Staff of the Office of Ethnic Minority Affairs Bertha G. Holliday, PhD, Senior Director Alberto Figueroa-García, MBA, Assistant Director Sonja M. Preston, MSW, Project Administrator Dennis R. Bourne, Jr., MA, Prog. Officer, Research & Spec. Projects Sherry T. Wynn, Senior Program Associate Kevin M. Crawford, Administrative Office Coordinator Isaac Rosen, Intern Chris B. Williamson, Intern (202) 336-6029 (202) 336-6040 FAX (202) 336-6123 APA TDD firstname.lastname@example.org www.apa.org/pi/oema
The Communiqué Newsjournal is now available on the OEMA Web site.
IN THIS ISSUE… OEMA UPDATE Bertha G. Holliday, PhD, Senior Director. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
SPECIAL SECTION: Ethnic Minority Leadership. . . . . . . . . . . . . . . . . . . I ASSOCIATION REPORTS New Director of the Behavioral and Social Science Volunteer (BSSV) Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 The Role of Social Justice, Commitment and Celebration: National Multicultural Conference and Summit Celebrates Ten Years. . . . . . . . . . . . . . . 4 CNPAAEMI Honors Two American Indian Professors For Contributions To Ethnic Minority Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 NOW AVAILABLE! – Psychology Education and Training From Culture-Specific and Multiracial Perspectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 APA Division 45 Update. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Recipients of the 2009 Division 45 Awards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 APA Committee on Ethnic Minority Affairs: Annual Report . . . . . . . . . . . . . . . . . . . . . 12 CEMA Awards 2009 Tanaka Dissertation Award.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Capitol Hill Welcomes 25 th Annual APA State Leadership Conference and Its Diversity Initiative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 2009 State Leadership Diversity Delegates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Congratulations to New Members of Color on APA Boards!. . . . . . . . . . . . . . . . . . . . . . 28 Congratulations to Members of Color Elected as Division and SPTA Officers or C/R Representatives in 2009!. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 You Spoke, We Listened: The Communiqué Reader Satisfaction Survey. . . . . . . . . . . . 30
IN THIS ISSUEâ€Ś PROJECTS & PROGRAMS RECRUITMENT, RETENTION, & TRAINING OF PSYCHOLOGISTS OF COLOR Celebrating of the Effectiveness of 2-year institutions in the APA/NIGMS Grant Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Promoting Psychological Research and Training on Health Disparities Issues at Ethnic Minority Serving Institutions (ProDIGS). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 2009 Suinn Award Winner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 PSYCHOLOGY AND RACISM Durban II: World Conference Against Racism (WCAR) Reconvenes in Geneva. . . . . . 42
PUBLIC POLICY AND ADVOCACY APA Public Policy Update: Ethnic Minority Issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Latino Advocates and APA Urge Community Involvement in the Development of National Healthcare Policy. . . . . . . . . . . . . . . . . . . 46 Graduate Psychology Education Program Authorizing Bills Introduced in U.S. Senate & House. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 U.S. House Health Care Reform Legislation Draft. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Americans With Disabilities Act (ADA) Amendments of 2008 Signed by the President. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Joint Center Health Policy Institute to Be Honored by Congressional Black Caucus for Leadership on Health Equity Issues. . . . . . . . . . . . . 50
IN THIS ISSUEâ€Ś FOR YOUR INFORMATION OBITUARIES John J. Echeverry, PhD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Jaswant L. Khanna, PhD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 K UDOS! OEMA's Program Officer Receives Masters Degree. . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Ileana Arias New Acting Deputy at U.S. Centers for Disease Control. . . . . . . . . . . . . . . 53 Division 45 Names Austria the Thomas Award Winner. . . . . . . . . . . . . . . . . . . . . . . . . . 53 Boulon-Diaz Named APPR President. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 NIDA Taps Boyce for Branch Chief. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Boyd Promoted To Full Professor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Castillo Awarded U. S. Department of Education Grant.. . . . . . . . . . . . . . . . . . . . . . . . . 54 Crownover New APA CSL Diversity Liaison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 WebMD Calls Delgado A 2008 Health Hero. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Elena Flores, PhD Promoted to Full Professor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Bernadette Gray-Little Next University of Kansas Chancellor. . . . . . . . . . . . . . . . . . . . . 54 Greene Receives Distinguished Contributions Award. . . . . . . . . . . . . . . . . . . . . . . . . . . 54 MPA Names Johnson 2009 Distinguished Psychologist. . . . . . . . . . . . . . . . . . . . . . . . . . 55 2009 Stanley Sue Award Goes to Leong. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Library of Congress Appoints Parks As Larson Fellow. . . . . . . . . . . . . . . . . . . . . . . . . . 55 -iii-
IN THIS ISSUEâ€Ś FOR YOUR INFORMATION Native Woman Nominated To Head Indian Health Service. . . . . . . . . . . . . . . . . . . . . . . 55 Steele to Become Columbia Provost .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Van Kirk Receives Stanback-Stroud Award. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 White Receives Honorary Degree. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
RESEARCH AND TRAINING ISSUES SCHOLARSHIPS, FELLOWSHIPS, GRANTS, AND INSTITUTES
Advancing Hispanics/Chicanos & Native Americans in Science (SACNAS) Summer Leadership Institute. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Announcing The Chicago School of Professional Psychology Post Doctoral Fellowship in Latino Mental Health and Multicultural and Diversity Studies, 2009-2010. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 APA Minority Fellowship Program Graduate Fellowships in Psychology. . . . . . . . . . . . 57 Call for Applications Department of Veterans Affairs Special Fellowship Program in Advanced Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Call for Applications National Cancer Institute 2010 Cancer Prevention Fellows. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Michigan State University Post-Doctoral Research Associate. . . . . . . . . . . . . . . . . . . . . 58 Funding for New NHSC Loan Repayment Opportunities Soon to Be Available. . . . . . . 58 UCLA HIV/AIDS Translational Training (HATT) Program. . . . . . . . . . . . . . . . . . . . . . 58 CALL FOR PAPERS AND PROPOSALS
Call for Papers and Proposals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 -iv-
IN THIS ISSUEâ€Ś FOR YOUR INFORMATION Call For Manuscripts Asian American Journal of Psychology. . . . . . . . . . . . . . . . . . . . . 59 Call for Proposals: Conference of the International Test Commission. . . . . . . . . . . . . . . 59 CALL FOR NOMINATIONS AND AWARDS
APA Committee on Socialeconomic Status Call for Nominations 2010.. . . . . . . . . . . . . 59 2010 APF Gold Medal Awards for Life Achievement in Psychology. . . . . . . . . . . . . . . 60 Committee on Children, Youth, and Families Call for Nominations for Terms Beginning in 2010. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Call for Nominations APA Committee on Ethnic Minority Affairs. . . . . . . . . . . . . . . . . 61 Call For Nominations Division 48 Awards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Call for Nominations for Committee on Human Research (CHR). . . . . . . . . . . . . . . . . . 61 APA Continuing Education Committee Seeks Nominations.. . . . . . . . . . . . . . . . . . . . . . 62 Call For Nominations National Multicutural Conference and Summit 2011 Elders Recognition Ceremony. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 UPCOMING CONFERENCES AND CONVENTIONS. . . . . . . . . . . . . . . . . . . . . . . 634 IMPORTANT RESOURCES BOOKS
APA Books Addressing Cultural Complexities in Practice Second Edition Pamela A. Hays. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Inclusive Cultural Empathy: Making Relationships Central in Counseling and Pyschotherapy Paul B. Pederson, Hugh C. Crethat, and Jon Carlson. . . . . . . . . . . . . . . . . . . . . . . . . 65 -v-
IN THIS ISSUE… FOR YOUR INFORMATION Cultural Competence in Trauma Therapy: Beyond the Flashback Laura S. Brown. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Culturally Responsive Cognitive-Behavioral Therapy: Assessment, Practice and Supervision Pamela A. Hays and Gayle Y. Iwamasa, Eds.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Becoming Culturally Oriented: Practical Advice for Psychologists and Educators Nadya A. Fouad and Patricia Arredondo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Poverty and Brain Development During Childhood: An Approach From Cognitive Psychology and Neuroscience Sebastián Lipina and Jorge A. Colombo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Studying Ethnic Minority and Economically Disadvantaged Populations: Methodological Challenges and Best Practices George P. Knight, Mark W. Roosa, and Adriana J. Umaña-Taylor. . . . . . . . . . . . . . 66 Commemorating Brown: The Social Psychology of Racism and Discrimination Glenn Adams, Monica Biernat, Nyla R Branscombe, Christian S. Crandall, and Lawrence S. Wrightsman, Eds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Intersections of Multiple Identities: A Casebook of Evidence-Based Practices with Diverse Populations – LEA’s Counseling & Psychotherapy Series Miguel Gallardo and Brian McNeill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Lynching in the West, 1850-1935 Ken González-Day. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 ON THE WEB
Announcement of Congressional Resolution on Fostering Resilience in African American Youth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Announcement of New Child and Trauma Information Products. . . . . . . . . . . . . . . . . . . 68 Cultural Competency Curriculum for Emergency Responders Released. . . . . . . . . . . . . 68 -vi-
IN THIS ISSUE… FOR YOUR INFORMATION Mentoring to Support the Career Development for Junior Scholars of Color Recommended Readings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Announcing the Publication of Scope, Scale, and Sustainability: What it Takes to Create Lasting Community Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 New Guide: Interacting With Our Members With Disabilities: Using Appropriate Language and Being Sensitive to Accommodation Preferences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 On the Determinants of Academic Success as a Clinician-Scientist. . . . . . . . . . . . . . . . . 69 Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Race and Socioeconomic Factors Affect Opportunities for Better Health Braveman, Paula; Jane An; Susan Egerter; and David Williams. . . . . . . . . . . . . . . . 70 The United States Senate Committee on Indian Affairs (SCIA) Oversight Hearing on Youth Suicide in Indian Country. . . . . . . . . . . . . . . . . . . . . . . . . . 70 MEDIA
New APA DVD and Guidebook: Mental Health: A Guide for Latinos and their Families. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 A Race is a Nice Thing to Have Janet E. Helms, PhD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Liberation Psychology: Ending “Sufferation” & Inspiring Freedom Linda James Myers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Empowerment and Social Justice: Values, Theory and Action Isaac Prilleltensky. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Cultural Psychology: Fostering Agency for Human Change Edmund Gordon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 -vii-
IN THIS ISSUEâ€Ś FOR YOUR INFORMATION Delivering Psychological Services in the Midst of Social Injustices Beverly Greene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Social Justice in Action: Examples of Practice & Visions of the Future Gargi Roysircar, Rebecca Toporek, Tania Israel, Lawrence Gernstein. . . . . . . . . . 71 Possible Selves & Social Identities: Promoting School Performance Daphna Oyserman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Rediscovering the Roots of Counseling Psychology: Transforming Intellectual Commitment into Social Justice and Community Thomas Parham. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Becoming Social Justice Agents: If Not Us, Then Who? Elizabeth Vera. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 The Healing Road: The Native American Tradition Robert Ryan with commentaries by Eduardo Duran, Teresa LaFromboise, and Derald Wing Sue.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Counseling & Therapy with Native American Indians Teresa LaFromboise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Liberation Psychology: An On-Going Practice in American Indian Country Eduardo Duran. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
OEMA UPDATE Bertha G. Holliday, PhD
Navigating An Uncertain Future The nation’s economic downturn has had its impact on the American Psychological Association (APA). The value of APA’s investments has declined significantly; sales of APA publications, databases and products have declined; APA dues revenue is far less than originally projected; and APA employee benefit costs continue to escalate. Consequently, APA has engaged in numerous cost-cutting efforts. Governance meetings have been cancelled; employee benefits have been reduced; budgets have been slashed; hiring of vacant positions has been frozen; and a reduction in workforce (RIF) has been effected. These and other challenges and actions have effected a change in organization culture and priorities. Increasingly the Association – its managers, employees, governance and members – are positioning themselves to navigate an uncertain future. It is a future where, unquestionably, it will be necessary that we engage in some degree of re-invention of the Association – its mission, its priorities, and its services to members. Indeed, within the past year, APA has adopted new mission and vision statements (http://www.apa.org/about/). Most recently, at the August 2009 APA Council of Representatives meeting, the goals (and related objectives) of a new APA Strategic Plan were adopted. Those goals are: (a) Maximize organizational effectiveness; (b) Expand Psychology’s role in advancing health; and (c) Increase recognition of Psychology as a science. The APA CEO has announced to staff that some reorganization may be required to align staff with these goals and ensure that critical tasks are performed despite staff reductions. OEMA has been severely affected by the cuts. We have lost funding of several staff and all intern positions. We have lost funding for most of our programs (e.g. CEMRRAT, Diversity Project 2KB). In addition we will no longer be able to print the Communique. Newsjournal. Consequently we have expended a great deal of thought and effort in designing and developing the current Communique as an electronic publication — and even greater effort in devising strategies for converting a large mailing list into an email list. In engaging these challenges, we are seeking to take full advantage of the capabilities of the web, while maintaining the content that readers value (see this issue’s Association Reports, “You Spoke, We listened: The Communique Reader Satisfaction Survey”). Similar challenges are being confronted by staff and managers throughout APA.
OEMA COMMUNIQUÉ As an association, the extent to which we effectively and successfully both navigate the future and re-invent ourselves and our discipline will be determined to a large extent by the values and the type and style of leadership used to guide our journey. Along with the APA Strategic Goals & Objectives, the APA Council also reviewed a set of Core Values (“essential and enduring tenets…”). Among these is Diversity/Inclusion. OEMA hopes that this and other core values are fully and formally integrated into the strategic goals and objectives. And we hope the Association’s journey into the future involves, at all levels and for all vested interest groups, an intentional use of diverse leadership. In anticipation of such a future and as a resource in its navigation, this Communique includes a Special Section that explores various issues of Ethnic Minority Leadership. As always— I wish you health and peace and power
SPECIAL SECTION TABLE OF CONTENTS INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I ETHNIC MINORITY LEADERSHIP STYLES Ethnic Minority Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II Leadership Styles of Ethnic Minority Leaders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VI Diversity Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X Leadership: Values in Action. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XII Ethnic Minority and W omen Leadership: My Experience as a W hite Male Soldier.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XVI CULTURE, VALUES AND SPIRITUALITY IN ETHNIC MINORITY LEADERSHIP W e Are the Ones: Leadership in Times of Peril and Opportunity.. . . . . . . . . . . . . . . XIX Too Legit to Quit: Strategies of Successful African-American Female Leaders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XXII How Women Lead: A Look at the Leadership, Values, and Leadership Behavior of Hispanic Women. . . . . . . . . . . . . . . . . . . . . . . . . . . . XXVI ETHNIC MINORITY LEADERSHIP DEVELOPMENT STRATEGIES Corporate Leadership: Building Diversity into the Pipeline.. . . . . . . . . . . . . . . . . . XXIX Developing W oman of Color Leaders in Higher Education. . . . . . . . . . . . . . . . . . . XXIII Moving On Up: Preparing Future APA and SPTA Leaders Through Leadership Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XXXVI Mentoring Students of Color: Lessons Learned. . . . . . . . . . . . . . . . . . . . . . . . . . . . . XL
SPECIAL SECTION INTRODUCTION Bertha G. Holliday, PhD OEMA staff daily discuss current events. W e are especially fascinated by the first U.S. President of color’s interpretation and enactment of his role and the related commentaries and reactions of others. This led us to ponder what psychological research and practice might tell us about ethnic minority leadership. W e searched recent APA convention programs for presentations on ethnic minority leadership. W e issued a call for brief articles: We would like to explore leadership in a variety of settings –e.g. academic, corporate, healthcare, nonprofit, community. We also would like to examine such issues as: Do ethnic minority leaders tend to have leadership styles that differ from those of traditional leaders? To what extent are ethnic minority leaders advocates of change & transformation? Why and why not?. Do men and women of color bring different strengths and weakness to the leadership role? Do they confront different kinds of barriers and challenges? How do these leaders deal with covert/overt racism? Do they use alliances with other ethnic minority and non-minority leaders differently?. How are these leaders identified and nurtured — and to what ends?
W e also were impressed by information on leadership in Cathy M. W ilson and Jennifer Kelly (Eds.), Implementing a diversity initiative in State, Provincial and Territorial Psychological Associations: A Handbook for SPTAs, 2009 Edition (available from APA Division 31) and asked the permission of its editors and authors to reprint a few of its articles. W e are delighted that the 12 articles resulting from these efforts addressed all of the questions in the call for articles. The articles were compiled into the three subsections of the Special Section. 1. Ethnic Minority Leadership Styles 2. Culture, Values, and Spirituality in Ethnic Minority Leadership 3. Ethnic Minority Leadership Development Strategies Issues of diverse leadership are especially important in consideration of the rapid ethnic diversification of the U.S. population, the globalization of issues of salience to psychology, and the resulting need to increase our understanding of varying cultural values and behaviors and their contributions and impact. Consequently, we hope this Special Section will promote: ! Greater understanding of the value-added benefits of diverse leadership; ! Greater emphasis on the development and use of diverse leadership in psychology; ! Increased psychological research on diversity in leadership; and ! Development of more evidence-based psychological intervention strategies for encouraging and strengthening diverse leadership in a variety of settings. W e extend our appreciation to all of the Special Section’s contributing authors.
ETHNIC MINORITY LEADERSHIP STYLES
Ethnic Minority Leadership Jimmy Davis, PhD Developmental Dimensions International (New York) Kecia M. Thomas, PhD University of Georgia Minority Leadership The election of Barack Obama as the 44th president of The United States was the pinnacle event for some African Americans as a sign that racial equality had finally been reached. For others, the election of President Obama was a sign that there has been a shift regarding who and what leadership looks like. As we look at the President Obama election as the tipping point for leadership, we can examine how his election builds upon previous models of leadership and presents new avenues for leading in the future. Jimmy Davis, PhD The most visible models of ethnic minority leadership have come out of movements for civil rights and equality. Dr. Rev. Martin Luther King, El Malik Shabazz (Malcolm X), and Cesar Chavez (Mexican American migrant advocate and former leader of the United Farm W orkers), most easily come to mind. The political arena has brought Americans numerous examples of Black leadership that have crossed gender lines through female models such as Shirley Chisholm (first Black female congressperson and former candidate for the Kecia M. Thomas, PhD Democratic Presidential nomination) and Carol Moseley-Braun (first Black female senator), Alexis Herman (first African American to chair the Department of Labor), and Condoleezza Rice (former Secretary of State). The more recent models of ethnic leadership have frequently come from business and have included Ken Chennault (chairman and chief executive office of American Express), Ann Fudge (former president of Kraft General Foods' Maxwell House Coffee Company and Kraft's Beverages, Desserts and Post Divisions), and Oprah W infrey (internationally known television personality, media mogul, and philanthropist) among many others. Currently we have new leaders who have used a mix of the models in the past to ascend to their positions of power. Other than President Obama, we are seeing the rise of people like Ursula Burns (first black female CEO of a Fortune 500 Company) and Cory Booker (Mayor of Newark, NJ) as examples of how leadership is evolving among minorities. Soon we may see that work continue with the possible confirmation of the first Latina Supreme -II-
Court justice, Sonia Sotomayor. In this article we hope to exemplify types of leadership that President Obama exemplifies that are representative of new ethnic minority leadership. Finally we hope to provide some advice on the future needs of leadership among ethnic minorities. The New Ethnic Minority Leadership One of the ways in which President Obama is representative of the modern ethnic minority leader is that like previous Black leaders (e.g. MLK) he is a servant leader. Servant leadership is one of the most popular leadership models around today. The concept was developed by Robert K. Greenleaf in 1970. The The servant leader serves servant leader serves the people he/she leads, which the people he/she leads, implies that they (the people's needs) are an end in which implies that they themselves rather than a means to an organizational (the people's needs) are an purpose or bottom line. Servant oriented leadership end in themselves rather was made popular with the late Dr. Martin Luther King than a means to an Jr. President Obama has demonstrated his ability to organizational purpose or embrace this leadership style early in his career with bottom line. his work as a community organizer. He continued to use the community and a sense of purpose beyond himself as he orchestrated one of the most inclusive and expansive presidential campaigns in the history of the United States of America. President Obama's message is about the people and it's their goals he is trying to reach and solve for a collective good. Although President Obama has successfully used this style and continues to do so, this is not the only leadership style he has employed in his work and leveraged from successful styles from the past.
â€ŚPresident Obama's leadership style reflects his identity as a coalition builder and boundary spanner.â€ŚThis style of leadership proves to be successful because of the ability to align goals on similarities rather than differences.
Another important aspect of President Obama's leadership style reflects his identity as a coalition builder and boundary spanner. A coalition is defined as a temporary partnering of groups aligned for a similar purpose. Many will argue that his ability to be elected and run the government is dependent upon his ability to be non-partisan and span traditional boundaries and build coalitions among diverse groups to accomplish a desired goal. This is exemplified by President Obama's achievements to date ranging from the campaign trail where he was able to gain support from both traditional Republicans such as General Colin Powell, to the architecture of one of the most diverse W hite House cabinets. This style of leadership proves to be successful because of the ability to align goals on similarities rather -III-
than differences. Coalition building as a skill will continue to be useful for minority leaders as they can rally peers, subordinates and people in positions of power around common goals. President's Obama leadership is also reflective of multicultural leadership. In fact, his multiracial and international background has enabled him to reach out to his global constituencies in ways that perhaps no other President has been able. The diversity of his ethnicities, his economic and family background, as well as his life and studies abroad provide various avenues for the population, indeed the world, to connect with him. Rather than exemplify a select economic, academic, and family background with which an increasingly few Americans can identify, President Obama's history reflects an identity to which a growing number of Americans and non-Americans can connect. His own understanding of "self" enables him to relate to diverse Americans in a manner that is non-threatening as well as authentic.
President Obama's history reflects an identity to which a growing number of Americans and non-Americans can connect. His own understanding of "self" enables him to relate to diverse Americans in a manner that is non-threatening as well as authentic.
Leaders of the Future So what do the leadership styles employed by President The ability to shift Obama tell us about the future of ethnic minority leadership, among different and leadership in general? The exciting lesson in this era of leadership styles will leadership is that many barriers and boundaries are being broken. New leaders appear less hindered by their allow new leaders to predecessors and are finding ways to be effective leaders build relationships without being duplicates of those who came before them. and skills beyond their Certainly, building coalitions and spanning boundaries will be content and technical leadership skills that can span across disciplines and expertise in their sectors. The ability to shift among different leadership styles respective disciplines. will allow new leaders to build relationships and skills beyond their content and technical expertise in their respective disciplines. W e look forward to watching how President Obama and others pull women, sexual minorities, and other overlooked groups into their leadership teams. W e look at the appointment of Ursula Burns as a phenomenal example of a technical and content expert who also has the ability to span boundaries and build coalitions within her work world to support her success. Another concept that President Obama's election allows us to address is the notion of age and experience as critical elements of leadership success. Traditional leadership models have argued that age and experience are indicative of leadership success. President -IV-
Obama, Mayor Booker, and countless other new leaders are deflating this notion that you need to have a critical number of years of experience to be successful. President Obama has shown that a respect for discipline and a keen learning agility are the more critical elements for success. The diversity of one's experience is also essential. This is a great notion for new leaders to embrace that enables them to demonstrate their ability to lead without the fear that age or years of experience will continually be questioned until they have proven otherwise. This concept is still very early in its adoption. But with the continual aging of the workforce and need for new leadership, we shall see that less emphasis will be placed on age and experience for new leaders while increased concern will center on examples of proven leadership through accomplishments in diverse contexts and other leadership qualities necessary for success. Kecia M. Thomas, PhD, is a Professor of Psychology and the Senior Advisor to the Dean of the Franklin College of Arts and Sciences at the University of Georgia (UGA). She is also the Founding Director of the Center for Research and Engagement in Diversity at UGA. Her research examines diversity resistance and the work lives and careers of women, people of color, and sexual minorities. Jimmy Davis, PhD, is a Consultant at Development Dimensions International. He is also the 2008-2010 Chair of the Committee for Ethnic Minority Affairs for the Society of Industrial/Organizational Psychology. His research examines diversity as it relates to career progression in the work lives of women and people of color.
