevant data from an in-depth clinical interview (e.g., developmental data, pertinent childhood and adolescence sexual history). Social skills, substance abuse, and academic interventions in juvenile sex offending are examined, thus providing non-psychotherapeutic avenues to address sexually problematic youths. Toolkit also has chapters on relapse prevention and impulse control – both of which aim to buttress preexisting healthy traits and strengths that are not being utilized in concert with attending to ever-present risk factors. Overall juvenile sex-offending practice-based tools are discussed, from the intricate features of documentation, to barriers and treatment needs of those with concurrent cognitive deficits, as well as inclusionary and exclusionary aspects related to family involved in the treatment process. Toolkit enumerates key facets of building a practice treating adolescent sex offenders, including practical components such as office space, liability, and therapists’ personality factors (e.g., comfortable level with emotionally charged sexual topics, withstanding in-session expressions of hostility, tolerance of lessthan-desirable treatment outcomes). Handbook of Child and Adolescent Sexuality and Toolkit For Working with Juvenile Sex Offenders represent highly useful resources for the myriad of youth sexual behaviors and tendencies. Whereas the former provides solid data on the range of sexual tendencies and thus allows for the understanding of normative and non-normative juvenile sexuality, the latter is steeped in the assessment and intervention of those sexual tendencies and behaviors deemed problematic. Although both texts are geared towards the criminal side of youth sexuality, they are not monolithically so, with each offering ample information on working with children and adolescent sexual themes, regardless of their forensic status. Whether used together or individually, Handbook of Child and Adolescent Sexuality and Toolkit for Working with Juvenile Sex Offenders substantially aid the therapist in the trenches of clinical work with adolescents and children. References Bromberg, D.S. & O’Donohue, W.T. (2013). Handbook of child and adolescent sexuality: Developmental and forensic psychology. San Diego, CA: Elsevier. Bromberg, D.S. & O’Donohue, W.T. (2014). Toolkit for working with juvenile sex offenders. San Diego, CA: Elsevier.

New Jersey Psychologist

Book Review

This is Your Brain on Neuroscience: A Review of “Brainwashed” and “Neuro” By Ben J. Susswein, PhD Private Practice, Montclair

’ll bet you think you chose to read this book review rather than to turn the page and peruse the list of NJPA Sustaining Members. What do you believe led you to make the choice? The intriguing title? Your interest in the subject matter? The striking photograph of the distinguished silverhaired colleague who is the author? Whatever you believe led you to make the choice, you undoubtedly believe that you made a choice. Dream on. According to neuroscientist and hard core “eliminative materialist” Patricia Churchland, “The weight of evidence now implies that it is the brain, rather than some non-physical stuff, that feels, thinks, and decides.” This is the fundamental conceit of some neuroscientific sects, whose members argue that consciousness is an illusory epiphenomenon. Mind-body problem? No problem. Free will? A selfindulgent delusion. Your “mind” is just the exhaust fumes of neural activity, drifting off behind the vehicle, and you are certainly not in the driver’s seat. Now that we have neuroimaging, psychology is irrelevant, and we need not waste our time talking about beliefs, desires, intentions, the stuff of what is dismissively referred to in some philosophical circles as “folk psychology.” Once again, Patricia Churchland, after a tough day at work, addressing, apparently without irony or self-parody, her husband and collaborator: “Paul, don’t speak to me, my serotonin levels have hit bottom, my brain is awash in glucocorticoids, my blood vessels are full of adrenaline, and if it weren’t for my endogenous opiates I’d have driven the car into a tree on the way home. My dopamine levels need lifting. Pour me a Chardonnay, and I’ll be down in a minute.” (I’m not making this up. Really. See the February 12, 2007, New Yorker article entitled “Two heads.”) A cascade of recent publications have breathlessly proclaimed that neuroimaging technology is forcing the brain to surrender its secrets, as observational data confirms the existence of functional relationships between specific neuroanatomical structures and specific psychological states and cognitive activities. A smaller number of newly-issued books, however, consider the neuroscience boom with a more critical eye and a more sober sensibility. Among those volumes is “Brainwashed: The Seductive Appeal of Mindless Neuroscience,” co-authored by psychiatrist Sally Satel and psychologist Scott Lillenfeld. Satel, whose previous publications Winter 2015

