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NJ PSYCHOLOGIST A Publication of the New Jersey Psychological Association

In this issue... Special Section: A Mental Health Awareness Campaign - Compassionate Communities NJPA Delegates at the 2020 Practice Leadership Conference: Maximizing the Impact of State and Federal Advocacy Emotional Support Animals: A Dilemma for Psychologists The Examination for Professional Practice in Psychology (EPPP): Updates and Concerns

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Table of Contents

2 Editor’s Message

3 President/Executive Director Message

5 NJPA and the 2020 Coronavirus

6 The Examination for Professional Practice in Psychology (EPPP): Updates and Concerns

7 Welcome New Members!

8 NJPAGS: Attachment Styles & Health 9 Ethics Update: Emotional Support Animals: A Dilemma for Psychologists 10 NJPA Sustaining Members 11 NJPA Foundation Awards & Grants 12 Foundation Donors – 2019 13 APA Council of Representatives Report 14 NJPA Award Nominations Sought 15 Special Section: Compassionate Communities An NJPA 2020 Mental Health Awareness Campaign 20 Member News 27 Poetry Corner 28 Call for Nominations 29 2020 Scientific & Academic Awards

NJPA Publication Disclaimers – February 2020 Preparation of Manuscripts All manuscripts submitted for publication must follow APA style and 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 font, left flush. Please submit your manuscript via e-mail to the NJPA Central Office ATTN: Francine Conway at the e-mail addresses listed below.

Errors and Omissions The NJPA Central Office staff is responsible for the layout and formatting of the NJPA journal publication, the New Jersey Psychologist. The authors of the articles produce and edit the grammar and content of the articles and references. Under no circumstances shall NJPA be liable for any direct, indirect, incidental, special, punitive, or consequential damages that result in any way from your use of or inability to use the New Jersey Psychologist or its contents, that result from any services provided by anyone named in the New Jersey Psychologist, or that are in any way associated with any mistakes, errors, omissions, interruptions, deletion of files, errors, defects, delays in operation, or transmission or any failure of performance, or for any other damages associated with the New Jersey Psychologist. NJPA makes no warranties or guaranties concerning the accuracy or reliability of the content contained in the New Jersey Psychologist or other sites or materials to which it may link or reference, nor does any link or reference imply an endorsement by NJPA of those sites or materials or content contained therein. This disclaimer also applies to use of the New Jersey Psychologist articles posted on the NJPA website or the third party BeaconLive platform for homestudy continuing education learning.

Legal Advice Disclaimer The articles and forms found on the NJPA website, mentioned on NJPA social media platforms, and in the NJPA journal publication the New Jersey Psychologist are not intended as legal advice. Practice issues are complex and highly fact-specific and require legal expertise that will not be provided by such generalized articles or forms. The information should not be used as a substitute for obtaining personal legal advice and consultation prior to making decisions regarding individual circumstances.

Editorial Policy Articles accepted for publication will be copyrighted by NJPA, and NJPA 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 receiving the written consent of NJPA, to freely use material otherwise published by NJPA in books or collections of readings authored by themselves. Please be advised that authors will not receive remuneration for any articles submitted to, or accepted by, the New Jersey Psychologist.

Who’s Who in NJPA 2020 Editorial Board

www.PsychologyNJ.org

Interim Editor: Francine Conway, PhD Members: Ashley Gorman, PhD Eric Herschman, PsyD Nathan McClelland, PhD Anthony Tasso, PhD Staff Liaison: Christine Gurriere

NJPA Executive Board

President: Lucy Sant’Anna Takagi, PsyD President-Elect: Daniel Lee, PsyD Past-President: Morgan Murray, PhD Treasurer: Daniel DaSilva, PhD Secretary: Mary Blakeslee, PhD Director of Academic Affairs: Francine Conway, PhD APA Council Representative: Rhonda Allen, PhD Members-At-Large: (A) Phyllis Bolling, PhD (A) Susan Esquilin, PhD (A) Aida Ismael-Lennon, PsyD (N) Alan Lee, PsyD (N) Nicole Rafanello, PhD (N) Aileen Torres, PhD Parliamentarian: Joseph Coyne, PhD Affiliate Caucus Chair: Rosalie DiSimone-Weiss, PhD ECP Chair: Christopher King, JD, PhD NJPAGS Chair: Chelsea Torres, MA, LPC CODI Co-Chairs: Phyllis Bolling, PhD and Susan Herschman, PsyD Affiliate Representatives: Northeast Counties Association of Psychologists: Nansie Ross, PsyD Essex/Union County Association of Psychologists: Sara Tedrick Parikh, PhD Mercer County Psychological Association: TBD Middlesex County Association of Psychologists: Tammy Dorff, PsyD and Rosalie DiSimmone-Weiss, PhD Monmouth/Ocean County Psychological Association: Deidre Waters, PsyD Morris County Psychological Association: TBD Somerset/Hunterdon/Warren County Psychological Association: Janie Feldman, PsyD South Jersey Psychological Association: Daniel Lee, PsyD Central Office Staff: Executive Director: Keira Boertzel-Smith, JD Director of Professional Affairs: Susan McGroarty, PhD Senior Communications Manager: Christine Gurriere Continuing Education & Event Coordinator: Ana DeMeo Membership Services Coordinator: Jennifer Cooper

Published by: New Jersey Psychological Association 354 Eisenhower Parkway, Plaza 1, Suite 1150 Livingston, NJ 07039 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, 354 Eisenhower Parkway, Suite 1150, Livingston, NJ 07039. 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, 354 Eisenhower Parkway, Plaza 1, Suite 1150, Livingston, NJ 07039.

Any opinions that appear in material contributed by others are not necessarily those of the Editors, Advisors, or NJPA, nor of the particular organization with which an author is affiliated.

Manuscripts should be sent to the Interim Editor: Francine Conway, PhD E-Mail: francine.conway@gsapp.rutgers.edu or NJPA Central Office E-Mail: NJPA@PsychologyNJ.org

Spring 2020

From The Editor

Francine Conway, PhD Interim Editor

JPA is in is the fourth year of a collaborative relationship with NJPA affiliates and outside groups to organize a coordinated approach to increasing awareness of mental health needs and the profession of psychology. This year’s theme, Compassionate Communities, recognizes New Jersey’s vibrant and diverse communities and asserts each community’s power to change attitudes and end discrimination. The diversity and inclusion of representatives from all communities, as we work together to increase awareness of mental health needs in New Jersey, is a priority of this campaign. Articles in this special selection provide us with a view of the therapists’ commitment and compassion in the treatment of diverse populations. First, selected articles address the importance of considering the cultural context of clients impacted by immigration status and experiences, as well as the cultural challenges of differently-abled individuals, an area that requires more attention in mental health. While the articles all have relevance for work in an individual psychotherapy practice, they also provide insight into the critical work psychologists can do when we engage the community or work in community settings. Two articles in this special section encourage therapists to consider the sociocultural context of their clients and the impact of the immigration experiences on the client’s functioning. In Treating Underserved Latino Immigrant Communities, Marta Aizenman argues for the importance of including the client’s immigration experience in the therapy. While clients themselves may not anticipate the impact of their immigration experiences on their presenting problems, two vignettes discussing the relevance of the patient’s immigration experience for their mental health were presented. Dr. Aizenman argues for the importance of training programs preparing psychologists to highlight 2

the intersection of the “clients historical, social, and cultural circumstances . . . with the therapeutic process.” Similarly, Juneau Mahan Gary, Kassaw Merie, and Robin Hernandez-Mekonnen’s article, Compassionate Practice with Refugees and Asylees, offers a view of compassionate practice that includes “components of social justice and advocacy, cultural competence, strengths-based therapy, and interpersonal compassion.” A culturally-competent practice also is relevant for differently-abled individuals. Shoshana Elisheva May calls our attention to the need for ”Culturally Affirmative Therapy” in the article Working with the d/Deaf and Hard-of-Hearing Community: What to Know. While acknowledging the privilege of the hearing, May highlights the disparities in available mental health services for individuals in the Deaf communities. Likewise, Marks, Pontillo and BlockLerner’s contributions Returning to Life: Using Mindfulness and Yoga to Build Nurturing Community for Individuals with Aphasia highlights an innovative collaborative treatment program at Kean University where psychologists working with speech language pathologists use Behavioral Activation to treat individuals with acquired language/communication disorder due to stroke or brain injury. In addition to the private practice model, a compassionate practice can extend to community interventions. The article Wellness in Recovery: An Empowerment Model for Individuals in Recovery from Substance Use Disorders and their Family Supporters, by Lorraine Howard, Margaret Swarbrick, and Denise Hien, discusses a community intervention approach to working with challenging treatment issues such as substance use, a diagnosis that tends to be stigmatizing. The compassionate community framework, developed in this article, is grounded in positive psychology and a strengths-based approach to address the importance of family and community in the long-term treatment of individuals in substance use recovery. Community-based interventions, particularly for challenges encountered during early childhood, can determine the mental health trajectory for many infants and their families. Michelle Pievsky’s article on Infant Mental Health speaks to the importance of providing accessible care for children six

years old and under through a communitybased clinic. The author provides useful tips on promoting infant health and wellness. Finally, the importance of community in addressing the mental health needs of underserved youth is discussed in the article Rutgers Community Partners in Youth Mental Health, by Sheila Rouzitalab, Christine Laurine, Cindy Chang, Melissa Pedroza, Maria Alba, Brian Chu, and Andrea Quinn. Through developing partnerships with local organizations, therapists offer a model for community outreach, consultation, and education and training to address the mental health gap in youth services. While these articles are brief, out of necessity, they are rich in providing models of compassionate practice. The pieces highlight the importance of considering the intersection between mental health needs and cultural context, as well as the critical role of community engagement in increasing the efficacy of our services. NJPA Mental Health Awareness Campaign In 2020, our Mental Health Awareness campaign will occur from April through July with a focus on Minority Health (April), Mental Health (May), Pride Month (June), and Minority Mental Health (July). We are using several platforms to promote our campaign. February and March: A video contest challenging community members to produce a one-minute video expressing their idea of a compassionate community. Visit our YouTube channel to view this year’s submissions. April (rescheduled for June 5th as a live webinar) One Scar, Too Many: Addressing the Mental Health Needs of Undocumented Immigrants in the Face of Trauma, a program NJPA co-hosted with The New Jersey Chapter Association of Black Psychologists (NJABPsi) and the Latino Mental Health Association of New Jersey (LMHANJ), together as the Inter-Mental Health and Psychological Associations Coalition (IMPAC). Other promotional activities to increase awareness will include flyers and other social media activities. Make sure to follow us on Twitter, Facebook, Instagram, and LinkedIn! ❖ New Jersey Psychologist

NJPA Delegates at the 2020 Practice Leadership Conference Maximizing the Impact of State and Federal Advocacy

NJPA President Lucy Sant’Anna Takagi, PsyD

Executive Director, Keira Boertzel-Smith, JD

he American Psychological Association (APA) Practice Leadership Conference (PLC) is held each year in Washington, DC, to bring together psychologists and leadership from the state, provincial, and territorial psychological associations (SPTAs) across the US and Canada, along with APA governance and a few divisions. PLC is an opportunity for SPTA leaders to network and converse about professional issues, association management challenges, and trends occurring at the state and federal level. More than 300 attendees met in a variety of formats, large and small group sessions, workshops, and networking sessions, to learn more about the issues facing psychology and psychologists, and network with colleagues, invited speakers, and government representatives. This year’s conference would have culminated in visits to Capitol Hill to meet with legislators and advocate for the profession, in a personto-person format; however, in view of the risks related to the Coronavirus pandemic, this year’s visits were all conducted via telephone. APA supports state associations by providing them with resources needed to be successful. PLC provides state leaders with tools and first-hand experiences to advocate for issues important to professional psychology and to the communities psychologists serve. There is also an effort to raise the consciousness of PLC attendees about issues of diversity and inclusion. These diversity and inclusion issues Spring 2020

include, but are not limited to, age and assessment and treatment of pain. career stage, gender, gender identity, race, APA President Elect, Jennifer Kelly, ethnicity, culture, national origin, religion, PhD, educated the audience about these sexual orientation, ability status, language, disparities. Additionally, a strong case was socioeconomic status, immigration status, made for the importance of psychological and level of acculturation. In addition, it is and behavioral health treatments, to be hoped that PLC attendees will be mindful present in any pain management treatment. of the impact of differences in power and This seemed to be an especially relevant privilege, as conference participants interact guild issue, as the country is dealing with in numerous contexts. the opioid crisis. In March 2020, NJPA President and 2020 PLC programming included elected CSL Member-at-Large, Lucy workshops on Psychologists as Change Agents Sant’Anna Takagi, PsyD; NJPA Presidentfor Immigration Reform: State, Grassroots Elect, Daniel Lee, PsyD; NJPA Executive and Legal Advocacy; What to Expect and Director, Keira Boertzel-Smith, JD; How Telepsychology Can be Realized in Your Director of Professional Affairs, Susan C. Own Practice; The Drug Overdose Epidemic; McGroarty, PhD; NJPA Diversity Delegate, Identifying Strengths and Challenges within Intergenerational Leadership Groups; and Alexandra Gil, MA; and NJPA Early Career Psychologist Delegate, Chris King, JD, PhD, The Matrix of Inclusion: Expanding Access to Care. This particular workshop, was represented NJPA at the 2020 APA PLC. Preconference events included the organized by the CSL Advocacy-Mentoring Council of Executives of State and ProvinSubcommittee, a subcommittee that your cial Psychological Associations’ (CESPPA) President, Dr. Sant’Anna Takagi, is a memAnnual Meeting, Directors of Professional ber of and helped develop. The title of this Affairs Meeting, and ECP and Diversity presentation was coined by your president. Leadership and Networking Programs. A panel of presenters addressed access to Also, held before the start of PLC was care for Medicaid recipients across differa workshop on The Role of Psychology ent states. New Jersey was highlighted as in Addressing Pain and Related Opioid being one of the few states that successfully Dependence. This workshop addressed our advocated for higher reimbursement for nation’s opioid epidemic and the role psychologists can have in addressing the behavioral health interventions helpful in managing pain. The opioid crisis has had a devastating impact on the US labor force. Approximately 20% of the US adult population experiences chronic pain. Psychologists provide evidence-based, nonpharmacological treatments to assist with managing pain that can reduce or eliminate the use of prescription opioids and improve patient functioning and recovery. Further, this workshop also addressed how disparities in socio-economic status, race, and gender, influence not just NJPA President Lucy Sant’Anna Takagi, PsyD pain perception, but also the 3

Medicaid. Other APA workshops included Why Do We Want to Belong?; The Importance of Belonging to your SPTA – Addressing Membership; Health Care Financing: Recent Changes and Challenges for the Future; Psychology of Issues Advocacy, Guild and Social Advocacy Communications in 2020 — Psychological Science Research Leading the Way; So, You Passed RxP in Your State – What’s Next?; Lessons Learned and Strategies in Seeking Coverage for Prescribing Psychologists’ Services; Providing Quality Care to Diverse Populations: Challenges and Opportunities; Best Practices and Risk Mitigation Strategies for a Successful 2020; SPTAs as Leadership Laboratories: An Interactive Leadership Experience, Choosing to Lead: Distinguishing Doctoral Psychology in the Marketplace; and Engaging Minority

Psychologists in SPTAs Leadership. One of the most attractive aspects of PLC is when all state, provincial, and territory psychological association delegates make Capitol Hill visits. This year however, because of the risks due to the coronavirus pandemic, the in-person visits were transitioned to telephone visits. The 2020 national advocacy priorities are urging passage of the “Medicare Mental Health Access Act” (H.R. 884/S. 2772); Exclude psychologists’ services from the projected 7% payment reduction in 2021; and strengthening funding for critical psychology graduate students and minority workforce programs. On Tuesday, March 10, 2020, NJPA had scheduled telephone calls with the offices of Representative Frank Pallone (D-NJ-06), Representative Chris Smith (D-NJ-04), Representative

Bonnie Watson Coleman (D-NJ-12), Representative Donald Norcross (D-NJ-01), Representative Bill Pascrell (D-NJ-09), and Senator Bob Menendez. Overall, both the PLC and APA leaders emphasized the importance of inclusion and diversity in our profession. They also highlighted that psychology is interconnected with social and other issues that were previously deemed as being only political. Special emphasis on the importance and benefits of collaborations, coalitions, and partnerships to strengthen the role of psychology and of psychologists to the public, was made. Despite the intense schedule and the multiple demands, PLC continues to be one of the biggest privileges for any NJPA leader to be part of. ❖

President-Elect, Daniel Lee, PsyD; Director of Professional Affairs, Susan C. McGroarty, PhD; Executive Director, Keira BoertzelSmith, JD; President and Elected CSL Member-At-Large, Lucy Sant’Anna Takagi, PsyD; Diversity Delegate, Alexandra Gil, MA; and Early Career Delegate, Chris King, JD, PhD.