Leadership Styles of Ethnic Minority Leaders Innocent F. Okozi, MA, EdS Chair, APAGS-CEMA, Seton Hall University Kimberly L. Smith, MA RDC, APAGS-CEMA, Pepperdine University Le Ondra Clark, MS RDC, APAGS-CEMA, University of W isconsin-Madison Regina M. Sherman, MS RDC, APAGS-CEMA, PGSP-Stanford Consortium Leadership style is an area that has received modest attention in the psychology literature. Most studies examine leadership style within organizations. Less attention, however, has been paid to the examination of difference in leadership style in regards to ethnicity or race. The few studies that do examine ethnic or racial differences are limited in their description of the differences in leadership style between ethnic minority leaders versus leaders from the dominant W hite culture (Eagly & Johnson, 1990). Here, we will review the existing literature to help answer the question: Is there a difference in the leadership style between ethnic minority individuals versus W hite individuals?
Innocent F. Okozi, MA, EdS
In a research investigation among Black, W hite, and Chicano subordinates of Black and W hite supervisors in three industrial plants, Parker (1976) found that the Black supervisors were ranked significantly higher or more favorably than W hite supervisors on three of the four managerial leadership measures (managerial support, goal emphasis, Kimberly L. Smith, MA and work facilitation). In other words, Le Ondra Clark, MS Black supervisors were seen as giving more support to their subordinates, placing greater emphasis on the task to be completed, and removing more obstacles that may hinder the completion of the job. Parker (1976) also found that the Chicano subordinates seemed to perceive both the Black and W hite supervisors similarly with respect to the interpersonal aspects of leadership (interaction facilitation), but perceived Black supervisors more favorably on task-related leadership dimensions.
Parker's findings support the argument that cultural background heavily influences â€Śevidence suggests that ethnic leadership style (Hatty van Emmerik, minorities, in particular, tend to Euwema, & W endt, 2008). Other evidence adopt a nurturing, inclusive, suggests that ethnic minorities, in particular, dynamic, engaging and inspiring tend to adopt a nurturing, inclusive, leadership style that falls under the dynamic, engaging and inspiring leadership umbrella of "transformational style that falls under the umbrella of leadership"â€Ś "transformational leadership" (Ardichvili, Mitchell, & Jondle, 2009). Specifically, a transformational leader is one who inspires, shows respect for, and is authentic in her/his desire for the professional and personal advancement of her or his subordinates (Ayman, Korabik, & Morris, 2009). Rather than adopting a rigid, bottom line as seen in event and task oriented, transactional, or W hite leadership styles, ethnic minorities engage in a leadership style that is generally in direct opposition of the dominant culture. This style includes the ability of many ethnic minority leaders to lead and simultaneously connect with others in a meaningful manner which sets them apart from leaders in the dominant culture. W e could argue that the Regina M. Sherman, MS unique balance of good interpersonal skills, humility and steady leadership is what distinguishes many ethnic minority leaders from leaders in the dominant culture. One contributing factor may be that individuals who represent the dominant group may be blind to their privilege, making them less aware of how their leadership style affects those whom they lead. Others have highlighted the role that historical and modern day racism and discrimination have played in shaping the leadership style of ethnic minorities. The long history of intergenerational trauma seems to unconsciously shape the way ethnic minority leaders view and interact with the world; These experiences help to create a leadership style that is genuine and participatory in nature, with clearly defined goals and objectives. This is congruent with a social justice perspective of leadership. It has been found, for example, that the stereotypic views that emphasize that ethnic minority individuals are not qualified because of their cultural and/or racial background actually helps ethnic minorities to stay grounded and affirming to their subordinates (Trevino & Nelson, 2004).
The long history of intergenerational trauma seems to unconsciously shape the way ethnic minority leaders view and interact with the world; These experiences help to create a leadership style that is genuine and participatory in nature, with clearly defined goals and objectives. This is congruent with a social justice perspective of leadership.
Implications for Ethnic Minority Student and Faculty Leadership It is important to also note that though there is little written about leadership experiences regarding students in the academy, ethnic minority students also have unique leadership experiences and styles compared to their white counterparts. Ethnic minority leaders have demonstrated their role as advocates for change and transformation amongst themselves and for those they lead, although the experience of acts of injustice during graduate school can create significant stressors (Sarros, Cooper, & Santora, 2008). Some ethnic minority students feel that they are constantly being challenged to act competently on social issues in whatever environment they find themselves. In institutions where much emphasis is placed on achievement (attainment of status, prestige, and recognition within the organization) in comparison to affiliation (friendly interaction with students and advisees) (Bowers, 1963), some ethnic minority faculty have even been found to treat ethnic minority students in discriminatory or oppressive ways. For example, there have been cases in which ethnic minority faculty would ignore an act of discrimination against an ethnic minority student, in order to preserve her/his faculty status and good rapport with other faculty from the majority culture. Due to the power differential and underrepresentation of ethnic minority faculty in institutions of higher education, ethnic minority students often have no one in their department or graduate school to turn to for support or mentorship. There have also been cases where some ethnic minority faculty would behave more favorably with students from their own cultural group while discriminating against other ethnic minority students who are not from their own ethnic group. Recommendations for Increased Ethnic Minority Leadership in Psychology In conclusion, ethnic minority leadership style is different from W hite leadership style, and has been shown to have a positive impact on those they lead, specifically in regard to the interpersonal skills used to communicate and interact with subordinates. Furthermore, the ethnic minority leaders' increased awareness about social justice, as observed in student leaders, suggests that ethnic minority leaders strive to avoid the use of oppressive measures when providing leadership. Understanding the benefits of ethnic minority leadership is one step in building support for the recruitment and retention of ethnic minority leaders in the field of psychology, which is important given the underrepresentation of ethnic minority leaders in higher education and industry. Yet another step would be to increase ethnic minority graduate student, post-doctoral and early career psychologists' representation in leadership at the national level within APA governance and divisions, as well as at the state and regional levels.
References Ardichvili, A., Mitchell, J.A., & Jondle, D. (2009). Characteristics of ethical business cultures. Journal of Business Ethics, 85(4), 445-451. Aym an, R., Korabik, K., & Morris, S. (2009). Is transform ational leadership always perceived as effective? Male subordinates' devaluation of fem ale transform ational leaders. Journal of Applied Psychology, 39(4), 852-879. Bowers, D. G. (1963). Self-esteem and the diffusion of leadership style. Journal of Applied Psychology, 47(2), 135-140. Eagly, A. H., & Johnson, B. T. (1990). Gender and leadership style: A m eta-analysis. Psychological Bulletin, 108(2), 233-256. Hetty van Em m erik, I., Euwem a, M.C., & W endt, H. (2008). Leadership behaviors around the world, the relative im portance of gender versus cultural background. International Journal of Cross-Cultural Management, 8(3), 297-315. Parker, W . P. (1976). Black-W hite differences in leader behavior related to subordinates' reactions. Journal of Applied Psychology, 61(2), 140-147. Sarros, J.C., Cooper, B. K., & Santora, J.C. (2008). Building a clim ate for innovation through transform ational leadership and organizational culture. Journal of Leadership & Organizational Studies, 15(2), 145-158. Trevino, L. & Nelson, K. (2004). Managing business ethics: Straight talk about how to do it right. W iley: New York, NY.
Innocent F. Okozi, MA, EdS, is a fourth-year doctoral student in the Counseling Psychology program at Seton Hall University, NJ. He is also a psychology intern at the University of Maine Counseling Center, Orono, Maine. He is the current Chair of APAGS Committee on Ethnic Minority Affairs (CEMA) and the APAGS liaison to the Office of Ethnic Minority Affairs. Kimberly Smith is a doctoral student in clinical psychology at Pepperdine University. As a Regional Diversity Coordinator for CEMA, Smith is dedicated to mobilizing and engaging graduate students in meaningful growth towards an increasingly diverse academic and professional environment. Le Ondra Clark is a doctoral candidate at the University of Wisconsin-Madison's Counseling Psychology department. Clark is the former Jegnaship chair (mentorship chair) and the current Chair-elect of the Association of Black Psychologists Student Circle. Regina Sherman is a doctoral candidate at the PGSP-Stanford Consortium, and is currently doing her pre-doctoral internship at UCSD Counseling and Psychological Services. In Fall 2009, Regina will begin her post-doctoral fellowship at Emory University Medical Center working in HIV/AIDS and in domestic violence/trauma.
Diversity Leadership* Sandra L. Shullman, PhD Traditional and Collective Theories of Leadership One of the big debates about leadership has been about whether leaders are born or made â€” the nature/nurture controversy. Tom Peters, a management writer once said, "I never knew a leader who wasn't born." W hat is most significant is that much of the skill required to be a leader can be learned. This has been demonstrated by over 30 years of leadership research. Traditional notions of dominant western world leadership have historically emphasized the "great man theory," where the leader (usually male) was the leanest, meanest, strongest, most educated, brightest (and often "whitest"). The leader from this perspective always knew what to do and how to do it, and the role of followers was simply to "just do it." Other Sandra L. Shullman, PhD cultures have conceived leadership as more of a collective effort, centered more on the group itself than on the leader per se. In recent years, western white culture has moved its notions of leadership to a more reciprocally interactive set of concepts. W e talk now of "transformational leaders" who engage and empower people to do their best for a collective vision that is bigger than any one person and where the group has a greater influence over how the mission and vision are accomplished. W e are currently dealing with an increasingly more ambiguous and uncertain context in which to lead. Globalization, technology, air travel, and increasingly more complex and diverse communities and workplaces have made leadership an even more challenging concept. Now it is not always clear either where to go or how to get there, so the leader might now be more of a "leader learner", helping others learn on the way, rather than being the source of all direction. Lots of different types of people with increasingly different backgrounds can learn and lead. The Leader Learner On a very basic level, while the leadership role has become more complex over the past thirty years, leadership research over that same time period has shown that leadership skills and competencies can be identified and broken down into learnable pieces. Those who are agile learners can learn the leadership -X-
â€Śleadership skills and competencies can be identified and broken down into learnable pieces. Those who are agile learners can learn the leadership "lessons of experience"â€ŚFor those who have been traditionally marginalized in a dominant leadership culture, the need to be an agile learner has been a constant companion.
"lessons of experience" and be continuously effective leaders across time and situations. For those who have been traditionally marginalized in a dominant leadership culture, the need to be an agile learner has been a constant companion. The view from the "outside of the circle" is strikingly different than the view "from the center" and usually requires multiple sets of skills to navigate the boundaries of multiple contexts. This can actually be an advantage in learning the skills of leadership. For example, the idea of addressing "multiple realities," which comes along by necessity for marginalized people, Really effective leaders know themselves can be a key factor in leadership well, understand the wants and needs of effectiveness. Really effective leaders others and know how to manage and know themselves well, understand the leverage their own behavior to achieve the wants and needs of others and know desired impact with/for a variety of others how to manage and leverage their own in their environment. behavior to achieve the desired impact with/for a variety of others in their environment. So, APA offers you the opportunity to get involved and use our diversity as a foundational strength to create a better discipline and a better world. W e can learn from each other by sharing, questioning and engaging in deep, respectful and sometimes difficult dialogue. W e can all learn to be better leaders together.
*W ith permission of the author and editors, this paper is reprinted from Cathy McDaniels W ilson & Jennifer Kelly (Eds), Implementing a diversity initiative in State, Provincial and Territorial Psychological Associations: A handbook for SPTAs: 2009 Edition. (Available from APA Division 31, State, Provincial & Territorial Psychological Affairs)
Dr. Sandra Shullman is managing partner of the Columbus Office of the Executive Development Group, an international leadership development and consulting firm, and has written and presented extensively on the topics of performance appraisal, performance management, strategic succession planning, career development, management of self esteem and motivation, team building, diversity management, and sexual harassment. Dr. Shullman has served on the American Psychological Association Board of Directors.
Leadership: Values in Action
Thomas A. Gordon, PhD "The imperative is to define what is right and to do it." Barbara Jordan Diversity Leadership Leadership is sometimes framed as mostly a matter of "top level" authority, position, rank, recognition, title, power, privileges and perks. Leaders "hold" seats at important places and "run" things. Followers "implement and comply". This "leadership as noun" model won't help us much to drive our APA diversity initiatives. The model is too hierarchical, too static, too slow, and too exclusionary. It draws upon historical paradigms that did not truly respect the power and potential of diversity. W e need leadership among visibly diverse people, who demonstrably trust, build, and leverage collaborative effort. W e particularly need strong leadership from the relatively Thomas A. Gordon, PhD newcomer professionals of color now joining APA's diversity strategy and initiative circles. W e need breakthrough strategies, vibrant energy, and decisive commitments (not committee member compliance) to establish diversity as integral to all that we stand for and do. Don't sign on now to "hold" a committee seat, to comply, or to "run" things precisely your way. Diversity prompts us to aim for the best approaches, ideas, energies, and synergies -and these are apt to emerge from respectful, actively collaborative work. Leadership, then, is much more than a static noun. Leadership is an action "verb": It sponsors profound, life-defining, life-affirming thought and movement throughout, on, and in the world. It champions, rallies, directs, advances, and inspires people to achieve extraordinary aspirations, accomplishments and life success. It serves sustainable success. Are you ready to lead? If so, then you're ready to "serve" (not "run") the success of our diversity initiatives.
Leadership delivers its core purpose, influence, and power through the dynamic interplay of people, process, performance, and paradigm exchanges.
Leadership delivers its core purpose, influence, and power through the dynamic interplay of people, process, performance, and paradigm exchanges. Paradigms are deep cultural traditions, models, and master codes that orchestrate all life opportunities, challenges, and hum an ch oice. C ore aspirations/values represent the essential leadership compass for high impact, paradigm and -XII-
performance navigation. Do you hold diversity dear? Do you know, specifically, how diversity, led well, creates new perspectives and value for APA? Are you ready to challenge diversity dysfunctions and oversights within APA's historical paradigms and approaches? Are you ready to establish diversity as integral, not optional, to all that we stand for and do? If so, you're ready to lead and act from a clearly defined and "owned" value frame. You're ready to put your core values into active play. You're ready to give APA your vision, voice, and best ideas for victory. Values — the priorities paradigms set or our own — drive and direct all action. W e are all cultural fish and agents of choice — thriving, surviving, thrashing about, swimming here or there -seldom appreciating both our personal power and just how wet we are. Leadership, then, requires comprehensive self — and paradigm-mastery. Leaders need to know, grow, think and act deeply, plunging beneath the surface of things — the better to define what is right, to do it; and to move us adaptively and sustainability to places we would not otherwise go. Sign on to APA's diversity initiatives, if the idea of plunging beneath the surface of things, leading change from your core, partnering with highly diverse colleagues, and developing personal perspective/mastery lights your fire. Of course, you'll share your cultural roots and stories, as you jointly craft strategy. Of course, you'll regularly debate priorities and tactics with partners who won't always see eye to eye with you. W e're promoting active, not spectator, collaboration. Leadership develops our self- and systems-capacities for in-paradigm and paradigm shifting success. To "win", leaders anticipate and address challenges forthrightly. They model and create highest value thinking and impact. Leaders don't "run" things and "run" alone: They promote collective vision, voice, and victory. Vision, Voice, Victory Vision: You see something that just won't fade to distant background or release its grip on your heart, mind, and imagination. It's part dream or aspiration. It's part genuine awareness and concern: You know some thing's got to change — that they are real and symbolic disparities, neglects, inactions, gaps, or needs that deserve priority attention. Something isn't set up right to work right. You know it, and it registers loud and clear for every personal and professional value you hold dear. It may be "reality" for now, but you're ready to put your own values into play, to make a high impact, difference. Voice: You sense and see something shifting for the better in your organization and/or the communities within which it resides. And the shift your see probably can't be accomplished by you alone. You're ready to create and speak about the right direction,
but you know it'll take strong partnership synergies to drive real momentum and change. You sense the path. You feel the possibility. You see people coming into view as potential partners. You expect to, not only gain ground, but to change "reality" for the better â€” to win. So, you step up and speak up, because you think differently than most and hold yourself in high, positive regard. You trust your intelligence, diagnostics, and intuition. You'd rather risk being wrong trying to deliver high impact and value than abdicate your responsibility on your watch to address some gaps or absorb the choices of those who, arguing for the status quo, don't really see and feel what you do. Your self-portrait says "Difference Maker". You will be heard. Victory: In fair weather or foul, leadership is mostly about positioning people to succeed â€” together. Partners win. Victory is true value -delivered and sustained. Vision, voice, and victory proceed hand in hand. Leaders design vision, direction, and strategy. Their "trumpet" or voice must strike a clear and responsive audience chord. Voice must rally highly diverse people to great effort amidst all manner of noise, dissension, and fog. High diversity. Yet, one message, one sound. Leaders challenge themselves to adapt intelligently, improve rapidly, and innovate. Rather than dominate or control dialogue, leaders embrace diverse, voice exchange. They lead voice harmonizing rather than tolerate sub-optimal silence, covert whisperings, exclusions, or collusion. The choir advances the cause and needs continuous voice â€” the leader's and its own.
Vision, voice, and victory proceed hand in hand. Leaders design vision, direction, and strategy. Their "trumpet" or voice must strike a clear and responsive audience chord. Voice must rally highly diverse people to great effort amidst all manner of noise, dissension, and fog.
Leadership victory mostly rests on the collaborative creation of impact and value. This means leaders must be decisively clear, solutions- focused, partnership-proficient, and attuned to genuine value sustainability. It is not enough to attend and sit through meetings, rallying people to produce only traditional, short-term, ceremonial gains. It is not enough to score recognition, resume, and achievement points at the expense of long-term community, organizational, personal health.
Leaders transform paradigms. They honor people. They challenge collusion and non-substantive exclusions. They promote constructive processes.
Leaders transform paradigms. They honor people. They challenge collusion and nonsubstantive exclusions. They promote constructive processes. They champion distinctive performance. Leadership vision, voice, and victory, then, reflect and bolster partnership synergies, community and/or organizational collaboration, highest value achievement, and the continual will to win. W e hope you're ready to lead. Tom Gordon, a licensed psychologist, is a leadership and organizational development consultant. He directs TAGA Consulting â€” a leadership solutions, change strategy, and performance navigation firm with Fortune 500 and civic clients nationwide. See: www.TAGAConsulting.com.
*W ith permission of the author and editors, this paper is reprinted from Cathy McDaniels W ilson & Jennifer Kelly (Eds.), Implementing a diversity initiative in State, Provincial and Territorial Psychological Associations: A handbook for SPTAs: 2009 Edition. (Available from APA Division 31, State, Provincial & Territorial Psychological Affairs)
Ethnic Minority and Women Leadership: My Experience as a White Male Soldier Master Sergeant Greg Jenkins W omen and ethnic minority leaders are some of the best leadership resources we have. In our continually shrinking and complex world we need leaders who know how to lead and maneuver through intricate group dynamics as well as communicate across different cultures.
Master Sergeant Greg Jenkins
In my 26 plus years of active Army service I have had many high-quality leaders, regardless of their race, color, gender, religious preference or national origin. These women and ethnic minority leaders not only led us to our collective successes of mission accomplishment, but they also did so while having to endure differing levels of discrimination and exclusion that I was neither aware of nor had to contend with. It was not until much later in my life and career that I began to realize just what those caring and gifted men and women had to go through while leading us; and continue to endure in some cases.
I did not know what white male privilege was, or that I was enjoying such a privilege, until 2005 when I experienced equal opportunity training and education at the Defense Equal Opportunity Management Institute (DEOMI) located at Patrick Air Force Base, Florida. W hat I learned there forced me to reflect over my career and life, and to think about the women and ethnic minority leaders that I had while serving. The training I experienced forced me to take a hard look at myself as a leader too. Until that awakening, I had thought of myself as a good leader who knew and understood his Soldiers well. W hat I came to realize was that I had much to learn about myself and the people around me. These leaders that I speak of now did, and still do, provide something great for the Army and society at large. They provided outstanding examples of intelligence, courage, h u m ility, strength and caring; even when those same and other courtesies and respect were not always returned to them in kind. Historically, women and ethnic minority leaders have always played a large role in our nation becoming more unified and effective in
Historically, women and ethnic minority leaders have always played a large role in our nation becoming more unified and effective in what we do, and more importantly, who we are as a country. Women and ethnic minorities provide our military and nation with a largely untapped resource of differing perspectivesâ€Ś
what we do, and more importantly, who we are as a country. W omen and ethnic minorities provide our military and nation with a largely untapped resource of differing perspectives that many in our society have now begun to fully realize. In many cases the women and ethnic minority leaders I have known, worked harder, longer and provided better leadership than some others. I learned more about sacrifice and dedication from these leaders because I had to watch them work even more diligently to gain the same level of acceptance and inclusion that other leaders almost automatically obtained by default. Like Sergeant Reginald W hite, the best squad leader I In this continually changing ever had. He was an African American male who taught and dynamic world we need me how to properly care for my own Soldiers and who people who know how to also taught me maybe my greatest lesson, that the lead and maneuver through hardest thing in life that I will ever have to do will be to intricate group dynamics. forgive others. Then there is Captain Diane Cummins, These leaders must also have an African American female who often put up with the competencies to insensitive and unsolicited comments about her ability to lead, although she performed better than any other communicate across company commander I had. Or there's Chief Petty different cultures providing Officer Keith Perkins, an African American male, who dignity and respect while explained to me how when he had to drive across our accomplishing the mission. own country, did not feel safe unless he had a weapon Women and ethnic to protect him and his family. Then there's Captain minorities leaders are some Angela Berg, a white female engineer officer, who was of the best suited for these referred to as not being a "real" engineer officer by our and other challenges, as battalion commander, even though she was they've been serving and successfully running the largest engineer company in leading with distinction in the battalion. There is also Major General Randy challenging environments Castro, a Hispanic male, who alone amongst his around the world for many commanders and staff was the only leader concerned with the challenges of off-post housing for all Soldiers. years. Another leader was Command Sergeant Major (retired) Bob Keehu, an Asian male, who shared with our class how he would have to explain to complete strangers why he had a little white girl by the hand as he would walk through airports and other establishments, even though the little girl was his own granddaughter. Finally, Command Sergeant Major Maria Martinez, a Hispanic female and American citizen with 30 years of Army service, who still to this day gets asked to provide proof of her U.S. citizenship.
Despite the aforementioned obstacles, I never witnessed these leaders quit, complain or take revenge. Instead, they simply rose above the demeaning and belittling behavior and led us to successful mission accomplishment. In short, they endured and provided outstanding examples of grace and perseverance. In this continually changing and dynamic world we need people who know how to lead and maneuver through intricate group dynamics. These leaders must also have the competencies to communicate across different cultures providing dignity and respect while accomplishing the mission. W omen and ethnic minorities leaders are some of the best suited for these and other challenges, as they've been serving and leading with distinction in challenging environments around the world for many years. Master Sergeant Greg Jenkins is currently an Equal Opportunity Advisor (EOA) with the Army Diversity Office in Arlington, VA. During his 26 Army career, assignments and missions include those in Missouri, Texas, New Mexico, Colorado, California, W ashington, DC, Germany, South Korea and Iraq. He has served as a Squad leader, Platoon Sergeant, Drill Sergeant, Instructor and Operations Sergeant. At this time, Master Sergeant Jenkins is finishing his final classes for a MA in Human Resources Development from W ebster University, and continues to develop and expand his passion for diversity and inclusion.