include “MD, PC: How Political Correctness is Corrupting Medicine” and “One Nation Under Therapy: How the Helping Culture Is Eroding Self-reliance,” is affiliated with the conservative American Enterprise Institute. Sociologists Nicolas Rose and Joelle Abi-Rached, in “Neuro: The New Brain Sciences and the Management of the Mind,” a book intended for an academic audience rather than the general public, explores the neurosciences as a social and economic institution as well as considering in considerable detail the implications of research findings for the emerging 21st century neurobiological notion of personhood. Satel and Lillenfeld’s book is a cautionary tract that opens with a survey of the development, the current state, and the limitations of neuroimaging technology, underscoring the dangers of making unwarranted “reverse inferences” about psychological states from fMRI data. The authors astutely identify the “neuroredundancy” of much research, which merely validates brain-behavior relationships that have inferred for decades, more confirmation than revelation. Subsequent chapters catalog how slender and tentative findings have been inflated to support questionable generalizations and extrapolations that undermine the notion of personal responsibility, in the culture, in the courts, and in the clinic. My favorite chapter title: “My amygdala made me do it.” Regretably, in restricting their survey to “mindless neuroscience,” Satel and Lillenfeld fail to address conceptual and ethical ambiguities raised by meaningful and rigorous research. They debunk in great detail the exaggerated claims of “neuromarketers,” who purport to identify and manipulate consumer preferences through the use of neuroimaging technology, but the authors provide only a schematic discussion of the extensive and important findings that examine the ways that an individual’s perceptions, beliefs, and decisions are influenced without awareness by manipulations of the salience of stimuli or by the establishment of an attitudinal set through “priming.” Satel and Lillenfeld raise understandable concerns about the characterization of addictions as “brain diseases” over which addicts have no control, but there is no consideration of neuropsychological conditions such as Attention Deficit Disorder (which is at least occasionally correctly diagnosed), Autism Spectrum pathology, traumatic brain injury, and dementia, which might legitimately mitigate or compromise individual responsibility, in educational, legal, 49

Book Review

and ethical contexts. Because Satel and Lillenfeld fail to acknowledge explicitly the extent to which we exercise our “free will” only within neurobiological constraints, “Brainwashed,” while informative, entertaining and intelligently written, reads a bit like a libertarian manifesto, and does not offer a comprehensive and balanced survey of the contemporary neuroscience of personal responsibility. The restrictions of writing for a popular audience does not, in my estimation, give authors the license to cherry pick from the scientific literature. “Neuro” is dense and rich, offering a lot more to chew on, a lot more to digest, and a great deal more nourishment than “Brainwashed” (guess who worked through his lunch break?). While the authors of both “Brainwashed” and “Neuro” are concerned with the notion of personhood, where Satel and Lillenfeld emphasize the individual as an isolated actor, Rose and Abi-Rached see the individual situated and interacting in a social and cultural context. They argue for the incorporation of the neurobiological perspective into a multifaceted view

of what it means to be a person. In the pluralistic vision that informs their work, philosophy and the social, psychological, and biological sciences co-exist in a peaceable kingdom rather than taking sides in the culture wars. Rose and Abi-Rached cite what is arguably the most important conceptual contribution to the issue of personhood seen in a neurobiological context - the fallacy of attributing to brains, or parts of brains, capacities that can only be attributed to persons. Whether we call this the “mereological fallacy” (employing the term M.R. Bennett and P.M.S. Hacker use in their formidable and fascinating “Philosophical Foundations of Cognitive Neuroscience”) or the invocation of a homunculus in lieu of an explanation, or just say it is kicking the conceptual can further down the synaptic road, it seems evident that expertise about how brains work may not be equivalent to expertise about how people work. On that point, I would argue that the authors of both books would agree.

WELCOME NEW MEMBERS!

Members

Student Members (NJPAGS)

Silvana Amar, PhD Jane Austin, PhD Brian Cole, PhD Nina Cooperman, PsyD Karen Conn, PhD Debra Davis, PhD Jennifer Dechert, PsyD Jane Gooen-Piels, PhD Corrine Kalafut, PsyD Melanie Karger, PsyD Lisa Kestler, PhD Michelle Lupkin, PhD Erin Mendoza, PsyD Giovanna Musso, PhD Kathleen Niegocki, PhD Anupama Saale-Prasad, PhD Brittany Ryan-Berzins, PhD Sara Shenker, PsyD Jennifer Wallach, PsyD Charity Wilkinson, PsyD

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New Jersey Psychologist

CALL FOR NOMINATIONS CALL FOR Nominations are currently being solicited forNOMINATIONS two positions on the 2016 NJPA Executive Board. CALL FOR CALL FOR NOMINATIONS Nominations are currently being solicited forNOMINATIONS two positions on the 2016 NJPA Executive Board.