New Jersey Psychologist

NJPA and the 2020 Coronavirus by NJPA President, Lucy Sant’Anna Takagi, PsyD, and Executive Director, Keira Boertzel-Smith, JD

n March 2020, our world dropped deep into the Coronavirus crisis. NJPA leaders spent time both in Washington, DC, during the APA Practice Leadership Conference, and back home in New Jersey working non-stop, around the clock with our Government Affairs Agent, Jon Bombardieri, to advocate for the needs of patients and of psychologists during this crisis. We crafted and sent multiple letters to the - *Governor’s Office, *Commissioner of the Department of Banking and Insurance (DOBI), *Legislators, and to the *Board of Psychological Examiners (BoPE). We advocated relentlessly for coverage of: *telemedicine and telehealth for out-ofnetwork providers, *for coverage of telephone sessions, *for the release of registration required by certain insurance companies, *for the release of insurance companies requirement to use their own platform, *for the allowance for NJ licensed psychologists to continue to provide services for clients who are now out of state (e.g. college students), among others. On Sunday, March 22, 2020, Governor Murphy announced departmental actions to expand access to telehealth and telemental health services in response to COVID-19. We are proud that NJPA’s efforts shaped the governor’s response, and we continued to follow up with the governor’s office to provide clarity for our members. In late March, with the goal of compassion in mind, NJPA entered our 2020 Mental Health Awareness Campaign “Compassionate Communities” and focused on how the mental and physical health of citizens from marginalized groups, may be impacted by the Coronavirus crisis measures that did not necessarily take their specific needs into account. We are excited to be the initiator of both the important New Jersey guild and social advocacy move-

Spring 2020

ments, on behalf of New Jersey psychologists and the profession of psychology! At the time of writing this statement, we were in the beginning stages of the Coronavirus crisis, New Jersey statewide shut down. Thank you to all of the NJPA Central office staff for their flexibility in moving over to remote access work, to NJPA Director of Professional Affairs, Dr. Susan Mc Groarty, for her new DPA Dispatch to help get important resources to our members, and to all of the NJPA

members who volunteered their time in helping support psychologists and the profession during this time of crisis. Lastly, thank you to all of our members who have put in the most valuable time to continue to help the public manage and cope during the pandemic. Please be sure to visit the NJPA website at <www.psychologynj.org> to see all the latest NJPA guild and social advocacy news. ❖

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The Examination for Professional Practice in Psychology (EPPP): Updates and Concerns

Michelle Pievsky, PhD, NJPA ECP Past Co-Chair (author)

Christopher King, JD, PhD, NJPA ECP Chair (editor)

Editor’s Note I am very pleased to have the opportunity to introduce an article about the Examination for Professional Practice in Psychology (EPPP) Part 2 authored by Dr. Michelle Pievsky. Dr. Pievsky was the inaugural co-chair of the NJPA Early Career Psychology Committee and along with her inaugural Co-Chair, Dr. Stacie Shivers, did an incredible job launching this committee. I look forward to summarizing their accomplishments in a future entry, and highlighting all of the work that they started during their tenures toward which the ECP Committee is continuing to dedicate its efforts. As Dr. Pievsky’s brief article evidences, she championed and helped to instill a culture of advocacy and inclusion among the ECP Committee, for the benefit of ECPs through-out New Jersey and the residents they serve. Article Those of us who have taken the Examination for Professional Practice in Psychology (EPPP) recently, or who are currently studying for the exam, will feel a shiver go down their spine just thinking about the test. It is a 225-question computerized exam that is required to become licensed in the United States, US territories, and several Canadian provinces. Beyond the fact that it is a high-stakes test, the EPPP is feared because it covers a wide array of content areas that extend beyond the curriculum required by the American Psychological Association (APA) for clinical, counseling, and school 6

psychology programs. The exam tests one’s knowledge not only of primary areas related to health service psychology, but also secondary areas such as research methodology, statistics, test construction, social psychology, and industrial/organizational psychology, among others. The EPPP has excellent reliability and content validity that means it consistently and comprehensively assesses the domains it sets out to assess (Pearson, 2016; ASPPB, 2017). It has not, however, been subjected to concurrent, predictive, and incremental validity validation (DeLillo & Tremblay, 2009; Sharpless & Barber, 2009). In other words, the extent to which it predicts, alone or in combination, the ethical and effective practice of health service psychology is unknown. This is all the more concerning in light of evidence that there are large differences in the first-time failure rates of the EPPP based on race: 38.50% of Blacks, 35.60% of Hispanics, and 24.00% of Asians failed, compared with only 14.07% of Whites (Sharpless, 2018). These differences were found to be statistically and meaningfully significant, and without knowing whether the EPPP is acting as an appropriate gatekeeper to protect the public, the differential rates raise concerns about systemic bias against non-White test-takers. Beginning in 2019, the Association of State and Provincial Psychology Boards (ASPPB), that oversees the EPPP, began collecting information related to race and ethnicity in order to flag items that tend to be answered differently based on those demographics, so that they can be reviewed by a group of experts (ASPPB, n.d.). However, no efforts are being undertaken to test the predictive validity of the test. Instead, the ASPPB has added another part to the exam to assess clinical competence. Enter the EPPP Part 2: a second computer-based examination comprised of 170 questions purported to assess “the skills needed for entry level licensure” (ASPPB, n.d.). Through predominantly multiplechoice questions and clinical scenarios, this exam aims to test applicants’ understanding of “how to proceed in applied situations” (ASPPB, n.d.). This test was expected to roll out in January 2020. Concerns have been raised, however, about the paucity

of appropriate validation research on the exam, lack of a plan or intention to conduct ongoing validation analyses, and failure to address issues related to diversity and inclusion (Callahan et al., 2020). Other concerns include the increased financial burden the new test places on students (registration costs $600 each time for each part of the EPPP, along with a test center fee that is usually $87.50); changes the test may have on doctoral training programs (since Part 1 of the EPPP is now recommended to be completed during graduate training); and possible legal challenges that may be raised against EPPP Part 2 (Callahan et al., 2020). Thus far, only seven states, provinces, and territories have agreed to adopt the EPPP Part 2, and the launch of the exam was pushed back until November 2020 (ASPPB, n.d.; E. Ameen, personal communication, January 15, 2020). New Jersey’s Board of Psychological Examiners elected not to be an early adopter of the EPPP Part 2; but by all appearances, all states, territories, and provinces will have to adopt Part 2 at some point (ASPPB, n.d.). NJPA’s ECP Committee believes in the importance of assessing competency prior to licensure toward protection of the public. The above concerns, however, raise the question of whether the EPPP—Part 1 or Part 2—is adequately measuring performance predictive of the clinical practice of psychology without unfairly discriminating against non-White test-takers. NJPA and the ECP Committee have been in communication with APA to get more information about how best to protect students and trainees and will continue to advocate on their behalf. ❖ Resources Association of State and Provincial Psychology Boards (ASPPB). (n.d.) EPPP (Part 2-Skills). Retrieved February 5, 2020 from https://www.asppb.net/page/ EPPPPart2-Skills Association of State and Provincial Psychology Boards (ASPPB). (2017). Psychology licensing exam scores by doctoral program. Peachtree City, GA: Association of State and Provincial Psychology Boards. Callahan, J. L., Bell, D. J., Davila, J., Johnson, S. L., Strauman, T. J., & Yee, New Jersey Psychologist

C. M. (2020). The Enhanced Examination for Professional Practice in Psychology: A viable approach? The American Psychologist, 75, 52–65. https://doi. org/10.1037/amp0000586 DiLillo, D., & Tremblay, G. C. (2009). How should the effectiveness of the EPPP be judged? Professional Psychology: Research and Practice, 40(4), 345–347. https://doi.org/10.1037/ a0015734

Pearson, V. U. E. (2016). Association of State and Provincial Psychology Boards Examination for Professional Practice in Psychology (EPPP) 2015-2016 technical report. Retrieved from http://c.ymcdn. com/sites/www.asppb.net/resource/ resmgr/eppp_/Annual_Exam_Technical_Report.pdf Sharpless, B. (2018). Are demographic variables associated with performance on the Examination for Professional Practice in Psychology (EPPP)? The

Journal of Psychology, 153, 161–172. https://doi.org/10.1080/00223980.20 18.1504739 Sharpless, B. A., & Barber, J. P. (2009). The Examination for Professional Practice in Psychology (EPPP) in the era of evidence-based practice. Professional Psychology: Research and Practice, 40(4), 333–340. https://doi.org/10.1037/ a0013983

WELCOME NEW MEMBERS! Licensed 5+ years Daniel Bromberg, PhD Olga Diamantis, PsyD Kerri Edelman, PsyD Kyna Griffith-Henry, PhD Michael Horowitz, PhD Kerry Klett, PsyD Linda Knust, PsyD Deborah Macina Weitz, PsyD Julie Peters, PhD Priti Shah, PhD Rinku Shanker, PsyD Kristin Sharma, PhD Nivine Shenouda, PhD Kathleen Torsney, PhD Sudha Wadhwani, PsyD Licensed 2-5 years Emile Berk, PhD Lindsay Klimik, PsyD Neena Kumar, PsyD Siddhi Patel, PsyD Alexandra Ranieri-Deniken, PsyD Laura Rindlaub, PhD Licensed less than 2 years Gemma Boyd, PsyD Meredith Cregg-Wedmore, PsyD Jordan Dalzell, PhD Lauren Gerardi, PhD Lori Magda, PhD Anna Maleson, PhD

Spring 2020

Andrea McLaughlin-Allen, PhD Genevieve Reich, PsyD Maria Staropoli-Hafner, PsyD Non-Licensed Doctoral Christina Chatlos, PsyD Gina McSheffrey-Emmons, PhD Deborah Meehan, PhD Tracy Menzie, PsyD Non-Resident Kate Farmer, PhD Jennifer Joseph, PsyD 2nd year Post-Doctoral Jill Caruso, PsyD Karolina Nicewicz, PsyD Ashley Zultanky, PsyD 1st year Post-Doctoral Julie Matsen, PhD Corrine McCarthy, PsyD Sarah Smith, PhD Associate Evelyn Sowirko, MS

Students Daam Barker, MA Chloe Blau, MA Diana Boyd Angelica Briggs, BA Hannah Brinkman, BA Paulina Calcaterra, BA Malquiris Castillo, BA Liza Comart, BA Helizhabeth Cruz, EdS Jill Del Pozzo, BA, MA Victoria DeLuca, BA Marissa DeStefano Kimberly Echevarria Anthony Ferrer Erin Fitzsimmons, BA Michelle Hanna Collins, MEd Alyson Harden, BS Francisca Iroh-Donawa Gabriella John, BA John Kellerman, BA Sadaf Khawar, MA Keryn Kleiman, BA Christine Laurine, PsyM Jong Lee, MA Lara LoBue, MA Jenna Lombardo, MA Alicia Maldonado, MA Carla Mastroianni, MA Andrea Melendez, MA Fernanda Moura, BA Tanya Singh, MA

NJ PSYCHOLOGICAL ASSOCIATION OF GRADUATE STUDENTS (NJPAGS) 8

Attachment Styles & Health

Chelsea Torres, MA, LPC Attachment Styles Attachment theory originated in the 1930’s and is a result of the works of John Bowlby and Mary Ainsworth (Ainsworth, et al., 1962; Bowlby, 1940). Ainsworth (1962) is credited with separating attachment styles into three categories: secure attachment, anxious-ambivalent attachment, and avoidant attachment that were defined after conducting a study entitled, “The Strange Situation.” During this study, she observed children’s responses and behaviors in a series of interactions that included the child being together with their caregiver, separated from their caregiver, and interacting with a stranger (Ainsworth, et al., 1962). With the help of Bartholomew and Horowitz (1991), we can also identify four other forms of attachments in adults, in addition to the original three coined by Ainsworth. These four attachment styles include: secure attachment, anxious-preoccupied attachment, dismissive-avoidant attachment, and fearful-avoidant attachment. A secure attachment is when an individual has a positive view of oneself as well as a generally positive view of others; An anxious-preoccupied attachment is when an individual has a negative view of oneself, but a positive view of others; A dismissive-avoidant attachment is when an individual has a positive view of oneself, but a negative view of others; Finally, a fearful-avoidant attachment is when an individual has an unstable or confused view of oneself and others (Bartholomew & Horowitz, 1991). The importance of assessing and being aware of an individual’s attachment style is that it often affects how an individual relates to and/or connects with other people and dictates a pattern of social interactions. Furthermore, there have been studies (Newman & Roberts, 2013; Van Buren & Cooley,

2002) conducted to prove that there is a connection between attachment styles and not only mental health, but physical health, as well. Van Buren and Cooley (2002) conducted research for two years in two separate small liberal arts colleges regarding attachment styles, view of self, and negative affect. The participants were comprised of 293 undergraduate students, in which 88% were women and 12% were men. They concluded that 44% of the participants were found to have secured attachment styles, 14% of the participants fell under the dismissiveavoidant attachment style, 15% fell under the anxious-preoccupied attachment style, and 27% were categorized under the fearful-avoidant attachment style. At the end of their study, it was concluded that participants that identified as having either an anxious-preoccupied attachment style or a fearful-avoidant attachment style, meaning they had a negative self-perception, also reported higher symptoms of depression than participants that had either a secure attachment style or a dismissive-avoidant attachment style that were participants that had a positive self-perception (Van Buren & Cooley, 2002). These findings indicated a strong relationship between an individual’s negative self-perception or attachment style and symptoms of depression. Marriage Newman & Roberts (2013) specified that individuals who are married tend to live longer and are typically healthier than unmarried individuals. While simply being married has been linked with several important health benefits, such as slowed cellular aging, less inflammation, and the ability to self-regulate stress and emotions, it appears that the quality of the marriage also plays an important role. In studies of cardiovascular health of married individuals, marital strength predicted lower blood pressure and better blood glucose regulation among both partners (Newman & Roberts, 2013). It was also concluded that a strong marriage can help boost immune system functioning while a stressful marriage can compromise one’s immune system (Newman & Roberts, 2013). In addition to these findings, Newman and Roberts (2013)

asserted that marital strain was associated with accelerated age-related decline and increased depression and functional impairment for both men and women. Furthermore, it was concluded that marital strain was linked to an increase in symptoms of chronic health, a negative perception of health, and an increase risk for physical disability (Newman & Roberts, 2013). Physical Touch Social touch or physical affection is a key component in attachment during infancy, as well as in adult attachment and relationships. Physical affection and touch can contribute to positive affect, coregulation, and stress regulation. Newman and Roberts discuss a study in which couples were asked to watch a five minute romantic video and/or talk about a topic that enhanced their feeling of closeness all while holding hands for ten minutes and then hugging for 20 seconds while the comparison group did not experience close or warm contact, such as holding hands or hugging. The group that was asked to experience touching and warm contact had lower diastolic blood pressure, or DBP, systolic blood pressure, or SBP, and heart rates (HR) responses to stress tasks (Newman & Roberts, 2013). These findings confirm that affection in the form of physical touch can lead to healthier cardiovascular and endocrine responses to stress. Overall there is an insurmountable amount of evidence to support the claim that a healthy attachment style has positive health benefits for both men and women. When taking into consideration married versus unmarried individuals and physical touch versus lack thereof, we are still, at its core, talking about attachment styles and the nature of the attachments we form both as children and as adults. It is not simply whether we are attached to an individual, although that already can provide an individual with more positive health benefits than an individual who is unattached, but it is also the quality of these attachments that have its greatest impact on our overall health. ❖ References Available upon request. New Jersey Psychologist

ETHICS UPDATE

Emotional Support Animals: A Dilemma for Psychologists

Khaya Eisenberg, PsyD Ethics Committee Member

ccording to an NBC News article (Silva, 2018), United Airlines recently prohibited a passenger from boarding a flight accompanied by an emotional support animal: a peacock. The New York Times (Hauser, 2020) reports that passengers have tried to board flights accompanied by birds, rabbits, monkeys, cats, and miniature horses, claiming that the animals alleviate their anxiety or help them perform tasks that they are unable to execute unassisted. Passengers who claim to need their animal for emotional support are required to provide a letter written by a licensed mental health professional attesting to their legitimate need to be accompanied by the animal. Is it ethical for a psychologist to agree to write such a letter? Adopting the “Four Bins” approach to ethical dilemmas proposed by Stephen Behnke (2014), this article will examine some legal, ethical, clinical, and risk management issues involved in answering this question. Beginning with the legal perspective, the Air Carrier Access Act (ACAA, 2003) requires airlines to allow emotional support animals (ESAs) to accompany their owners. Passengers with a disability, who want to travel with an ESA, may have to provide a letter from a licensed mental health professional attesting that they have a diagnosed psychological disability listed in the DSM-V, that having the animal accompany the passenger is necessary for their mental health or treatment, and that this assessment of the passenger’s need was performed by a licensed mental health professional (Younggren, Boisvert, & Boness, 2016). Legally, the definition of disability goes beyond simply feeling uncomfortable flying. The patient must be someone with a diagnosed disorder who depends on the animal’s presence for their emotional stability (Younggren et al., 2016).

Spring 2020

From an ethical perspective, a psychologist, who is asked to write such a letter, must resolve a number of concerns. The first issue is the appropriate way to perform the necessary assessment. According to the APA Ethics Code (American Psychological Association, 2017), Standard 9.01 (Basis for Assessments), “Psychologists base the opinions contained in their recommendations, reports, and diagnostic or evaluative statements, including forensic testimony, on information and techniques sufficient to substantiate their findings.” How would a psychologist adequately “substantiate their findings” that the patient’s diagnosis significantly impacts their functioning in this regard and that the pet’s presence will be helpful (Galietti, 2018)? This question is particularly salient in light of the lack of literature attesting to the benefits of emotional support animals. According to Younggren et al. (2016), although there is a tendency to assume that the presence of an animal is therapeutic for people, there is little empirical data to support this assumption. Role conflict is also an issue. According to the APA Ethics Code (APA, 2017), Standard 3.05, “A psychologist refrains from entering into a multiple relationship if the multiple relationship could reasonably be expected to impair the psychologist’s objectivity, competence, or effectiveness in performing his or her functions as a psychologist, or otherwise risks exploitation or harm to the person with whom the professional relationship exists.” If your patient requests that you write this letter, can you evaluate their need for their emotional support animal objectively as a forensic evaluator would? Will your decision to write the letter, or to refuse to do so, affect the therapeutic relationship? This is less of an issue if the individual requesting the letter is not already a patient of yours, although it could have ramifications should this person later want to become your patient. Additionally, it would be important to inform the person requesting the letter at the outset that your evaluation of them will not necessarily support a diagnosis that would qualify them to travel with an ESA, and that you

won’t be able to write the letter should this turn out to be the case (Galietti, 2018). That being said, from a clinical perspective, it’s possible that the presence of an ESA can be part of a treatment plan to help a client with an identified problem, in which case the recommendation might be clinically appropriate. The therapeutic alliance may be compromised, though, if the therapist and client disagree about the client’s need for the animal (Younggren et al., 2016). One risk management recommendation would be for psychologists to specify their policy about providing evaluations for their clients in their informed consent, for example, noting that they will provide clinical services, but that evaluations will need to be performed by a different psychologist (Younggren et al., 2016). Should a psychologist choose to provide ESA evaluations, it would be important to perform this evaluation as they would any disability determination, including review of records, consultation with treating practitioners, interviews, and possibly formal testing in order to determine that the person has a DSMV diagnosis which causes significant impairment (Younggren et al., 2016). It’s advisable to limit the letter to the exact need (e.g., bringing the ESA on a particular trip as opposed to an open-ended endorsement) and to include any limitations to the evaluation (e.g., the lack of established reliability and validity for ESA evaluations and any tests that were not performed) (Galietti, 2018; Younggren et al., 2016). Psychologists should be mindful that, should the airline refuse to accept the letter, and are sued by the client, the psychologist may need to defend the letter in court (Galietti, 2018). ❖ References Available upon request.

Thank you 2020 Sustaining Members! By advancing your level of membership to Sustaining Membership status, you have generously demonstrated your additional support of your professional association. We thank you for your commitment and dedication to your organization!