CULTURE, VALUES AND SPIRITUALITY IN ETHNIC MINORITY LEADERSHIP
We Are the Ones: Leadership in Times of Peril and Opportunity
Linda James Myers, PhD The Ohio State University The call to leadership can be understood to be a call to service. As a call to service there are some essentials to which we need capable leadership to respond. W e need leaders with the capacity to forge the creation of a just, sacred, and sustainable world. You may very well be one of the ones we have been waiting for. The Attributes of Leaders for Our Future W ho are these people with such laudable competencies for which we are looking? How do they go about exercising their abilities in professional, political, and institutional settings? I have had the opportunity to run across many from this group with relative frequency and they all seem to share certain characteristics in common. First and foremost, they seem to have a knowledge of themselves that derives from a considerable amount of time having been given to critical self-reflection, introspection, the honest search for authenticity, and, more often than not, they have learned a great deal from significant life challenges, trials by fire have taught them self-mastery. This self-knowledge is sometimes made Linda James Myers, PhD evident in the peaceful well-being, quiet security, integrity, and confidence one senses in their presence, even in a crisis they seek to remain centered with a knowing grounded in something beyond what appears. Another attribute common to this group is the respect they hold for those who have gone before them, upon whose shoulders they stand and without whom they would not be able to do what they do. Such an attitude of gratitude and reverence allows them to survey the human condition and conclude that indeed everyone is right to the limits of their knowledge, wisdom, and understanding, given their experiences, exposures, and meanings made. So being, their orientation to human diversity markers such as race, gender, and class surpasses the binary assessment that one is better than the other. Moving to the realization that everything can be found in every group, they look for the best among all with values that foster empathy, trust and mutual understanding as effective modes of social interaction.
Acknowledging that all is perception, and that power is the ability to define reality, this group wields their faith, or positive belief, time, and attention, wisely. Sensing and affirming an inviolate beauty way which assumes the interconnectedness of all life, the extension of a just and sacred world to all of humanity and existence across the dimensions of time and space is assured. Their deepened sense of awe and grace is accompanied by an awareness that love is the most powerful force in the universe and is therefore the most solid assumption upon which all else should be built. Inspired that peace, the natural outgrowth of love, is a prerequisite for justice, the other prerequisites of truth, reciprocity, order, harmony, and balance are also perpetually sought. The Goals of Just Leadership Aspiring to pursue what is right, this group looks to create a world in which all forms of in e q u a li t y , e x p l o i t a t i o n , m a n ip u la t io n , a n d dehumanization among people are overcome. The logic In a society in which it is and system of reasoning typifying this group unifies, more important to be contains and transcends oppositions, a level of moral politically correct than reasoning that seems uncommon in the current morally correct, we are prevailing socio-cultural climate. In a society in which it challenged in certain is more important to be politically correct than morally circles to even use the correct, we are challenged in certain circles to even use language of being just, the language of being just, sacred, or righteous, much sacred, or righteous, much less put forward an agenda based upon it being the 'right' thing to do. How do we even know what is right in less put forward an as social context in which human diversity markers such agenda based upon it as race, gender and class so heavily influence, if not being the 'right' thing to determine, the opportunities and standards to which people are held and by which people are judged? Challenges of Ethnic Minority Leadership For psychologists from non-dominant cultural groups, whose ancestors have been historically disenfranchised and oppressed, the challenge is even greater. You may have already faced situations considered normal and acceptable by the dominant group, but considered absolutely' insane and heinous in your cultural reality. Given the structural and embedded nature of bias and injustice in this social context, recognizing and maintaining health and sanity is not easy. Learn to consider and trust those cultural resources that have brought you this far, those that sustain you. Their value needs to be shared widely, even if others may not understand at first. Optimal Psychology suggests we should always be looking for and sharing the good, although even 'the good' may for a time not make us rather unpopular.
W e need courageous leaders with the capacity to think deeply, critically, comprehensively, and coherently in a sustainable, analytically cohesive manner. From the perspective of Optimal Psychology, if in order for this outcome to manifest with greater frequency we need weight training for the heart, mind, and soul, that is good too. So many things weigh on us as a humanity, that no less than a serious program of weight training may suffice, if we are to effectively manage the leadership challenges we have ahead of us. In the wisdom tradition of the ancients, our goal is to make our hearts as light as a feather when weighed against our actions on the scales truth, justice and righteousness. As the result of engaging in rigorous training our minds will be strong with enough power to generate and sustain clear, purposeful, independent thought and opinion in the face of mentacide, engineered consensus, and mis-education.
We need courageous leaders with the capacity to think deeply, critically, comprehensively, and coherently in a sustainable, analytically cohesive manner. From the perspective of Optimal Psychology, if in order for this outcome to manifest with greater frequency we need weight training for the heart, mind, and soul, that is good too.
Exercising with the kind of commitment that will develop our thinking toward greater knowledge, deeper wisdom and fuller understanding, our minds can regain any lost rigor, vigor, flexibility, and incisiveness. Our feelings will regain their buoyancy and elasticity, as our hearts soar with more extraordinary outcomes than we have ever before known. W e will become brave. There will be many very heavy topics that we need to lift as we continue to get in our best shape. Please join this group that practices daily workouts for the heart, mind, and soul. You will then know that you are one of the ones we have been waiting for, no doubt! Professor Myers specializes in psychology and culture, healing practices and psychotherapeutic processes, and moral and identity development. Nationally known for her work in the development of optimal theory, Dr. Myers is the author of numerous articles and two books, Understanding an Afrocentric World View: Introduction to a Optimal Psychology; and, co-editor of Mental Health and Ethnic Minorities. She proposes a model of human functioning consistent with insights from the wisdom tradition of African deep thought, modern physics, and Eastern philosophies. *W ith permission of the author and editors, this paper is reprinted from Cathy McDaniels W ilson & Jennifer Kelly (Eds.), Implementing a diversity initiative in State, Provincial and Territorial Psychological Associations: A handbook for SPTAs: 2009 Edition. (Available from APA Division 31, State, Provincial & Territorial Psychological Affairs)
Too Legit to Quit: Strategies of Successful African-American Female Leaders BraVada Garrett-Akinsanya, PhD Brakins Consulting & Psychological Services, LLC Golden Valley, MN Dolores E. Mack, PhD Private Practice Claremont, California Overview Historical images of African American women have portrayed their strategies for successful coping in multiple ways (W est, 1995); however, there is a paucity of research on the degree to which self-care differences exists among Black women in diverse high stress leadership positions. Part of the complexity is because researchers have barely formulated clear ideas about female leadership, in general, and have marginalized the contributions of Black women leaders, in particular (Hall, Garrett-Akinsanya, Hucles, 2007). Mack and Garrett-Akinsanya have conducted research projects that focused upon the roles of African American women as leaders in the workplace. The first study focused on African American women as leaders BraVada Garrett-Akinsanya, (directors) in the contexts of university and college PhD counseling center settings. The second study examined the self-care strategies of successful African American female leaders at university counseling centers and in non-counseling center professions (corporate, law, education, non-profits) based on African centered, value-based leadership styles. In both studies participants were asked to rate the influence of their race/ethnicity and their gender on eleven aspects of leadership functioning. Additionally, they were asked to rate themselves on seven coping strategies (social, spiritual, vocational, intellectual, emotional, cultural, and physical) in terms of frequency of use and effectiveness. The second study incorporated taped interviews and an extra question about advice to future Black women leaders.
Study 1: Racial and Gender Differences Among Counseling Center Directors In the first study, participants were male and female (European American and African American). Results suggested that women (in general) felt that their gender gave them a slight edge in acting as mentors for staff, improving the office climate, and providing direct services. Men, on the other hand, felt that their gender was a positive influence in providing campus leadership and marketing counseling center services to customers and funding sources.
African American females, as a group, reported that their gender had a more negative impact on their role in staff development and mentoring staff than African American males, while European American females reported that their gender had a more positive effect in these two areas than European American
W ith respect to racial differences, European Americans did not see their race/ethnicity as a positive factor in their function as counseling center directors. On the other hand, the African Americans in general, saw their ethnicity as a slightly positive factor in the delivery of direct services and their opportunities for career advancement. African American females, as a group, reported that their gender had a more negative impact on their role in staff development and mentoring staff than African American males, while European American females reported that their gender had a more positive effect in these two areas than European American males. W ith respect to coping strategies, race was a more significant factor than gender in that African Americans were more likely to use spiritual (AM=6.000, EM=3.667, p<.01) and cultural (AM=4.182, EM=2.889, p<.02) means than European Americans. Furthermore, African Americans were more likely to rank spiritual (prayer, meditation) strategies as their most effective coping method (AM=6.273, EM=3.200, p<.0001) while European Americans ranked emotional strategies (self-help books, therapy, crying) as their most effective strategy (AM=2.750, EM=4.688, p<.01). Study 2: Self-Care Strategies and African Values of African American Women in Differing Work Settings In the second study, Garrett-Akinsanya explored the within group differences of African American women in terms of their self-care strategies in different contexts (counseling centers versus other work environments) of high-stress leadership. The study revealed that the Spiritual domain was among the most used self-care strategy; however, independent samples t-tests suggested differences between African American female counseling center directors and non-counseling center professionals in terms of their uses of the Social Domain t(19)=3.1, p< .01, with African American females in non-counseling
center positions relying much more on social support than spirituality as a mechanism for coping. Thus, Study Two not only examined the wellness strategies noted in Study One, but also looked at the roles that African consciousness and values play in the leadership styles of Black women. Azibo, (1996) identifies one of the most significant components of African-American mental health as being cultural identity. W ithin the context of cultural identity lies the concept of African self-consciousness and the affiliated values of that mindset. Baldwin (1985) proposed that African self-consciousness is the organizing principle of the African personality. Thus, an African-American woman who displays a positive African self-consciousness will most likely display values and behaviors that promote survival of herself and her people (Kambon, 1992) as well as a connectedness with others. These seven values were first noted as part of the Nguzo Saba (Maulana Karenga, 1966). W omen in this study were asked if they endorsed African values of spirituality through faith (Imani), unity (Umoja), collective work and responsibility (Ujima), creativity (Kuumba) self-determination (Kujichgulia), cooperative economics (Ujamma), and purpose (Nia). In addition to these traditionally listed values, the second study included the values of respect (Murua), and common sense (Busura).
…among African-American female leaders, differences exist as to how and under which circumstances they may choose to use specific types of African centered values to inform their leadership styles.
Results from the second study demonstrated that even among African-American female leaders, differences exist as to how and under which circumstances they may choose to use specific types of African centered values to inform their leadership styles. For example, African-American women who were in corporate settings tended to rely more readily on common sense, respect and faith. On the other hand, individuals in counseling settings tended to exem plify greater tendencies toward self-determination, common-sense, collective work and respect as core values in the work place.
Results of independent samples t-tests suggests that the differences between the group means are significant in terms of their uses of Faith t(17)=2.2, p< .04; Purpose, t(18)=2.9, p< .01; and Common Sense, t(18)=2.6, p< .01. The difference between the two groups also approached significant difference in terms of their reliance on Creativity, t(18)=2.0, p< .05 as a frequently used African-centered value. The most powerful aspect of Study Two came from the narratives of the women interviewed in -XXIV-
response to the question about what advice they would give to other African American female leaders. This data produced what the author refers to as the "10 Easy Too Legit Tips" for success. These tips will be featured in an upcoming book by the authors entitled: Too Legit to Quit: Strategies of Successful Black Women and include recommendations to develop opportunity seizing skills by being focused, spiritually grounded, anticipatory, growth-oriented, courageous, strategic, flexible, positive, developing corporate awareness, and staying culturally grounded. References Azibo, D. A. (1993). Towards a m etatheory of the African personality. Journal of Black Psychology, 17(2), 37-45. Baldwin, J.A. (1985) . Psychological aspects of European cosm ology in Am erican society. The W estern Journal of Black Studies, 9(4), 216-223. Hall, R., Garrett-Akinsanya, B., Hucles, M. (2007) Voices of Black Fem inist Leaders: Making Spaces for Ourselves. In. J. L. Chin, B. Lott, J. K. Rice, & J. Sanchez-Hucles (Eds), W omen and Leadership: Transform ing Visions and Diverse Voices. Malen, MA: Blackwell Publishing, Kam bon, K. K. (1992). The African personality in America: An African-centered framework. Tallahassee, Fl: Nubian Nation Publications. Karenga, M (1990). An introduction to the African Self-Consciousness Scale. In R. L. Jones (Ed.), Handbook of tests and measurements for research on Black populations (pp. 207-215). Berkeley, CA: Cob & Henry. W est, C.M. (1995). "Mam m y, sapphire, and jezebel: historical im ages of Black wom en and their im plications for psychotherapy." Psychotherapy, 32 (3), 458-466.
BraVada Garrett-Akinsanya, PhD, LP, is a licensed clinical psychologist with over 25 years of experience. She recently assumed the position as Executive Director of the African American Child Wellness Institute, a children's mental health agency dedicated to the research, delivery and coordination of comprehensive wellness strategies for children of African descent. She also serves as the President of Brakins Consulting and Psychological Services. She was the first African American president of the Minnesota Psychological Association, a past president of the Minnesota Association of Black Psychologists, and the founding president of the Multi-Cultural Specialty Providers Mental Health Network.
How Women Lead: A Look at the Leadership, Values, and Leadership Behavior of Hispanic Women Olga M. Escamilla, PhD Background Until the recent decades, women did not occupy leadership roles in public positions. There is evidence of growth and of the ever increasing diversity of the workforce. This leads to implications of increased women in the workforce and increased female leadership (Carli & Eagly, 2001). There have been studies on women in leadership, yet there are few studies on how women really lead (Eagly & Johannesen-Schmidt, 2001). The possibility that women and men differ in their typical leadership behavior is important because the behavior of leaders is a major determinant of their effectiveness and potential for advancement (Eagly, Johannesen-Schmidt, & van Engen, 2003).
Olga M. Escamilla, PhD
Bass and Bass (2008), cite that America's workforce is continuing to change in terms of racial and ethnic composition. Steadily, the ethnic composition has continued to evolve with the Hispanic population leading the evolution; Hispanics are now the largest minority group in the United States, and consequently, the American workforce is becoming overall more diverse. According to the USDOL (2008), Hispanic women comprised 10.9% of employed women in 2007, and of those women, almost one-third were employed in the service sector. On a brighter note, 23% of Hispanic women were employed in management, professional, and related occupations, a statistic that has steadily climbed in the past 10 years. Hispanic females in particular are coming into their own in the workplace and are finding themselves filling leadership
roles. Garcia (2005) cites that the most recent research views Latinas' cultural participation as a strength rather than a deficit. Garcia confirmed that Latinas are leaders and have historically exhibited leadership through their participation in politics, their efforts to seek improvement of community services, and through their ability to activate support in Latino election campaigns. Study Procedures and Results Few studies can be found relating to perceived leadership styles and values of Hispanic women as compared to the amount of research findings available on Hispanic males, W hite males, and W hite females. It was this glaring lack of research and information on -XXVI-
how Hispanic women lead that precipitated the need for the current study which examined Hispanic women in leadership and whether their values determined their leadership behavior. The Philosophical Orientation Questionnaire (Boyatzis, 1992) and the Leadership Behavior Description Questionnaire - XII Abridged (Stogdill, 1963) were administered to 313 individuals in leadership positions from varying institutions in Texas. The study was designed to answer the following research question(s): 1. Do the values of a Hispanic female leader determine her leadership behavior? 2. Is there a difference in self-reported values and leadership behavior of Hispanic women leaders compared to other groups?
The results of this study yielded no significance as to which values determine leadership behavior of Hispanic women.â€ŚThe results also yielded no significance as to values of Hispanic Women determining leadership behavior when compared to other groups.
The results of this study yielded no significance as to which values determine leadership behavior of Hispanic women. Bass and Bass (2008) suggest that as globalization occurs individuals may move from one pattern of behavior or thought to another wherein ethnicity and culture become less significant. This could be the case here, as cultural and ethnic patterns become less significant in decision making processes for individuals that have advanced to the point that they have left their ethnicity behind or any latent insecurity connected to their ethnicity due to attainment of higher education as well as assuming a leadership role.
The results also yielded no significance as to values of Hispanic Women determining leadership behavior when compared to other groups. The implications of this finding indicate that gender does not play a role in leadership. Consideration should be given to the fact that accepted norms of individuals in leadership roles includes characteristics and behaviors that were considered masculine in the past and are accepted as gender-neutral in today's society. Epstein (1991) argued that both men and women described their style to match what culture says they should be like. This suggestion can be supported by findings of Ferdman and Cortes (1992) in their description of ethnic identity as 'the strength and value of a person's identification with an ethnic category' (p. 250), meaning, how central is one's particular ethnicity to one's assumed role. Their research revealed that even though Hispanics are very proud of their cultural heritage and seek to maintain the respect instilled in them toward their cultural heritage, they also want to be viewed as individuals, not stereotyped or seen as one-dimensional due to their ethnic background. The number of Hispanic women in leadership positions is steadily increasing. Despite this increase, there continues to be a lack of research on Hispanic women in leadership. W ith the growing number of culturally diverse individuals being more prominent in the workplace, further research to include all aspects of leadership and ethnicity is imperative. -XXVII-
References Bass, B., & Bass, R. (2008). The Bass handbook of leadership: Theory, research, and managerial applications, 4th Edition. New York: Free Press. Carli, L., & Eagly, A. (2001). Gender, hierarchy, and leadership: An introduction. Journal of Social Issues, 57(4), 629-636. Eagly, A., & Johannesen-Schm idt, M. (2001). The leadership styles of wom en and m en. Journal of Social Issues, 57(4), 781-797. Eagly, A., Johannesen-Schm idt, M., & van Engen, M. (2003). Transform ational, transactional, and laissez-faire leadership styles a m eta-analysis com paring wom en and m en. Psychological Bulletin, 129, 569-591. Epstein, C. (1991). Debate: W ays wom en lead. Harvard Business Review, 69(1), 150-151. Ferdm an, B, & Cortes, A. (1992). Culture and identity among Hispanic m anagers in an Anglo business. In Knouse, S., Rosenfeld, P. and Culbertson, A. (eds). Hispanics in the W orkplace. Newbury Park, CA: Sage. Garcia, E. (2005). The Ohtli encuentro: W omen of color share pathways to leadership. Boerne, TX: Sor Juana Press. McKee, A., Boyatzis, R., & Johnston, F. (2008). Becoming a resonant leader: Develop your emotional intelligence, renew your relationships, sustain your effectiveness. Boston, MA: Harvard Business Press. Stogdill, R. (1963). Manual for the leadership behavior description questionnaire form XII: An experimental revision. Colum bus: The Ohio State University, College of Business. U. S. Departm ent of Labor (2008), W omen in the labor force: A databook. U. S. Departm ent of Labor, U. S. Bureau of Labor Statistics. Retrieved February 25, 2009. From http://www.bls.gov/cps/wlf-databook-2008.pdf.
Olga M. Escamilla earned her Doctor of Philosophy from Our Lady of the Lake University in San Antonio, Texas on May 10, 2009. Dr. Escamilla is currently employed as an Education Specialist, Supervisor at the South Central Region GREAT Center, housed at Education Service Center- Region 20 in San Antonio, Texas.
ETHNIC MINORITY LEADERSHIP DEVELOPMENT STRATEGIES
Corporate Leadership: Building Diversity into the Pipeline Claire McCarty Kilian, PhD University of W isconsin - River Falls As promising as the election of Barack Obama and the nomination of Sonia Sotomayor to the Supreme Court are, barriers to the advancement of minority leaders still exist. Diversity in the lower ranks of the corporation has not translated over time into equal representation at the top. Barriers To Leadership Diversity Research by Catalyst (2001) and the CLC (2001) categorizes barriers to the advancement of women and people of color into several key areas: • • • • •
Lack of mentors and role models Exclusion from informal networks of communication Stereotyping and preconceptions of roles and abilities Lack of significant line experience, visible and/or challenging assignments Commitment to personal and family responsibilities (primarily for women)
Organizations cannot afford to ignore potential future leaders. W hat interventions exist that enhance the chances that more women and people of color will find organizational environments inclusive, fair and be willing to stay for the strenuous trek to the top? Senior Management Commitment Companies who have seen the greatest increase in leader diversity have typically had active, effective support from the top. Senior executives must create the message that diversity is encouraged, and actively reinforce the message at every opportunity. At the majority of companies with successful track records, the CEO is directly involved, either formally or informally, in promoting events, holding diversity reviews with senior executives and linking the diversity strategy to the overall business strategy (CLC, 2002). Manager Accountability Claire McCarty Kilian, "Organizations that are most successful in achieving PhD managerial diversity clearly have human resources systems and practices that hold managers and executives accountable for achieving diversity objectives and encourage them to actively develop women [and people of color]" (CLC, 2002, p. 12). "Measurement tools used ... range from 360-degree feedback to peer -XXIX-
reviews, employee attitude surveys, performance reviews that incorporate diversity objectives, and periodic reviews of workforce demographics. About three-quarters of the companies [studied] report that they directly or indirectly link diversity to management bonuses and incentives" (Giscombe & Mattis, 2002). For example, Sodexo USA has developed a diversity scorecard which includes the manager's success in recruitment, retention, promotion, and development of all employees and his or her bonus reflects that expectation (Dolezalek, 2008). Kalev, Dobbin, & Kelly (2006) found that establishing clear leadership and responsibility for change has been the most successful of all diversity initiatives. Training and Education about Gender/Race Equity Diversity training generally aims to increase awareness of the demographic profile of an organization and to challenge any negative preconceptions employees may have regarding minority groups. Recent research by Alexandra Kalev and colleagues (2006) has found that mandatory diversity training is the least effective method for increasing diversity in management and, in fact, can even be counterproductive. Networks and Mentoring Programs Networks can provide social support, professional development and access to mentors and role models of the same race/ethnicity or gender and allow people to act in concert, lessening the risk to any one individual of pointing out systemic issues, requesting resources to address equity issues or taking other proactive steps to change organizational culture (Giscombe & Mattis, 2002). Efforts to deal with social isolation through mentoring and networking appear to be moderately effective (Kalev, et al., 2006). Identification and Development of Diverse Talent One root cause for failure in diverse leadership development is the ineffective state of leadership development in general. Hewitt Associates surveyed CEOs and HR executives representing 240 major multi-national companies and found that while 77 percent have formal leadership development programs, only 32 percent believe their objectives are being achieved (CEO Survey, 2002). Only 42 percent use their own leadership criteria when hiring talent and only 55 percent report significant pay differential between high and average performers in leadership roles (CEO Survey, 2002). This is despite the fact that a majority of executives believe that leadership development is a major priority for their organization (Barrington, 2002).
One root cause for failure in diverse leadership development is the ineffective state of leadership development in general.