All candidates for elected office in the New Jersey Psychological Association must meet the following criteria: being solicited two Nominations are currently being solicited for two positions positions on on the the 2016 2016 NJPA NJPA Executive Executive Board. Board. 1. Nominations Full Member, inare goodcurrently standing, at least two years. for All candidates for elected office in the Newfor Jersey Psychological Association must meet the following criteria: 2. Evidence of volunteer involvement in NJPA for at least one year. 1. Full Member, in good standing, for at least two years. 3. pending orin legal All for office the New Psychological All candidates candidates for elected elected office in the violations. New Jersey Jersey Psychological Association must meet meet the the following following criteria: criteria: 2. No Evidence of ethical volunteer involvement in NJPA for at leastAssociation one year. must 1. Full Member, in good standing, for at least two years. 1. Full Member, in good standing, for at least two years. 3. No pending ethical or legal violations. Volunteer yourself or colleague toin a prepared statement of nominee’s qualifications along with this form and return to 2. of volunteer NJPA for one 2. Evidence Evidence ofnominate volunteerainvolvement involvement inserve. NJPA Submit for at at least least one year. year. the Central Office by 5, or 2015. 3. pending ethical violations. 3. No No pending ethical or legal violations. Volunteer yourself or June nominate alegal colleague to serve. Submit a prepared statement of nominee’s qualifications along with this form and return to the Central Office by June 5, 2015. Members yourself of the Executive Board have the responsibility to govern the Association, set policy andqualifications priorities. In along addition tothis these major Volunteer or aa colleague to aa prepared statement with form and return Volunteer yourself or nominate nominate colleague to serve. serve. Submit Submit prepared statement of of nominee’s nominee’s qualifications along with this form androles, return to to each board member has specific responsibilities. Important Note:the Material for Executive meetings sent electronically. Board the Central by 5, the Central Office by June June 5, 2015. 2015. Members ofOffice the Executive Board have the responsibility to govern Association, set policyBoard and priorities. Inis addition to these major roles, members be able to access these documents. each boardmust member has specific responsibilities. Important Note: Material for Executive Board meetings is sent electronically. Board Members of the Executive Board have the Members of the Executive Board have the responsibility responsibility to to govern govern the the Association, Association, set set policy policy and and priorities. priorities. In In addition addition to to these these major major roles, roles, members must be able to access these documents. each member each board board member has has specific specific responsibilities. responsibilities. Important Important Note: Note: Material Material for for Executive Executive Board Board meetings meetings is is sent sent electronically. electronically. Board Board BOARD OPENINGS: members must be to these documents. members must be able able to access access these documents. Please print the name of the person you nominate on the line after the position title and print and sign your name at the bottom of the form. BOARD OPENINGS: Check you the know the of member is willing to serve. The Nominations Committee will and establish the list eligible candidates for ranking by the Please ifprint name the person you nominate on the line after the position title print and signofyour name at the bottom of the form. Executive Board to develop the slate. BOARD OPENINGS: BOARD OPENINGS: Check if you know the member is willing to serve. The Nominations Committee will establish the list of eligible candidates for ranking by the Please print the of person you Please print the name name of the thethe person you nominate nominate on on the the line line after after the the position position title title and and print print and and sign sign your your name name at at the the bottom bottom of of the the form. form. Executive Board to develop slate. Check Check ifif you you know know the the member member is is willing willing to to serve. serve. The The Nominations Nominations Committee Committee will will establish establish the the list list of of eligible eligible candidates candidates for for ranking ranking by by the the PRESIDENT-ELECT Executive Executive Board Board to to develop develop the the slate. slate. PRESIDENT-ELECT Candidates for President-Elect must have served three years or one term on the Executive Board; or chaired a committee, special interest group (SIG),for or President-Elect resource group; or hadhave an active role as ayears committee/SIG/Resource group member last seven years. special interest PRESIDENT-ELECT PRESIDENT-ELECT Candidates must served three or one term on the Executive Board; in or the chaired a committee, group (SIG), or resource group; or had an active role as a committee/SIG/Resource group member in the last seven years. Term of office: January 2016 to December 2016 three as President-Elect; Willing to serve _______ Candidates for must have years Executive Board; or Candidates for President-Elect President-Elect must have served served three years or or one one term term on on the the Executive Board; or chaired chaired aa committee, committee, special special interest interest January 2017 2017 as President; group (SIG), or or had role aa committee/SIG/Resource group member in group (SIG), or resource resource group; orDecember had an an active active role as committee/SIG/Resource group member in the the last last seven seven years. years. Term of office: Januarygroup; 2016 to to December 2016 asas President-Elect; Willing to serve _______ January 2017 2018 to to December December 2017 2018 as as President; Past-President. January Term 2016 to December 2016 as President-Elect; Willing Term of of office: office: January January 2016 to December 2016 as President-Elect; Willing to to serve serve _______ _______ January 2018 to December 2018 as Past-President. Responsibilities: January January 2017 2017 to to December December 2017 2017 as as President; President; Serve January as a member Executive Board and perform the duties of president in the event of absence or incapacity of the president. 2018 to December 2018 as January 2018of tothe December 2018 as Past-President. Past-President. Responsibilities: Member Personnel Committee, Nominations & Leadership Committee, and Finance Serve asof a Executive member ofCommittee, the Executive Board and perform the duties of president in theDevelopment event of absence or incapacity of the president. Committee, and become fully familiar with the affairs of the association. Attend COLA meetings, NJPA Foundation meetings, work Responsibilities: Responsibilities: Member of Executive Committee, Personnel Committee, Nominations & Leadership Development Committee, and Finance with NJPA Affiliate Organizations, and attend other meetings at theof request of the president. theor APA State Leadership Serve as of Executive Board and perform the duties president in the event of absence incapacity of Serve as aa member member of the thefully Executive Board and perform theassociation. duties of president in the event ofAttend absence or incapacity of the the president. president. Committee, and become familiar with the affairs of the Attend COLA meetings, NJPA Foundation meetings, work Conference in Washington, DC. Serve as president of NJPA Foundation during year. Member of Committee, Personnel Committee, Nominations && Leadership Development Committee, and Member of Executive Executive Committee, Personnel Committee, Nominations Leadership Development Committee, and Finance Finance with NJPA Affiliate Organizations, and attend other meetings at the request of thepast-president president. Attend the APA State Leadership Committee, become familiar with affairs of the meetings, NJPA Committee, and and become fully fully familiar with the affairs of of NJPA the association. association. Attend COLA meetings,year. NJPA Foundation Foundation meetings, meetings, work work Conference in Washington, DC. Serve as the president FoundationAttend duringCOLA past-president with with NJPA NJPA Affiliate Affiliate Organizations, Organizations, and and attend attend other other meetings meetings at at the the request request of of the the president. president. Attend Attend the the APA APA State State Leadership Leadership Conference Conference in in Washington, Washington, DC. DC. Serve Serve as as president president of of NJPA NJPA Foundation Foundation during during past-president past-president year. year.