Mitch Abrams, PsyD Rhonda Allen, PhD Amy Altenhaus, PhD Mark Aronson, EdD Alyssa Austern, PsyD Jeffrey Axelbank, PsyD Kyle Barr, IV, PsyD Thomas Barrett, PhD Louis Barretti, PhD Leslie Becker Phelps, PhD Emily Becker-Weidman, PhD Margaret Beekman, PhD Elaine Belz, PhD Roderick Bennett, PhD Todd Bennett, PsyD Rhea Bensman, PsyD Helen Berman, PhD Nancy Bloom, PsyD Monica Blum, PhD Alice Bontempo, PsyD Randy Bressler, PsyD Richard Brewster, PsyD Natalie Brown, PhD Charles Buchbauer, PhD Linda Busch, PhD Diane Cabush, PsyD Dina Cagliostro, PhD Rosemarie Ciccarello, PhD Karen Cocco, PhD Sidney Cohen, PhD Stacey Cohen-Meissner, PhD Deniz Colak, PhD Anthony Comerford, PhD Louise Conley, PhD John Corbisiero, PhD Mark Cox, PhD Joseph Coyne, PhD Stephanie Coyne, PhD Daniel DaSilva, PhD Richard Dauber, PhD Bernice Davis, PsyD Joseph DeMeyer, PhD Promila Dhillon, PhD Phyllis DiAmbrosio, PhD John Diepold, Jr, PhD Rosalie DiSimone-Weiss, PhD Charles Dodgen, PhD Rosalind Dorlen, PsyD Edward Dougherty, EdD Frank Dyer, PhD Linda Earley, PsyD Peter Economou, PhD Daniel Edelman, PsyD Lynn Egan, PsyD Susan Esquilin, PhD

Sean Evers, PhD Roberta Fallig, PhD Janie Feldman, PsyD Sandra Feldman, PhD Stephen Feldman, PhD Dennis Finger, EdD Yesenia Flores, PsyD Resa Fogel, PhD Pamela Foley, PhD Kenneth Freundlich, PhD Antonia Fried, PsyD Mark Friedman, PhD Thomas Frio, PhD Abisola Gallagher, EdD Jacqueline Gallios, PsyD David Gelber, PhD Nouriman Ghahary, PhD Kevin Giangrasso, PsyD Leslie Gilbert, PhD Rachel Gingold, PhD Marc Gironda, PsyD Ronald Gironda, PhD Linda Glazer, PsyD Elizabeth Goldberg, PhD Gary Goldberg, PhD Ruth Goldston, PhD Lois Goorwitz, PhD Ora Gourarie, PsyD Susan Grossbard, PsyD Hadassah Gurfein, PhD Mathias Hagovsky, PhD Cynthia Haines, PsyD Osna Haller, PhD Raymond Hanbury, PhD Graham Hartke, PsyD Steven Hartman, PhD John Hennessy, PhD Susan Herschman, PsyD Lauraine Hollyer, PhD Ann Nikolai Houston, PhD Christine Hudson, PhD Jeri Isaacson, PhD Lisa Jacobs, PhD Alison Johnson, PsyD Nancy Just, PhD Jeffrey Kahn, PhD Paula Kaplan-Reiss, PhD Robert Karlin, PhD Charles Katz, PhD Toby Kaufman, PhD Thomas Kavanagh, PsyD Richard Kessler, PhD Lisa Kestler, PhD Stanley Keyles, PsyD Joel Kleinman, PhD

Eileen Kohutis, PhD Steven Korner, PhD Deirdre Kramer, PhD David Krauss, PhD Phyllis Lakin, PhD Robin Lang, PsyD Paul Lehrer, PhD Roman Lemega, PhD Ilana Lev-El, PsyD Robert Levine, PhD Monica LIntott, PhD Neal Litinger, PhD John LoConte, PhD Rebecca Loomis, PhD Wendy Loonin, PhD Alfredo Lowe, PhD Mark Lowenthal, PsyD Konstantin Lukin, PhD Marilyn Lyga, PhD David MacIsaac, PhD Daniel Mahoney, EdD Stanley Mandel, EdD Bonnie Markham, PhD, PsyD Donald Marks, PsyD Nicole Martell, PsyD Neil Massoth, PhD Shirley Matthews, PhD John McInerney, PhD Edward Merski, PsyD Jacqueline Mesnik, PhD Marshall Mintz, PsyD Barry Mitchell, PsyD Noreen Mohle, PhD Ruth Mollod, PhD Sharon Ryan Montgomery, PsyD Caridad Moreno, PhD Sandra Morrow, PhD Daniel Moss, PhD Morgan Murray, PhD Susan Neigher, PhD Jeffrey Newenhouse, PsyD Daniel Noll, PhD Cheryl Notari, PhD Carly Orenstein, PsyD David Panzer, PsyD Craig Pearl, PsyD Francesca Peckman, PsyD Nicole J. Rafanello, PhD Rich Rapkin, PsyD Howard Rappaport, PsyD Gina Rayfield, PhD Lori Rayner-Grossi, EdD Ann Reese, PhD, PsyD Ellen Reicher, PhD AnnaMarie Resnikoff, PhD

Laura Richardson, PhD Deborah Riviere, EdD Marion Rollings, PhD Amelia Romanowsky, PsyD Barbara Rosenberg, PhD Lori Aks Rosenberg, PsyD Gianine Rosenblum, PhD Elissa Rozov, PhD Anne Rybowski, PhD Nicole Safonte-Strumolo, PhD Joseph Salerno, PsyD Carole Salvador, PsyD Jayne Schachter, PhD Peter Schild, EdD Margot Schwartz, PsyD Nancie Senet, PhD Eileen Senior, PsyD Laura Shack-Finger, EdD Arline Shaffer, PhD William Shinefield, PsyD Nancy Sidhu, PhD Frank Sileo, PhD Ronald Silikovitz, PhD Jeffrey Singer, PhD Pierce Skinner, PsyD Tamara Sofair-Fisch, PhD Robert Staffin, PsyD Mary Ellen Stanisci, PhD Jakob Steinberg, PhD Deana Stevens, PsyD Julie Stewart, PsyD Jeffrey Stone, PhD Vincent Stranges, PhD Ben Susswein, PhD Lucy SantÃAnna Takagi, PsyD Anthony Tasso, PhD H. Augustus Taylor, PhD Tamsen Thorpe, PhD Barbara Tocco, EdD Andrea Urman, PsyD Jonathan Wall, PsyD Beth Watchman, PhD Virginia Walters, PsyD Virginia Waters, PhD Daniel Watter, EdD Allen Weg, EdD Ida Welsh, PhD Aaron Welt, PhD Norbert Wetzel, ThD Philip Witt, PhD James Wulach, PhD, JD Joshua Zavin, PhD Michael Zito, PhD

New Jersey Psychologist

FOUNDATION

Starting the Year Off Right – NJPA Foundation Awards & Grants

Below is an updated list of 2019 contributors. The list printed in the Winter issue conta an accurate list of donors. The NJPA Foundation is most grateful to all of the following Foundation Board of President,toMatt Secretary Toby all Kaufman, PhD; processed contributed soTrustees: substantially our Hagovsky, efforts inPhD; 2019 (includes contributions Treasurer, Abby Rosen; Trustees: Regina Budesa, PsyD; Richard Klein, EdD; Ann Stainton, PhD; heartfelt thanks to all of you. Alyssa Austern, PsyD; Belvin Williams, PhD; Eileen Kohutis, PhD; NJPA President-Elect Daniel Lee, PsyD (ex-officio non-voting officer)

Angel $1000 and over Marcia Baruch, PhD Kenneth Gates, PsyD Deborah Libero, PhD Mathias Hagovsky,Awards PhD Lauren Becker, PhD John George, PhD Ruth Lijtmaer, PhD Foundation & Grants John Thanks Lagos, to PhD Shari Becker, PhD, JD Marie Geron, PhD Michael Likier, PhD the generosity and support of our donors, the NJPA Foundation is able to continue providing awards and grants that Sponsor $750-$999 Amy Becker-Mattes, PhD Michael Gerson, PhD Barbara Lino, PhD support the training and research of graduate students who focus on the underserved residents in New Jersey. Without financial Rosalind Dorlen, PsyD Janet Berson, PhD Nouriman Ghahary, PhD Marc Lipkus, PsyD assistance, the Foundation would be unable to continue to fulfill its mission, “promoting the psychological health of the diverse Patron $500-$749 Jeffrey Bessey,PhD Leslie Gilbert, PhD Neal Litinger, PhD of NewPhD Jersey.” Here’s whatBernard your generous Peterpeople Economou, Bilicki,support PsyD enables us to do: Ronald Gironda, PhD N. John Lombardi, PsyD Toby Kaufman, PhD Nancy Bloom, PsyD Linda Glazer, PsyD Rebecca Loomis, PhD Aaron Welt, PhD Grants: The NJPA Foundation Carol Blum,Dissertation PsyD Elizabeth Goldberg, PhD psychology Rona LoPresti, PhD Dissertation Grants are open to doctoral level graduate students, enrolled Contributor $250-$499 Monica Blum, PhD Gary Goldberg, PhD Alfredo Lowe, PhD in a New Jersey doctoral level psychology program. To be a candidate for this grant, a qualified graduate student must have one Rosemarie Ciccarello, PhD Keira Boertzel-Smith, JD Ruth Goldston, PhD Mark Lowenthal, PsyD of the following two areas of study/exploration as the focus of her/his doctoral (Open Topic) Stephanie Coyne, PhD Michael Boyle, PhD Lydiadissertation: Golub, PhDNew! Social Advocacy Marilyn Lyga, PhD $5,000 per grant recipient and (Earmarked Topics) Impact of School Violence and Institutional Separating Children from Families Daniel DaSilva, PhD Phyllis Bolling, PhD Morris Goodman, PhD David MacIsaac, PhD upEsquilin, to $10,000 per grant recipient.Alice Bontempo, PsyD Susan PhD Lois Goorwitz, PhD William MacLaney, PsyD Bonnie Markham, PhD, PsyD Isabel Brachfeld, EdD Ashley Gorman, PhD Heather MacLeod, EdD Ann Stainton, PhD Joseph Braun, PhD Bonnie Gorscak, Donna Macri, PhD Community Service Project Grants: The NJPA Foundation identifies exemplary programs PhD that provide psychological services to Lucy Sant’Anna Takagi, PsyD Richard Brewster, PsyD Ora Gourarie, PsyD Cornelius Mahoney, PhD those who cannot afford it and trains doctoral students to work with these underserved populations. We invite applications from Daniel Watter, EdD Merrilea Brunell, PhD Rhonda Greenberg, PsyD Daniel Mahoney, EdD programs across the state of New Jersey, with the goal of PhD identifying and supporting model PhD programs from each county.Mandel, EdD Supporter $100-$249 Charles Buchbauer, Santa Gregory, Stanley Jeffrey Axelbank, PsyD Fiona Byrne-Oberman, PhD Sandra Grundfest, EdD Margery Manheim, PhD Graduate Student-Initiated Research We provide funding for conceptual or data-driven and Elaine Belz, PhD John Awards: Caliso, PhD Hadassah Gurfein, PhD student-initiated Charlesresearch Mark, PsyD Roderick Bennett, PhDpsychological issues Tadd that Campbell, PhD Cynthia Haines Maria Masciandaro, PsyD projects addressing have significant impact on community health. PsyD These awards include: Judith Bernstein, PsyD Carolyn Carbone-Magnero, PhD Angela Hall, PsyD Shirley Matthews, PhD The John PhD M. Lagos Award forMonica Research Into Causes of Social Some possible topics PhD Mary• Blakeslee, Carsky, PhD and/or Treatment Kathryn Hall,Problems ($2,000): PhD Wendy Matthews, Boyd-Franklin, include school issues, issues,EdD and aggression. Judith Halle, PhD Nancy PhD work problems, Marvinhealth Chartoff, Robert McGrath, PhD Randy Judy Clyman, PhDon Diversity Issues ($2,000): Osna Haller, PhD to a graduate student Susan in McGroarty, • Bressler, The NJPAPsyD Foundation Scholarship for Research Awarded psychologyPhD Monica Carsky, PhD William Coffey, PsyD Diane Handlin, PhD who advances a scientific understanding of the role of diversity in psychology and fosters the development ofKenneth sensitiveMcNiel, models PhD Richard Dauber, PhD Jeffrey Cole, PhD Jennifer Hanych, PhD Gail McVey, PsyD for deliveryEdD of psychological services toColonna, diverse populations. Some possible topics include issues related to cultural ethnic PhD Nick Economou, Roger EdD Jeffrey Harrison,PhD Laurenor Meisels, issues, socioeconomic issues, gender issues, or work with underserved populations. Joan Fiorello, PhD Louise Conley, PhD Graham Hartke, PsyD Randy Mendelson, PhD Kenneth Freundlich, Constantino, PhD Marshafor Heiman, PhD Wilda • The Dr. ZelligPhD Bach Award forRalph the Study of the Family ($1,000): Awarded the study of behavior related to Mesias, divorce, PhD Milton PsyD Robin Cooper-Fleming, PsyD John Hennessy, Mesnik, Fuentes, teenage pregnancy, adoption, single parents with dependent children, interpersonal abuse,PhD substance abuse, Jacqueline custody, dual careers,PhD Marc Gironda, PsyD Joseph Coyne, PhD Susan Herman, PhD Stanley Messer, PhD childcare, etc. Osna Haller, PhD Sharon Craig, PhD Judith Herschlag, PhD Rebecca Meyer, PhD Raymond Jacquelyn Cunningham, Herschman, Amanda Milleisen, PhD • TheHanbury, WinifredPhD Starbuck Scott Award ($1,000): Awarded PhD to a graduateEric student in schoolPsyD psychology for completing a Lauraine Hollyer, PhD Debrainternship. Davis, PhD Susan Herschman, PsyD Barry Mitchell, PsyD distinguished project, usually during Lisa Jacobs, PhD Deborah Dawson, PsyD Nancy Hicks, PsyD Tamerra Moeller, PhD Sarah Karl, PhD Jennifer Dechert, PsyD Sean Hiscox, PhD Norine Mohle, PhD Student Conference Participation Grants (up to $300): Attending conferences, workshops, seminars, and other scientific sessions Joel Kleinman, PhD Laura DeMarzo, EdD Linda Hochman, PhD Caridad Moreno PhD are an essential part of the learning experience for psychology graduate students. Sessions provide an educational experience that PhD Eileen Kohutis, PhD MaryAnn DeRosa, PhD Ann Nikolai Houston, PhD Sandra Morrow, allows students to observe and/or practice how didactic to real-world Deirdre Kramer, PhD Nicole DeVita, PsyD lessons can be applied Maureen Hudak, treatment. PsyD Caroline Mossip, PsyD Phyllis Lakin, PhD Daniel Diamant, PhD Christine Hudson, PhD Charles Most, PsyD MarcWon’t Lipkus, DiAmbrosio, PhD of children inSusan PhD adolescents receiving Yvette Roche Muniz, youPsyD help us help support thePhyllis psychological well-being foster Huslage, care programs, treatment for PhD John Lo Conte, PhD Doreen DiDomenico, PhD Monica Indart, PsyD Steven Myers, PhD abuse, and other mental health challenges and ensure graduate students continue to receive the necessary training required to meet Charles Mark, PsyD Rosalie DiSimone-Weiss, PhD William Ivory, PhD Zahida Nagy, PhD theMarx, needsPsyD of this population? Susan Nancy Distel, PhD Jane Jacobus, PhD Sangeetha Nayak, PhD Neil Massoth, PhD Charles Dodgen, PhD Elena Jeffries, PhD Susan Neigher, PhD For Messer, more information about the awards and grants or PhD to make a donation,Allison visit <www.psychologynj.org/njpa-foundation>. ❖ Stanley PhD Gerard Donohue, Johnson, PsyD Jeffrey Newenhouse, PsyD Barry Mitchell, PsyD Sarah Dougherty, PsyD Arthur Joseph, EdD Margaret Nichols, PhD Sharon Ryan Montgomery, PsyD Patricia Dow-Nelson, PhD Kyung Jung, PhD Daniel Noll, PhD Leila Moore, EdD Adriana Dunn, PhD Deborah Kaplan, PsyD Denise Novaky, PhD Joan Glass Morgan, PsyD Frank Dyer, PhD Elissa Kaplan, PhD Michael Nover, PhD Daniel Moss, PhD Peter Economou, PhD Paula Kaplan-Reiss, PhD Jennifer Oglesby, PhD Morgan Murray, PhD Laura Eisdorfer, PsyD Robert Karlin, PhD Marilyn Oldman, EdD Hulon Newsome, PsyD Donna English, PhD Barry Katz, PhD Carly Orenstein, PsyD Sara Tedrick Parikh, PhD Sue Epstein, PhD Alex Kehayan, EdD Susan Orshan, PsyD Spring 2020 Francesca Peckman, PsyD Karen Faherty, PhD Randi Kell, PhD James Owen, PsyD 11 Bart Rossi, PhD Roberta Fallig, PhD Eileen Kennedy-Moore, PhD Behnaz Pakizegi, PhD

Below is an updated list of 2019 contributors. The list printed in the Winter issue contained errors, which did not reflect an accurate list of donors. The NJPA Foundation is most grateful to all of the following colleagues who have Below is an updated list of 2019 contributors. The list printed in the Winter issue contained errors, which did not contributed so substantially to our efforts in 2019 (includes all contributions processed by December 31). Our reflect an accurate heartfelt thanks tolistallofofdonors. you. The NJPA Foundation is most grateful to all of the following colleagues who have contributed so substantially to our efforts in 2019 (includes all contributions processed by December 31). Our heartfelt thanks to all of you.