Work-Life Balance W ork-life balance is increasingly a Work-life balance is increasingly a priority priority for men as well as women of all races and ethnicities. The for men as well as women of all races and relationship between gender diversity ethnicities. The relationship between gender in leadership and the presence of diversity in leadership and the presence of work-family programs is dramatic. In work-family programs is dramatic. companies where women held half or more of the top jobs, 82 percent provided flextime and 19 percent provided child care, versus 56 percent and 3 percent respectively in companies where there were no female executives (Galinsky & Bond, 1998, p. XII). The same was true for companies with people of color in the executive suite (Galinsky & Bond, 1998, p. XIII). Conclusion Our current economic condition may undermine a focus on Our current d ive rs ity and inclusio n economic condition in itia tive s e s p e c ia lly fo r may undermine a organizations struggling to stay focus on diversity in b u s in e ss. N o t re a lly and inclusion surprisingly, Dencker (2008) initiatives especially has found that underfor organizations representation in leadership struggling to stay in coincides w ith co rp o ra te business. restructurings and reductions in force. W ithout active leadership from senior executives, the progress that has been made in developing a diverse pipeline to corporate leadership may evaporate.
â€Śunderrepresentation in leadership coincides with corporate restructurings and reductions in force. Without active leadership from senior executives, the progress that has been made in developing a diverse pipeline to corporate leadership may evaporate.
References Barrington, L. (2002). Despite hard tim es com panies view leadership developm ent as a priority. Executive action No. 34, The Conference Board, New York. CEO Survey (2002). Leading indicators: The developm ent of executive leadership. Chief Executive Magazine. Catalyst (2001). The next generation: Today's professionals, tomorrow's leaders, Catalyst, New York. Corporate Leadership Council (2001). W omen and minorities in leadership development. Corporate Executive Board, W ashington, DC. Corporate Leadership Council (2002). The role of leadership in diversity efforts. Corporate Executive Board, W ashington, DC. Dencker, J.C. (2008). Corporate restructuring and sex differences in m anagerial prom otion. American Sociological Review, 73(3), 455-476. Dolezalek, H. (2008). The path to inclusion. Training, 45(4), 52-54. -XXXI-
Galinsky, E. & Bond, J. (1998). The 1998 business work-life study: A sourcebook. New York: Fam ilies and W ork Institute. Giscom be K. & Mattis, M . (2002). Leveling the playing field for wom en of color in corporate m anagem ent: Is the business case enough? Journal of Business Ethics, 37(1), 103-119. Kalev, A., Kelly, E., & Dobbin, F. (2006). Best practices or best guesses? Assessing the efficacy of corporate Affirm ative Action and diversity policies. American Sociological Review, 71(4), 589-617.
Claire McCarty Kilian, PhD, is a Professor of Management in the College of Business & Economics at the University of Wisconsin, River Falls. She has published articles and cases dealing with ethics, leadership, and other management issues and is a co-author of Labor Agreement Negotiations.
Developing Woman of Color Leaders in Higher Education Michele R. Guzmรกn, PhD I am fortunate to have been sponsored for involvement in two prominent leadership programs for women in the two years since I entered higher education administration. This year I have had both the pleasure and challenge of helping to create and organize a leadership pilot program for Latina staff on our campus. I want to make clear from the outset that I write this article by no means as an expert in leadership, but as someone who has had a rigorous introduction to the topic over the past couple of years. Because I see what is needed to navigate leadership positions successfully, and I know this from both successes and failures, I am passionate about Michele R. Guzmรกn, PhD women of color having access to the tools they need to move up the ladder in higher education and other settings, two of which are solid mentorship and the ability to "get a seat at the table". Mentoring Relationships I have been fortunate to develop a few significant I have found value in having a mentoring relationships during my career. I found diverse set of mentors. It has that early on, I needed Latina mentors. It was also been helpful for me to have important to know that "someone who looked like me" had succeeded in the way I hoped to "peer-mentors", namely a someday. As I traveled through my career, I have person who is not necessarily found value in having a diverse set of mentors. It more senior than me in my own has also been helpful for me to have field, but with experience in "peer-mentors", namely a person who is not other fields or other kinds of necessarily more senior than me in my own field, leadership. but with experience in other fields or other kinds of le a d e r s h ip . W h ile m y p a r e n t s w h e r e first-generation college students, having made it out of the world of migrant workers in the Rio Grande Valley, they were still not able to achieve the status of executives or administrators in their fields. Therefore, I did not have family role models for what this level of responsibility looked like, professionally or personally. Having alliances and relationships with individuals who do have a legacy of power in their families, in my experience often non-minority leaders, has been helpful to me. There may be a tendency to utilize alliances with ethnic minority leaders for support and non-ethnic minority leaders for information, though I have never formally researched this topic. Finally, I have found that leadership programs push you to introduce yourself to leaders who you would not otherwise see as accessible. W hen I participated in the Higher Education Resource Services (HERS) Institute (2009), we had an assignment of -XXXIII-
interviewing five top administrators at our institutions. Among my chosen interviewees were the president, the provost, and our chief financial officer. In reality, I had always been free to make an appointment with these individuals, but the assignment gave me a context and the confidence to do so. I still reflect on those meetings from time to time in navigating my current responsibilities. This is one of the aspects of leadership programs that I have most valued: A ready-made network of mentors and peer-mentors and the opportunity and framework for further networking. Getting a Seat at the Table "Getting a seat at the table" is such an important factor in making change and influencing decision-making processes. It has been remarkable to me how my position as an assistant vice president has granted me access to key committees. In fact this year, being on three important committees enabled me to have a bird's eye view of how events were coming together to support a key initiative that I am passionate about starting on our campus. If I had not been in "the right place, at the right time", I would have missed this opportunity for synergy. It continues to be true that "it's who you know" that opens many doors. Leadership Texas (Foundation for W omen's Resources, 2009), a program I am currently participating in, was established by a group of women to create a "good old gals network" (P. Beaumont, personal communication, March 23, 2009). People of color have also traditionally lacked this type of network to help them succeed, but that is changing. Shortcomings of Leadership Programs Unfortunately, what I have seen in the leadership programs I have attended is a struggle to meaningfully incorporate issues of diversity. I credit the two programs I attended with having a fairly diverse group of participants, though Asian and Asian American women were definitely lacking. W hile not the focus on this article, I must also say that openly lesbian women appeared to be lacking as well, and certainly the "space" for these women to bring Unfortunately, what I have seen themselves fully to these programs was wanting, as any discussion or acknowledgment of sexual in the leadership programs I orientation was nonexistent and the chatter have attended is a struggle to seemed to reflect everyone having a "husband". I meaningfully incorporate issues digress, but my commitment to social justice of diversity. requires that I acknowledge our sisters in this struggle. How are we to develop as leaders of diverse communities when issues of diversity continue to be left out of these programs? In both programs, I have found myself taking on that role of "the one" who keeps bringing diversity topics to the conversations. It's hard to face these micro-aggressions in the spaces you go to learn and grow, when you already face them in your day-to-day work. Once, I sat at a long conference table of at least a dozen high-level academic administrators, all but two who were white men, and listened to a conversation about -XXXIV-
whether or not women should be considered an under-represented group. The irony in the room was too obvious for me to refrain from making a constructive comment. W omen, and men, of color and of various diverse identities, LGBT folks and differently-abled individuals, need access to leadership development. If they are not at the table, they are not part of important decision-making sessions and cannot take advantage of seeing how critical events and opportunities come together. Historically disadvantaged and disempowered individuals by definition have not had access to learning how power works and how to utilize it…hopefully for the good of others. Those of us who have been privileged enough to access this power, must work to create opportunities for others. References Foundation for W om en's Resources, W elcom e to Leadership Texas, Retrieved May 31, 2009 from http://www.wom ensresources.org/LT.asp. Higher Education Resource Services, HERS Institutes. Retrieved May 31, 2009 from http://www.hersnet.org/Institutes.asp.
Michele R. Guzmán, PhD, a Clinical Associate Professor in the Department of Educational Psychology, is Assistant Vice President for Diversity Education Initiatives in the Division of Diversity and Community Engagement (DDCE). Dr. Guzmán received her PhD in Counseling Psychology from the University at Albany (SUNY), and her bachelor's degree in Psychology from Vassar College. Dr. Guzmán is currently serving as a research fellow with the Hogg Foundation for Mental Health.
Moving On Up: Preparing Future APA and SPTA Leaders Through Leadership Development Michi Fu Eleanor Gil-Kashiwabara Mabel S. Lam Erica Stovall W hite The Need for Ethnic Minority Leadership in Organized Psychology The need for diversity leadership development within the field of psychology is great. W hile there have been encouraging increases in ethnic minority participation in American Psychological Association (APA) Governance (committees, boards, and Council of Representatives) between the years 1997-2004 (APA Office of Ethnic Minority Affairs [OEMA], 2008), there have only been 3 APA Presidents of color to date - Logan W right, Kenneth B. Clark, and Richard Suinn. Inclusion of diverse leadership in APA and at the local level of each Michi Fu State, Provincial, and Territorial Psychological Association (SPTA) is critical to developing adequate representation of ethnic minorities in the profession and ensuring a minimal level of cultural competence among all psychologists to effectively address the behavioral and mental health needs of our increasingly multicultural nation (APA/OEMA, 2008). The Diversity Initiative of the APA Committee of State Leaders (CSL) was created over 10 years ago because of the above concerns. The initiative continues to have support from OEMA and Committee for the Advancement of Professional Practice (CAPP). The primary goal of the initiative has been to involve more ethnic minority psychologists in membership and leadership positions in the SPTAs through funded participation in the APA Practice Directorate's State Leadership Conference (SLC).
This article summarizes how the Diversity Leadership Development W orkshop at the Pre-SLC evolved from an amazing vision to a reality. W e hope to highlight the importance of developing leaders of color and to inspire others to create real opportunities to make this happen.
Workshop Initiation The W orkshop was the brainchild and Presidential Initiative of Jennifer Kelly, Ph.D., the 2009 President of APA's Division 31 (Division of State, Provincial, and Territorial Psychological Association Affairs). Dr. Kelly's vision was to sponsor a leadership development workshop with the goal of assisting a small group of Diversity Delegates to advance into leadership positions within their respective SPTAs. She secured funding from sources who believed and supported her vision: The APA Commission on Recruitment, Retention Mabel S. Lam and Training in Psychology (CEMRRAT), the American Board of Professional Psychology (ABPP), David Cox, PhD (Executive Director of ABPP), Caucus for the Optimal Utilization of New Talent, and the Caucus of State, Provincial, and Territorial Representatives. Dr. Kelly approached three prominent psychologists with leadership and governance experience to help organize and facilitate the W orkshop. Our outstanding facilitators were Sandra Shullman, PhD, Jessica Henderson-Daniel, PhD, (both Past Member of APA's Board of Directors), and Cathy McDaniels-W ilson, PhD, (Immediate Past-President of the Ohio Psychological Association). They were highly effective as facilitators because they greatly appreciate and understand the challenges psychologists of color face in becoming leaders within SPTAs and APA. They generously donated their time to this important W orkshop.
Erica Stovall White
The day-long W orkshop was held the day before the 2009 APA's SLC. Throughout the Diversity Initiative, SPTAs have been encouraged to send a diversity delegate to the annual SLC. However, this year, it was slightly different; diversity delegates were invited to submit a statement of interest as application for the W orkshop. Only eight diversity delegates were selected and funded from around the U.S. for this incredible opportunity. In her nurturing and mentoring spirit, Dr. Kelly deliberately sought to create an atmosphere that was "safe" and conducive for a positive experience in which we could openly explore our leadership experiences and aspirations. Her choice of the location for the workshop, the APA Boardroom, was intentional. Dr. Kelly believed that it was important for us as Diversity Delegates to not only envision ourselves at the figurative "table", but to literally experience it. The impact was immediate and surreal. The mere fact that we were allowed physically to be in a space that many did not believe was accessible to us left us in awe. This led us to examine our feelings around barriers - real and perceived - to having a voice at the APA table and within our own SPTAs. -XXXVII-
Workshop Content and Process The goals of the Diversity Leadership Development W orkshop were to: (a) Explore leadership styles and impact of behavioral style on others; (b) provide knowledge/information needed to facilitate movement into leadership positions within the SPTA; (c) address readiness/confidence in moving into leadership positions; and, (d) address the manner in which being a minority fits into this context. The W orkshop was designed to address these important and relevant goals. The agenda included a balance of personal reflection, didactics, and interactive discussion. Topics included: (a) Legacy and Leadership - identifying strong leaders from our lives outside of our APA or SPTA experiences;(b) Concepts of Leadership â€“ leadership and interpersonal behavior based on results from the FIRO-B (completed prior to attending the workshop); (c) Leadership Readiness - focused on ways to determine readiness to aspire to additional positions within our SPTA or APA; (d) Mission Statement Preparation challenged us to develop a short and long-term vision of our leadership goals; and (e) Mentoring - encouraged us to examine vertical and horizontal mentoring relationships and to identify ways to increase reciprocal networking within those relationships. Throughout the day, our facilitators posed hard and thought provoking questions. Each of us grappled with these questions in an open, thoughtful, honest, and respectful manner because the atmosphere was positive, encouraging, supportive, empowering, and safe. The day culminated with a reception sponsored by APA President, Dr. James Bray, and attended by W orkshop Funders, APA CEO, Dr. Norman Anderson and other APA dignitaries including members of the Board of Directors. This was significant. W e started out the day in a space that we never thought we would ever see and ended the day being supported and empowered by APA leaders in the Boardroom.
We believe the key components to planning a successful Diversity Leadership Development Workshop include: 1) Visionary leadership and planning; 2) Financial supporters of the visionary; 3) Attention to details including location and atmosphere; 4) Culturally appropriate content/topics; and 5) Motivated participants.
Lessons Learned W hat valuable lessons did we learn from this empowering Diversity Leadership Development W orkshop? It takes (a) a determined leader to push forward his/her vision; (b) funders who believe in the vision; (c) skillful facilitators who "walk the talk"; (d) appropriate location/space; (e) creation of atmosphere; (f) content/topics that are culturally appropriate; (g) participants who are willing to take a risk and be vulnerable; and, (f) organizational leaders who also believe in the vision. -XXXVIII-
As a result, all eight of us Diversity Delegates felt that the day was personally and professionally meaningful. The balance of content and process promoted meaningful personal reflection and cohesion between us. Everyone left with clarity about areas of personal growth and strength within the leadership context. Amazingly, during SLC, our facilitators saw us transformed into confident and empowered future leaders within APA and our SPTAs. W e believe the key components to planning a successful Diversity Leadership Development W orkshop include: 1) Visionary leadership and planning; 2) Financial supporters of the visionary; 3) Attention to details including location and atmosphere; 4) Culturally appropriate content/topics; and 5) Motivated participants. W e hope by sharing our experiences, we have inspired others to provide opportunities for more Diversity Leadership Development. References Am erican Psychological Association, O ffice of Ethnic Minority Affairs. (2008). A portrait of success and c h a lle n g e - P r o g r e s s r e p o r t: 1 9 9 7 -2 0 0 5 . W a s h in g to n , D C : A u th o r. R e trie ve d fro m www.apa.org/pi/oem a/cem rrat_report.htm l.
Michi Fu, PhD, is the California Psychological Association Diversity Delegate (2008-present) and the APA Division 45 Member-At-Large. She is an Associate Professor at the California School of Professional Psychology of Alliant International University, a licensed psychologist at the Asian Pacific Family Center of Pacific Clinics, and a private practitioner. Eleanor Gil-Kashiwabara, PsyD, is a Licensed Psychologist and Research Assistant Professor at Portland State University, Regional Research Institute for Human Services in Portland, OR. She has conducted research to address American Indian/Alaska Native (AI/AN) children's mental health, and barriers faced by transition-aged Latina youth with disabilities. She has published several articles, book chapters, and briefs related to transition planning with underserved youth, and culturally competent research. She is also the Diversity Delegate for Oregon Psychological Association. Mabel S. Lam, PhD, is the Diversity Delegate and Co-Chair of the Committee for Ethnic Minority Affairs and member of the Disaster Response Networkâ€™s Steering Committee, and Treasurer for the Board of Directors, of Massachusetts Psychological Association. She is a licensed psychologist in private practice providing psychotherapy, consultation, and training. Erica Stovall White, PhD, is the Ohio Psychological Association (OPA) Diversity Delegate, Chair of the Diversity Committee for OPA, and member of the OPA Board of Directors. She is an Assistant Professor of Psychology at Notre Dame College in South Euclid, Ohio, private practitioner and consultant.
Mentoring Students of Color: Lessons Learned Anabel Bejarano, PhD Alliant International University, CSPP Elena Padr贸n, PhD Alliant International University, CSPP The Need to Mentor Ethnic Minority Students Faculty in psychology doctoral programs have the privileged position of shaping the minds of the next generation of psychologists. This involves not only academic preparation, but also the development of the student's nascent professional identity. Doctoral students of color in the U.S. typically are not exposed to role models and professionals with whom they share a racial or ethnic background. Therefore, the developmental task of creating a professional identity for these students is often challenging. As of 2005, only 12.4% of full time psychology faculty are from ethnic minority communities (APA, 2008). Of this faculty group, 4.3% are Black/African American, 3.9% are Asian American/Pacific Islander, 3.3% are Hispanic/Latino/a, and 0.4% are American Indian/Alaska Native.
Anabel Bejarano, PhD
Given the disparity in racial and ethnic representation of faculty and thereby role models, it behooves departments to be creative in the approaches used to recruit and retain students of color. W e will refer to students of color from this point on as ALANA (African, Latino/a, Asian & Native American) students. As Latina faculty members, we are well aware that the recruitment of ALANA students is distinct from their successful retention. ALANA students beginning their studies in PsyD programs in 2003, made up only 19.9% of the cohort (APA, 2008). These figures indicate that while the ethnic minority population of the U.S. is quickly growing, future generations of psychologists of color, numerically speaking, will be unable to meet the mental health needs of their own communities. Given the combination of this pipeline and mental health disparity issue, we have undertaken the responsibility of addressing the need for effective mentoring of ALANA students within our respective clinical psychology doctoral departments. The over-arching question that guides our approach has been, "W hat is unique in the mentoring approach with ALANA students, particularly when the mentoring is by a faculty member of color?" W hat follows are lessons we have learned in the process, which represent our work in progress toward creating a mentoring model for ALANA students.
The Importance of Interdependent Collectivistic Participatory Relationships It is important to recognize that ALANA students have typically been socialized within cultures that espouse an interdependent sense of self, as opposed to the Caucasian, often middle class, mainstream model of an independent sense of self. Collectivistic communities with an interdependent understanding of the self, value and appreciate a personal relationship with a leader or mentor (Markus & Kitayama, 1991). It is likely that the quality of the relationship, and the sense of the self derived from that relationship, are somewhat more important in mentoring, than are the specific content or skills offered.
Collectivistic communities with an interdependent understanding of the self, value and appreciate a personal relationship with a leader or mentor (Markus & Kitayama, 1991). It is likely that the quality of the relationship, and the sense of the self derived from that relationship, are somewhat more important in mentoring, than are the specific content or skills offered.
Based on this notion, we each created a professional development group, as opposed to a one-on-one approach, to simulate the community and sense of family we felt these students needed. W e learned that ALANA students are most often the first among their families of origin and extended families to graduate from college, and hence the first to embark on doctoral studies. W hile their families are proud of them, they are often unable to offer instrumental support, given their lack of familiarity with the world of academia, and may not grasp what is required of students in time, effort, stress and financial debt. In addition to the stress of academic work, they are often expected by their families to continue an equal amount of Elena Padr贸n, PhD contact as they had during their undergraduate studies. This can leave students feeling torn between two worlds, misunderstood and pressured by their families, as well as saddened and isolated due to their own need to have contact with their family. Students find themselves developing a new professional skill set, value system, and identity that are frequently physically and metaphorically distant from the world and the sense of self they developed within their families. Furthermore, very often the language of academic instruction may differ from the language used within their families of origin. Entrance into graduate school may represent a cross-cultural experience for many of these students, which places them simultaneously in two different geographical, language, cultural, racial, socio-economic, or professional realms.
Given these realities, it is not surprising that when asked about their motivation to participate in our professional development groups, ALANA students primarily indicate a need to feel they "belong", will be "supported" and will feel "safe" and "connected". Students appear to thrive in a space in which they see their experience reflected in the faces around the room. W e have received a clear and repeated message that it is the relational aspect that these students strive for the most, even above information on financial and scholarship resources, instrumental support for problem-solving, and guidance to navigate the challenges of academia. W e believe that it is the experiential component of these groups that is most powerful and effective. Mentors as Instruments of Change and Personal Development As mentors, we are not outside the group offering expertise, but are rather willing participants who serve as elders or role models within the community. W e use ourselves as instruments of change in their development, as they begin to find their voices within the new environment of the academic department. Therefore, our group meetings are experiential and process-oriented, as opposed to didactic or lecture-based. Activities that have proven fruitful within the groups have been open discussions of the exploration of students' cultural identities, critical incidents in interactions with faculty and students, and communication with family. W e also discussed whether particular interactions constituted microaggressions, and used role playing to experiment ways to respond. In one case, we viewed and discussed the educational video by Dr. Stanley Sue, titled "Surviving racism" (Sue, 2004). In the process of these discussions, we have found that intentional and appropriate self-disclosure on the part of faculty mentors can be a powerful agent to spark students' abilities to explore their own reactions and feel safe to share their experiences. ALANA students can be initially surprised to realize that faculty members also experience similar stressors and pressures. W e believe that our relevant self-disclosures validate the students' experiences, and embody the integration of professional and familial selves model, as well as the successful navigation of the professional terrain.
â€Śintentional and appropriate self-disclosure on the part of faculty mentors can be a powerful agent to spark students' abilities to explore their own reactions and feel safe to share their experiences.
It is our hope that participation in ALANA professional development groups provide students with a "surrogate family" in which to explore and integrate their nascent professional selves. Due to the under-representation of persons of color, the image of the professional that ALANA students are striving to become may be rather unfamiliar to them. We expect that these groups can both provide students with a safe context to process the challenges of their professional transformation as psychologists, and present them with an attainable and familiar image of their professional future that does not -XLII-
necessitate a denial of their cultural heritage. W e encourage faculty of color to consider facilitating similar groups, and hold on to the notion that their mentorship can be an invaluable tool for the success of graduate students of color. References Am erican Psychological Association, Office of Ethnic M inority Affairs. (2008). A Portrait of Success & C h a lle n g e - - P r o g r e s s R e p o r t : 1 9 9 7 - 2 0 0 5 . W a s h in g t o n , D C : A u t h o r . R e t r i e v e d f r o m www.apa.org/pi/oem a/cem rrat_report.htm l Markus, H. R. & Kitayam a, S. (1991). Culture and the self: Im plications for cognition, em otion, and m otivation. Psychological Review, 98, (2), 224-253. Sue, D. W . (2004). The psychology of racism and antiracism [video recording]: a four lecture series. Fram ingham , MA: Microtraining Associates.
Anabel Bejarano, PhD, is Assistant Professor in the Clinical Psychology PsyD Program at CSPP/Alliant International University in San Diego. Areas of expertise are Latino mental health with a focus on interpersonal violence and trauma, migration and acculturation, and ethnic identity and child development. She has presented nationally on these issues. She also maintains a private practice Elena Padr贸n, PhD, is an Assistant Professor in the PsyD Program of the California School of Professional Psychology at Alliant International University in San Francisco. Her research focuses on the developmental psychopathology of attachment, particularly disorganized attachment, and the intergenerational transmission of attachment and trauma. She is also a Fellow and Research Associate at the Rockway Institute, a center for LGBT research, education and public policy at Alliant. Her clinical experience is in the area of early childhood mental health and dyadic and family therapy with multicultural populations.