SECRETARY _______________________________________________________ SECRETARY _______________________________________________________

Term of office: January 2016 to December 2017 Willing to serve________ SECRETARY _______________________________________________________ SECRETARY Records_______________________________________________________ minutes of the executive board meetings, executive committee meetings, and Fall Conference business meeting. Term of office: January 2016 to December 2017 Willing to serve________ serves asminutes a member of executive and others as designated the president. Records of the executive committee, board meetings, executive committeeby meetings, and Fall Conference business meeting. Responsibilities: Term 2016 2017 Willing to Term of of office: office: January 2016 to to December 2017 Willing to serve________ serve________ servesJanuary as a member of December executive committee, and others as designated by the president. Records minutes of the executive board meetings, executive committee meetings, and Records minutes of the executive board meetings, executive committee meetings, and Fall Fall Conference Conference business business meeting. meeting. Responsibilities: serves of committee, others as serves as as aa member member of executive executive committee, and others as designated designated by by the the president. president. MEMBER-AT-LARGE (General Membership) - 1and seat open Responsibilities: Responsibilities: MEMBER-AT-LARGE (General Membership) - 1 seat open __________________________________________ Willing to serve _______ Term of office: January (General 2016 to December 2018 -- 11 seat MEMBER-AT-LARGE Membership) MEMBER-AT-LARGE (General Membership) seat open open __________________________________________ Willing to serve _______