Angel $1000 $1000 and Angel andover over Mathias PhD MathiasHagovsky, Hagovsky, PhD John JohnLagos, Lagos, PhD PhD Sponsor $750-$999 Rosalind PsyD SponsorDorlen, $750-$999 Patron Rosalind$500-$749 Dorlen, PsyD Peter Economou, PhD Toby Kaufman, PhD Patron $500-$749 Aaron Welt, PhD Peter Economou, PhD Contributor $250-$499 Toby Kaufman, PhD Rosemarie Ciccarello, PhD Stephanie Coyne, PhD Contributor $250-$499 Daniel DaSilva, PhD Rosemarie Ciccarello, Susan Esquilin, PhD PhD Stephanie Coyne, Bonnie Markham, PhD PhD, PsyD Daniel DaSilva,PhD PhD Ann Stainton, Susan Esquilin, PhD Lucy Sant’Anna Takagi, PsyD BonnieWatter, Markham, PhD, PsyD Daniel EdD Supporter $100-$249 Ann Stainton, PhD Jeffrey Axelbank, PsyD PsyD Lucy Sant’Anna Takagi, Elaine PhD DanielBelz, Watter, EdD Roderick Bennett, Aaron Welt, PhD PhD Judith Bernstein, PsyD Mary Blakeslee, PhD Supporter $100-$249 Nancy Boyd-Franklin, PhD Jeffrey Axelbank, PsyD Randy Bressler, PsyD Elaine Belz, PhD Monica Carsky, PhD Roderick Bennett, PhD Richard Dauber, PhD Judith Bernstein, EdD PsyD Nick Economou, MaryFiorello, Blakeslee, PhD Joan PhD Nancy Boyd-Franklin, PhD Kenneth Freundlich, PhD RandyFuentes, Bressler, PsyD PsyD Milton Monica Carsky,PsyD PhD Marc Gironda, Richard Dauber, Osna Haller, PhDPhD Nick Economou, EdDPhD Raymond Hanbury, Lauraine Hollyer, Joan Fiorello, PhDPhD Lisa Jacobs, PhD Kenneth Freundlich, PhD Sarah PhDPsyD MiltonKarl, Fuentes, Joel PhD MarcKleinman, Gironda, PsyD Eileen Kohutis, PhD Osna Haller, PhD Deirdre Kramer, PhD Raymond Hanbury, PhD Phyllis Lakin, PhD Lauraine Hollyer, PhD Marc Lipkus, PsyD Lisa Jacobs, PhD John Lo Conte, PhD Sarah Karl, PhD Charles Mark, PsyD Joel Kleinman, PhD Susan Marx, PsyD Eileen Kohutis,PhD PhD Neil Massoth, Deirdre Messer, Kramer, PhD Stanley PhD PhyllisMitchell, Lakin, PhD Barry PsyD Marc Lipkus, Sharon Ryan PsyD Montgomery, PsyD JohnMoore, Lo Conte, PhD Leila EdD Joan Glass Morgan, Charles Mark, PsyD PsyD Daniel Moss, PhD Susan Marx, PsyD Morgan Murray, PhD Neil Massoth, PhD Hulon Newsome, PsyD Stanley Messer, PhD Sara BarryTedrick Mitchell,Parikh, PsyD PhD Francesca Peckman, PsyD PsyD Sharon Ryan Montgomery, Bart LeilaRossi, Moore,PhD EdD Jeffrey Singer, PhD Joan Glass Morgan, PsyD Barbara Von Klemperer, EdD Daniel Moss, PhD Virginia Waters, PhD Morgan Murray, PhD Skye Wilson, PhD Hulon Winston, Newsome,PhD PsyD Alison Sara Tedrick Parikh, PhD Philip Witt, PhD Francesca Peckman, Friend up to $99 PsyD Lori Rayner-Grossi, EdD Amy Aho, PhD Bart Rossi, Derek Aita, PhD PsyD Jeffrey Singer, Rika Alper, PhDPhD Amy Altenhaus, PhD Barbara Von Klemperer, EdD Benjamin Alterman, Virginia Waters, PhD PhD Elvira Anselmi, PhD Skye Wilson, PhD Annette Appleheimer,PsyD Alison Winston, PhD Alyssa Austern, Philip Witt, PhD PsyD Les Barbanell, EdD Vicki Barnett, PsyD Friend up to $99 Louis Barretti, PhD Amy Aho, PhD Derek Aita, PsyD Rika Alper, PhD Amy Altenhaus, PhD Benjamin Alterman, PhD Elvira Anselmi, PhD Annette Appleheimer,PsyD

Alyssa MarciaAustern, Baruch,PsyD PhD Lauren Becker, PhD Les Barbanell, EdD Shari Becker, PhD, JD Vicki Barnett, PsyD Amy Barretti, Becker-Mattes, PhD Louis PhD Janet Baruch, Berson, PhD PhD Marcia JeffreyBecker, Bessey,PhD Lauren PhD Bernard Bilicki, Shari Becker, PhD,PsyD JD Nancy Bloom, PsyD Amy Becker-Mattes, PhD Carol Blum, PsyD Janet Berson, PhD Monica Blum, PhD Jeffrey Bessey,PhD Keira Boertzel-Smith, JD Bernard MichaelBilicki, Boyle,PsyD PhD Nancy PsyD PhyllisBloom, Bolling, PhD Carol PsyD PsyD AliceBlum, Bontempo, Monica PhD EdD Isabel Blum, Brachfeld, Keira Boertzel-Smith, Joseph Braun, PhD JD Thomas PhD PsyD RichardBoyle, Brewster, Merrilea Brunell, Phyllis Bolling, PhDPhD Charles Buchbauer, Alice Bontempo, PsyD PhD FionaBrachfeld, Byrne-Oberman, PhD Isabel EdD John Caliso, PhD Joseph Braun, PhD Tadd Campbell, PhD Richard Brewster, PsyD CarolynBrunell, Carbone-Magnero, PhD Merrilea PhD MonicaBuchbauer, Carsky, PhD Charles PhD Marvin Chartoff, EdD Fiona Byrne-Oberman, PhD Judy Clyman, PhD John Caliso, PhD William Coffey, PsyD Tadd Campbell, PhD Jeffrey Cole, PhD Carolyn Carbone-Magnero, PhD Roger Colonna, EdD Monica Louise Carsky, Conley,PhD PhD Marvin EdD PhD Ralph Chartoff, Constantino, Judy Clyman, PhD Robin Cooper-Fleming, PsyD William PsyD JosephCoffey, Coyne, PhD Jeffrey Cole, PhDPhD Sharon Craig, Jacquelyn Cunningham, PhD Roger Colonna, EdD DebraConley, Davis, PhD PhD Louise Deborah Dawson,PhD PsyD Ralph Constantino, Jennifer Dechert, PsyD Robin Cooper-Fleming, PsyD Laura DeMarzo, Joseph Coyne, PhDEdD MaryAnn DeRosa, Sharon Craig, PhD PhD Nicole DeVita, PsyD Jacquelyn Cunningham, PhD Daniel Diamant, PhD Debra Davis, PhD Phyllis DiAmbrosio, PhD Deborah Dawson, PsyD Doreen DiDomenico, PhD Jennifer PsyD RosalieDechert, DiSimone-Weiss, PhD Laura DeMarzo, EdD Nancy Distel, PhD MaryAnn Charles DeRosa, Dodgen, PhD PhD Nicole DeVita, PsyDPhD Gerard Donohue, Daniel PhDPsyD SarahDiamant, Dougherty, Phyllis DiAmbrosio, PhDPhD Patricia Dow-Nelson, Doreen DiDomenico, Adriana Dunn, PhDPhD Frank Dyer, PhD Rosalie DiSimone-Weiss, PhD Peter Distel, Economou, Nancy PhD PhD Laura Eisdorfer, PsyD Charles Dodgen, PhD DonnaDonohue, English, PhD Gerard PhD Sue Epstein, PhD Sarah Dougherty, PsyD Karen Faherty, PhD Patricia Dow-Nelson, PhD Roberta Fallig, PhD Adriana Dunn, PhD James Farmer, PsyD Frank Dyer, PhD Shapar Farzad, PhD Peter Economou, PhD Guity Fazelpoor, PsyD Laura JanieEisdorfer, Feldman,PsyD PsyD Donna English, PhD PhD Stephen Feldman, Sue Epstein, PhD Dena Felsen, PsyD Karen NancyFaherty, Fiedler,PhD PhD Roberta PhD Joshua Fallig, Fink, PsyD James Farmer, Pamela Foley,PsyD PhD Richard Formica, Shapar Farzad, PhDPhD Sharon Freedman, Guity Fazelpoor, PsyDPhD Elizabeth Frenkel, Janie Feldman, PsyDPhD AntoniaFeldman, Fried, PsyD Stephen PhD Thomas Frio,PsyD PhD Dena Felsen, Abisola Gallagher, Nancy Fiedler, PhD EdD NadineFink, Gardner, Joshua PsyD PsyD James Garofallou, PhD Pamela Foley, PhD Eliot Garson, PhD Richard Formica, PhD Sharon Freedman, PhD Elizabeth Frenkel, PhD Antonia Fried, PsyD Thomas Frio, PhD Abisola Gallagher, EdD Nadine Gardner, PsyD

Kenneth Gates,PhD PsyD James Garofallou, John George, Eliot Garson, PhD PhD Marie Gates, Geron,PsyD PhD Kenneth Michael Gerson, John George, PhD PhD Nouriman Ghahary, PhD Marie Geron, PhD LeslieGerson, Gilbert,PhD PhD Michael RonaldGhahary, Gironda,PhD PhD Nouriman Linda Glazer, PsyD Leslie Gilbert, PhD Elizabeth Goldberg, PhD Ronald Gironda, PhD Gary Goldberg, PhD Linda Glazer, PsyD Ruth Goldston, PhD Elizabeth Goldberg, PhD Lydia Golub, PhD Gary Goldberg, PhD PhD Morris Goodman, Ruth Goldston, PhDPhD Lois Goorwitz, Lydia Golub, PhD PhD Ashley Gorman, Morris Goodman, PhDPhD Bonnie Gorscak, LoisOra Goorwitz, PhDPsyD Gourarie, Rhonda Greenberg, Ashley Gorman, PhD PsyD Santa Gregory, PhD Bonnie Gorscak, PhD Sandra Grundfest, Ora Gourarie, PsyD EdD Hadassah Gurfein, PhD Rhonda Greenberg, PsyD Cynthia Haines Santa Gregory, PhDPsyD Angela Hall, PsyD Sandra Grundfest, EdD Kathryn Hall, PhD Hadassah Gurfein, PhD Judith Halle, PhD Cynthia Haines PsyD Osna Haller, PhD Angela Hall, PsyD Diane Handlin, PhD Kathryn Hall,Hanych, PhD PhD Jennifer Judith Halle, PhD Jeffrey Harrison,PhD Osna Haller,Hartke, PhD PsyD Graham Diane Handlin, PhD PhD Marsha Heiman, Jennifer PhDPhD John Hanych, Hennessy, Jeffrey Harrison,PhD Susan Herman, PhD Graham PsyD PhD JudithHartke, Herschlag, Eric Herschman, Marsha Heiman, PhDPsyD Susan Herschman, John Hennessy, PhD PsyD Nancy Hicks,PhD PsyD Susan Herman, Sean Hiscox, PhD Judith Herschlag, PhD Hochman, PhD EricLinda Herschman, PsyD AnnHerschman, Nikolai Houston, Susan PsyD PhD Maureen Hudak, PsyD Nancy Hicks, PsyD Christine Hudson, PhD Sean Hiscox, PhD Susan Huslage, PhD Linda Hochman, PhD Monica Indart, PsyD AnnWilliam Nikolai Ivory, Houston, PhD PhD Maureen Hudak, PsyD Jane Jacobus, PhD Christine Elena Hudson, Jeffries, PhD PhD Susan Huslage, PhD PsyD Allison Johnson, Monica Indart, PsyDEdD Arthur Joseph, William Ivory, PhDPhD Kyung Jung, Deborah Kaplan, Jane Jacobus, PhD PsyD Elissa Kaplan, Elena Jeffries, PhDPhD Paula Kaplan-Reiss, Allison Johnson, PsyD PhD Robert Karlin, Arthur Joseph, EdDPhD Barry Katz, PhD Kyung Jung, PhD Alex Kehayan, EdD Deborah Kaplan, PsyD Randi Kell, PhD PhD Elissa Kaplan, Eileen Kennedy-Moore, PhD Paula Kaplan-Reiss, PhD Barry Klein, PsyD Robert Karlin, PhD Kenneth Kline, PhD Barry Katz,Knatz, PhD PhD Hillary Alex Kehayan, EdD PhD Michael Koffman, Randi Kell,Kogan. PhD PsyD Laura Eileen Kennedy-Moore, Eileen Kohutis, PhDPhD Barry Klein,Kornhaber, PsyD Robert PhD Kenneth Todd Kline, Koser,PhD PsyD Hillary Knatz, PhD PhD Peter Krakoff, Deirdre Kramer, Michael Koffman, PhDPhD Peter Krebs, PhD Laura Kogan. PsyD Robin Lang,PhD PsyD Eileen Kohutis, Dennis LaScala, PhD Robert Kornhaber, PhD Stephen Lawrence, PhD Todd Koser, PsyD Daniel Lee,PhD PsyD Peter Krakoff, Paul Lehrer, PhD Deirdre Kramer, PhD Ilana Lev-El, PsyD Peter Krebs, PhD Gerald Leventhal, PhD Robin Lang, PsyD Neal Leynor, PhD Dennis LaScala, PhD Stephen Lawrence, PhD Daniel Lee, PsyD Paul Lehrer, PhD Ilana Lev-El, PsyD Gerald Leventhal, PhD

Deborah Neal Leynor,Libero, PhD PhD Ruth Lijtmaer, PhD Deborah Libero, PhD Michael Likier, Ruth Lijtmaer, PhDPhD Barbara Lino, PhD Michael Likier, PhD Marc Lipkus, PsyD Barbara Lino, PhD Neal Litinger, PhD Marc Lipkus, PsyD N. John Lombardi, PsyD Neal Litinger, PhD Loomis, PhD N.Rebecca John Lombardi, PsyD Rona LoPresti, PhD Rebecca Loomis, PhD Alfredo Lowe, PhD Rona LoPresti, PhD PsyD Mark Lowenthal, Alfredo Lowe, PhD Marilyn Lyga, PhD Mark Lowenthal, PsyD David MacIsaac, PhD Marilyn Lyga, PhD William MacLaney, PsyD David MacIsaac, PhD EdD Heather MacLeod, William MacLaney, PsyD Donna Macri, PhD Cornelius Mahoney, Heather MacLeod, EdD PhD Daniel Mahoney, Donna Macri, PhD EdD StanleyMahoney, Mandel, EdD Cornelius PhD Margery Manheim, Daniel Mahoney, EdD PhD Charles Mark, PsyD Stanley Mandel, EdD Maria Masciandaro, Margery Manheim, PhDPsyD Shirley Matthews, Charles Mark, PsyD PhD Wendy Matthews, PhD Maria Masciandaro, PsyD Robert McGrath, PhD Shirley Matthews, PhD Susan McGroarty, PhD Wendy Matthews, PhD Kenneth McNiel, PhD Robert McGrath,PsyD PhD Gail McVey, Susan McGroarty, Lauren Meisels,PhD PhD Kenneth PhD PhD Randy McNiel, Mendelson, Gail McVey, PsyDPhD Wilda Mesias, Lauren Meisels, PhD PhD Jacqueline Mesnik, Randy Mendelson, Stanley Messer, PhD PhD Rebecca Meyer, Wilda Mesias, PhD PhD Amanda Mesnik, Milleisen, PhD Jacqueline PhD Barry Messer, Mitchell,PhD PsyD Stanley Tamerra Moeller, Rebecca Meyer, PhDPhD NorineMilleisen, Mohle, PhD Amanda PhD Caridad Moreno Barry Mitchell, PsyDPhD Sandra Morrow, PhD Tamerra Moeller, PhD Caroline Mossip, PsyD Norine Mohle, PhD Charles Most, PsyD Caridad Moreno PhD Yvette Roche Muniz, PhD Sandra Morrow, Steven Myers,PhD PhD Caroline PsyD ZahidaMossip, Nagy, PhD Charles Most, Nayak, PsyD PhD Sangeetha Yvette Roche Muniz,PhD PhD Susan Neigher, Steven Myers, PhD Jeffrey Newenhouse, PsyD Zahida Nagy,Nichols, PhD PhD Margaret Sangeetha Nayak, Daniel Noll, PhDPhD Denise Novaky, Susan Neigher, PhDPhD Michael Nover, PhD Jeffrey Newenhouse, PsyD Jennifer Oglesby, Margaret Nichols, PhDPhD Marilyn Oldman, EdD Daniel Noll, PhD CarlyNovaky, Orenstein, Denise PhDPsyD SusanNover, Orshan, Michael PhDPsyD James Owen, PsyD Jennifer Oglesby, PhD Behnaz Pakizegi, PhD Marilyn Oldman, EdD Pilar Perez-Ortega, PsyD Carly Orenstein, PsyD Sueli Petry, PhD Susan Orshan, PsyD Lori Pine, PsyD James Owen,Piscitelli, PsyD PsyD Vincenza Behnaz Pakizegi, Joseph Plasner,PhD PhD Pilar Perez-Ortega, Michael Plumeri, PsyD PsyD Sueli Petry,Press, PhD PhD Sharon Lori Pine,Price, PsyD PhD Adam Nicole Rafanello, PhD Vincenza Piscitelli, PsyD Sharon Rauschenberger, PhD Joseph Plasner, PhD Lori Rayner-Grossi, Michael Plumeri, PsyD EdD NancyPress, Razza, PhD Sharon PhD Steven Reed, Adam Price, PhDPhD AnnaMarie Resnikoff, Nicole Rafanello, PhD PhD LauraRauschenberger, Richardson, PhDPhD Sharon Louis Richmond, PhD Nancy Razza, PhD David Riley, PhD Steven Reed, PhD Alisa Robinson, PhD Jeryl PhDPsyD LoriRempell, Rockmore, AnnaMarie Resnikoff, PhD Laura Richardson, PhD Louis Richmond, PhD David Riley, PhD Alisa Robinson, PhD Lori Rockmore, PsyD