ASSOCIATION REPORTS New Director of the Behavioral and Social Science Volunteer (BSSV) Program Edna Davis-Brown, MPH began her new role at APA on October 27, 2008. In her new capacity, Edna will facilitate linkages between behavioral scientists and state health departments, community based organizations, and community planning groups to increase their capacity to design, implement and evaluate HIV prevention programs targeting communities of color. Edna comes to APA with over 15 years experience in project management, development/implementation and evaluation with particular focus on research, publications and communications, logistical and administrative support and technical Edna Davis-Brown, MPH assistance. Her background includes managing projects funded by the Center for Substance Abuse Prevention (CSAP) focusing on a national grantee program evaluation and a national training and technical assistance delivery program evaluation. For the Center for Substance Abuse Treatment (CSAT), Edna oversaw a federal cultural competency network of over 100 professionals who provided key guidance and consultation to CSAT on products and services as well as coordinated training and TA delivery project focused on organizational development for treatment service delivery organizations. Also, Edna led a conference management and administrative support division serving clients such as Health Resources and Services Administration (HRSA), Substance Abuse and Mental Health Services Administration, CSAT, Center for Mental Health Services (CMHS), Administration on Aging (AoA) to name a few. Most recently she provided consultation and support to the University of Maryland-School of Medicineâ€™s Statewide Health Network focusing on tobacco-related cancer education and prevention initiatives in Southern Maryland. She also proudly serves as President of Gregory B. Davis Foundation (GBDF), a small family foundation formed in honor of her youngest sibling who died of AIDS in 2000. Edna has a Bachelor of Science degree in Health Education from the University of North Carolina at Greensboro and a Masters in Public Health Education degree from the University of North Carolina in Chapel Hill.
OEMA COMMUNIQUÉ The Role of Social Justice, Commitment and Celebration: National Multicultural Conference and Summit Celebrates Ten Years Chris B. Williamson, OEMA Intern George Washington University In 1999, four APA Division presidents, Dr. Derald Wing Sue and Dr. Lisa Porché-Burke (Division 45), Dr. Melba Vasquez (Division 35), and Dr. Rosie Bingham (Division 17) established the National Multicultural Conference and Summit (NMCS). This January marked the 10 th year of NMCS. Originally founded to promote culturally appropriate practices with racial and ethnic minorities, the NMCS goals, mission, and attendance have grown with each meeting. Since that initial meeting, NMCS has allowed thousands of professionals and graduate students to meet and exchange ideas on the difficulties encountered with the intersection of race, gender, and sexual orientation. Although the issues will always be challenging, NMCS has enabled dialogue to begin and flourish.
2009 National Multicultural Conference and Sum m it Plenary
This year’s (January 15 – 16) NMCS theme of “Advancing Our Communities: The Role of Social Justice in Multicultural Psychology” was epitomized by Rev. Jamie Washington’s keynote address Intersections of race, gender, religion, and sexual orientation: One man’s 4
ASSOCIATION REPORTS journey to wholeness in which he outlined his personal struggle to incorporate his own identities and how it related to multicultural psychology. Other speakers addressed topics such as Communities as sites of violence: Communities as solutions to violence, and there were student poster presentations on topics such as African Americans Perceptions of Justice: A Qualitative Study. Additional keynote addresses included: Dr. Gargi Roysircar’s frank look at disaster relief efforts such as Hurricane Katrina and its relevance to health care providers’ self care; Dr. Lisa Porché-Burke’s NMCS 10 year anniversary address including a reflection on all that has been accomplished to date; Dr. Linda Mona’s examination of current research and practice on sexuality and the disabled; and, Dr. Patricia Arredondo’s discussion on how to effectively advocate the messages and ideas discussed at NMCS. The Difficult Dialogues, an important aspect of the NMCS, again offered attendees an opportunity to engage in discussions of complex and uncomfortable issues. Unlike previous years, the format and organization of the Difficult Dialogues were modified. Participants were limited and set before the conference began. Although participants were still able to choose from topics within the overall NMCS’s theme, this format allowed for a richer and more thorough discussion of ideas. Another important NMCS tradition involved the Honoring of Elders. This year, seven Distinguished Elders were recognized. Each of these seven individuals was selected for their more than 30 years of service to the development and advancement of multiculturalism in psychology. Elders honored were: Florence L. Denmark, PhD: One of the founding members of Division 35, Denmark has pioneered research on women in positions of leadership. Always one to lead by example, Denmark has more than 100 publications, served as president of Divisions 1, 35, 52, as well as the APA, and is currently the APA/NGO lead representative to the United Nations. Anderson J. Franklin, PhD: Franklin has spent many years as a practicing psychotherapist and professor specializing in African American males. He also served as a former president for The society for the Psychological Study of Ethnic and Minority Issues, as well as a delegate of the APA to the 2001 United Nations World Conference Against Racism. Janet Helms, PhD: Helms is the current President of the Society of Counseling Psychology (APA Division 17). Professionally, she has served on the faculties of the University of Maryland, Boston College, and Southern Illinois at Carbondale where she helped to shape 5
OEMA COMMUNIQUÉ their policies on race and establish a history of recruiting students of color, while conducting ground-breaking research of ethnic identity issues. Martha Mednick, PhD: Early in her career Mednick took an interest in women in psychology, becoming involved in the, then ad hoc, APA Committee on Women. After her retirement from Howard University in 1994, Dr. Mednick began working for Psychologists for Social Responsibility. Sticking by her ideals of social justice, Mednick organized and convened an international conference, On Women, War and Peace. Charles Silverstein, PhD: Silverstein fought vehemently to have homosexuality removed as a mental disorder in 1973. Dr. Silverstein made a name for himself by being founder of Identity House (1971), The Institute for the Human Identity (1973) and founding editor of the Journal of Homosexuality (1976). Bonnie Ruth Strickland, PhD: Strickland has founded, chaired, or been president of 8 different APA divisions, societies, and board of directors. She has been involved in research on gender differences in health, illness, and morbidity. Dr. Strickland has been at the forefront of movements such as women’s rights, Gay rights, and civil rights. Derald Wing Sue, PhD: Dr. Sue was the co-founder and first president of the Asian American Psychological Association and past president of Division 45 and 17. Dr. Sue’s major work at Teachers College involved his research into “racial micro aggressions”. This groundbreaking research allowed ethnic minorities to describe their experiences in their own terms.
ASSOCIATION REPORTS CNPAAEMI Honors Two American Indian Professors For Contributions To Ethnic Minority Psychology Chris B. Williamson, OEMA Intern George Washington University This January, with great pleasures, of the Council of National Psychological Association for the Advancement of Ethnic Minority Interests (CNPAAEMI) — composed of the presidents of the four national ethnic minority psychological associations, APA Division 45, Society for the Psychological Study of Ethnic Minority Issues, and the American Psychological Association — bestowed upon Joseph E. Trimble, PhD of Western Washington University the Henry Tomes Award for Distinguished Lifetime Contributions to the Advancement of Ethnic Minority Psychology, and Joseph P. Gone, PhD. of the University of Michigan the Henry Tomes Award for Exceptional Contributions of an Emerging Leader in Ethnic Minority Psychology.
Joseph E. Trim ble, PhD Distinguished Lifetime Contributions
The Tomes Awards are given to recognize an individual who has significantly contributed to the development and promotion of ethnic minority psychology, advocated for the interests and psychological well-being of individuals across multiple ethnic minority communities, and promoted unique opportunities to advance ethnic minority interests in psychological practice, science and education. During his 40 year career, Dr. Trimble has published over 100 scholarly works as well as delivered more than 150 presentations focused on the role of culture and ethnicity in psychology. Dr. Trimble has focused his efforts on studying, understanding, and promoting American Indian and Alaska Native peoples’ interests and well-being. His earliest efforts began with the American Indians in Oklahoma. He helped to both promote their activities in the workforce in the local area as well as assist those with risks for alcohol and substance abuse. Dr. Trimble was unable to attend the National Multicultural Convention & Summit (NMCS) this January to accept his award. However, he received it at the 2009 APA convention in Toronto during the Division 45 Awards at the ceremonies.
OEMA COMMUNIQUÉ In addition, CNPAAEMI was pleased to award the inaugural Bi-annual Henry Tomes Award for Exceptional Contributions of an Emerging Leader in Ethnic Minority Psychology, which is bestowed upon an individual who has made contributions to the field of Ethnic Minority Psychology that are still progressing, but have already made a discernible difference. CNPAAEMI was pleased to award the Inaugural award to Joseph P. Gone, PhD.
Joseph P. Gone, PhD Exceptional Contributions of an Em erging Leader
Dr. Gone is currently a Assistant Professor of Psychology and American Culture (Native American studies) at the University of Michigan. Despite only eight years since receiving his doctorate from the University of Illinois, Dr. Gone has already published 13 journal articles and nine book chapters, as well as delivered more than 80 presentations. Dr. Gone’s focus has been on bringing Western psychological ideas on evidencedbased practice and combining them with Native American wisdom of healing and sensibility. His research and writing have allowed his ideas to be understood and accepted by lay people, marginalized and mainstream professionals alike. Dr. Gone accepted the award during National Multicultural Conference and Summit (NMCS) January, 14 2009.
In his practice, Dr. Gone has been asked to serve as a consultant for the Montana-Wyoming Tribal Leaders Council and the One Sky National Resource Center at the Oregon Health and Science University. As an educator, he has taught at the Fort Belknap Tribal College, the University of Chicago, as well as his current institution, the University of Michigan. As a leader within the psychological community, Dr. Gone has had the distinction of serving as Membership Chair of the APA Society of Clinical Psychology’s Section on Clinical Psychology of Ethnic Minorities, as well as on the Board of Directors for the First Nations Behavioral Health Association and the Native Research Network of Oklahoma, as well as on the Steering Committees for SAMHSA’s American Indian and Alaska Native Summit on Suicide, and SAMHSA’s Public Education Campaigns for Diverse Communities. In 2007, Joseph L. White, PhD, received the Inaugural Bi-annual Henry Tomes Award for Distinguished Lifetime Contributions to the Advancement of Ethnic Minority Psychology. The 2011 CNPAAEMI Henry Tomes award will honor two Asian/American/Pacific Islander psychologists, one who has made distinguished lifetime contributions and an emerging
ASSOCIATION REPORTS leader. For more information about the Tomes Award, or past winners, please visit http://www.apa.org/pi/oema/gone.html. To learn more about CNPAAEMI, go to: http://www.apa.org/pi/oema/programs/empa.html.
NOW AVAILABLE! Psychology Education and Training From Culture-Specific and Multiracial Perspectives by the Council of National Psychological Associations for the Advancement of Ethnic Minority Interests (CNPAAEMI) This booklet illustrates the importance of infusing ethnic/culture-specific perspectives into psychology education by describing the social-historical contexts of major contemporary psychological challenges and strengths of ethnic minority and biracial populations. Related implications for psychological research and practice and additional information sources are identified. Online at: http://www.apa.org/pi/oema/education-training.pdf.
OEMA COMMUNIQUÉ APA Division 45 Update The APA Society for the Psychological Study of Ethnic Minority Issues (Division 45) began 2009 with the National Multicultural Conference and Summit (NMCS), a biannual collaboration with Divisions 17, 35, and 44. NMCS was held January 15-16 in New Orleans, Louisiana. NMCS was abuzz with a sense of optimism, activism and responsibility, inspired by the recent election of Barak Obama as President. The Division’s plans for the 2009 APA Annual Convention are equally exciting. It hosted 26 hours of programming, including symposia, poster sessions, meetings, an award ceremony, and the annual dance. Division 45 President, J. Manuel Casas, PhD, established a presidential theme of “Continue the Path.” In keeping with this, a Presidential Address was presented by Melba Vasquez and, President Casas titled On the Shoulders of Our Elders: Celebrating their Legacy. Also, the James Jones Conversation Hour featured an open discussion with past presidents of the Division. The planning committee is especially excited about the Division’s three poster sessions, titled Mental and Physical Health in Ethnic Minorities, Ethnic Minority Psychology in Context, and Culture, Identity, Acculturation, and Discrimination. Division 45 was also invited to participate in President Bray’s Convention within the Convention. Guillermo Bernal, PhD, represented the Division with a talk, Toward Evidence-Based Treatment and Practice Embedded in Multicultural Contexts, and offered the vital multicultural perspective to the program. Visit the Division 45 website at: http://www.apa.org/divisions/div45/.
Recipients of the 2009 Division 45 Awards The Division 45 Awards Committee has completed its selection of award recipients for 2009. These award recipients were formally recognized and received their awards during the Division 45 Business Meeting & Awards Ceremony held during the APA Annual Convention in Toronto, August 6-9, 2009. Lifetime Achievement Award: Patricia Arredondo, EdD Distinguished Career Contribution to Research Award: Fred Leong, PhD Distinguished Career Contribution to Service: Teresa LaFromboise, PhD 10
ASSOCIATION REPORTS Charles and Shirley Thomas Award: Helen Neville, PhD Emerging Professional Award: Juan Carlos Arango, PhD Distinguished Student Research Award: Kristine Molina Distinguished Student Service Award: Annel Cordero
Psi Alpha Omega wishes to publicly thank Jeffery M io, PhD for his gracious and substantial contribution in excess of $5,000.00. It is important to note that all of Dr. Mio's monetary gift will go directly to student travel and research awards. Psi Alpha Omega is the National Honor Society in Psychology dedicated to students of color and students interested in ethnicity and culture. It was initiated by Division 45 two years ago to help serve students interested in the mission of D45. A copy of the application form is available at http://www.psialphaomega.com. Dr. Mio is a Past-President of Division 45 and has been actively involved in D45 endeavors. He has also been a consistent mentor to the Links and Shoulders program at the APA Convention, is a Charter Member to Psi Alpha Omega, and a PAO Mentor on "Presenting Yourself in an Academic Job Interview." W e once again thank Dr. Mio. Our students will directly benefit from his kindness.
OEMA COMMUNIQUÉ APA Committee on Ethnic Minority Affairs 2008 Annual Report Personnel/Membership The APA Committee on Ethnic Minority Affairs (CEMA) convened two meetings during the 2008 calendar year (March 28-30, and September 19-21). CEMA’s chairperson-elect, Karen Y. Chen, PhD, attended the Fall 2008 meeting of CEMA’s parent board, the APA Board for the Advancement of Psychology in the Public Interest (BAPPI) to represent CEMA’s issues and concerns. CEMA welcomed the attendance of liaisons at its meetings: Olivia Moorehead-Slaughter, PhD (CEMA's parent board, the Board for the Advancement of Psychology in the Public Interest - BAPPI); Desiree Byrd, PhD (Division 40); Usha Tummala, PhD, (Division 39); Cheryll Rothery-Jackson, PsyD (NCSPP liaison to BAPPI and CEMA), as well as other notable guests: Alan Kazdin, PhD, 2008 APA President; James Bray, PhD, 2008 APA President-elect; APA Board of Directors members Melba J. T. Vazquez, PhD, Barry Anton, PhD and Douglas Haldeman, PhD; Shannon Ladesmond-Jones, PhD, APA Committee on Rural Health (CRH); Cheryl Shigaki, PhD, APA Committee on Disability Issues in Psychology (CDIP). CEMA was pleased that its guests and liaisons actively participated in meeting deliberations, and each gave suggestions and offered comments on topics under discussion. CEMA members in 2008 were: José M. Cervantes, PhD, (chairperson), Arthur Blume, PhD, Karen Y. Chen, PhD (chairperson-elect), Anderson J. Franklin, PhD, Josette G. Harris, PhD, and Rose L. Weahkee, PhD. Dr. Cervantes attended his last CEMA meeting during the Fall 2008 consolidated meetings cycle. Dr. Franklin attended his last CEMA meeting during the Spring 2008 consolidated meetings cycle. Their terms of service expired on December 31, 2008. CEMA expressed its great appreciation to both Dr. Cervantes and Dr. Franklin for their dedication, commitment, and demonstrated leadership that contributed significantly to the accomplishment of CEMA’s goals and objectives throughout their three year terms. Kevin Cokley, PhD and Miguel E. Gallardo, PsyD were appointed to CEMA by BAPPI with terms of service to begin January 1, 2009 and to end December 31, 2011. The APA Board of Directors ratified BAPPI’s appointments during its December 2008 meeting in Washington, DC. The APA Office of Ethnic Minority Affairs (OEMA) continued to staff and support the work of the Committee.
2008 CEMA Members and Liaisons (left to right): Rose L. Weahkee, PhD, Olivia Moorehead-Slaughter, PhD (BAPPI Liaison), Art Blume, PhD, Karen Y. Chen, PhD (Chair-Elect), JosĂŠ M. Cervantes, PhD,(Chair), Usha Tummala, PhD (Division 39 Liaison) Not shown: Josette G. Harris, PhD and Anderson J. Franklin, PhD
Diversity Representation and Training CEMA members included three female and three male psychologists of whom one is Asian American/Pacific Islander, one is African American/Black, two are American Indian/Alaska Native, and two are Hispanic/Latina(o). Two members also are early career psychologists. Additionally, the Committee acknowledged its special obligation to ensure that various constituent groups as well as diversity within these groups (e.g., nationality, tribe, sexual orientation, disability) are represented, and its charge to be sensitive to such concerns. One day prior to CEMAâ€™s spring 2008 meeting, OEMA provided a half day new member orientation training where these and other issues of diversity are traditionally presented and discussed. Accomplishments The remainder of this report is organized around CEMA's major goals and objectives as revised and approved on March 1, 2003. GOAL I: Increase the numbers of ethnic minority psychologists in the profession, as well as in the membership and leadership of the Association, state 13
OEMA COMMUNIQUĂ‰ psychological associations, and APA divisions, and promote activities that increase recruitment and retention of ethnic minorities in psychology. CEMA nominated approximately 80 ethnic minority APA member psychologists for consideration to serve on APA governance groups. CEMA was very pleased to learn that the APA Council of Representatives (C/Rs) during its February 2008 meeting approved action that cleared the way for a second bylaws amendment vote by the membership to extend invitations to the four national ethnic minority psychological associations to receive voting membership seats on the C/Rs. However, the failure again of the proposed amendment to pass by a two-thirds vote of the membership, was extremely disappointing. CEMA welcomed an opportunity to consult with Dr. Norman B. Anderson regarding the proposed APA Chief Diversity Officer position. CEMA discussed and shared information with Dr. Anderson regarding skills sets, expertise, and experience an ideal candidate should possess. However, subsequently, due to APA's financial crisis, recruitment for this position was suspended. CEMA successfully completed a project proposal in partnership with the CEMRRAT2 Task Force calling for the allocation of $20,000 in 2009 discretionary funds from either the APA Board of Directors (B/Ds) and/or the APA Council of Representatives (C/Rs) funds to support the formation of a seven member APA Task Force on Diversity of the Next Generation of Psychology Faculty. The proposed task force would be charged with exploring the implications of future increased faculty turnover in departments of psychology, and developing recommendations for APA to respond in an organized and proactive manner that would serve to increase ethnic diversity and multiculturalism in psychology. BAPPI recommended that the CEMRRAT2 Task Force provide funding from its yearly allocation or secure external funding to support the creation of the proposed task force. However, all APA funding for CEMRRAT was eliminated in 2009. GOAL II:
Increase efforts to empower ethnic minority psychologists within the Association as well as increase the recognition of the contributions of ethnic minority psychologists inside and outside of the Association.
CEMA welcomed the opportunity to meet and consult with APA Board of Directors (B/Ds) members on an incident that took place on C/Rs listserv that many considered a backlash on diversity efforts of the Association. As a result of CEMAâ€™s meetings with B/Ds members and 14
ASSOCIATION REPORTS other members of color in APA governance attending the Fall 2008 meetings, the Committee approved the development of a memorandum by Dr. Chen that reported on CEMA’s understanding of the issue, shared those comments, reactions, and feedback gleaned from CEMA's meetings, and offered suggestions/ recommendations/strategies for APA governance leadership consideration. CEMA’s memorandum was sent to Drs. Kazdin and Bray. CEMA provided comment/feedback to the APA Membership Board regarding proposals for changing the APA dues structure. CEMA member Dr. Blume attended the conference committee that was called on this item during CEMA’s fall 2008 meeting. The Committee approved Dr. Blume’s suggestion calling for dues reduction credits for APA members who are also members of ethnic minority psychological associations. CEMA believes that given the goal of APA to increase diversity in its membership, the dual membership credit will be more likely to entice psychologists of color to join APA and retain their APA membership than the current proposals. CEMA reviewed and provided feedback in response to the Ethics Committee request regarding Ethical Standard 1.02. After lengthy discussion and consultation, the Committee approved the crafting of a memorandum by Dr. Cervantes to the APA Ethics Office that would include the following information: 1
As CEMA has come to understand this dialogue, the new language has been deemed necessary in order to address any issues related to national security, including the evaluation of the effectiveness of methods of gathering information which minimizes risk to individuals such as emotional distress to research participants as well as individuals involved in the interrogation process.
Possible implications of concern derived from the insertion of the statement “in keeping with basic principles of human rights,” at the end of Ethical Standard 1.02: A. B.
When APA defines Human Rights, how will that definition coincide with a language and conceptualization that is relevant for psychologists? Psychologists are involved in high risk situations particularly researchers and practitioners who either collect data or provide services to communities where there is the increase probability of police raids, various forms of violence, and difficult and potentially threatening situations. Consequently, the possibility that these high risk situations may elicit increased ethical violations is high. As a result, there likely may be increased reports of ethical violations requiring 15
more specific guidance (e.g., a casebook) about how psychologists should handle various scenarios given this language change. There might be psychological implications with regard to the reporting or failure to report when human rights are violated. As a result, malpractice insurance may be impacted by this situation. Change in language to reflect “human rights dialogue” may mean the increase need for APA to develop workshops that will attend to this shift in language and the implication it will have for our Association members. Training and education also may be deemed necessary as a result of this language change as psychologists may be called on to provide an assessment of human rights violations. What this assessment would look like, the necessary data gathered, any relevant testing deemed appropriate, may be a likely outcome as a result of the language change. Ethnic minority communities and social justice issues are frequently intertwined in dialogue that occurs in our scholarship, our training and education modules, and in community practice. Consequently, what relevance may this language change have for these communities and how should those professionals who work in these areas incorporate an understanding of human rights relative to practice?
CEMA re-submitted the following four questions for president-elect candidates: 1.
Your predecessors have worked to make the organization of APA more welcoming by focusing on multiculturalism/diversity related to education, practice, research, public policy, and training. During your term, how do you propose to work with the new Chief Diversity Officer in order to implement the new Diversity Plan?
What is your vision related to the “globalization” of psychology and/or its role/involvement in areas of international psychology (i.e., exporting Western psychology) – translating Western psychology mind-set into a global context? In order to increase the relevance and applicability of psychology for communities of color, how would you promote communication and outreach to communities of color about the work of APA and the role of psychology?
Do you have a vision for a more enhanced collaboration between public health and psychology?
ASSOCIATION REPORTS CEMA convened one conference committee meeting (March 28 th) during the 2008 consolidated meetings cycles to gather feedback/input from APA governance groups on its proposed seven member APA Task Force on Diversity of the Next Generation of Psychology Faculty. CEMA reviewed, explained its concerns, and provided substantive recommendations to Dr. Norman B. Anderson, regarding the development process associated with the APA Strategic Plan. CEMA reviewed BAPPI’s operating policies and procedures, and recommended the following: 1. 2.
The full implementation of the committee chairpersons’ advisory group to the BAPPI executive committee. Clarification regarding the existence of written APA policy that prohibits the departure of a BAPPI liaison to BAPPI’s committees during committees’ executive/closed sessions. Clarification regarding the status of the development of a “collaborative public interest message.”
CEMA hosted three Open Meetings during consolidated meetings for members of color in the APA governance structure: 1.