Also Also Also Also

Term of office: January 2016 to December 2018 Willing Willing to to serve serve _______ _______ Term January 2016 2018 Term of of office: office: January 2016 to to December December 2018 committees as appointed by the president. Represent the broader constituency of NJPA. Serve on the executive board and board Responsibilities: Participate in executive all discussions of policy, priorities, andpresident. planning for NJPA. Attend board meetings, board retreats, Serve on the boardand anddecision-making board committees as appointed by the Represent the broader constituency of NJPA. and committees of the board and meetings as assigned. Responsibilities: Responsibilities: Participate in all discussions decision-making of policy, priorities, and planning for NJPA. Attend board meetings, board retreats, Serve on board and Serve on the the executive executive boardmeetings and board boardascommittees committees as appointed appointed by by the the president. president. Represent Represent the the broader broader constituency constituency of of NJPA. NJPA. and committees of the board assigned. as Participate Participate in in all all discussions discussions and and decision-making decision-making of of policy, policy, priorities, priorities, and and planning planning for for NJPA. NJPA. Attend Attend board board meetings, meetings, board board retreats, retreats, and committees Print name of nominator Signature and committees of of the the board board meetings meetings as as assigned. assigned.

__________________________________________ __________________________________________ Responsibilities:

Print name of nominator Print Print name name of of nominator nominator

Winter 2015

Signature Return this form and the statement of qualifications of the nominee(s) to: NJPA, 414 Eagle Rock Avenue, Suite 211, West of Orange, NJ 07052to: Return this form and the statement Signature of qualifications the nominee(s) Signature Fax: 973-243-9818 NJPA, 414 Eagle Rock Avenue, Suite 211, West Orange, NJ 07052 June 5, 2015 of Return statement of qualifications Return this this form form and and the theDeadline: statement of qualifications of the the nominee(s) nominee(s) to: to: Fax: 973-243-9818 NJPA, Avenue, Suite 211, West Orange, NJ NJPA, 414 414 Eagle Eagle Rock Rock Avenue, Suite 211, West Orange, NJ 07052 07052 Deadline: June 5, 2015 Fax: Fax: 973-243-9818 973-243-9818 Deadline: Deadline: June June 5, 5, 2015 2015

Classified Ads The NJ Psychologist accepts advertising of interest to the profession. The minimum rate for Classified Ads is $69 for up to 50 words each, $5 for each additional ten words. For display ad information, visit our website at <www.PsychologyNJ.org> Acceptance of advertising does not imply endorsement by NJPA. Email inquiries to NJPAcg@PsychologyNJ.org ATTN: Christine Gurriere, or call 973-243-9800. The NJ Psychologist is mailed on or about the 10th of February, May, August and November. The journal is mailed as part of a bulk mailing, therefore delivery times may vary with local post offices.

OFFICE SPACE

EMPLOYMENT OPPORTUNITIES

Monmouth County

Part-Time Licensed Psychologist

Monmouth County office space – two separate, furnished, exterior consulting rooms are available in a suite that includes reception area, bathroom, off-street lighted parking, and signage. Located at busy intersection near Red Bank, just vacated by two psychologists who have retired. All utilities and Internet provided; larger office is 150 sq. feet, smaller 100 sq. feet; photos available online. Offices could be shared; day, evening, and weekends. Year lease required; price negotiable. Call Dr. Schreiber at 732-822-4340 (cell) for information. ❖

Behavioral Health Associates of North Jersey invites applications for a part-time licensed psychologist. Major responsibilities would include providing individual therapy and parent management training to children, adolescents, and their families. The individual must have experience and training in CBT and with child/ adolescent populations. For more information, visit our website at <www.bhanj.com>. Please fax a letter of interest and curriculum vitae to 201-262-9444. ❖

Mountainside

Licensed Mental Health Professionals

Six brand new custom construction offices for therapists located in Mountainside. Includes shared waiting room, kitchenette, and many other features. <www.SherwoodProfessionals.com> 908-233-7900. ❖

PRINCETON OFFICE SPACE to SHARE!!