PaulRockwood, Rockwood, PhD Paul PhD LauraRosen, Rosen, PhD Laura PhD BarbaraRosenberg, Rosenberg, PhD Barbara PhD FrancineRosenberg, Rosenberg, PsyD Francine PsyD KarenRosenberg, Rosenberg, PhD Karen PhD LoriAks Aks Rosenberg, PsyD Lori Rosenberg, PsyD Andrew Roth, PhD Andrew Roth, PhD Elissa Rozov, PhD Elissa Rozov, PhD Nicole Safonte-Strumolo, PhD Nicole Safonte-Strumolo, PhD Joseph Salerno, PsyD Joseph PsyD CaroleSalerno, Salvador, PsyD Carole PsyD DebraSalvador, Salzman, PhD Debra Salzman, PhDPhD George Sanders, George Sanders, PhDPhD Carmela Sansone, Carmela Sansone, PhD Jayne Schachter, PhD Jayne PhDPhD LouisSchachter, Schlesinger, Kenneth Schneider, Louis Schlesinger, PhDPhD Doris Schueler, Kenneth Schneider,PhD PhD EllenSchueler, Schwartz, PhD Doris PhD Margot Schwartz, Ellen Schwartz, PhD PsyD Richard Schwartz, PsyD Margot Schwartz, PsyD NancieSchwartz, Senet, PhD Richard PsyD Nenza Serra, PsyD Nancie Senet, PhD Arline Shaffer, PhD Nenza Serra, PsyD Dennis Shaning, PhD Arline Shaffer, PhD Marina Shikhman, PhD Dennis Shaning, PhD PsyD William Shinefield, Marina Frank Shikhman, Sileo, PhDPhD William RonaldShinefield, Silikovitz,PsyD PhD Frank Sileo, PhD Sinclair, PhD Sandra Ackerman Ronald Silikovitz, Leonard Sitrin, PhD PhD Sandra Ackerman Sinclair, PhD Marjorie Slass, PsyD Leonard Shawn Sitrin, Marie PhD Sobkowski, EdD Jeffrey Slass, Spector, PsyD Marjorie PsyD Jakob Marie Steinberg, PhD EdD Shawn Sobkowski, Lois Steinberg, PhD Jeffrey Spector, PsyD DavidSteinberg, Steinke, PhD PhD Jakob Deana Stevens, Lois Steinberg, PhDPsyD Julie Steinke, Stewart,PhD PsyD David Vincent Stranges, PhD Deana Stevens, PsyD Suzette Sularski, PsyD Julie Stewart, PsyD Steven Sussman, PhD Vincent Stranges, PhD Kelly Symons Suzette Sularski,PsyD PsyD David Szmak, Steven Sussman, PhD PhD Avanente Tamagnini, Kelly LynnSymons Taska, PhD David Szmak, PsyDPhD Anthony Tasso, Avanente PhD AugustusTamagnini, Taylor, PhD Lynn Taska, PhD PsyD Andrew Thomas, TamsenTasso, Thorpe, Anthony PhDPhD Patricia Tistan, PhD Augustus Taylor, PhD Barbara Tocco, PsyD EdD Andrew Thomas, Jacqueline Tropp, Tamsen Thorpe, PhDPhD Carol Turner, EdD Patricia Tistan, PhD Meryl Udell, Barbara Tocco,PsyD EdD Peggy Van Raalte, Jacqueline Tropp, PhDPsyD Margaret Van Sciver, PhD Carol Turner, EdD Richard Waldron, PhD Meryl Udell, PsyD Jonathan Wall, PsyD Peggy VanWalsh, Raalte,PhD PsyD William Margaret Sciver,PhD PhD Melissa Van Warman, Richard RonaldWaldron, Wasser,PhD PhD Jonathan PsyD PsyD Jennifer Wall, Weberman, William PhD PhD Elaine Walsh, Weinman, Melissa Warman, Ida Welsh, PhD PhD Seth Warren, PhD Carol Wenzel-Rideout, PsyD Mary Elizabeth Westhead, PsyD Ronald Wasser, PhD Miriam Weberman, Sherr Wolosh, Jennifer PsyDPhD Guy Woodruff, Elaine Weinman, PhD PhD Melissa PsyD Ida Welsh,Woronoff, PhD James Wulach, JD, PhD Carol Wenzel-Rideout, PsyD Richard Zakreski, PhD PsyD Mary Elizabeth Westhead, Michael Zito, PhD Miriam Sherr Wolosh, PhD Alan Zwerdling, PhD Guy Woodruff, PhD Melissa Woronoff, PsyD James Wulach, JD, PhD Richard Zakreski, PhD Michael Zito, PhD Alan Zwerdling, PhD

New Jersey Psychologist

APA COUNCIL REPORT

APA Council of Representatives Report

Rhonda Allen, PhD Council of Representatives (NJ) (2019-22)

he Council of Representatives of the American Psychological Association met in Washington, DC February 27 â&#x20AC;&#x201C; March 1, 2020. It seems like a lifetime ago and in a different universe that the APA Council of Representatives met less than a month ago in DC. While the threat of coronavirus was beginning to emerge and pertinent issues such as reimbursement for teletherapy was addressed during some lunch meetings, it had not yet exploded into the unprecedented crisis that is currently underway. One of the first votes was to archive the 2007 resolution in opposing discriminatory legislation and initiatives aimed at lesbian, gay, and bisexual persons and adopt the 2020 resolution on opposing discriminatory laws, policies, and practices aimed at LGBTQ+ persons. This motion was unanimously approved. Similarly, a motion to archive the 2004 resolution on Sexual Orientation, Parents and Children passed by 100%. The Council of Representatives also chose to adopt as policy 2020 Resolution on Sexual Orientation, Gender Identity, Parents and Children. This new resolution covers gender identity. This is in part a response to the fact that some states have criminalized doing gender affirming work with adolescents. OTHER COUNCIL VOTES In further action, the APA council: Voted to adopt the education and training guidelines for psychological assessment in health service psychology. This lengthy document is divided into different domains that each have their own guidelines: Domain A: Theory Guideline 1: Students should learn

Spring 2020

about current diagnostic systems. Guideline 2: Students should learn about contemporary theories and emerging quantitative models of personality and psychopathology. Guideline 3: Students should learn to incorporate developmental, learning, personality, and biological theories into their understanding and practice of cognitive and intelligence assessment. Domain B: Psychological Assessment Process Guideline 1: Students should learn to clarify referral questions and generate hypotheses about individualsâ&#x20AC;&#x2122; functioning. Guideline 2: Training should include skills in case conceptualization based on integration of multi-method assessment data that is attentive to context, culture, and explanation / reconciliation of any data that appear contradictory. Guideline 3: Students should learn to write integrative assessment reports that are comprehensive, useful, and appropriate to the audience. Guideline 4: Students should learn to communicate feedback in clear, understandable, nonjudgmental ways. Domain C: Psychometrics Guideline 1. Students should learn the psychometric foundations of how psychological tests and measures are developed to measure psychological constructs. Guideline 2. Students should learn psychometric properties related to reliability, validity, and utility of measuring psychological constructs. Domain D: Tests and Methods Guideline 1. Students should learn to select the appropriate tests and methods to address the assessment questions. Guideline 2. Students should learn how to use standardized test administration, achieve accuracy in scoring tests, apply appropriate norms, and interpret test scores within the broader context, such as the reason for the assessment, cultural and diversity factors, and guarding against human tendencies toward bias. Guideline 3. Students should learn

to cultivate life-long learning values and develop skills and strategies to keep abreast of newer psychological tests, assessment technologies, research on testing and assessment, and emerging scholarly information on diversity. Domain E: Ethics, Legal Issues, Professionalism Guideline 1: Students should learn to apply appropriate ethical decision making (including the APA code of ethics) to every stage of the psychological assessment process. Guideline 2: Students should have knowledge of legal issues that may arise throughout the assessment process. Guideline 3: Students should learn behaviors associated with professionalism, including incorporating psychological assessment as part of their professional identity. Domain F: Diversity Guideline 1: Students should learn to incorporate and address diversity issues continually throughout the assessment process. Guideline 2: Students should learn to explicitly address how values, attitudes, biases, power, and privilege affect the assessment process. Domain G: Supervision Guideline 1: Instructors and supervisors should strive to attain and maintain competence in both psychological assessment and supervision. Guideline 2: Student evaluation and feedback should focus on the full range of psychological assessment activities. Delegation of Authority This item that addressed extending the trial delegation of authority from the Council of Representatives to the to Board of Directors evoked lengthy discussion. Ultimately it was decided that the section regarding the budget is to be reviewed every three years. The trial delegation for CEO also passed and was extended for three years. A change was made from the previous trial of delegation that the Council of Representatives 13

will retain the right to have to approve any increase in membership dues. An updated statement on climate change was approved. The new statement added language that addressed climate change and immigration in addition to several revisions including that APA work on improving its own sustainable practices. The Council of Representatives voted to receive the report of 2019 violent video games task force. An amendment to 2015 resolution on violent video games that changed the wording of the introduction to include

that attributing violence to video games is scientifically unsound also passed. A vote to adopt as APA policy the 2020 resolution on supporting sexual/gender diverse children and adolescents in schools passed unanimously. Additionally, updated guidelines for psychological assessment and evaluation was also approved. The older guidelines had expired in 2016.

Citation for outstanding contributions to psychology to Heather Kelly whose work focused on protecting the health and wellbeing of military personnel and veterans. I look forward to representing New Jersey at the next Council of Representatives meeting in August 2020 in Washington, DC. Until then I wish everyone health and well-being. ❖ Respectfully submitted,

PRESIDENTIAL CITATION APA President, Sandra L. Shullman,PhD, awarded a Presidential

Rhonda Allen, PhD Council of Representatives (NJ) (2019-22)

LIFETIME ACHIEVEMENT AWARDS

The NJPA Lifetime Achievement Award, the Association’s highest honor, recognizes exceptional leadership in the form of enduring and exemplary contributions to NJPA, over a sustained period of time, which collectively, has significantly enhanced the Association’s ability to positively impact the lives and careers of its membership, as well as advancing the field of psychology in New Jersey, and beyond. It is suggested that the candidates be at least 65 years of age, however remarkable life circumstances will be taken into consideration for those candidates under 65 years of age.

PSYCHOLOGIST OF THE YEAR

Each year, NJPA recognizes a full member who has been a member for at least 5 years, made an important contribution to the profession of psychology in New Jersey, through service to NJPA, and who has demonstrated excellence in psychology either through practice, research, and/or teaching. Recipients will be selected by the Nominations Committee and Psychologist of the Year Subcommittee based upon how well they meet the criteria of the award.

JANE SELZER MEMBERSHIP RECOGNITION AWARD

Ms. Jane Selzer was a long time employee of NJPA and passionately involved with NJPA membership. She retired in 2015. To acknowledge her long standing service to NJPA, and in an effort to publicly acknowledge and recognize those members who contribute so much to NJPA in so many diverse ways, the NJPA Membership Committee renamed this established award after her to recognize members who add value to NJPA every day.

CITIZEN OF THE YEAR

Awarded to a non-psychologist who has made significant contributions to the ideals of mental health or social welfare. Recipients will be selected by the NJPA Executive Board based upon how well they meet the criteria of the award.

STANLEY MOLDAWSKY MENTOR AWARD

Recognizes a member who exhibits exceptional leadership over a sustained period of time, in the form of enduring and exemplary contributions to mentoring new psychologists and/or graduate students. Please take the time to think of someone you admire and/or appreciate that you wish to nominate. The deadline for submissions is June 15, 2020. Read more about the awards at www.psychologynj.org

New Jersey Psychologist

SPECIAL SECTION

Compassionate Communities - A NJPA 2020 Mental Health Awareness Campaign In 2020, our Mental Health Awareness campaign includes the months of April through July: April is Minority Health Month; May is Mental Health Month; June is Pride Month, and July is Francine Conway, PhD Minority Mental Health Month. We are using three platforms to promote our Interim Editor campaign. We launched a video contest in February challenging community Introduction his is the fourth year we are colmembers to produce a one minute video laborating with NJPA affiliates that expresses their idea of a compasand outside groups to organize sionate community. Visit our YouTube a coordinated approach to promote the channel to view this year’s submissions. cause of mental health and the profesOur April program, postponed until June sion of psychology. This year, our theme 5th, One Scar, Too Many: Addressing the focuses on Compassionate Communities. Mental Health Needs of Undocumented New Jersey has vibrant and diverse comImmigrants in the Face of Trauma, is a collaboration with The New Jersey munities and each community has the Chapter Association of Black Psycholopower to change attitudes and end discrimination. Diversity and inclusion of all gists (NJABPsi) and the Latino Mental Health Association of New Jersey (LMof the populations throughout the entire HANJ), together as the Inter-Mental state is a top priority of this campaign.

Health and Psychological Associations Coalition (IMPAC). Our spring e-newsletter, circulating this month, features articles geared toward the public and is also focused on our theme. We will be circulating a one page flyer you can download and print out to share with clients, colleagues, community centers, libraries, schools, faith centers, etc. to share this communication throughout your communities. We will continue to share information and articles throughout June and July on our social media pages. Make sure to follow us on Twitter, Facebook, Instagram, YouTube and LinkedIn! This special section is comprised of articles that discuss working with special populations and helping them with the unique challenges they face. We hope you enjoy reading these contributions. ❖

Working with the d/Deaf and Hard-of-Hearing Community: What to Know

Shoshana Elisheva May, PsyM

he richness, uniqueness, history, values, and norms of the Deaf Community and culture have been written about and shared in scholarly literature. Unfortunately, some of that literature has been written from a deficit model, which posits that being deaf/Deaf and Hard-of-Hearing (d/D and HoH) is an impairment and implies that they have “lost” something as a result of their hearing status. I do not theorize deafness from a deficit model, but rather from a minority model of disability and “Deaf Gain” perspective. “Deaf Gain” is a term developed to celebrate the Deaf Community and their culture because of their unique Spring 2020

perspectives, shared history and language, and ability to exist within their own culture and within the dominant American culture simultaneously (Bauman & Murray, 2009). I recognize my own hearing status and do not aim to speak for the Deaf Community. My goal is to illuminate the experiences of the Deaf Community using my privilege. Hearing people possess their own unique psychological needs and have more access to mental health services than the Deaf Community or other subcultures within American society. It’s incumbent upon the hearing population to recognize their own biases, prejudices, and negative or lowered expectations of people who are d/D and HoH and to correct their misconceptions. I will present a brief perspective from a myriad of topics in order provide breadth, while providing practical knowledge for practicing psychologists. Because there is a lack of training in deafness and Deaf culture in the field of psychology, many therapists lack the

knowledge and experience to provide therapeutic services to people who are d/D and HoH (Olkin & Pledger, 2003; Smart & Smart, 2006). If a therapist has no experience working with d/D and HoH clients, on ethical grounds, the therapist should attempt to refer the client to a mental health professional with the necessary experience (National Association of the Deaf, 2014). Culturally Affirmative Therapy The terms culturally affirmative therapy and Deaf Mental Health Care (DMHC) are interchangeable. This term was developed by Glickman & Harvey (1996) and, “refers to therapy that is socioculturally informed, that refers to culturally relevant tools, and that seeks to empower clients and their communities” (p. 6). There are different facets that encompass DMHC. These include: communication, working with a sign language interpreter, and values and behaviors 15

(that consists of collectivism, directness, eye contact, expressiveness, and inappropriate behavior). As a disclaimer, the following research that is presented is not meant to make broad generalizations or stereotypes about the Deaf Community. Rather, it is meant to be a working document of guidelines and facets of the Deaf Community to be aware of when working with the d/D and HoH in order to strive to provide culturally competent DMHC. Values and Behaviors When working with the d/D and HoH, understanding nomothetic values and norms is a crucial aspect for providing culturally competent DMHC (Glickman & Harvey, 1996). However, it is also important to note that the client may present with cultural values that differ from the assumed cultural norms, and careful consideration of the client’s specific preferences, values, and beliefs is necessary (Wright & Reese, 2015). Collectivism is a core value of American Deaf culture (Mindess et al., 1999). This collectivist value can be seen in behaviors in the Deaf Community. These behaviors may be misinterpreted by therapists who do not have an understanding of the culture. For example, d/D and HoH clients may want to seek permission or guidance from a friend or family member before making a decision (Wright & Reese, 2015). Mindess et al. (1999) writes that, “hearing members…if not aware of the cultural dynamics, may judge such behavior as weak minded or collusive.” Directness is an important component of ASL and Deaf culture. Different from English, ASL sentence structure begins with the main point and then becomes more specific (Kay, 2008). This results in communication that is extremely descriptive and explicit (Humphrey & Alcorn, 1995). Because of this, it is considered inappropriate and rude for answers to be vague or indirect (Lane, 1992). Answers are usually extremely detailed, which is not common in the hearing world (Kay, 2008). Eye contact is a required component when signing in ASL. As compared to needing ears in order to hear words, eyes are needed to see facial expressions and hand movements (Wright & Reese, 2015). While conversing in ASL, it is expected that both parties maintain eye contact throughout the conversation (Wright & Reese, 2015). If eye contact is broken during the 16

conversation, it is viewed as disengaged and inconsiderate (Wilcox, 1989). It is important to note that for a “Western trained” hearing therapist, this may not feel natural, as they are taught not to make constant eye contact (Wright & Reese, 2015). Members of the Deaf Community prefer to show rather than describe; meaning that facial expressions and body movements are constantly used to express and communicate information (Hamerdinger & Karlin, 2003; Kay, 2008; Phillips, 1996). Because of the expressive nature of ASL (specifically regarding facial expressions), people who are d/D and HoH may appear highly animated and overly demonstrative, as compared to people who are hearing (Wright & Reese, 2015). Phillips (1996) points out that hearing therapists may misinterpret this expressiveness as having inappropriate boundaries and difficulties with behavior and affect regulation. Moreover, because of this misperception, people who are d/D and HoH may be at great risk of misdiagnoses of Emotional and Behavior Disorders (EBDs) (Landsberger & Diaz, 2010). There are multiple behaviors that therapists should be aware of and avoid when providing DMHC. Intentionally or unintentionally blocking one’s mouth or talking through one’s teeth is considered rude and an example of a behavior to avoid (Wright & Reese, 2015). Mental health practitioners should be sensitive to framing questions pertaining to the person’s hearing status, how they became d/Deaf or HoH and how much they can hear, questions such as, “Can you speak?” or “Can you read lips?” and suggesting that the client should get a hearing aid or cochlear implant (Mindess et al., 1999). Communication In terms of communication, the preferred communication method of the client should always be employed in a therapeutic setting. The clients preferred method of communication should be established prior to informed consent and treatment. Knowledge that ASL is a completely separate and different language from English is necessary (Barnett, 2002). Additionally it is important to discern if the client is bilingual and is fluent in both English and ASL (Kay, 2008). If the client is less facile with the standard English language, the therapist must make accommodations to ensure that the client has the same access to all of the

information that is generally presented in English (i.e., consent forms, rating scales, diagnostic interviews) (Wright & Reese, 2015). Working with Sign Language Interpreters The ADA and Rehabilitation Act of 1973 mandates that it is the duty of the organization or business to provide accommodations to meet the language need for the d/D and HoH (Wright & Reese, 2015). Because of the lack of providers with knowledge of ASL and deafness, this usually means a certified sign language interpreter is required (Wright & Reese, 2015). Of course, having a therapist who is fluent in ASL is always preferred over using interpreters (Leigh et al., 1996; Steinberg et al., 1998). Interpreters are a crucial part of providing DMHC (Williams, 1993). This is because there are very few mental health professionals who are fluent in ASL (Pollard, 1998). Interpreting between English and ASL is difficult because of the linguistic differences (Montoya et al., 2004). ASL’s foundation is in Deaf culture (aka: the life experiences of deaf people) (Dean & Pollard, 2001). Throughout history, the d/D and HoH have been excluded from psychiatry, psychology, law, medicine, etc. and as a result, terminologies within these field have not been developed in ASL (Dean & Pollard, 2001). Therefore, a great amount of “expansion” is needed when interpreting in a DMHC setting (Vernon & Miller, 2001). “Expansion” is an interpreting technique that involves the interpreter explaining a concept or term that is unfamiliar to the client (Vernon & Miller, 2001). In a DMHC setting, this requires extra time within the session and requires the interpreter to have knowledge about mental health and psychology. When using an interpreter, there are multiple factors that should be taken into consideration. Most importantly, it is necessary to state that not everyone who knows sign language is qualified to be an interpreter (Westermeyer, 1990). Within the field of sign language interpreting, there are standards for both language competency and ethical behavior established and regulated by the Registry of Interpreters for the Deaf (RID) (Roe & Roe, 1991). Unfortunately, not all settings (including mental health settings) in which interpreters work require or enforce the regulation that all interpretNew Jersey Psychologist