Saturday, March 29 th – The agenda included discussion of the following issues: (a) Acknowledged the passing of Dr. A. Toy Caldwell-Colbert; information about related planned activities for the APA convention in Boston was shared; (b) CEMA’s proposal to establish a Task Force on Multiculturalism and Diversity of the next Generation of Psychology Faculty may need to be mindful that psychologists of color might be in departments other than departments of psychology; (c) members of color were encouraged to be involved with the APA’s strategic planning process; and, (d) in regard to the APA Chief Diversity Officer position, CEMA was encouraged to meet with the CEO to discuss the position and make themselves available as a resource for consultation, as deemed necessary and appropriate.
Saturday, September 20 th – The agenda included discussion of the following issues: (a) The diversity backlash incident that involve the C/Rs listserv; (b) a brief report on the status of bylaws amendment vote that if approved would offer voting seats on the C/Rs to the four national ethnic minority psychological associations, and (c) an update 17
OEMA COMMUNIQUÉ on the CEMA/CEMRRAT2 Task Force request for discretionary funds to support the establishment of a Task Force on Future Psychology Faculty. However, much of the meeting was dominated by reaction to and discussion of the diversity backlash incident that involved the C/Rs listserv. Meeting participants familiar with the issue shared details and requested ideas and suggestions about how best to proceed in dealing with these incidents. After a lengthy discussion, meeting participants requested that CEMA compile the comments and feedback raised during this meeting and share them with the APA leadership in general, and the president and president-elect, in particular. 3.
Saturday, October 25 th : The agenda and discussion focused primarily on CEMA’s response to APA leadership regarding the C/Rs’ listsev incident, as well as other issues raised in previous open meetings.
CEMA hosted an invitational breakfast meeting, attended by over 50 persons, during the APA 116th annual convention in Boston, Massachusetts. Invited guests included presidents of state and territorial psychological associations (SPTAs) and the chairpersons of SPTAs and division committees on ethnic minority affairs, and ethnic minority persons involved in APA governance. For the 14 th year, this breakfast has enjoyed co-sponsorship from the APA Practice Directorate and the Office of Division Services. The breakfast provides a forum for invitees to meet, discuss, and network on relevant issues of concern. The 2008 breakfast theme was: “Diversifying Healthcare Professions.” The breakfast’s keynote speaker was the Honorable Dr. Louis W. Sullivan, Former Secretary, U.S. Department of Health and Human Services, and current President Emeritus Morehouse School of Medicine, Atlanta, Georgia. Other invited speakers included Ms. Annie Toro, APA Public Interest Directorate’s Government Relations Office, Mr. Troy Booker, APA Division’s Services Office and Dr. Daniel J. Abrahamson, of the APA Practice Directorate. CEMA sponsored a social hour celebrating the presentation of the Jeffrey S. Tanaka Memorial Dissertation Award in Psychology plaque during the APA 116th annual convention in Boston, Massachusetts. The social hour was chaired by Dr. Cervantes. Dr. Blume presented the Tanaka award plaque to Dr. Christiane Blanco-Oilar. CEMA reviewed and provided comment/feedback to Dr. Sheri Turner on the Public Interest Directorate’s (PID) Strategic Plan materials. Although the Committee was pleased to learn that the Directorate had engaged in strategic planning efforts, concerns were raised regarding a seemingly incongruent link between the proposed PID mission statement and the 18
ASSOCIATION REPORTS key result areas as it relates to the infusion of ethnic/cultural diversity. CEMA felt that the value, importance, and relevance of diversity are not clearly stated in the PID Plan. Moreover, the conceptual idea of diversity as being incorporated throughout the Directorate’s mission, projects, programs, and initiatives is also not clearly evident. CEMA feels that diversity is not only an independent item but also an issue that is encouraged to be integrated, clearly, throughout the mission and function of the offices and program areas of the Directorate. CEMA welcomed an opportunity to meet with Dr. Kathryn Nordal and Dr. Gilbert Newman about the APA Practice Directorate’s State Leadership Conference and its Committee of State Leaders’ Diversity Delegates Initiative. According to Drs. Nordal and Newman there had been an incident during the 2008 SLC that had negatively affected several diversity delegates’ learning/training experiences at that annual event. Consequently, many steps have been taken to address the concerns raised by the diversity delegates. CEMA member Dr. Blume together with Dr. Bertha G. Holliday met with the APA Committee for the Teachers of Psychology in Secondary Schools (TOPSS) to discuss and establish possible collaboration and information exchange efforts relevant to the TOPSS Task Force on Diversity Education Resources. GOAL III:
Increase the understanding of the need for scientific research on ethnicity and culture.
CEMA continued to monitor the ongoing development of the proposed APA Task Force on Alleviating Psychological Risk Factors for Immigrants - APA Council of Representatives (C/Rs) New Business Item (NBI) #32D. In 2007, CEMA had conveyed its strong support for the charge and purpose of the proposed task force and recommended that BAPPI recommend to the C/Rs approval of the revised main motion. CEMA continued to monitor its recommendation to BAPPI regarding the proposed APA Resolution in Support of Ethnic Minority Training in Psychology - APA Council of Representatives (C/Rs) New Business Item (NBI) #32B. In 2007, CEMA conveyed its strong support for the proposed APA policy statement and recommend that BAPPI present three suggested minor modifications as “friendly amendments” to the movers of the C/Rs item for consideration. CEMA continued to pursue collaboration efforts with the APA Committee on Legal Issues (COLI) and the APA Committee on International Relations in Psychology (CIRP). 19
OEMA COMMUNIQUÉ CEMA continues to be concerned about the under-representation of ethnic minorities at all levels of the editorial pipeline (reviewer to editor) of APA journals. CEMA awarded the Jeffrey S. Tanaka, Memorial Dissertation Award in Psychology to Dr. Christiane Blanco-Oilar for her dissertation research titled: Ethnic minority adolescents’ substance use and risky sexual behavior: The influence of child problem behavior, peer relations, and acculturation-related factors (University of Oregon, 2008). Members of the CEMA Dissertation Award Selection Subcommittee were Drs. Blume (chairperson), Weahkee and Harris. The Selection Subcommittee reviewed a record 44 abstract submissions from which three were selected as semi-finalists, who were required to submit their complete dissertation for review. The winner was selected from the three semi-finalist submissions. CEMA, in collaboration with the APA Committee on Socioeconomic Status (CSES), the APA Committee on Children, Youth, and Families (CYF), and the APA Committee on Women and Psychology (CWP), requested that BAPPI allocate two hours of 2009 convention time for a collaborative symposium on innovative strategies for reducing incarceration and recidivism. During the fall consolidated meeting, these groups discussed BAPPI’s convention theme Psychology and U.S. Correctional Systems and developed a symposium proposal that builds on that focus. CEMA approved the development of a future CEMA two hour symposium that would focus on social justice issues and ethnic minority children, youth, and families. CEMA felt that this would be an ideal topic for collaboration with BAPPI, CYF, CLGBTC, CSES, and Divisions 27 and 39. The session could address issues such as teaching tolerance, conflict resolution, community interventions and/or promoting “best practices.” CEMA expressed continued interest in collaboration with APA Committee on Legal Issues (COLI). One possible opportunity might be the development of a joint CEMA/COLI convention session in 2009 or 2010 related to human rights issues associated with psychological hardship assessment, asylum and hate crimes. GOAL IV:
Promote increased multicultural competence in psychology
CEMA hosted the presentation of the APA Richard M. Suinn Minority Achievement Award in Psychology during its convention social hour event. CEMRRAT2 Task Force member Frederick T. L. Leong, PhD, presented the award statue to the award winner: Western Michigan University’s Counseling Psychology Doctoral Program.
ASSOCIATION REPORTS CEMA provided feedback to the APA Committee for the Advancement of Professional Practice (CAPP) and the APA Board of Educational Affairs (BEA) regarding the proposed APA designation process for postdoctoral psychopharmacology education and training program. CEMA provided feedback to Ms. Sarah Jordan, APA Governance Affairs, regarding the proposed Guidelines Regarding Psychologists’ Involvement in Pharmacological Issues. CEMA reviewed and provided substantive feedback to the APA Committee on Children, Youth, and Families (CYF) on the proposed Draft APA Resolution on Prevention of Youth Obesity and Disordered Eating and Promotion of Healthy Active Lifestyles for Youth and Their Families. CEMA continues to support the need for an APA Disaster Preparedness and Response Plan and therefore endorsed the APA Policy and Planning Board (P&P) presentation of a discretionary funds request to the APA Board of Directors (B/Ds) to establish a task force charged to develop a plan. CEMA approved continued collaboration with the APA Committee for the Advancement of Professional Practice (CAPP). CEMA remains committed to the collaborative activities mutually agreed to by CEMA and CAPP, namely: Priority 1 Priority 2 Priority 3
Linking the needs of communities of color more directly with the interests and activities of state psychological associations. Establishment of a more systematic communication effort between the constituencies that CEMA and CAPP represent. Encouraging greater coordination between the Public Policy Office and the Government Affairs Office on advocacy efforts and issues of mutual concern. Development of a resolution encouraging state psychological associations to seek inclusion of multicultural training in continuing education and state licensure requirements.
Promote the use of psychological knowledge for the recognition, prevention, and education of racism.
CEMA approved collaboration efforts with Teachers of Psychology in Secondary Schools (TOPSS) on the proposed “Teaching Tolerance” project. In addition, CEMA planned to 21
OEMA COMMUNIQUÉ explore the possible development of an article addressing peace, tolerance, and trauma for submission to the American Psychologist. These two activities would use information/reports from the 2001 United Nation’s World Conference Against Racism, Racial Discrimination, Xenophobia, and Related Intolerance (WCAR) as reference materials and assist CEMA engage the Delegation’s proposed implementation plan by addressing priority items #4 and #11 of the plan. CEMA continued the development of its collaboration efforts with the APA Committee on International Affairs in Psychology (CIRP) related to the implementation of the Final Report of the APA Delegation to the 2001 United Nation’s WCAR, CEMA appointed Dr. Art Blume, Dr. Karen Y. Chen, and Dr. Anderson J. Franklin, to a CEMA/CIRP subcommittee to collaborate in the development of an implementation plan for the APA delegation’s report and the report of the APA Task Force on the WCAR Report. CEMA, in collaboration with the APA Committee on Children, Youth, and Families (CYF) presented a two-hour symposium at the 116 th APA annual convention in Boston, Massachusetts, titled Psychological Implications of Immigration and Customs Enforcement (ICE) Raids: Strategies to address mental health issues of immigrant children, youth, and families.” This session was chaired by Dr. Lydia Buki, University of Illinois, UrbanaChampaign, and included the following participants: (1) Dr. Melanie DomenechRodriguez, Utah State University, addressing the psychological fallout of U.S. Immigration and Customs Enforcement (ICE) raids and the trauma that can occur in families of deported persons; (2) Dr. José M. Cervantes, California State University, Fullerton, and Dr. Amaro J. Laria, Massachusetts School of Professional Psychology addressing the way in which psychologists can contribute to the legal response to ICE raids; (3) Dr. Carola SuarezOrozco, New York University, a researcher-clinician whose expertise is immigration-related trauma in families; and (4) Ms. Deehan “Day” Williams Al-Mohamed, who addressed the public policy implications. CEMA successfully acquired the donation of the necessary convention programming hours from APA Division 45 and BAPPI. CEMA and CYF were co-listed in the official APA program. CEMA, in collaboration with the APA Committees on Aging (CONA), Disability Issues in Psychology (CDIP), and Psychology and AIDS (COPA), presented a one-hour symposium titled, Best Practices of Integrated Care: Opportunities and Challenges, during the 2008 116 th APA annual convention in Boston, Massachusetts. This session was sponsored by BAPPI as part of its theme, Empowering Psychology's Contributions to Public Health through Policy and Practice. CEMA, CONA, CDIP, and COPA were co-listed in the official APA convention program. 22
ASSOCIATION REPORTS CEMA developed a draft “Tool Kit” outline as part of its formal implementation plan for the APA Resolution Requesting the Immediate Retirement of American Indian Mascots, Symbols, Images, and Personalities by Schools, Colleges, Universities, Athletic Teams, and Organizations, (adopted by the APA Council of Representatives on August 21, 2005). GOAL VI:
Promote and monitor an effective legislative advocacy agenda addressing ethnic minority concerns and their public policy implications -particularly, in the following domains: Managed care, welfare reform, immigration, anti-affirmative action initiatives, English-only legislation, bilingual education, re-authorization of the Indian Child Welfare Act, and increased ethnic minority training funds.
CEMA received legislative updates from the APA Public Interest Directorate Government Relations Office (PID/GRO) staff members, Day Al-Mohammad, JD, Daniel Dawes, JD, and Annie Toro, JD, MPH. The Committee was encouraged to consider legislative advocacy efforts that could include scheduled visits with Congressional leadership in their respective home districts. CEMA reviewed and offered substantive changes to the proposed ethnic minority advocacy goals and objectives outlined in the PID/GRO legislative advocacy plan. CEMA continues to pursue efforts to secure funding for InPsych training programs, and to increase the involvement of American Indian/Alaska Native psychologists - especially those involved with InPsych training programs - in future ethnic minority training funding advocacy efforts. CEMA thanked Dr. Diane Elmore for her assistance in the development of the following list of CEMA’s of priority issues for the Health People 2020 conference report: 1. 2. 3. 4. 5.
Extent to which the document plan will address health disparities in mental health; PTSD is not only restricted to war trauma; victims of urban violence also may warrant attention and consideration; Expand the definition of care-givers to include grandparents of color; Behavioral interventions for lifestyles, changes to disease; Multicultural competency is important and critical to the delivery of effective health and mental health services.
OEMA COMMUNIQUÉ Dissemination of Information The 2007 CEMA annual report was prepared in a pamphlet-style publication for distribution during the 116th APA annual convention and uploaded onto CEMA’s website. For more information on CEMA see: http://www.apa.org/pi/oema/projects.html.
CEMA Awards 2009 Tanaka Dissertation Award The APA Committee on Ethnic Minority Affairs (CEMA) during its Social Hour, at the 117th APA annual convention in Toronto, Ontario, Canada, presented its 2009 Jeffrey S. Tanaka, PhD, Memorial Dissertation Award in Psychology to Dr. Theresa Segura-Herrera for her dissertation research titled: An Examination of Psychological Well-Being for Latina/o Undergraduates. Dr. Segura-Herrera earned h e r d o c to r a t e f r o m t h e U n i v e r s i t y o f Wisconsin-Madison in Counseling Psychology in 2008, where she worked under the supervision of Dr. Theresa A. Segura-Herrera, PhD Alberta Gloria. Her dissertation detailed the process of developing the Latina/o Psychological Well-Being Scale, a culturally-centered and valid measure of the mental health of Latino/a undergraduate students. Her research interests include the psychological and educational experiences of racial and ethnic minority groups in the United States and strength-based, holistic understandings of psychological functions, particularly the expression of psychological health and symptoms. Currently, Dr. Segura-Herrera serves as an Assistant Professor in the Department of Counselor Education at Northeastern Illinois University in Chicago. CEMA’s Tanaka Award is named in honor of an outstanding scholar and psychologist of color whose career stressed the critical importance and relevance of the role of culture and ethnicity in the scientific understanding of behavior. Dr. Tanaka was actively involved in APA, where he was a Fellow of the Division of Evaluation, Measurement, and Statistics, and Member of the Divisions of Personality and Social Psychology, and the Society for the Psychological Study of Ethnic Minority Issues. He was CEMA chairperson-elect at the time
ASSOCIATION REPORTS of his death on November 3, 1992. CEMA established the Tanaka Award in 1993 to celebrate the most outstanding dissertation in psychology that focuses on those issues and concerns relevant to ethnic minority populations. The presentation of this award represents a part of CEMAâ€™s efforts to encourage research that will promote a better understanding of the complex issues facing communities of color. For more information about CEMA and/or the Tanaka award please go to: http://www.apa.org/pi/oema/projects.html#cema.
Capitol Hill Welcomes 25th Annual APA State Leadership Conference and Its Diversity Initiative Chris Williamson, OEMA Intern George Washington University The State Leadership Conference(SLC) met in the nationâ€™s capitol this past March with almost 600 psychology leaders in attendance from the United States, its territories, and Canada. Leaders in attendance included state, provincial, and territorial psychological association officials (SPTA), APA officials, and representatives of APA Graduate Students (APAGS). Many SPTAs also funded the attendance of numerous Diversity and Early Career Psychologist Delegates. The Convention granted these 600 leaders the opportunity to access their various Congressional members and their staffers during more than 300 meetings. The State Leadership Conference has been held in Washington DC. every year since its inception in 1984. Sponsored by the Practice Directorate of the APA, the SLC is intended to function as a place for the APA and its affiliated state, provincial, and territorial associations to meet with each other, as well as advocate for numerous mental health issues with national policy makers. At the Monday SLC Plenary Session, Donna Brazile, veteran Democratic political strategist and media political commentator, delivered a poignant message on the importance of advocacy. Her address centered around the Obama administration's attempts to stand resolute during the tumultuous economic times, focusing on health care and health care reform, especially for those who are out of work. With the new administration having settled in and beginning to establish policy, Brazile urged that now is the opportunity to bend the ear of all the policy makers willing to listen.
OEMA COMMUNIQUĂ‰ One component of SLC is the Committee of State Leadersâ€™ (CSL) Diversity Initiative. Originally established in 1999 through a combination of funding from APA's Commission on Ethnic Minority Recruitment Retention and Training in Psychology (CEMRRAT) and the Committee for the Advancement of Professional Practice (CAPP), the CSL Diversity Initiative encourages SPTAs to nominate ethnic minority psychologists to participate in the State Leadership Conference. The 2009 State Leadership Diversity Delegate and Friends initiative worked diligently to provide grants to states that provided a clear plan for developing diversity within leadership in their states even in the face of loss of $10,000 in CEMRRAT funding due to APA budget constraints that resulted in eliminating all CEMRRAT funding in 2009. In its 11 th year, the Diversity Initiative is still looking to involve more and more ethnic minority psychologists in membership and leadership roles throughout the SPTAs. From its second year, when thirteen delegates participated in the program, the initiative has grown to 26 delegates and a liaison in 2009. Due to budget constraints, the 2009 Diversity Initiative was funded by CAPP solely. For the 2009 State Leadership Conference, seven SPTAs will receive full-funding and seven SPTAs will receive partial-funding to send their diversity delegate to SLC. All partially funded Delegates will have their airfare paid by APA. In addition, fully-funded Delegates will be able to submit expense reports directly to APA for the balance of the $750 award. For the first time this year, Jennifer Kelly, PhD, currently the Director of the Atlanta Center for Behavioral Medicine and a member CAPP, led a program in order to provide seasoned Diversity Initiative delegates with pointers on how to both effectively advocate to their elected officials and their staff members, and to further strengthen their leadership skills.
ASSOCIATION REPORTS 2009 State Leadership Diversity Delegates The Committee for the Advancement of Professional Practice (CAPP) approved the recommendations of the Committee of State Leaders (CSL) for Diversity Delegates. The Committee of State Leaders is chaired by Dr. Gilbert Newman of California and the CSL Diversity Subcommittee is chaired by Dr. Dinelia Rosa of New York. This year14 nominations from SPTAs were received. The committee chose the following candidates for funding to this year's SLC.: Full Funding:
Maryam Bassir, PsyD – Alaska Sarah Burgamy, PsyD - Colorado Randal Horton, PsyD - Indiana DeVon Stokes, PhD – Nevada Judith Pilowsky, PhD – Ontario Margaret Joyal, MA – Vermont Carla Bradshaw, PhD – Washington State
Lisa McGill Linson, PhD - Arkansas Ree LeBlanc Gunter, PhD - Connecticut Carrie Crownover, PhD - Kansas Mabel Lam, PhD - Massachusetts Ricardo Gonzales, PhD - New Mexico Eleanor Gil-Kashiwabara, PsyD – Oregon Mark Coe, PhD – South Carolina
The Committee is also very pleased to announce that several SPTAs provided their own funding to send their Diversity Delegate to SLC. The efforts being made by these associations to further their diversity initiative is greatly appreciated. Diversity Delegates that were funded by their SPTAs were listed as such in the SLC materials, were invited to the Diversity Delegate dinner on Saturday, February 28th and the Diversity Delegate Orientation on Sunday morning, March 1st and were added to the Diversity Listserv. The following SPTAs fully funded their Diversity Delegate to attend the SLC: California Psychological Association New Jersey Psychological Association Ohio Psychological Association
OEMA COMMUNIQUĂ‰ Congratulations to New Members of Color on APA Boards! 2008 Board and Committee election ballot was sent to members of the 2008 Council on October 31. The election closed Monday, December 1. The ballots have been counted and the results certified by the Election Committee. The following members of color were elected, with terms beginning January of 2009. Membership Board Josephine D. Johnson, PhD Jose M. Cortina, PhD, PhD
Board for the Advancement of Psychology in the Public Interest Asuncion M. Austria, PhD
Policy and Planning Board Beverly Greene, PhD Board of Educational Affairs Joseph F. Aponte, PhD Celiane M. Rey-Casserly ,PhD
Board of Convention Affairs Sham in C. Ladhani, PsyD Richard M. Suinn, PhD
Committee for the Advancement of Professional Practice Larry C. James, PhD
Congratulations to Members of Color Elected as Division and SPTA Officers or C/R Representatives in 2009! The 2009 ballots to elect Division Officers and Division and SPTA Council Representatives were mailed on April 15. The ballots have been counted; and the results certified by the Election Committee. Individual tally sheets are available from the APA Elections Office upon request. The following members of color were elected. Division 16 Council Representative: Frank C. Worrell, PhD Division 17 V.P. for Science Affairs: Stephen M. Quintana, PhD Division 29 Professional Practice Domain Representative: Miguel E. Gallardo, PsyD
ASSOCIATION REPORTS Division 35 President-elect: Thema S. Bryant-Davis, PhD Council Representative: Jean Lau Chin, EdD Division 40 Council Representative: Jennifer Manly, PhD Division 42 Member-at-Large: June W. J. Ching, PhD Division 43 President-elect: George K. Hong, PhD Division 44 Council Representative: Beverly Greene, PhD Division 45 President-elect: Jean Lau Chin, EdD Member-at-Large: Melanie M. Domenech RodrĂguez, PhD and Jeffrey M. Ring, PhD Student Representative: Andrea A. Ballesteros Division 53 Member-at-Large: Yo Jackson, PhD Division 54 Member-at-Large: Celia M. Lescano, PhD Division 56 Member-at-Large: Diane T. Castillo, PhD Maryland Psychological Association Council Representative: Grady Dale, Jr., EdD New Mexico Psychological Association Council Representative: Michael R. Rodriguez, PhD Association of Virgin Islands Psychologists Council Representative: Chester D. Copemann, PhD Washington State Psychological Association Council Representative: John N. Moritsugu, PhD
OEMA COMMUNIQUÉ You Spoke, We Listened: The Communiqué Reader Satisfaction Survey Dennis R. Bourne, Jr., MA OEMA Program Officer As a part of its continuing efforts to serve and inform the readership of the Communiqué Newsjournal, the Office of Ethnic Minority Affairs issued the Communiqué Reader Satisfaction Survey. The survey gauged overall satisfaction with the publication and satisfaction with specific aspects, and requested basic demographic information of the readers. A copy of the survey was included in the August 2008 issue and available for online completion. More than 100 readers responded to the survey, but due to incomplete responses and other collection anomalies, 76 surveys were included in the analysis of the survey data. Analysis of the demographic items indicated that the majority of survey respondents (49%) were African American. The remaining responses came from Hispanic/Latino (25%), Asian-American (13%), American Indian (4%), and multi-racial (8%) readers. Most respondents worked in an academic (32%) or clinical setting (25%), with another 15% splitting their time between the two. Other responses came from researchers (12%), organization administrators or managers (8%), or readers in non-psychology related fields (4%). An overwhelming majority (87%) regularly receive the Communiqué by mail. Other modes of receipt, such as Internet (7%) or pick-up at conferences/meetings (4%), were less popular. Preliminary analysis of the satisfaction items was equally informative. Overall satisfaction with the Communiqué was very high, with 58% of respondents reporting they were satisfied and 31% reporting they were very satisfied. Only 3% indicated they were very dissatisfied. In elaborating on his/her response of overall satisfaction, one reader noted, "The Communiqué is always excellent and informative." Another reader, expressing his/her overall dissatisfaction, commented "The frequency makes much of the content irrelevant by the time it is received." Although ratings were still relatively high for the Communique's design and layout, this was an aspect where more respondents expressed more dissatisfaction than other aspects of the newsjournal. One reader, who was among the 21% who were either dissatisfied or very dissatisfied with the layout remarked, "The publication is very text dense…and would be more enjoyable with greater visuals and white space." Just the same, the majority of readers (79%) who responded expressed satisfaction with the design and layout. One such respondent described the newsjournal saying, "I love the size, I can put it in my purse and read it when I have an extra moment." 30
ASSOCIATION REPORTS As Figure 1 displays, the writing of the Communiqué is the aspect about which readers were most positive. This reflects their feelings about both the main articles and the special section. Nearly 93% of the respondents were either satisfied or very satisfied with the writing. Of the remaining 7% who expressed dissatisfaction, only 3% were very dissatisfied. In describing the articles, one reader said, "Some of the items I have read in the Communiqué I have found nowhere else." Another reader asserted that the newsjournal would benefit from "stronger articles that we can cite in our work." In other comments, the respondents made additional suggestions for expanding the utility and impact of the Communiqué, such as a blog that allowed readers to comment and interact or a yearly calendar and compilation of special sections.