Looking for a professional to sublease office space in a well established Chiropractic Office. Available M-F. Front desk area, reception and treatment rooms. Amazing professional space in highly visible location in one of Princeton’s oldest professional complexes, plenty of parking. Call 732-921-4090 or email dredsofo@gmail.com. ❖

Scotch Plains/Westfield Area

Attractively furnished, shared office suite available for psychologist or social worker. Full or part time. Centrally located in professional building. Ample parking. Referral opportunities. Martin Blume, LCSW 908-322-4317. ❖

Upper Montclair

Psychotherapy Office Space Available: Office available for sublet in group psychotherapy practice in Upper Montclair on Valley Road, 2 blocks from train station. Offices may be rented on a full or part time basis. Availability includes adult psychotherapy offices; fully equipped play room for play therapy and waiting room. Contact Ed Callaghan 201-926-3295. ❖

CE Program

The Child and Teen Success Center of Mountainside, NJ seeks licensed mental health professionals to treat children and/or adults. Must be on (or eligible to join) insurance company panels. P/T to start. Contact: Steven Sussman, PhD (908)232-6432; stevensussman75@gmail.com; Fax (908) 654-4676. ❖

Licensed Psychologists

Seeking NJ licensed psychologist to join our practice in Mountain Lakes to offer psychotherapy to adults, focus on (but not limited to) anxiety. We will pay for a directory listing. W2 employee, very competitive pay. Ideal: a self-marketer open to learning. Kindly send CV to R. Shipon at wolfshipon@mac.com. ❖

Psychologist – Needed for busy practice in Ridgewood. Two positions: one child CBT position available August/September. One neuropsych position available immediately. Both licensed clinicians and permit holders accepted. Fax CV to APS at 201-447-4377. ❖

TRAINING CBT Training/Supervision Group

Congenial group meets in Cranford every other Friday, 9:30-11:00 am. Didactic material and case discussion focuses on newest approaches. Appropriate for practitioners at all levels of experience with CBT. For additional information, contact Lynn Mollick, PhD. Co-founder, NJ Association of Cognitive Behavioral Therapists and GSAPP Clinical Supervisor. 908-276-3888 or LynnMollick@gmail.com. ❖

Earn 36-48 APA CE credits by attending one of our biofeedback or neurofeedback courses. Go to <www.YouTube.com\biofeedbackresources> - video about BCIA Biofeedback Certification. Call 888-574-8262 to learn more 24 hour pre-recorded message. Text Biofeedback to 55469 - special offer on registration. Call 877-669-6463 or 914-762-4646 to Register Now <www.biofeedbackinternational.com>. ❖

New Jersey Psychologist

Coverage for all Trust Sponsored Professional Liability Insurance is now available to ALL psychologists! Coverage at every stage of your career The Trust has you covered when you’re providing psychological services – as a student, in supervised post-graduate work, in research and education, in professional practice… in every way, you get an entire risk management program.

• • • • • •

No association membership required to apply Broad coverage at affordable rates Free risk management consultations Excellent customer service A variety of premium discounts Optional Business Office insurance

Move your coverage to The Trust and save 10% If you’re insured by another carrier, it may be time to switch! It’s easy and affordable, and you can make the transition with no gap in coverage. For details, call us at 1-877-637-9700.

For Psychologists By Psychologists

www.trustinsurance.com • 1-877-637-9700 * Insurance provided by ACE American Insurance Company, Philadelphia, PA and in some jurisdictions, other insurance companies within the ACE Group. The product information above is a summary only. The insurance policy actually issued contains the terms and conditions of the contract. All products may not be available in all states. Surplus lines insurance sold only through licensed surplus lines producers. Administered by Trust Risk Management Services, Inc. ACE USA is the U.S.-based retail operating division of the ACE Group, a global leader in insurance and reinsurance, serving a diverse group of clients. Headed by ACE Limited (NYSE: ACE), a component of the S&P 500 stock index, the ACE Group conducts its business on a worldwide basis with operating subsidiaries in more than 50 countries. Additional information can be found at www.acegroup.com/us.

How can a doctorate in clinical psychology unlock your career potential?

Will. Power.

New Doctoral Program in Clinical Psychology (PsyD) The new PsyD program at William Paterson University provides a powerful path to success in the field of clinical psychology. Taught by outstanding faculty with diverse interests in both research and clinical practice, the program offers individualized attention and state-of-the-art facilities.

For more information, call 973.720.3641 or visit wpunj.edu/psyd.