ers must have a national certification from RID. This is a significant issue in the role of interpreters in providing DMHC. In order to foster the most efficacious and client centered therapeutic environment, it is crucial for the therapist and interpreter to respect each other’s professions, professional standards, and expertise (Westermeyer, 1990). The therapeutic environment will be most effective if the therapist and interpreter are both aware of their roles and are aware of issues that arise when merging psychological care and communication. One recommendation that appears time and time again in the literature is for the therapist and interpreter to meet prior to initial sessions with client (Roe & Roe, 1991). During this meeting, the therapist and interpreter can clarify their roles and expectations, plan the seating arrangement, discuss cultural norms and values, create a plan for dealing with miscommunications, and other factors to make communication as effective as possible (Henwood & PopeDavis, 1994; Pollard, 1998). The above is excerpted and adapted from my dissertation titled, “Perspectives From The D/Deaf And Hard-Of-Hearing Population On Deaf Mental Health Care.” This article was meant to be specifically geared towards practicing psychologists who can incorporate this knowledge into their professional practice. Additional information or a request to view the dissertation can be made to: Shoshana.may@gsapp. rutgers.edu. ❖ References Barnett, S. (2002). Communication with deaf and hard-of-hearing people: A guide for medical education. Academic Medicine, 77, 694–700. Bauman, H. D., & Murray, J. (2009). Reframing: From hearing loss to deaf gain. Deaf Studies Digital Journal, 1(1), 1-10. Dean, R. K., & Pollard Jr, R. Q. (2001). Application of demand-control theory to sign language interpreting: Implications for stress and interpreter training. Journal of deaf studies and deaf education, 6(1), 1-14. Glickman, N. S., & Harvey, M. A. (Eds.). (1996). Culturally affirmative psychotherapy with deaf persons Mahwah, NJ: Erlbaum. Hamerdinger, S. H., & Karlin, B. (2003). Therapy using interpreters: Questions Spring 2020

on the use of interpreters in therapeutic setting for monolingual therapists. Professionals Networking for Excellence in Service Delivery With Individuals Who Are Deaf or Hard of Hearing, 36, 1–13. Henwood, P. G., & Pope-Davis, D. B. (1994). Disability or cultural diversity: Counseling the hearing impaired. Counseling Psychologist, 22, 489–503. Humphrey, J. H., & Alcorn, B. J. (1995). So you want to be an interpreter: An introduction to sign language interpreting. (2nd ed.). Amarillo, TX: H&H Publishing. Kay, D. (2008). Considerations when counselling deaf clients. (Unpublished master’s thesis) University of Lethbridge, Lethbridge, Alberta. Landsberger S. A., Diaz D. R. (2010). Inpatient psychiatric treatment of deaf adults: demographic and diagnostic comparisons with hearing inpatients. Psychiatry Service; 61: 196–99. Lane, H. (1992). The mask of benevolence: Disabling the Deaf community. New York, NY: Knopf. Leigh, I. W., Corbett, C. A., Gutman, V., & Morere, D. A. (1996). Providing psychological services to deaf individuals: A response to new perceptions of diversity. Professional Psychology: Research and Practice, 27, 364–371. Mindess, A., Holcomb, T. K., Langholtz, D., & Moyers, P. P. (1999). Reading between the signs: Intercultural communication for sign language interpreters. London, UK: Nicholas Brealey Publishing. Montoya, L. A., Egnatovitch, R., Eckhardt, E. A., Goldstein, M. T., Goldstein, R. A., & Steinberg, A. G. (2004). Translation challenges and strategies: The ASL translation of a computer-based, psychiatric diagnostic interview. Sign Language Studies, 4(4), 314-344. National Association of the Deaf. (2014). Promoting a Bill of Rights to ensure appropriate direct mental health services for individuals who are deaf or hard of hearing. Retrieved from http://nad. org/issues/health-care/mental-healthservices/promoting-bill-rights- ensureappropriate-direct-mental-health. Olkin, R., & Pledger, C. (2003). Can disability studies and psychology join hands? American Psychologist, 58, 296–304. Phillips, B. A. (1996). Bringing culture to the forefront: Formulating diagnostic

im- pressions of deaf and hard-of-hearing people at times of medical crisis. Professional Psychology: Research and Practice, 27, 137–144. Pollard, R. Q. (1998). Mental health interpreting: A mentored curriculum. University of Rochester. Roe, D. L., & Roe, C. E. (1991). The third party: Using interpreters for the Deaf in counseling situations. Journal of Mental Health Counseling, 13, 91–105. Smart, J. F., & Smart, D. W. (2006). Models of disability: Implications for the counseling profession. Journal of Counseling & Development, 84, 29–40. Steinberg, A. G., Sullivan, V. J., & Loew, R. C. (1998). Cultural and linguistic barriers to mental health service access: The deaf consumer’s perspective. The American Journal of Psychiatry, 155, 982–984. Vernon, M., & Miller, K. (2001). Interpreting in mental health settings: Issues and concerns. American Annals of the Deaf, 146(5), 429-434. Westermeyer, J. (1990). Working with an interpreter in psychiatric assessment and treatment. Journal of Nervous and Mental Disease, 178, 745–749. Wilcox, S. (1989). American Deaf culture: An anthology. Burtonsville, MD: Linstok Press. Williams, R. (1993). What is mental health interpreting. Views, 10(5), 1-2. Wright, G. W., & Reese, R. J. (2015). Strengthening cultural sensitivity in mental health counseling for deaf clients. Journal of Multicultural Counseling and Development, 43(4), 275-287.

Infant Mental Health

Michelle Pievsky, PhD

ane* and her mother Mary* came to the community clinic where I work as part of their reunification plan. Jane was separated from Mary at birth after testing positive for opioids. Jane’s motor development was normal, but she had some delays in receptive and expressive communication. She had lived in a foster home for her first year of life and saw Mary during regular, brief visits. Now, at 12 months, Jane appeared securely attached to Mary, but the two had difficulty co-regulating, as emotional outbursts from Jane reminded Mary of her own traumatic childhood. Mary was loving and affectionate with Jane, but she was agitated by Jane’s increasing independence and struggled to enforce appropriate limits. Stories like this are very common at our community clinic. We work with children ages 0-6 and their families and are among the only providers in the state that focus on early childhood. Psychologists have long recognized the importance of this period of life in the formation of relationships and personality. Since the advent of psychotherapy, infancy was identified as the time when trust is established and the framework for further development is laid, and research continues to support the importance of early childhood caregiving on later mental and physical health outcomes (Lyons-Ruth et al., 2017; Onunaku, 2005). However, early childhood is rarely a focus of psychological training. I recently completed a child development course that began at age 5! And, early childhood mental health and wellness are often neglected in the psychological community. Between 7% and 16% of children three years old and younger suffer from a mental health disorder, including trauma and violence, family disruption, and disturbances in caregiving (Lyons-Ruth et al., 2017). Moreover, about 25% are at risk for a developmental delay (American Academy of

Pediatrics, n.d.). Attachment-based therapy is helpful (Willheim, 2013), but often unavailable. More needs to be done to protect this underserved population. An infant does not exist outside the context of its caregivers. Starting in pregnancy, a family needs community support to help the fetus remain physically healthy and prepare caregivers for a family metamorphosis. This support is even more crucial once the infant is born, as this is one of the most stressful periods for a caregiver. During the first three months of an infant’s life, caregivers, whether or not they birthed the child, experience significant changes to their hormones, sleep cycle, and work and leisure routines (Kuo et al., 2018; Nieves, 2018; Onunaku, 2005). This is a period of high risk: up to 80% of mothers experience “baby blues,” a condition more serious than it sounds (National Institute of Mental Health, n.d.). Women are also at increased risk for peripartum anxiety or OCD (New Jersey Department of Health, 2017). Furthermore, between 10-23% of mothers and fathers experience peripartum depression (American College of Obstetricians and Gynecologists, 2019; Nieves, 2018). This period is especially dangerous for women with a bipolar or psychotic disorder, as mood stabilizers are contraindicated during pregnancy and disruptions in sleep may trigger a manic or psychotic episode (Fitelson, 2018). Caregiver mental health is essential for healthy infant development, and studies have linked caregiver depression with adverse child outcomes later in life, such as aggression, poor self-control, poor peer relationships, and difficulty in school (Onunaku, 2005). When I work with families at our early childhood clinic, my goal is to foster healthy attachment between caregiver and child. This is done through psychoeducation about child development, validation of caregiver experiences, dyadic/family play therapy, screening for developmental delays, collaboration with other systems, and a great deal of support for caregivers. I met with Jane and Mary twice weekly, once for dyadic therapy to help them co-regulate, and once for individual sessions with Mary to process her history of trauma and understand its impact on her relationship with her daughter. Our

play sessions built upon Jane and Mary’s fun and loving relationship to foster and highlight their strengths as a dyad, prepare for some of the challenges ahead at each stage of development, and support Mary when the relationship became overwhelming. Jane received a developmental assessment and was referred to early intervention services. Mary now has full custody of Jane, and they continue to work on their relationship with community support. Most people do not work at an early childhood clinic, but everyone can do more to promote infant health and wellness. Whether you work with children or adults, many of your clients will experience changes to their family system after the birth of an infant. Here are some suggestions that you can incorporate into your practice: • Create space in your relationship with your client(s) to discuss changes to the family. This may mean put ting other treatment goals on hold. • Provide nonjudgmental and uncon ditional support. This is easier said than done. It is not uncommon for parents and siblings to feel hatred towards new babies or have thoughts of leaving or even killing them. It is important to validate their experi ences without increasing their shame and fear. • Regularly assess mental status during this period of high risk. • Refer family members for services that may be helpful, such as Nurse Family Partnership <https://www. nursefamilypartnership.org> and Early Intervention Services <https://www.nj.gov/health/fhs/eis/ for-families/when/>. • Communicate with primary care provider(s), if the family is willing. They are often the first line of sup port for the infant and family system, and your information can help them provide the best care to the family. • Be mindful of how caregivers’ own race, culture, and childhood history impact their relationships with their children and communities. Parent ing practices that are normal in some cultures may be stigmatized in white American culture, and care takers may be justifiably hesitant to New Jersey Psychologist

share information out of fear of judgment or even loss of custody of their children. • Educate yourself on early childhood mental health and make it a regular part of your continuing education. Families will turn to you for advice once you open the door for them, so you should have up-to-date knowledge of infant and toddler development. o Zero to Three <https://www. zerotothree.org/> and the World and NJ Associations of Infant Mental Health <https://waimh. org/> and <https://nj-aimh. org/> are good resources for additional information. It takes a compassionate community to raise a child, especially during early childhood, and there is much you can do to support the family members in your care as they support their babies. ❖ References American Academy of Pediatrics (n.d.). The importance of screening. Retrieved February 12, 2020, from https://www. aap.org/en-us/advocacy-and-policy/ aap-health-initiatives/Screening/Pages/

The-Importance-of-Screening.aspx American College of Obstetricians and Gynecologists (2019). Depression and postpartum depression: Resource overview. Retrieved February 19, 2020, from https://www.acog.org/WomensHealth/Depression-and-PostpartumDepression?IsMobileSet=false Fitelson, E. M. (2018, November 28). Maternal mental health: A clinician’s perspective [YouTube video]. Grand rounds lecture retrieved from https://www. youtube.com/watch?v=n8MsnYf77X0 Kuo, P. X., Braungart-Rieker, J. M., Burke Lefever, J. E., Sarma, M. S., O’Neill, M., & Gettler, L. T. (2018). Fathers’ cortisol and testosterone in the days around infants’ births predict later paternal involvement. Hormones and Behavior, 106: 28. doi: 10.1016/j. yhbeh.2018.08.011 Lyons-Ruth, K., Todd Manly, J., Von Klitzing, K., Tamminen, T., Emde, R., Fitzgerald, H., … & Watanabe, H. (2017), The worldwide burden of infant mental and emotional disorder: Report of the task force of the World Association for Infant Mental Health. Infant Mental Health Journal, 38: 695705. doi:10.1002/imhj.21674

National Institute of Mental Health (n.d.). Postpartum depression facts. Retrieved from https://www.nimh.nih.gov/health/ publications/postpartum-depressionfacts/index.shtml New Jersey Department of Health (2017). About perinatal mood disorders. Retrieved from https://nj.gov/health/ fhs/maternalchild/mentalhealth/aboutdisorders/ Nieves, J. (2018). Fathers, fatherhood, what about us? [Google documents presentation]. Retrieved from https://docs.google.com/ presentation/d/10Af1yQRjefqL-hmc85ITLVqfZ7b81iJCgtNDyUZ40Vc/ edit?ts=5c91392e#slide=id.p Onunaku N. (2005). Improving maternal and infant mental health: Focus on maternal depression. CA: National Center for Infant and Early Childhood Health Policy at UCLA. Retrieved from https:// www.hrsa.gov/sites/default/files/archive/ mchb/dataspeak/pastevent/june2005/ files/infantearlychildhood.pdf Willheim, E. (2013). Dyadic therapy with infants and young children: Child-parent psychotherapy. Child and Adolescent Clinics of North America, 22, 215-239. doi: 10.1016/j.chc.2013.01.003

Rutgers Community Partners in Youth Mental Health

Sheila Rouzitalab, PsyM

Christine Laurine, PsyM

Cindy Chang, BA Melissa Pedroza, BA

Maria Alba, BA

Andrea Quinn, PsyD

Brian Chu, PhD

Graduate School for Applied and Professional Psychology Rutgers, the State University of New Jersey Introduction utgers Community Partners (RCP) in Youth Mental Health is a community-based mental health initiative affiliated with the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University. RCP aims to alleviate disparities in mental health care for underserved youth and families residing in Middlesex County by partnering with local organizations to collaboratively address the mental health needs of mar-

Spring 2020

ginalized youth populations (e.g. gender/ sexuality, racial/ethnic, and faith minorities). To bridge the service-need gap, the RCP has conducted community outreach and consultation, mental health education and training workshops, development and implementation of joint communityacademic mental health events, and dissemination of referral lists specific to local communities. Here, we describe some of RCP’s outreach activities to date.

Partnership with local LGBTQ+ youth organization The first outreach effort consisted of planning a mental health awareness day at a local LGBTQ+ support center. Through regular communication with youth group leaders, the RCP collaboratively planned a mental health awareness event involving a Q&A session that was co-facilitated by Rutgers and the LGBTQ+ center members. The event also included interactive activities to promote self-care. Youth ages 12-21 19

attended the event (N=16; 6.3% male, 37.5% female, 50% transgender/genderqueer/nonbinary; 25% heterosexual). Following the event, participants completed a survey on satisfaction with the event and knowledge and willingness to access mental health resources. Sixty-eight percent of youth reported being ‘extremely satisfied’ with the event, and half endorsed feeling more knowledgeable about mental health resources and services. Approximately half reported they would be ‘somewhat likely’ or ‘extremely likely’ to seek out mental health services at GSAPP, and 56.3% indicated they would be likely to ask parents or caregivers for help seeking mental health services after having attended the event. Overall, this partnership demonstrated that community-academic partnerships can enhance knowledge about mental health and potentially reduce barriers to services. Partnership with Islamic private school The RCP is also currently partnering with school leadership at a local Islamic school to provide mental health training for teachers who function as “gatekeepers” for mental health referrals. School leadership identified a need for culturally responsive mental health resources and education, given the absence of mental health professionals on staff, a lack of formal policies regarding student risk behaviors (e.g. suicidality, self-harm), and an increase in emotional/behavioral difficulties amongst the student body. The RCP collaborated with school leadership to develop and implement an introductory mental health education workshop for teachers to recognize early signs of distress, strategies for responding effectively to student needs (e.g., active listening and validation skills), and safety planning. Following the workshop, teachers (N= 27, 88.89% female, mean age =34.2 years) were invited to complete an optional, anonymous online survey assess-

ing attitudes toward mental health services, stigma-related beliefs, perceived knowledge about mental health and local resources, and intent to refer youth and families in need. Survey results indicated that approximately 82% of teachers who completed the survey were “extremely satisfied” or “somewhat satisfied” with the workshop. As a result of attending the workshop, 62.96% of teachers reported feeling “somewhat” more knowledgeable about common mental health problems and disorders, as well as about what types of concerns call for psychological counseling, despite the fact that these topics were not an explicit focus of this initial workshop. Upcoming workshop topics may include behavioral classroom management techniques and addressing suicidality and self-harm through the lens of Islam, among others. Partnership with predominantly Spanish-speaking Catholic Church The RCP has also reached out to organizations serving Spanish-speaking Latinx individuals, including a local Catholic church. Based on discussions with the pastor and youth group coordinator, we collaboratively held a workshop to provide basic psychoeducation on mental health and services to youth and their caregivers. Although the workshop was held in English, two Spanish-speaking RCP representatives facilitated the discussion and answered questions from Spanish-speaking caregivers as needed. The workshop used interactive games to illustrate behavioral principles (e.g., connection between activity level and mood) and led the group through a discussion on mental health myths, best practices for caregiver support of children, and ways participants can take care of their mental health. Response to this initial workshop was positive and future workshops will aim to provide more specific coping strategies for stressors unique to this community.