OEMA COMMUNIQUĂ‰ We thank all of our readers who responded to the survey. Thank you also to all of those readers who have supported us in the past. We look forward to your continued support as we transition, along with all of APA's office publications, to an Internet publication. If any of you would like an opportunity to complete the survey log on to http://apa.communique-survey.sgizmo.com/.We need your feedback as we transition from print to exclusively electronic format.
PROJECTS AND PROGRAMS RECRUITMENT, RETENTION, & TRAINING OF PSYCHOLOGISTS OF COLOR Celebrating the Effectiveness of 2-year institutions in the APA/NIGMS Grant Project Sonja Preston, MSW OEMA Project Administrator The APA/NIGMS Grant, funded for the past 13 years, is now ending. Funded by a training grant through the National Institutes of General Medical Sciences, the APA/NIGMS Grant’s overarching goals were: (a) to establish five m ulti-institutional Regional C enters of Excellence in recruitment, retention and training students of color interested in biomedical research in psychology, each comprised by a major research institution and two minorityserving (one 2-year and one 4-year) institutions; (b) to develop specific methodology for strengthening linkages between each center’s major research institutions and its 2- and 4-year minority-serving institutions related to minority recruitment, retention and training; (c) to increase the number of students of color interested in pursuing biomedical research careers in psychology and improve these students’ rate of retention; and, (d) to facilitate the recruitment, retention, and training of the nation’s future biomedical researchers by disseminating the project’s findings, procedures and demonstration models and, documenting and evaluating the impact of the proposed systemic approach. As we look back on the innovations and activities, one notable area is the work of the participating 2-year colleges. President Obama, in his April 24, 2009 remarks on higher education stated “two-year community colleges are some of the great and undervalued assets of our education system” and challenged “every American commit to at least one year of higher education or advanced training.” With this, the President hopes that America will have the highest proportion of college graduates in the world and will invest “$2.5 billion to identify and support innovative initiatives that have a record of success in boosting enrollment and graduation rates”.
OEMA COMMUNIQUÉ With a new federal concentration on education, many believe President Obama’s educational goals can be accomplished through community colleges as they serve as an entryway for almost 50 percent of the nation’s college student population and attract and educate a multitude of students of color and people from lower-income backgrounds. In May, the Brookings Institution’s Metropolitan Policy Program released a policy brief entitled Transforming America’s Community Colleges: A Federal Policy Proposal to Expand Opportunity and Promote Economic Prosperity which recommends support of 2-year colleges to “ establish national goals and related performance measurement systems; provide resources to drive college performance toward those goals; stimulate greater innovation to enhance the quality of sub-baccalaureate education; and support data systems to track student and institutional progress and performance”. The APA/NIGMS Grant Project realized the importance and benefits of working with 2year colleges as an academic resource and is pleased with the innovations and activities these institutions undertook as they effectively worked to recruit, retain and train ethnic minority students pursuing behavioral and biomedical science training. Through the past thirteen years, the project involved the following community colleges: Chief Dull Knife Memorial College in Lame Deer; Montana and Fort Belknap College in Harlem, Montana; Miami Dade College in Miami, Florida; Prince George’s Community College in Largo, Maryland; Santa Monica College in Santa Monica; California; and Truman Community College in Chicago, Illinois. All of these colleges have served as an entry point to many successful students who have used this project as an introduction into the field of psychology. Of the project’s 667 total primary students who received intensive mentored research and/or participated in project activities and received funding, community college students represented a total of 135 students. Of those students, at least 60%to date have transferred to 4-year institutions. Below is a sampling of the activities undertaken by the APA/NIGMS project's 2-year institutions.
PROJECTS AND PROGRAMS RECRUITMENT, RETENTION, & TRAINING OF PSYCHOLOGISTS OF COLOR Dull Knife Memorial College, now known as Chief Dull Knife College, supported the Student Tutoring and Mentoring Program through the William TallBulll Community Education Center that included tutoring Native American students interested in biomedical research and/or human services. Fort Belknap College (FBC) developed a program that facilitated the transfer of new students into the then newly adopted pre-psychology program, and developed a series of meetings focused on academic advisement, student orientation, financial assistance and career planning. The project also collaborated with FBC’s Student Services Office to sponsor various social and Native American culturally-centered retention activities for all students, including scholarship application assistance and, family-night activities. In collaboration with the Director of Mental Health Careers and Opportunities Program (MHCOP), the project also compiled cultural resource information on the Gros Ventre and Assiniboine people of Fort Belknap that was utilized and integrated into FBC’s Human Services and pre-psychology curriculum. It also developed outreach brochures that were disseminated to local high school students in encourage attendance to FBC. Miami Dade College (MDC), Kendall Campus, developed: (a) A project website to inform and recruit interested students, (b) a 3-credit course entitled “Psychology for Career Adjustment” that explored career opportunities in psychology and related biomedical fields; (c) a lecture series with presentations concerning psychology research that highlighted the work of the University of Miami (UM) and Florida International University (FIU) faculty who conducted symposia held at MDC. MDC also collaborated with Florida International University and the University of Miami’s Psychology Research Initiatives Mentorship Experience (PRIME), the project’s regional program that provided mentored summer research internships for selected UM and FIU students, and developed a student organization for psychology majors. Also, to prepare students for research mentorships, MDC offered a Social Science Seminar for one-credit for students selected to participate in PRIME that focused on reviewing research methodology in psychology and the social sciences. Students who completed the summer PRIME research activity and continued working in the laboratory for independent research and honors/senior research courses received stipends for textbooks, materials and student fees for two consecutive semesters. Prince George’s Community College (PGCC) held the Science, Technology, and Research Training (START) Conference. The event, first held in 1999 was attended each year by approximately 150-200 students from local high schools and colleges. START focused on expanding students’ awareness of training and career opportunities in the areas of science, technology, and research and provided students a forum to present their research both 35
OEMA COMMUNIQUĂ‰ through oral and poster presentations. PGCC students also participated in regionallydeveloped summer research mentorship programs at the University of Maryland, College Park called Enhancing Research Training Opportunities for Ethnic Minority Students (ETEP) that involved 15 faculty from the Eastern Regional Center and offered a one to two year-long intensive mentored research experience with students presenting their research upon conclusion of their mentorship. Santa Monica College established a New Scholars Program(NSPP) which involved yearlong structured informational programming, collaborative regional activities, workshops, student advising and mentoring, discussion of career options and planning, assessment of student skills, development of personal statements for transfer, and academic planning and information focusing on transfer to a 4-year psychology program. Students who participated in NSPP were also encouraged to attend and participate in student research conferences, and workshops offered at the other participating regional academic institutions. Truman College was very successful in the development of a focused bio-psychological training program and workshop, and student participation in an electron microscopy laboratory experience. Truman College also established a bio-psychology course that was team-taught by psychology and biology faculty from Truman and Chicago State University (its regional project partner) and included visits to local major research university laboratories. The Truman project also collaborated with Chicago State University in the development of a joint Student Undergraduate Research (SURE) Project. SURE included an intensive six-week summer program that provided students an opportunity to improve research and related academic skills important to academic success and achievement. Efforts lead by Dr. Mahesh Gurung of Truman, focused on increasing research opportunities for students by collaborating with a variety of local programs and institutions including federal programs such as BRIDGES, Advancement to the Baccalaureate in Research Sciences (ABRS), the Technology Business Finance Program (TBFP), as well as the Truman-based Center for the Advancement in the Life Sciences (CALFS) and the Center for Science Success(CSS). Through such collaborations, Truman students were provided research opportunities in psychology, behavioral biology, biotechnology, molecular biology and optional biology. Another function of Trumanâ€™s CSS Center was the development of a database and monitoring mechanism to effectively track the academic progression of their participating students.
PROJECTS AND PROGRAMS RECRUITMENT, RETENTION, & TRAINING OF PSYCHOLOGISTS OF COLOR Several of the APA/NIGMS projects developed activities and programs that have been institutionalized at their respective institutions. While our funding has ceased, much of the work and innovations remain operative. Thus, we are hopeful that the impact of the project continues. For more information on the APA/NIGMS Project visit: http:/ /www. apa.org/pi/oema/programs/nigms.html.
The project wishes to thank the following Core Team Leaders of the 2-year institution’s Core Team Project Leaders Dr. Alan Berkey ( 1996 - 2004) Miami Dade College Ms. Sonia Bell (2006 - 2009) Prince George’s Community College Dr. Evelyn Diaz (2004 - 2006 ) Miami Dade College Dr. Arthur McDonald (1996 - 2001) Dull Knife Memorial College Ms. Billie Foote (2001-2004) Fort Belknap College Dr. Karen Gunn ( 1996 - 2009) Santa Monica College Dr. Mahesh Gurung (2005 - 2009) Truman College Dr. Robin Hailstorks (1996 - 2006) Prince George’s Community College
Promoting Psychological Research and Training on Health Disparities Issues at Ethnic Minority Serving Institutions (ProDIGS) Sonja M. Preston, MSW OEMA Project Administrator ProDIGS grants are awarded to early career faculty at predominately ethnic minority serving institutions for focused research activities related to the preparation of a federal or foundation funding proposal on health disparities. Supported thorough APA's Science Directorate's Academic Directorate's Academic Enhancement Initiative and administered by Office of Ethnic Minority Affairs (OEMA) in collaboration with the APA Minority Fellowship Program (MFP), ProDIGS has provided over $235,000 total funding to 33 grantees since 2002. ProDIGS seeks to increase the capacity of ethnic minority serving postsecondary institutions and faculty to engage in health disparities research and encourages student involvement in health disparities research training at early levels of the educational pipeline. Funds for pilot research range from approximately $5000 to $6500. It is expected that 37
OEMA COMMUNIQUĂ‰ awardee's efforts will culminate in the submission of a research funding proposal to a federal funding agency or foundation within 24 months after receipt of the award. Grantees attend a week-long professional development institute coordinated by MFP that provides networking opportunities with selected federal agencies, mentoring by federal and foundation representatives and academic researchers, and seminars on grant writing and specific areas of research with the goal of providing focused information to further advance grantee's research projects. This year ProDIGS grants were awarded to the following persons: Kisha Braithwaite Holden, PhD, Assistant Professor at Morehouse School of Medicine and Associate Director for Community Voices for the Underserved, was awarded $6500.00 for her research project focused on Understanding Depression among Diverse African American Women. Dr. Holden's project will involve a diverse cross-section of 60 low, middle and upper income African American women over the age of 18 from the greater Atlanta metro area and utilize Master's of Public Health students to explore (a) the relationship between depressive symptoms and the prevalence Kisha Braithwaite Holden, and predictors of increased vulnerability as indicated by PhD psychological factors such as cognitive style, self concept, stress, and socio-cultural factors; and, (b) develop culturally relevant strategies to increase understanding of depression. Elizabeth Diane Cordero, PhD, from San Diego State University (SDSU), Imperial Valley proposed research on Latinas, Body Image, and Breast-Cancer Surgery that will explore the impact of perceptions of beauty, self-esteem, and familiarity on attitudes and opinions of Latinas who have mastectomy scars and determine whether decisions regarding methods of treatment are influenced by identified sociocultural phenomena. The study will utilize a sample of Latino/a undergraduate students from SDSU and Imperial Valley community members at least 18 years Elizabeth Diane Cordero, PhD of age who will be exposed to randomly assigned photographs of famous and non-famous Latinas with and without mastectomy scars. SDSU undergraduates will be recruited to assist with the 38
PROJECTS AND PROGRAMS RECRUITMENT, RETENTION, & TRAINING OF PSYCHOLOGISTS OF COLOR execution of the project and will complete an online tutorial on appropriate research techniques and research ethics when working with human subjects. Dr. Cordero will receive $5220 for her research. Sara Chiara Haden, PhD, Assistant Professor at Long Island University was awarded $6,000 for her proposal entitled Community Violence Exposure Prevalence and Outcomes among Urban Young Adults. Dr. Haden's multi-phased research seeks to "expand the research on risk and protection factors related to adverse mental health outcomes of exposure to community violence". The study will involve 60 young adults aged 18-24 residing in identified urban areas, and include psychophysiological measures of heart rate and salivary cortisol while subjects are exposed to increased stress. The specific goals of the overall project are to evaluate the prevalence and severity of differing forms of community violence Sara Chiara Haden, PhD exposure of young urban adults, assess and predict outcomes related to community violence, and test the extent to which perceptions of social support and coping styles are related to community violence exposure. Kevin L. Nadal, PhD, Assistant Professor and Deputy Director of the Forensic Mental Health Counseling Program at the John Jay College of Criminal Justice City University of New York proposed a study on Mental Health Impacts of Microaggressions that seeks to develop quantitative measures of racial microaggressions for the encouragement of future studies on the detrimental impact of such actions. The study will initially utilize approximately 150 respondents recruited online to complete an open-ended survey whose results will be used to develop a second questionnaire that will be disseminated to approximately 300-400 individuals to test for correlation and construct validity. Assistance will be provided by two Masters' level students in forensic 39
Kevin L. Nadal, PhD
OEMA COMMUNIQUÉ and counseling psychology who will perform research tasks associated with the study including recruitment of participants, dissemination and data collection, data entry, attend research meetings and other related tasks. Dr. Nadal was awarded $6500.00. For more information on ProDIGS, to: http://www.apa.org/pi/oema/programs/prodigs_home.html.
2009 Suinn Award Winner Dennis R. Bourne, Jr. MA OEMA Program Officer On August 6, 2009 the CEMRRAT2 Task Force will present its Suinn Minority Achievement Award. Named for Richard M. Suinn, PhD, past APA President, the award is given to departments of psychology that have demonstrated excellence in the recruitment, retention, training, and graduation of ethnic minority students. This year’s winner is the University of Kansas’ Clinical Child Psychology Program. The award ceremony will take place during the APA Committee on Ethnic Minority Affairs Social Hour, at 5:00 pm in the Caledon Room of the Intercontinental Toronto Centre Hotel, at the 117th Annual APA Convention in Toronto, Ontario, Canada. Suinn Award Sculpture
The following is a brief profile of the selected program: University of Kansas Clinical Child Psychology Program Program Director: Michael C. Roberts, PhD Nominating Student: Sangeeta Parikshak 1. 2. 3. 4.
Ethnic minorities represent 38% (10 out of 26) of students currently enrolled. Ethnic minorities represent 31% (50 out of 163) of students enrolled in the past five years. Ethnic minorities represent 21% (6 out of 29) of students who have earned doctoral degrees in the past five years. Program actively seeks targeted scholarships, fellowships, and other sources of financial support for all ethnic minority students. 40
PROJECTS AND PROGRAMS RECRUITMENT, RETENTION, & TRAINING OF PSYCHOLOGISTS OF COLOR 5. 6. 7.
All students are required to take a diversity course, and all courses include a consideration of issues related to ethnic minority populations. Over the past five years, faculty/student collaborations produced more than 25 papers and book chapters, on which ethnic minority students were co-authors. Ethnic minority students represent an average of 31% of each enrollment class for the program, compared to 12% for the entire university.
The Task Force also wishes to congratulate the Clinical Psychology Program at The University of South Dakota, which was selected for honorable mention for the 2009 Suinn Award. The program is led by Barbara Yutrzenka, PhD and was nominated by Denise Y. Garcia Sevilla. For more information on the Suinn Award visit: http://www.apa.org/pi/oema/programs/cemrrat2.html.
PSYCHOLOGY AND RACISM Durban II: World Conference Against Racism (WCAR) Reconvenes in Geneva Isaac Rosen, OEMA Intern George Washington University The UN's Durban Review Conference (or â€˜Durban II') was held April 20-24, 2009 in Geneva, Switzerland. The conference was charged with assessing and accelerating progress made towards meeting the recommendations and goals of the 2001 UN World Conference Against Racism (WCAR) held in Durban, South Africa (available as annotated by APA) at: http://www.apa.org/pi/oema/programs/pandr_wcar_apa.html. Background The first WCAR conference took place in 1978 in Geneva, as well as the second, in 1983. These two conferences included a focus on the apartheid rule in South Africa. The third WCAR conference in 2001, was held in Durban, South Africa as a triumphant nod to the accomplishments made in the country in eradicating apartheid and establishing a multiracial state. The American Psychological Association sent a delegation to the 2001 WCAR conference in Durban, South Africa. This was a historic achievement, as it was the first time the APA sent a delegation to a major UN meeting since being granted special NGO status in 2000. Dr. Corann Okorodudu was appointed the head of the APA delegation. The other delegates represented APA's Committee on International Relations in Psychology, Committee on Ethnic Minority Affairs, Office of Ethnic Minority Affairs, and the Society for the Psychological Study of Social Issues (Division 45 and NGO team. This delegation was successful in getting language related to psychology, mental health, and racism in the primary product of the conference, the WCAR Declaration and Programme of Action. That document was approved by the UN General Assembly with a vote of 137 nations for, two against and two abstentions. The United States, alongside Israel, 42
The APA 2001 WCAR delegation: (L to R) Corann Okorodudu, Anderson J. Franklin, Bertha G. Holliday, William Parham , Them a Bryant-Davis. Not shown: James S. Jackson
PROJECTS AND PROGRAMS PSYCHOLOGY AND RACISM voted against approval believing that Israel's relationship with the Palestinian people was unjustifiably maligned at WCAR. Similar concerns were expressed by some APA members when the APA WCAR delegation submitted its report to the APA Council of Representatives. In response to these concerns, APA annotated the approved WCAR Declaration and passed three resolutions on: (a) Anti-Semitic and Anti-Jewish Prejudice [http://www.apa.org/pi/antisemitic_jewish_prejudice.pdf]; (b) Prejudice, ,Stereotypes and Discrimination [http://www.apa.org/pi/prejudice_discrimination_resolution.pdf]; and( c) Religious, Religion-based and/or Religion-Derived Prejudice [http://www.apa.org/pi/religious_discrimination_resolution.pdf]. The report of the APA WCAR Delegation also was eventually ‘received' by Council and the Council further urged that the report be used by others in developing and implementing specific related action strategies. The Durban II Process The Durban Review Conference was authorized by the UN General Assembly in 2006, which also authorized that the UN Council on Human Rights serve as the conference preparatory committee. Ths committee identified the conference’s major objectives: 1.
To review progress and assess implementation of the Durban Declaration and Programme of Action (DDPA)…in order to foster the implementation of the Durban Declaration and Programme of Action; To assess the effectiveness of the existing Durban follow-up mechanisms and other relevant United Nations mechanisms…in order to enhance them; To promote the universal ratification and implementation of the International Convention on the Elimination of All Forms of Racial Discrimination and proper consideration of the recommendations of the [UN] Committee on the Elimination of Racial Discrimination; To identify and share good practices achieved in the fight against racism, racial discrimination, xenophobia and related intolerance.
Although these objectives were not particularly controversial, the Council was. It was chaired by Libya, and its rapporteur and vice-chair was Cuba. Some, including Israel who along with the U.S. had walked out of the 2001 WCAR, immediately argued that such leadership would result in a biased conference in which Israel would be singled out as ‘racist’, This claim gained increased credence when an Arab nation was considered a possible site for the 43
OEMA COMMUNIQUÉ conference. Although Geneva was selected as the conference site, many NGO sponsors and a few nations wished to avoid the ‘anti-Semitism’ controversy of the 2001 conference and chose not to send delegations to Durban II. The U.S. government and APA were two of these. APA did however send a report of (a) its efforts in support of DDPA; (b) a listing of specific items in DDPA that could be advanced by psychological research, and ( c) psychology’s recommendations of best practices related to racism and other forms of discrimination. The Durban II process also included the holding of preparatory regional meetings. The Asia meeting was in Bangkok in February 2008; the Latin America meeting was in Brasilia in June 2008; and the Africa meeting was in Abuja, Nigeria in August 2008. A series of ‘preparatory committee’ meetings were also conducted at the UN in Geneva, during which drafts of the Durban II document were prepared. Also a speech during Durban II by the Iranian President sparked the walk-out of several nations. The Durban II Outcome Document This draft document consists of 143 numbered paragraphs divided into 5 sections, 4 of which parallel the above noted conference objectives. The fifth section is titled “ Identification of further concrete measures and initiatives…for combating and elimination all manifestations of racism…in order to foster the implementation of the DDPA and to address challenges and impediments hereto…”. The Durban II Outcome Document is available at: http://www.un.org/durbanreview2009/pdf/Durban_Review_outcome_document_En.pdf.