Challenges and Future Directions Flexibility and creativity are necessary skills in university-community partnerships, particularly with underserved and marginalized populations. Consistent communication and scheduling have emerged as barriers to this work as one would expect when working with community members in organizations who are under-resourced with great demands. To address these barriers moving forward, we intend to engage multiple contacts within each partnering community organization that have organizational knowledge and decision-making power, rather than relying on a single point of contact. Furthermore, given the diversity of its current and prospective community partners, the RCP is looking for interested mental health professionals with clinical expertise in working with various marginalized populations to be included in our referral database and/or serve as volunteer consultants for upcoming projects. Please contact rutgerscommunitypartnership@gmail.com for more information about opportunities for involvement. Conclusions The RCP has only just begun to establish meaningful relationships in the community, yet, the returns are evident already. By actively collaborating with multiple champions at each organization, we have been able to engage difficult-to-reach and underserved populations in research and services, and address service disparities among its local communities. Further work is needed but preliminary efforts show that joint university/community partnerships show promise as a viable, acceptable, and sustainable means to overcoming socioeconomic and cultural/religious barriers to mental health care for minority populations in local contexts. ❖

MEMBER NEWS Peggy Rothbaum, PhD recently had published: Rothbaum, P.A., “Margaret Mead was Right About Healthcare”. Posted on KevinMD.com 02.09.2020 <https://www.kevinmd.com/blog/2020/02/margaret-mead-was-right-about-health-care.html> and Rothbaum, P.A. (Winter, 2020). The power of your unconscious. Animal Care & Control Today, 28-31. IN MEMORIAM: Edward Shimberg, PhD, NJPA Member 56 years Gene Nebel, PhD, NJPA Member 36 years Les Barbanell, EdD, NJPA Member 6 years 20

New Jersey Psychologist

Compassionate Practice with Refugees and Asylees

Juneau Mahan Gary, PsyD

Kassaw Merie, PhD

Robin HernandezMekonnen, PhD Abstract mbracing compassionate practice (i.e., components of social justice and advocacy, cultural competence, strengths-based therapy, and interpersonal compassion) is likely to facilitate migrants’ resettlement when added to the clinician’s repertoire. In New Jersey, about 500,000 refugees and asylees have arrived since 2010 (Migration Policy Institute, 2020). Roughly half are children (UNHCR, 2020). Collectively, we refer to them as migrants and differences are beyond the scope of this paper. Simply stated though, migrants were forced to flee their home country to escape persecution, warfare, or violence and resettled in a host country. Many fled with only what they could carry and en-route, risked trafficking, theft, assault, injury, rape, and death (Goodman, Vesely, & Letiecq, 2017; Bemak & Chung, 2014). Some experienced complex trauma, family separations, financial/food/legal insecurities, cultural uprooting, and chronic physical conditions (e.g., limited range of motion) resulting from previous tortures or rapes, for instance (Bemak & Chung, 2014). These atrocities could exacerbate chronic reprocessing of trauma, precipi-

Spring 2020

tating a wide range of emotional distress (e.g., PTSD, depression, suicidal ideation, psychosis, and addictions, among others), with short- and long-term consequences (Sangalang et al., 2019; Thompson, Vidgen & Roberts, 2018; Goodman et al., 2017). Post-migration stressors in the host country (e.g., language barriers, acculturative stress, different climate, discrimination, under-employment/unemployment, and lack of social/economic networks into the mainstream community), impede successful resettlement (Goodman et al., 2017). Psychologists and counselors employed by agencies and school districts are likely to interact with migrants. Are they prepared to provide compassionate and culturally competent services to meet migrants’ unique needs? Compassionate Practice Migrants are likely to encounter social service counselors and mental health clinicians as one of their first allies who should recognize migrants’ unmet needs, necessitating moving beyond the traditional scope of therapeutic services to include compassionate practice. Our conceptualization of compassionate practice with migrants incorporates components of social justice and advocacy, cultural competence, strengthsbased therapy, and interpersonal compassion (Jones-Smith, 2019; Hays & Erford, 2018). Briefly, in compassionate practice, clinicians (1) use social justice and advocacy to address removal of environmental barriers (e.g., discrimination) that sustain systemic inequities (e.g., limited access to health/mental health services); (2) incorporate knowledge of cultural competence to understand that Western professional interactions (e.g., mixed gender sessions and meetings) might be culturally incongruent for some migrants; (3) implement strengths-based therapy to build on clients’ assets (e.g., resilience and grit) to support successful resettlement; and (4) practice interpersonal compassion (i.e., empathy and affirmations). Finally, we advise developing a specialization in migrant mental health issues that includes a focus on pre- and post-migration experiences; emotional

consequences of human rights violations (e.g., torture and rape), loss of cultural identity; effects of trauma; and training others (Jones-Smith, 2019; Sangalang et al., 2019; Thompson et al., 2018). Adjuncts to Compassionate Practice When feasible, consider incorporating bicultural/multilingual professional interpreters and peer counselors into the therapeutic process as a social justice intervention (Jones-Smith, 2019; Bemak & Chung, 2014; Salem-Pickartz, 2007). Professional interpreters understand confidentiality and the therapeutic process; minimize linguistic misunderstandings by using local idioms within context; and increase migrants’ cultural comfort. A telephone-based interpretation service is another, although less desirable, option. Finally, trained and supervised peer counselors extend psychosocial support beyond the confines of the office. A team of male, female, and young adult paraprofessionals will facilitate social and cultural comfort to talk to peers who have lived their plight. Training, Consultation, and Supervision Facilitate compassionate practice and cultural competence trainings, consultations, and supervision for social service professionals and allies, as appropriate. This includes awareness of the impact of how Western styles of inquiry and collecting personal information could trigger traumatic recall of previous incidences of interrogations or tortures for migrants in their home countries (Bemak & Chung, 2014); how direct and indirect eye contact and physical touch (e.g., cross-gender handshakes) might impact relationships; and how to resist pathologizing those migrants who do not automatically demonstrate or embrace Western styles of communication. Finally, we advise consulting with New Jersey representatives of public/ private migrant resettlement agencies (e.g., Interfaith-RISE (Refugee and Immigration Services and Empowerment) and immigration legal services (e.g., Rutgers Immigrant Justice Clinic) for resettlement support as well as reading Resources for Refugees (2012). 21

Trauma-Informed Therapy Trauma-informed therapies (e.g., eye movement desensitization and reprocessing (EMDR), trauma-focused cognitive behavioral therapy (TF-CBT), cognitive processing therapy (CPT), and narrative expressive therapy (NET) are often cited as evidence-based interventions for migrant clients experiencing persecution- and war-related trauma (Sangalang et al., 2019; Goodman et al., 2017; Thompson et al., 2018; Bemak & Chung, 2014). A comprehensive discussion is beyond the scope of this paper. We advise additional research to investigate the efficacy of cultural adaptations of these Western models of traumainformed therapies to ensure cultural sensitivity when addressing migrants’ human rights violations, reprocessing of traumas, family reunifications, and appropriate use of professional interpreters. Clinicians’ awareness of migrants’ unique stressors, along with the incorporation of compassionate practice and traumainformed therapies into their repertoires, are likely to facilitate migrants’ resettlement. ❖ About the Authors: Juneau Mahan Gary is a professor and Kassaw Merie is a lecturer at Kean University

(Union, NJ). Robin Hernandez-Mekonnen is an associate professor at Stockton University (Galloway, NJ). References Bemak, F., & Chung, R. (2014). Immigrants and refugees. In F.T.L. Leong (Ed.). APA handbook of multicultural psychology, Vol. 1 (pp. 503-517). Washington, DC: American Psychological Association. Goodman, R., Vesely, C., & Letiecq, B. (2017). Counseling refugees. In J. Webber & J. Mascari (Eds.), Disaster mental health counseling (pp.179-192). Alexandria, VA: American Counseling Association Foundation. Hays, D., & Erford, B. (2018). Developing a multicultural counseling competency: A systems approach. New York, NY: Pearson. Jones-Smith, E. (2019). Culturally diverse counseling: Theory and practice. Thousand Oaks, CA: Sage. Migration Policy Institute. (2020). New Jersey: Demographics and social. Retrieved from https://www.migrationpolicy.org/data/state-profiles/state/ demographics/NJ

NJ Department of Education (2012). Resources for refugees. Retrieved from https://www.state.nj.us/education/bilingual/resources/refugees.pdf Salem-Pickartz, J. (2007). Peer counsellors training with refugees from Iraq: A Jordanian case study. Intervention, 5(3), 232-243. doi: https://doi-org./10.1097/ WTF.0b013e3282f1fc45 Sangalang, C., Becerra, D., Mitchell, F., Lechuga-Pena, S., Lopez, K, & Kim, I. (2019). Trauma, post-migration stress, and mental health: A comparative analysis of refugees and immigrants in the United States. Journal of Immigrant and Minority Health, 21(5), 909-919. doi: https:/doi.org/10.1007/s10903018-0826-2 Thompson, C., Vidgen, A., & Roberts, N. (2018). Psychological interventions for post-traumatic stress disorder in refugees and asylum seekers: A systemic review and meta-analysis. Clinical Psychology Review, 63, 6679. doi: https://doi.org/10.1016/j. cpr.2018.06.006 UNHCR: USA. (2020). Resettlement in the United States. Retrieved from https://www.unhcr.org/en-us/resettlementin-the-united-states.html

Treating Underserved Latino Immigrant Communities

Marta Aizenman, PhD

ew Jersey has a substantial and still growing population of Latino immigrants, including many who have left behind challenging socioeconomic circumstances in their countries of origin in search of a better life in our state. Today they comprise more than eight percent of New Jersey’s population (Migration Policy Institute tabulations of the 2017 US Census Bureau American Community Survey (ACS) and Decennial Census). Yet, when it comes to obtaining psychological care, this community remains substantially underserved. Many Latino immigrants may be unaware that psychological services 22

are an option. Others are unsure whether they can trust counselors (Comas-Díaz, L., 2006; Ingram, E. M., 2007; Olcoń, K & Gulbas, L. E., 2018; Ortega, A. N. & Alegría, M., 2002). It is possible that such trust issues may be compounded by the immigrants’ legal status. While many are authorized immigrants, these include refugees and asylees who were granted legal status due to persecution they faced in their countries of origin. There is also a large population of Latino immigrants who do not have legal status, having crossed into the United States without authorization or overstayed their visa. In this paper, I highlight some of the social, cultural, and historical circumstances that can substantially impact patients from this often underserved population, as well as several means by which therapists can take these factors into account to make the psychotherapeutic process more effective.

The issues that Latino immigrant clients bring to treatment are embedded in the societies in which they live. Many have experienced poverty and discrimination based on their national origin, ethnicity, race, linguistic limitations, or socioeconomic status. Many have also left behind their extended family, parents, and even their children. It is important for those providing psychological treatment to Latino immigrant communities to consider whether such factors are impacting their clients’ mental health. Indeed, if these variables are not addressed, the therapeutic process would be less effective. Another important factor for therapists to consider are the circumstances of a Latino immigrant clients’ journey to the United States and the potential psychological trauma the client may still carry from this immigration experience. It is all the more important for the therapist to be sensitive to this possibility, because often New Jersey Psychologist

patients may not think, or dare, to raise such issues on their own. This was recently illustrated for me by a patient from a Central American country. The man initially sought therapy because of relationship problems with his wife. He was concerned that she was having an extramarital affair. But, in the course of treatment, it became clear that he was traumatized by issues that were not related to this presenting problem. When I inquired as to the circumstances of his immigration to the United States, he related a tragic story: He had crossed into the country illegally, walking for days in the desert with little food and water. He described the intense fear he had felt that he would be apprehended, and the pain of watching several of his travel companions die during the journey. This patient had already been in the United States for several years. Yet he had never before recounted his feelings about the journey, including to his wife, who had entered the United States several years later under similar circumstances. Acknowledging and exploring this trauma during our sessions proved to be of tremendous therapeutic value. The patient indicated that he felt as if, “a great weight has been lifted.” The empathy, understanding, and compassion with which I received his account also provided the conditions to foster the therapeutic alliance that is so crucial to effective therapy. This, in turn enabled the patient to explore additional feelings, including a profound lack of selfesteem. He came to the realization that his low self-esteem was a root factor in the rupture of his relationship with his wife. Because he believed that he had so little value as a person, he had convinced himself that she must want to be with someone else. In the course of recounting the challenges he had endured, the patient also began to feel a sense of pride at all that he had overcome and all that he had accomplished. Slowly his self-esteem increased, and with it, his ability to relate positively to his wife. As important as it is for therapists to include discussion of an immigrant patients’ immigration experience as part of therapy, there may be times when it is useful to go even further. Specifically, to take pro-active, practical steps to help the patient navigate some of the logistical challenges such immigrants may face. This can be particularly appropriate when Spring 2020

treating patients whose circumstances are such that the therapist may be one of the few people in the patient’s life who can connect them to the logistical resources in question. This was the case with another Central American immigrant whom I recently treated. She had legal immigration status. But she spoke only Spanish, and she very much desired to improve her prospects by learning English. Yet the patient felt blocked from doing so. She worked at a factory surrounded by fellow immigrants who also spoke only Spanish. She worried that she would not be able to afford English language instruction. And in any case, she had no sense of how to even begin searching for classes. In part, this was due to practical difficulties. The patient had few acquaintances who could advise her. Without the ability to communicate in English, it was also, paradoxically, impossible for her to search English-language websites and other resources for information about classes. But it also emerged that the patient’s deep feelings of shame and low self-esteem were playing a part in her dilemma. She was exceedingly shy and lacked the selfconfidence to make inquiries of strangers. And, her inability to speak English was exacerbating this sense of inferiority and impotence pushing her ever deeper into a feedback loop of hopelessness. In a bid to break this cycle, I proposed to the patient that I look into English-as-asecond-language programs in her area and check whether financial aid might be available. She consented. When I provided her with the information this had a profound psychological impact on her. Armed with concrete knowledge of a way to proceed, she found the courage to enroll in a class. Studying English then further increased her confidence. She began to see herself in a more positive light, and felt more motivated to make additional efforts to improve her situation. Presently, the patient is taking English classes three nights a week with the help of a scholarship. Connecting a patient to English classes is only one example of the types of practical steps a therapist might consider taking when treating patients from Latino immigrant backgrounds. Other examples may include offering information on how to apply to a training program, college, or job; or assisting with communication to a teacher, school counselor, or doctor.

Incorporating actions such as these into our broader therapeutic tool kit is a significant departure from the training that many of us received, at least as recently as the 1970s, when I embarked on my psychological career. Trainers representing the various orientations, psychodynamic, cognitive, and Gestalt, would seldom mention that our future clients’ historical, social, and cultural circumstances might intersect with the therapeutic process. More recently, however, the role of these factors has been more recognized by many psychological training programs. The list is too long to cite fully, but two examples of note include the graduate schools of applied psychology at Rutgers University and University of North Carolina at Chapel Hill, respectively. Both institutions have made it a conscious aim to produce culturally competent practitioners and researchers. This increasing attention should encourage all of us psychologists to continue developing and sharing new and better ways to serve our Latino immigrant clients. But the guiding principle remains a simple one: As therapists our role is to help our clients toward a life of fulfillment. ❖ REFERENCES Comas-Díaz, L. (2006). Latino healing: The integration of ethnic psychology into psychotherapy. Psychotherapy: Theory, Research, Practice, Training, 43(4), 436-453. Ingram, E. M. (2007). Comparison of Help Seeking Between Latino and Non-Latino Victims of Intimate Partner Violence. Violence Against Women, 13(2), 159-171. Migration Policy Institute tabulations of the 2017 U.S. Census Bureau American Community Survey (ACS) and Decennial Census. Olco, K & Gulbas, L. E. (2018). “Because That’s the Culture”: Providers’ Perspectives on the Mental Health of Latino Immigrant Youth. Qualitative Health Research, 28(12), 1944-1954. Ortega, A. N. & Alegría, M. (2002). SelfReliance, Mental Health Need, and the Use of Mental Healthcare Among Island Puerto Ricans. Mental Health Services Research, 4(3), 131-140.

Wellness in Recovery: An Empowerment Model for Individuals in Recovery from Substance Use Disorders and their Family Supporters

Lorraine Y. Howard, LCSW, LCADC PhD Candidate

Margaret Swarbrick, PhD, OTR, FAOTA

Denise Hien, PhD, ABPP Abstract

hen we consider individuals with substance use disorders (SUD), our psychological frameworks heavily focus on psychopathology, with attention on potentially stigmatizing factors. When faced with the challenges of treating addictions, less often is psychological well-being and empowerment for people we serve and their families considered. In contrast, a compassionate community framework takes a positive psychology, strengths based approach to help individuals and communities support personal well-being and health. With increased awareness of the negative life impacts of SUD on individuals, families and communities related to the opioid epidemic, we have developed a compassion driven wellness recovery model (WinR) that empowers individuals with lived experience and their family supporters and promotes wellness. This manuscript will detail the components of our WinR program and its theoretical basis for implementing the program at the Center of Alcohol and Substance

Use Studies at the Graduate School of Applied and Professional Psychology at Rutgers University-New Brunswick. The goal of the WinR program is to enhance wellness, build resilience, and improve the quality of life for adults with SUDs, and their supporters. WinR strives to enhance community impact among family support members, and individuals living in recovery from substance use challenges of all kinds in collaboration with partnering agencies to enhance long term recovery. 1. Introduction Historically, psychology has often focused on pathology when treating substance use disorders (SUDs). However, more recently there has been a paradigm shift towards considerations of psychological well-being (Shapiro & Carlson, 2017) beyond psychopathology. The compassionate community framework draws on positive psychology focusing on individual and community well-being as core mechanisms to increase resilience and coping in the face of impacts of addictions. The compassionate community model focuses on developing “compassion driven” actions that enhance the wellbeing of entire communities; this extends far beyond the traditional confrontational recovery models targeting only the individual. With increased attention on the opioid epidemic in the United States and the state of New Jersey, there is enhanced awareness of the impact of SUDs on quality of life and lifespan for people living with the SUDs and their family supporters, resulting in an outcry for effective evidence based treatments to help communities that have suffered the losses of many of their members, and increasing rates of opioid use disorders. Traditionally, addiction treatment has not given much attention to necessary self-care and self-management to facilitate and sustain short- and long-term recovery. A wellness model that focuses on identifying core strengths and providing viable skills like breathing, mindfulness, and self-care can help individuals and their supporters to better manage stress and associated challenges related to short and long term recovery.

Families of people living with SUD are an important source of continuous and enduring support for their family member. However, many supporters of people with SUDs often neglect their own health and care, focusing almost exclusively on the needs of those for whom they support. Family supporters are especially vulnerable as they face complex, high burden care situations resulting in increased levels of stress and strain. Availability of accessible wellness self-care education and tools for people living with SUD and their supporters can impact long-term recovery profoundly. In this article we discuss our attempt to incorporate a wellness recovery model, called “WinR” into a psychology framework to help enhance wellness, build resilience and improve the quality of life for adults with SUDs and their family supporters. 2. Components of program The WinR program is aimed at adapting a wellness self-care training program for people living with SUDs and their supporters in community/primary care contexts, disseminating wellness related education and self-care resources via a website portal and creating spaces for strengthening and connecting families and communities, such as regular conferences with advocates with lived experience and community-based agencies. Few selfmanagement interventions exist for people with SUD that address self-care for longterm recovery. In this model, individuals and family supporters are trained on selfcare skills and mindfulness techniques to enhance wellness (healthy eating, sleeping and movement). Furthermore, a selfdirected website and conference will be designed to provide the most effective assistance in obtaining education, resources and tips relevant to caregiving skills, resiliency, coping, and wellness for adults with SUD and their family supporters in a central location. 3. Theoretical basis An existing Wellness Model is the foundation for our training and workbook. Swarbrick (2017) developed the 8 New Jersey Psychologist

Dimensions of Wellness model, theWellness Inventory, and the Wellness Coaching approach. Wellness is conceptualized as a dynamic and integrated method of functioning, oriented toward maximizing individual potential within the environment (Dunn, 1961; 1977). This perspective contrasts with the perspective that health is not merely the absence of illness. The Wellness Model (Swarbrick, 1997, 2006, 2012) was developed based on the multi-dimensional models of wellness proposed by Travis (Travis & Ryan, 2004) and (Hettler, 1976). Wellness for people with mental and substance use disorders is defined as a conscious deliberate process of making choices daily for a more satisfying lifestyle (Swarbrick, 1997, 2006, 2012). The Wellness in the 8 Dimensions model, developed by Swarbrick and adopted nationally in the behavioral healthcare field, is a framework for addressing health and wellness from a person-centered, strengths perspective. This model has developed over many years of experience working as an occupational therapist and in the peer support provider community. The wellness model has been accepted widely in many peer support and peer providers communities for family supporters (Swarbrick, Fogerite Gould, & Verni, 2017), and adults and adolescence (Swarbrick 2017). The wellness model to be used focuses on a person’s strengths and potentials in multiple dimensions (physical, mental, emotional, social, intellectual, environmental, occupational, and financial) and recognizes the inter-related connections among the dimensions (Swarbrick, 1997; 2006; 2012). Engagement in daily physical wellness habits and routines can influence overall wellness and balance. A key focus is on physical health habits and routines (sleep and rest, physical activity, accessing medical care and screenings, managing stress through mindfulness, decreasing or eliminating harmful substances, and preventing or managing medical conditions, etc.). The focus of our WinR program components adapts the Wellness Model for those living with SUDs, and will emphasize how these self-care habits support other wellness dimensions and other activities of daily living and functioning.

Spring 2020

4. Conclusion Given the limited attention on the personal wellbeing and health of individuals with SUDS and their family supporters, we advance a compassion driven wellness recovery model (WinR) focusing on enhancing coping, resiliency, stress management skills, and increasing access to community resources to enhance self-care and self-management skills. To support individuals with SUDs, and their family supporters who are dealing with emotional stress that may impact one’s recovery, a more compassionate approach is needed. It is difficult to take care of one’s own wellness, or anyone else’s. This strain can be compounded when individuals do not have enough resources (knowledge, skills, and social support). They can become overwhelmed themselves and their supporters are burdened. Through the WinR program, we introduce a model that utilizes a positive psychology, strengths-based approach to provide opportunities for training, access to education and resources that help enhance the overall well-being of individuals with SUDs and their family supporters. Next steps will include conducting qualitative focus groups and pre- and post-program assessments to evaluate and demonstrate program outcome. To successfully adopt the compassionate communities’ approach, psychologists, individuals with SUDs, family supporters, and community agencies are all part of the process. For those interested in learning more about our WinR program, please visit our website at the Center of Alcohol & Substance Use Studies at <www.alcohol studies.rutgers.edu> or contact Lorraine Y. Howard at lhoward@rutgers.edu ❖ About the Authors Lorraine Y. Howard, LCSW, LCADC PhD Candidate Rutgers Center of Alcohol & Substance Use Studies, Graduate School of Applied and Professional Psychology

Denise Hien, PhD, ABPP Rutgers Center of Alcohol & Substance Use Studies, Graduate School of Applied and Professional Psychology References Dunn, H. L. (1961). High-level wellness. Arlington, VA: Beatty Press. Dunn, H. L. (1977). What high level wellness means. Health Values, 1, 9-16. Hettler, B. (1976). 6 dimensions of wellness. Stevens Point, WI: National Wellness Institute, Inc. Retrieved from http://c. ymcdn.com/sites/www.nationalwellness.org/ resource/resmgr/docs/sixdimensionsfactsheet.pdf Shapiro, S. L.; Carlson, L. E. (2017). The art and science of mindfulness: Integrating mindfulness into psychology and the helping professions, 2nd ed. Washington, DC, US: American Psychological Association. Xiv 212 pp., https://doi.org/10.1037/0000022-000 Swarbrick, M. (1997). A wellness model for clients. Mental Health Special Interest Section Quarterly, 20, 1-4. Swarbrick, M. (2006). A wellness approach. Psychiatric Rehabilitation Journal, 29(4), 311- 314. Swarbrick, M. (2012). A wellness approach to mental health recovery. In A. Rudnick (Ed.), Philosophical and related perspectives. Oxford Press. Swarbrick, M. (2017). Wellness in the 8 Dimensions Inventory. Collaborative Support Programs of New Jersey Inc. Swarbrick, M., Gould Fogerite, S. & Verni, K. (2017). Caregiver wellness self-care program focused on mindfulness, and wellness. Piscataway Township, NJ: Rutgers University Behavioral Health Care. Travis, J., & Ryan, R. (2004). The Wellness Workbook. Berkeley, CA: Celestial Arts

Margaret Swarbrick, PhD, OTR, FAOTA Rutgers University Behavioral Healthcare, Robert Wood Johnson Medical School

Returning to Life: Using Mindfulness and Yoga to Build Nurturing Community for Individuals with Aphasia

Donald R. Marks, PsyD

Cristin Pontillo, MA

Jennifer Block-Lerner, PhD

phasia, an acquired language/communication disorder that frequently follows a stroke or brain injury, afflicts more than 2.5 million people in the United States. According to the National Aphasia Association (NAA; 2016), the size of this population exceeds the combined population of those living with Parkinson’s, multiple sclerosis, and amyotrophic lateral sclerosis. Communication deficits, including difficulty speaking and understanding language, leave individuals with aphasia unable to participate in social activities in ways they did before their injury. Isolation from one’s community and reduced engagement in many family and social activities may contribute to psychological distress (Thomas & Lincoln, 2008), with estimates indicating that more than 65% of those with aphasia also experience clinically significant depressive symptoms (Cruice, Worrall, & Hickson, 2010). Also, few people with aphasia receive direct treatment for psychological distress (Townend, Brady, & McLaughlan, 2007; Townend, Tinson et al., 2010), especially in the United States where insurance companies fund speechlanguage treatment for three months after the onset of aphasia, but little else. Often, 26

patients are forced to choose between receiving speech therapy or psychological treatment (Wallace, 2010). After the first months of recovery, reimbursement ends and few interventions are available that address the social needs of those with aphasia. Even if treatment funding were available, few psychologists have received training in providing psychotherapy for those with communication difficulties (King 2013; Santo Pietro, Marks, & Mullen, 2019; Thomas et al., 2013). Recognizing these problems, speechlanguage pathologists, together with individuals with aphasia and their families, have begun championing a new approach to the treatment of aphasia that addresses its social dimensions. The movement, known as “Life Participation for Adults with Aphasia” (LPAA; Kagan et al., 2001), seeks to promote social engagement through communication techniques, and it provides a useful foundation for psychological treatment for aphasic persons with clinical depression. Interestingly, there are numerous similarities between the LPAA model and evidence-based behavioral approaches to the treatment of depression, including behavioral activation (BA; see Ekers et al., 2014). Through a collaborative effort involving psychologists and speech-language pathologists at Kean University in New Jersey, an innovative intervention used elements of both LPAA and BA to provide an intensive comprehensive aphasia program (ICAP) that addressed participants’ psychological well-being. The collaborative initiative also included several graduate students from Kean’s doctoral program in Combined School and Clinical Psychology and its advanced degree programs in Communication Disorders. The result of this brief (6-week) program was a vibrant, engaged group of participants and clinicians, all of whom described a vital sense of belonging to a community. The ICAP intervention included six hours per day of language support work, using supported conversation methods (e.g., whiteboards, pointers, “yes” and “no” cards) across four days per week. As in all ICAP formats, the participants worked in

both group and individual modalities on expressive and receptive language skills. What made this program unique, however, was the addition of group yoga and mindfulness sessions, each of which took place one time per week. Among the psychology doctoral students was a certified yoga instructor who provided one hour of instruction each week with the support of another psychology doctoral student and student clinicians in speech-language pathology. The yoga sessions utilized chairs as adaptive devices for facilitating the physical practice. The aim of the chair yoga sessions was to allow participants to feel more connected to the movement of their bodies, to become more aware of their breathing, and to link the breath to the movement as a way to foster a sense of a moving meditation. After engaging in these sessions, the ICAP participants noted feeling more empowered and confident in their ability to follow verbal instruction, as well as their body’s ability to engage in the various yoga poses. Faculty and students from psychology, again with the supportive assistance of the speech-language pathologists, also provided a weekly one-hour mindfulness group. The mindfulness sessions focused on awareness of sensory experiences, body sensations, and emotions while emphasizing the importance of relationships (i.e., participating and sharing in the group). Mindfulness exercises used in the group included breathing and body scan practices, as well as mindful drawing, mindful listening to music, and mindful eating. A spontaneous sense of community emerged across the yoga and mindfulness groups, which increased the cohesiveness of the participants. Clinicians from both the psychology and communications disorders clinics noted the high levels of engagement in both the language and mind-body components of the program. Participants smiled often and made frequent eye-contact during the yoga practice, and all made regular contributions to discussion in the mindfulness sessions. Clinicians made an effort to speak slowly using natural pauses throughout both the language training and the yoga and mindfulness components. GraduNew Jersey Psychologist

ate students from the Communication Disorders program who were trained in supported conversation assisted in running all sessions by summarizing spoken instructions and information on whiteboards and encouraging participants to use the language skills they had just learned. Throughout the program, participants and clinicians learned about one another as human beings, sharing sources of joy, as well as sorrow and frustration. Shared experiences ranged from savoring each person’s favorite ice cream in a mindful eating practice to witnessing tears of frustration when a desired word or phrase remained beyond reach. Clinicians and participants alike engaged in the arduous work of making room for misunderstandings and confusion. These encounters with one another as human beings seeking dialogue and committed to patient listening facilitated language development while providing a sense of social connection and belonging. The nurturing environment (Biglan et al., 2012) formed in that six week intervention did not end with the conclusion of the program. Following a celebratory party and expressions of heartfelt thanks between both clinicians and participants, a flow of notes followed from participants, taking the time to put their thoughts and feelings into words, a challenging task that many individuals with aphasia avoid. Participants continue to pursue individual treatment at the university’s speech clinic and psychological services center. They converse regularly and beam with smiles upon encountering one another on campus. Clinicians who shared the experience do likewise. The healing aspects of actively participating in caring social relationships, what psychologist Kelly Wilson has called a “transformation as close as psychology comes to alchemy” (Wilson, 2020), continue to enrich the lives of these individuals who learned new ways to move, breathe, and speak together. ❖ References Biglan, A., Flay, B. R., Embry, D. D., & Sandler, I. N. (2012). The critical role of nurturing environments for promoting human well-being. American Psychologist, 67, 257-271. Cruice, M., Worrall, L., & Hickson, L. (2010). Health-related quality of life in people with aphasia: Implications Spring 2020

for fluency disorders quality of life research. Journal of Fluency Disorders, 35, 173-189. Ekers, D., Webster, L., Van Straten, A., Cuijpers, P., Richards, D., & Gilbody, S. (2014). Behavioural activation for depression: An update of metaanalysis of effectiveness and subgroup analysis. PloS ONE, 9(6), e100100. doi:10.1371/journal.pone.0100100 Kagan, A., Black, S. E., Duchan, J. F., Simmons-Mackie, N., & Square, P. (2001). Training volunteers as conversation partners using Supported Conversation for Adults with Aphasia (SCA): A controlled trial. Journal of Speech, Language, and Hearing Research, 44, 624-638. King, J. M. (2013). Communication supports. In N. Simmons-Mackie, J. M. King, & D. R. Beukelman (Eds.), Supporting communication for adults with acute and chronic aphasia. Baltimore, MD: Paul H. Brookes. National Aphasia Association. (2016). National aphasia awareness study: 2016 results and findings. Retrieved from <https://www.aphasia.org/2016-aphasia-awareness-survey/>. Santo Pietro, M. J., Marks, D. R., & Mullen, R. A. (2019). When words fail: Providing effective psychological treatment for depression in persons with aphasia. Journal of Clinical Psychology in Medical Settings, 26, 483-494. Thomas, S. A., & Lincoln, N. B. (2008). Predictors of emotional distress after stroke. Stroke, 39, 1240-1245. Thomas, S. A., Walker, M. F., Macniven, J. A., Haworth, H., & Lincoln, N. B. (2013). Communication and Low Mood (CALM): A randomized controlled trial of behavioural therapy for stroke patients with aphasia. Clinical Rehabilitation, 27, 398-408. Townend, E., Brady, M., & McLaughlan, K. (2007). A systematic evaluation of the adaptation of depression diagnostic methods for stroke survivors who have aphasia. Stroke, 38, 3076-3083. Townend, E., Tinson, D., Kwan, J., & Sharpe, M. (2010). “Feeling sad and useless”: An investigation into personal acceptance of disability and its association with depression following stroke. Clinical Rehabilitation, 24, 555-564.

Wallace, G. L. (2010). Profile of life participation after stroke and aphasia. Topics in Stroke Rehabilitation, 17, 432-450. Wilson, K. G. (2020, February 7-8). Focusing on the meaning and development of the therapeutic relationship: Acceptance and commitment therapy and evolution science. New York City Association for Contextual Behavioral Science Continuing Education Program, New Rochelle, NY, United States.

The Intimacy of Therapy Where I bare my soul Where I drop the facade Where I pull back the veil Where I share it all With you With you alone In our solitude In our sanctuary The repository, Of my pain Of my shame Of my terror Of my anxiety Of my sadness Of my anger Of all of me there is. Mutually engaged, “Wrestling” with each other! Within our joint mission To reclaim my being, As a “Diamond carved out of the rubble” © Marshall S. Harth 22 December 2019 0830, 1530 @ Long Branch Inspired by Lucy Santanna-Takagi’s Letter to “Dr. Fred” Posted on the NJPA listserv on 21 December 2019 27

Call for Board Slate Nominations Nominations are currently being solicited for positions on the 2021 NJPA Executive Board. As stated in the NJPA bylaws, all NJPA elections shall follow the policies and procedures set forth by the Nominations and Leadership Development Committee that are approved by the Executive Board. Members of the executive board have the responsibility to govern the association and to set policy and priorities.In addition to these major roles, each board member has specific responsibilities. Important Note: Material for executive board meetings is sent electronically. Board members must be able to access and review these documents prior to Board Meetings. Every effort will be made to secure at least two nominees for every office on the slate, and two nominees for each member-at-large position to be filled. In the event that the Nominations Committee is unable to recruit two candidates for each open seat, one candidate and a write-in option will be presented to the membership on the ballot. The exception is the Affiliate Member-At-Large position, no write in line will be provided as the nominees come from the Affiliate Caucus. The Affiliate Caucus shall draw names from the entire affiliate population. No name shall appear on the ballot for more than one office. All NJPA elections shall take place electronically. The voting period shall commence on the first Tuesday of September and will remain open for three weeks after electronic voting begins.

NOMINATIONS & ELECTIONS COMMITTEE

Criteria All candidates for elected office in the New Jersey Psychological Association must meet the following criteria: 1. NJPA member in good standing; 2. Evidence of volunteer involvement in NJPA for at least one year, and/or a leadership role in an NJPA Affiliate Organization for at least one year; and 3. No current legal or ethical violations as determined by the BoPE, court or other governing body. Additional criteria will apply as follows: For candidates for President-elect, candidates must have served on the NJPA Executive Board or in a leadership position in an affiliate organization, or chaired an NJPA committee, special interest group, task force, resource group, or had an active role as an NJPA committee, special interest group, or resource group member within the last three years. Term of office: January 2021 to December 2021 as President-Elect; January 2022 to December 2022 as President; January 2023 to December 2023 as Past-President. For candidates for Treasurer, candidates must have familiarity with finances, budgets, and investments. The candidate should have had an active role in an NJPA committee, special interest group, resource group, or affiliate within the last five years. Term of office: January 2021 to December 2023 After the September election, the elected treasurer will become a mentee to the current treasurer, October through December. For those three months, the newly elected treasurer mentee will shadow the current treasurer at the NJPA Finance Committee and Executive Board meetings to learn the role. The role will begin in January. For candidates for Member at Large (Nominations), candidates must be a member in good standing in NJPA and have had an active role in an NJPA committee, or other NJPA group including NJPAGS, task force, special interest group, resource group, or affiliate within the last year. Term of office: January 2020 to December 2022 Submit nominations for the above board positions online by May 15, 2020. The form can be found in the Members Only section of the website <www.psychologynj.org> (login required). We will also be circulating notices via the Friday Update and direct messaging.

New Jersey Psychologist

2020 Scientific and Academic Award Nominations Sought! Research and Teaching Awards: The Distinguished Researcher Award is given to a psychologist who has a distinguished record of research in any area of psychology and holds a full-time academic or scientific position. Awardee receives a certificate and $300. The Distinguished Teacher Award is given to a psychologist who has a distinguished record of teaching in any area of psychology and holds a full-time academic or scientific position. Awardee receives a certificate and $300. The Emerging Researcher Award is given to a psychologist who has made a substantial contribution to research in any area of psychology, is a full-time academician or scientist, and has received a doctoral degree within the past 10 years. Awardee receives a certificate and $100. Nominations should include: • Name and terminal degree of candidate, institutional affiliation, address and telephone number/email of candidate • 2 copies of a 500-word statement describing the candidate’s achievements and contributions • Abstracts of any relevant work • Curriculum vita • Three letters of endorsement including the endorser’s credentials Self-nominations are encouraged. Nominees need not be members of NJPA. _____________________________________________________________ Masters’ Thesis and Doctoral Dissertation Awards Program and department heads from each NJ psychology graduate program are asked to select the best thesis in either or both categories (Masters’ or Doctoral). Those selected for first place by the Academic and Scientific Affairs Committee of NJPA will be honored with a special citation. Research theses may be submitted from any of the specialties within psychology. They should be superior in quality, design, and especially, represent a significant contribution to the field or to society as a whole. Each graduate program is asked to nominate one student in each category. The graduate program and its faculty make the pre-selection and forward two copies (photocopies acceptable) of the thesis/dissertation. Please provide contact information for the student, as well as the school. The NJPA Awards Program is part of a continuing effort to recognize and stimulate distinguished achievements by newly developing psychologists. We wish to recognize excellence in psychology programs in the State of New Jersey especially those that nurture a high quality of student research. Undergraduate and Graduate Students Awards Undergraduate Student Researcher Award is presented to an undergraduate psychology major attending a New Jersey college or university, who has demonstrated exceptional research potential, as determined by his or her academic department. The awardee is invited to present their research as a poster and receives a certificate. Graduate Student Research Award is presented to a graduate student in psychology, who is either attending a New Jersey college or university, or interning in a New Jersey institution, or an NJPA student affiliate, who has demonstrated exceptional research potential as determined by his or her academic department. This research should have been completed within the last two years. The awardee is invited to present his/her research as a poster and receives a certificate. Applications for either award should provide the following information: • • • • • •

Name, address, telephone numbers and institutional affiliation of the applicant Name, address, telephone numbers, and institutional affiliation of department/faculty sponsor Title of research presentation 100-150 word abstract and/or one page summary of project Resume of applicant Two letters of endorsement from faculty members

The Committee on Academic and Scientific Affairs reserves the right to make all final determinations on which awardees will be selected. Please forward all submissions to Director of Scientific & Academic Affairs, Dr. Francine Conway at Francine.Conway@gsapp.rutgers.edu. Deadline: July 10, 2020.

Spring 2020