PUBLIC POLICY AND ADVOCACY APA Public Policy Update: Ethnic Minority Issues Daniel E. Dawes, JD Senior Officer, Legislative & Federal Affairs APA Public Interest Government Relations Office Health Disparities in Health Reform Legislation Public Interest Government Relations Office (PI-GRO) efforts, predicated by a special issue of the Communiqué Newsjournal produced jointly by APA’s Office of Ethnic Minority Affairs and PI-GRO, culminated in significant attention to health disparities in congressional health care reform efforts. During their advocacy for health reform, PI-GRO staff has made a direct appeal to both the Secretary of Health and Human Services, Kathleen Sebelius, and the Director of the White House Office of Health Reform, Nancy-Ann Deparle, at a critical health care reform meeting at the White House focusing on health and health care disparities. In addition, PI-GRO has been leading a national working group on health disparities and health reform that includes over 150 national coalitions and organizations dedicated to reducing and eliminating disparities in health status and health care. PI-GRO will continue to lead this effort and work with these partners to ensure that health reform legislation includes comprehensive health disparities provisions related to mental health and mental health care, gender identity, sexual orientation, disability, racial and ethnic minorities, rural health, HIV/AIDS, gender, national origin, and poverty. Focus will continue on the House Tri-Committee bill to ensure that it includes stronger provisions from the TriCaucus (i.e., the congressional caucuses for Blacks, Hispanics and Asian Americans /Pacific Islanders) comprehensive health disparities bill – the Health Equity and Accountability Act of 2009. Focus will also turn to the Senate Finance Committee bill, the only remaining bill to be introduced. African American Youth Resilience On May 7, Congressman Alcee Hasting (D-FL) introduced in the House of Representatives the Resolution on Fostering Resilience in African American Youth. PI-GRO staff drafted and led the efforts surrounding this resolution, which reflects the work of APA’s Task Force on Resilience and Strength in Black Children and Adolescents. The resolution promotes a number of steps related to research on resilience, well-being, and health in African American children and adolescents, including coordination among federal research agencies and the inclusion of culturally relevant guidelines in related requests for proposals. Furthermore, the resolution emphasizes the need for interdisciplinary partnerships to adapt, disseminate, and implement culturally relevant, evidence-based practices that focus on resilience in African 45
OEMA COMMUNIQUÉ American communities. The American Academy for Child and Adolescent Psychiatry, Bazelon Center for Mental Health Law, and Mental Health America also endorsed the resolution, and PI-GRO will continue to advocate for passage of this important legislation. The Indian Health Care Improvement Act Amendments of 2009 PI-GRO staff has been actively engaged in advocacy efforts to build support for passage of the Indian Health Care Improvement Act. PI-GRO staff will continue to work to ensure passage of this important legislation that would lay the foundation for providing much-needed health care services in Indian Country. The Act would establish a comprehensive mental and behavioral health prevention and treatment program and authorize research grants to identify and understand the incidence and prevalence of mental and behavioral health problems in AI/AN communities For more information on APA public policy efforts related to ethnic minority communities, go to http://www.apa.org/ppo/issues/pethnic.html
Latino Advocates and APA Urge Community Involvement in the Development of National Healthcare Policy A number of Hispanic Federation affiliates along with non-affiliated partners met in Washington, DC on Wednesday April 29, 2009 with Jeff Crowley, Director, White House Office of AIDS Policy, Mariano-Florentino Cuéllar, Director, White House Policy Working Group and Stephanie Valencia, Associate Director, White House Office of Public Liaison to discuss the important issue of community involvement in the development of both the National AIDS Strategy and National Healthcare Reform Policy. The meeting, held in the Executive Office Building, is the second in what the community leaders hope will be an ongoing process of exchanges between the community leadership and the Administration. In this meeting, Hispanic Federation’s Washington DC Director of Advocacy, James Albino outlined a program that provided the administration a thorough snapshot of the HIV/AIDS crisis in the community, the community’s response including the expansion of the Latino/Hispanic Awareness Day campaign and the development of a National Latino/Hispanic AIDS Agenda. Community partners Robert Contreras, Deputy Director from Bienestar in Los Angles and Catalina Sol, Director of HIV/AIDS service at
PUBLIC POLICY AND ADVOCACY La Clinica del Pueblo in DC helped painted a broader picture by providing community-level data and shared anecdotal experiences in working with incarcerated populations as well as the impact the current immigration debate has been in working with undocumented, high-risk populations. Daniel Dawes of the American Psychological Association and Esther Garcia of Healthcare for America Now, two of the Federation’s National Partners then delineated the collaborative effort to ensure that all Health disparities – Access to Healthcare, Culturally and Linguistically Appropriate Care, Transportation and others, become part of the Administrations’ overall National Healthcare Reform plans.
Graduate Psychology Education Program Authorizing Bills Introduced in U.S. Senate & House The APA Education Government Relations Office is pleased to announce that legislation specifically authorizing the Graduate Psychology Education program (GPE) has been introduced in both the U.S. Senate and U.S. House of Representatives. GPE is the nation’s only federal program solely dedicated to psychology education and training. Since its inception, there have been 70 grants in 30 states, including the District of Columbia, for a total of almost $24 million. The Senate Bill (S. 811) was introduced on April 2nd by Senator Daniel Inouye (D-HI) and the House Bill (H.R. 2066) was introduced on April 23rd by Reps. Gene Green (D-TX) and Tim Murphy (R-PA). The program has been funded under a general authority out of the Bureau of Health Professions in the Department of Health and Human Services (HHS). Passage of S.811 and H.R. 2066 would amend the Public Health Service Act and enact into law the establishment of the GPE Program, thus securing federal support for graduate psychology education and training (i.e., the GPE Program would have its own line item for funding within the HHS annual federal budget). It would allow and ensure that the Secretary of HHS is able to award grants, cooperative agreements and contracts to accredited doctoral, internship and residency programs in psychology for the development and implementation of programs to provide interdisciplinary training in integrated health care settings to students in doctoral psychology programs with a focus on the needs of underserved populations.
OEMA COMMUNIQUÉ U.S. House Health Care Reform Legislation Draft Dennis R. Bourne, Jr., MA OEMA Program Officer On June 19, the Chairmen of the House Ways and Means, Energy and Commerce, and Education and Labor Committees unveiled their discussion draft for health care reform legislation. The proposed reforms would reduce costs, and improve choices and competition for consumers. It would also ensure that nearly every American is covered by an affordable health care plan that offers quality, standard benefits by 2019. The major benefits of the proposed health care plan include: • No co-pays or deductibles for preventive care • Yearly cap on out-of-pocket expenses • No rate increases based on pre-existing conditions, gender, or occupation • Collective buying power of a national pool for purchasing individual plans • Guaranteed and affordable child dental and vision care • Ability to maintain current doctor and plan • Additional plan options, including a competitive public health insurance plan • No coverage denials for pre-existing conditions • No lifetime limits • Health care decisions made by doctors • Increase in pipeline and salaries for family medicine workforce The plan achieves these reforms through the creation of: • Health Insurance Exchange (transparent and functional marketplace for individuals and small employers to comparison shop among private and public insurers) • Public health insurance option (self-sustaining alternative to the private insurers that operates on a level playing field and is financed only by its premiums) • Guaranteed coverage and insurance market reforms (safeguard against discriminatory refusal of coverage due to personal characteristics, including health status) • Essential benefits (a benefit package developed by an independent advisory committee and based on standards set in the law) • Sliding scale affordability credits (discount designed to make insurance premiums affordable, reduce cost-sharing, and ensures access to care) • Spending caps (annual out-of-pocket spending limit that prevents bankruptcies from medical expenses)
PUBLIC POLICY AND ADVOCACY •
• • • •
Expansion of Medicaid (fully federally-financed increase in reimbursement rates for providers of care for low-income children, and individuals with disabilities or mental illnesses) Improvement in Medicare (reform of delivery system and Part D drug program, elimination of cost-sharing for preventive services, and improvement of subsidy and physician payment programs) Individual responsibility (person-level accountability for obtaining and maintaining health insurance coverage, including an income-based penalty for non-compliance) Employer responsibility (option of providing coverage that meets minimum benefit and contribution requirements or contributing funds on their behalf) Government responsibility (commitment to ensure every American can afford quality health insurance, by enacting and overseeing provisions of the plan) Expansion of community health programming (improvement of community health centers and preventative care services, and use of these programs to assess and address disparities) Expansion and improvement of workforce (increase of the National Health Service Corporation, increase training, support and diversity of medical care professionals pipeline) Reduced spending (investment in prevention and wellness measures, improved payment accuracy and simplify bureaucratic processes to eliminating overpayments and prevent waste, fraud and abuse)
To read a full copy of the Discussion Draft, visit: http://edlabor.house.gov/documents/111/pdf/publications/DraftHealthCareReform-BillTe xt.pdf
Americans With Disabilities Act (ADA) Amendments of 2008 Signed by the President On September 25, 2008, the President signed the Americans with Disabilities Act (ADA) Amendments Act of 2008 The Act emphasizes that the definition of disability should be construed in favor of broad coverage of individuals to the maximum extent permitted by the terms of the ADA ,and generally shall not require extensive analysis. Consequently, the Act rejects both the findings of several Supreme Court decisions and portions of EEOC's ADA regulations that left people with epilepsy, diabetes, cancer and mental illness without ADA protections.
OEMA COMMUNIQUĂ‰ The changes mandated by the 2008 Amendments will serve to make it easier for an individual to establish that he or she has a disability within the meaning of the ADA.. In the past, many people with mental illnesses have been denied protection under the ADA because they use medication, therapy, behavioral or neurological modifications, or other measures to control the effects of their disabilities. The 2008 Amendments provide that people with disabilities will not lose their coverage under the ADA simply because their condition is treatable with medication or can be addressed with the help of assistive technology. The 2008 Amendments also provide improved coverage for episodic impairments. Many people with mental illnesses have been denied protection under the ADA because their impairments are episodic. This bill would ensure that an episodic impairment counts as a disability as long as it would meet the test for a disability when it is active. The Amendments provide broader protections for people who are subjected to discrimination because they are regarded by others as having a disability. The bill makes it much easier for individuals to obtain protection under the ADA by showing that they were "regarded as" having a disability. The 2009 Amendments became effective on January 1, 2009. In June 2009, the U.S. Equal Employment Opportunity Commission (EEOC) issued a Notice of Proposed Rulemaking related to review of its revised regulations to bring its ADA regulations in conformity with the 2008 Amendments. For more information on the implications of the 2008 Amendments in the workplace, go to: http://www.jan.wvu.edu/bulletins/adaaa1.htm. For information on enhancing interactions with persons with disabilities in human services and education and training settings, go to: http://www.apa.org/pi/disability/homepage.html.
Joint Center Health Policy Institute to Be Honored by Congressional Black Caucus for Leadership on Health Equity Issues WASHINGTONâ€”The Joint Center for Political and Economic Studies Health Policy Institute, will be recognized with the 2009 CBC Spring Health Braintrust Leadership in Advocacy Award on Tuesday, April 28, at a Congressional Black Caucus Awards Luncheon at the Ritz-Carlton Hotel in Washington.
PUBLIC POLICY AND ADVOCACY HPI and its Vice President, Brian D. Smedley, PhD, will be honored for the Institute’s work aimed at improving health care access for all citizens and for “helping shape policy agendas toward eliminating health disparities,” according to Congresswoman Donna M. Christensen (D-VI), chair of the CBC Health Braintrust. HPI's mission is to ignite a Fair Health movement that gives people of color the inalienable right to equal opportunity for healthy lives. The Joint Center for Political and Economic Studies is one of the nation's leading research and public policy institutions and the only one whose work focuses on issues of particular concern to African Americans and other people of color. For more information about Joint Center visit its web site at http://www.jointcenter.org/.
FOR YOUR INFORMATIONâ€Ś and Pakistan in 1947 and became a lifelong advocate of diversity and work to improve cross-cultural understanding. Dr. Khanna came to the United States on a Fulbright Fellowship in 1953 Jaswant L. Khanna, PhD and obtained his PhD in Clinical Psychology from the University of Colorado in 1956. He has been a Professor in the Department of Psychiatry at University of Tennessee, Memphis since 1961. His family was the first family of East Indian origin to move to Memphis in 1961. He has held university appointments at Punjab University, The University of Colorado and LeMoyne Owen College. His work has spanned a wide range of professional interests including group psychotherapy training, clinical hypnosis, cross-cultural psychology, transpersonal psychology and evaluation projects. He has published three books, numerous book chapters and participated in diverse regional, national and international psychology symposium. He has been active in Diversity Memphis and numerous community groups. He served a facilitator of race relations groups, involving the Memphis Police Department and Memphis' African American leadership following the assassination of Dr. Martin Luther King, Jr. He also was long-time chair of the Tennessee Psychological Association's Committee on Ethnic Minority Affairs. He is survived by his second wife Bess Khanna, his daughter, Dr. Mukti Khanna of Olympia,
Obituaries John J. Echeverry, PhD John Echeverry died Thursday, August 28, 2008 of colon cancer. He was 54 years old. John had been associated with George Washington University since his graduation from the Clinical/Community Psychology Program at the University of Maryland in College Park. He was a Research Scholar with appointments in the Departments of Psychology, Psychiatry, and Behavioral Science at GWU. He was the Principal Investigator on a National Institute of Drug Abuse Senior Research Fellowship focused on club drug use among gay and bisexual men. His research contributions have also included the study of mood disorders as well as cross-cultural research about the resilience of homeless street youth in Colombia and the United States. John was a member of the APA Minority Fellowship Program Advisory Committee for several years. He was an active supporter of community-based Latino health programs and of the Latino Arts community. He was a Board Member of Nueva Vida, an organization to prevent cancer among Latinas.
Jaswant L. Khanna, PhD Dr. Jaswant Lal Khanna was born in Lahore, India on July 5, 1925 and made his transition from this life on July 13, 2009. Dr. Khanna survived the partition of India 52
FOR YOUR INFORMATION work in the executive responsibilities of shap ing policies and plans for CDC/ATSDR, including overseeing the organizational improvement activities. Dr. Arias has been at CDC since 2000 at the National Center for Injury Prevention and Control.
Washington and son, Dr. Kanwal Khanna of Modesto California, as well as two grandchildren, Deven and Jacqueline. He also leaves two brothers and two sisters in India. In lieu of flowers, donations may be made to either India Development Relief Fund (www.idrf.org), Diversity Memphis (www.diversitymemphis.org), or a charity of your choice.
Division 45 Names Austria the Thomas Award Winner
Division 45 awarded Asuncion Miteria Austria, PhD, professor and chair at Cardinal Stritch University, the Charles and Shirley Thomas Award for her significant contributions in the area of student mentoring and development, and making psychology responsive and relevant to the needs of the ethnic minority community.
OEMA's Program Officer Receives Masters Degree
Dennis R. Bourne, Jr., MA
In May 2009, Dennis R. Bourne, Jr. received a Masters in Counseling Psychology from Regent University. He plans to pursue a PhD with the intent of becoming a practitioner. Well done Dennis!
Boulon-Diaz Named APPR President France Boulon-Diaz, PhD was elected President of the Asociacion de Psicologia de Puerto Rico (APPR). After counting the ballots and certifying the tally, the APPR Election Committee recently announced the results of a special election, held November 14 through December 29, 2009. Dr. Boulon-Diaz's term will begin immediately.
Ileana Arias New Acting Deputy at U.S. Centers for Disease Control Ileana Arias, PhD has been detailed to the position of Acting Deputy Director for the U.S. Centers for Disease Control Agency for Toxic Substances and Disease Registry CDC/ATSDR. In this role, she will serve as principal advisor to the Administrator on all scientific and programming activities of CDC/ATSDR. As Acting Deputy, she will
NIDA Taps Boyce for Branch Chief On March 1, 2009, Cheryl Anne Boyce, PhD assumed the position of Chief of the 53
OEMA COMMUNIQUÉ WebMD Calls Delgado A 2008 Health Hero
National Institute on Drug Abuse’s (NIDA) Behavior and Brain Development Branch. Boyce also serves as the Associate Director for NIDA’s Child and Adolescent Research in the Division of Clinical Neuroscience and Behavior.
WebMD announced its recognition of Dr. Jane L Delgado as a 2008 Health Hero, one of four people hailed as ordinary Americans who are doing extraordinary things for the health of others. Dr. Delgado, a psychologists, was recognized for her work as President and CEO of the Health and Environment Action Network.
Boyd Promoted To Full Professor Beth Boyd, PhD was promoted to full professor in the Psychology Department at the University of South Dakota.
Elena Flores Now Full Professor Elena Flores, PhD was promoted to full professor at the University of San Francisco Counseling Psychology Department, School of Education
Castillo Awarded U. S. Department of Education Grant Dr. Linda Castillo from Texas A&M University was awarded a second 6-year, $2.7 million "Gaining Early Awareness and Readiness for Undergraduate Programs" (GEAR UP) grant from the U.S. Department of Education. This grant will fund work with local low-income middle school students in the A&M area.
Bernadette Gray-Little Next University of Kansas Chancellor Psychologist Bernadette Gray-Little, PhD has been selected to be the new chancellor of the University of Kansas, effective August 15, 2009.
Crownover New APA CSL Diversity Liaison Greene Receives Contributions Award
Carrie Crownover, PhD has been selected as 2009-2010 Diversity Liaison-Elect for the APA Committee of State Leader.
Dr. Beverly Greene was named the recipient of the 2009 Distinguished Contributions to Psychology in the Public Interest Senior Career Award, recognizing
FOR YOUR INFORMATION her contributions to research and public policy relating to women, race and ethnicity, and sexual orientation.
appointed as a David B. Larson Fellow in Health and Spirituality at the Library of Congress beginning August 2009. Parks’ research will focus on the relation of religiousness and spirituality to physical, mental, and social health.
MPA Names Johnson 2009 Distinguished Psychologist
Native Woman Nominated To Head Indian Health Service
At the recent Annual Meeting of the Michigan Psychological Association, Josephine Johnson, PhD was the recipient of the MPA Distinguished Psychologist Award. Johnson is a past MPA President and currently serves as that Association’s Federal Advocacy Coordinator.
President Barack Obama nominated Yvette Robideaux, a Lakota woman and member of the Rosebud Sioux tribe, to lead the United States Indian Health Service (IHS). If confirmed by the Senate, she will be the first Native woman to take charge of the IHS. Dr. Roubideaux is currently an Assistant Professor at The University of Arizona College of Medicine.
2009 Stanley Sue Award Goes to Leong APA Division 12 presented its 2009 Stanley Sue Award for Distinguished Contributions to Diversity in Clinical Psychology to Frederick T. L. Leong, PhD. The Sue Award honors psychologists who have m ade rem arkable contributions to understanding diversity, overcoming prejudice, and enhancing the quality of life for humankind. The award will be made at the 2009 APA Annual Convention in Toronto.
Steele to Become Columbia Provost Claude M. Steele, a psychology professor at Stanford University, was named as the next provost of Columbia University. Steele’s research on stereotypes and self-identity has been widely read and discussed by educators hoping to close socioeconomic gaps in educational achievement.
Library of Congress Appoints Parks As Larson Fellow Van Kirk Receives Stanback-Stroud Award Fayth M. Parks, PhD, a licensed psychologist and associate professor at Georgia Southern University, has been
The Academic Senate conferred the 2009 Stanback-Stroud Diversity Award on Jaye 55
OEMA COMMUNIQUĂ‰ Van Kirk, a professor of Psychology at San Diego Mesa College, to honor her work to improve the quality of education received by historically underserved students on her campus and in her field.
networking opportunities, and extensive community building among selected participants. To receive more information or assistance regarding the SACN A S Leadership Program and the Summer Leadership Institute, contact Nick Mucha, Director of Programs, at (toll free) 877-SACNAS-1, ext. 224 or, visit http://www.sacnas.org/leadershipSummer. cfm.
White Receives Honorary Degree The University of Minnesota conferred an honorary degree upon Dr. Joseph L. White, professor emeritus at University of California S Irvine. The degree, a Doctor of Laws, honored Whiteâ€™s eminence in cultural affairs, public service, and advancement of knowledge and scholarship.
Announcing The Chicago School of Professional Psychology Post Doctoral Fellowship in Latino Mental Health and Multicultural and Diversity Studies, 2009-2010 The Chicago School of Professional Psychology partners with local, community service agencies to sponsor a one-year, full-time post-doctoral training program in academic and community leadership. The Center for Latino Mental Health and the Center for Multicultural and Diversity Studies aim to develop leaders in the field who are both clinically skilled as well as prepared for leadership and administrative roles in an academic or community setting. We are seeking one (1) to two (2) Post-Doctoral Fellows, interested in further developing their clinical skills, research abilities, community-based leadership capabilities, and higher education administrative experience. These are one-year, full-time positions that meet licensure requirements. Fellows complete two, half-time, full-year rotations, one in an
Research & Training Issues Scholarships, Fellowships, Grants, and Institutes Advancing Hispanics/Chicanos & Native Americans in Science (SACNAS) Summer Leadership Institute The SACNAS Summer Leadership Institute is the premier training module for underrepresented minority (URM) scientists interested in amplifying their leadership skills. Developed in collaboration with the American Association for the Advancement of Science (AAAS), the Summer Leadership Institute is an intensive five-day course featuring small group exercises, keynote speakers, leadership development planning, 56
FOR YOUR INFORMATION Call for Applications Department of Veterans Affairs Special Fellowship Program in Advanced Psychology
administrative/research placement at The Chicago School and one in a community partner clinical placement. Given the population served by the clinical placement, the position requires candidates to be able to provide therapy in Spanish. For more information contact Hector Torres, PsyD, D i r e c to r o f C M D S , a t: H to rr e s @thechicagoschool.edu, or Amanda Kim, PhD, CLMH Coordinator, at: Akim @thechicagoschool.edu.
The South Central Mental Illness Research, Education and Clinical Center (SC MIRECC) is currently recruiting applicants for its two-year Special Fellowship training program in Advanced Psychology. This interdisciplinary program aims to train psychologists to become outstanding clinical or health services researchers in high priority areas of mental health. Individualized, mentored research and clinical training is combined with a state-of-the-art curriculum that emphasizes research methods, statistics, epidemiology, mental health systems, quality improvement methods, education, and service delivery. Inquiries should be directed to: Director of Postdoctoral Training, Dr. Roger D. Williams, email@example.com or (501) 2570 1669.
APA Minority Fellowship Program Graduate Fellowships in Psychology The Minority Fellowship Programâ€™s (MFP) mission is to increase the knowledge and research related to ethnic minority mental health and to improve the quality of mental health and substance abuse services delivered to ethnic minority populations. The MFP offers the Mental Health and Substance Abuse Services (MHSAS) Fellowship for those pursuing doctoral degrees in clinical, counseling, and school psychology, or other mental health services areas. The MHSAS Postdoctoral Fellowship is aimed at early career doctoral recipients who are interested in developing a career in mental health service delivery, policy, or services-related research. For more information or to apply for a fellowship, visit our web site at www.apa.org/mfp or c o n t a c t A P A /M F P F e llo w s h ip a t 202.336.6127 or firstname.lastname@example.org.
Call for Applications National Cancer Institute 2010 Cancer Prevention Fellows The Cancer Prevention Fellowship Program at the National Cancer Institute (NCI) is an excellent postdoctoral training opportunity that provides training in public health and mentored research with world-renown investigators. The overarching goal is to provide a strong foundation for clinicians and scientists to train in the field of cancer prevention and control. The Fellowship Program leadership strongly encourages 57
OEMA COMMUNIQUĂ‰ behavioral scientists to apply, as this is a multidisciplinary program that many behavioral scientists have completed and found to be an invaluable experience. Applications must be submitted on or before September 1, 2009. For more information, including eligibility requirements and application procedures, please visit http://cancer.gov/prevention/pob or contact email@example.com.
position can be directed to Dr. Leong at 517-353-9925 (firstname.lastname@example.org).
Funding for New NHSC Loan Repayment Opportunities Soon to Be Available The American Reinvestment and Recovery Act (Recovery Act) provides approximately $200 million additional funding for the National Health Service Corps (NHSC) Loan Repayment Program (LRP). Through September 2010, or as funding permits, NHSC LRP awards will be available on a first come, first served basis to assist more than 3,300 primary care providers who are seeking opportunities to serve in our Nation's neediest communities. A program fact sheet is available at: http://www.apa.org/ppo/education/ARRA NHSCrevisedMay19.pdf.
Michigan State University Post-Doctoral Research Associate The Center for Multicultural Psychology Research at Michigan State University is pleased to announce a post-doctoral Research Associate opportunity. The selected candidate is expected to work closely with the Center Director on research projects, grant applications and administration, and related activities. The position is for one academic year with the option for re-appointment for additional academic years pending satisfactory performance. Applications are being accepted now and will continue to be reviewed until the position is filled. To apply, please send a copy of your CV, a brief statement of research interests and goals, selected reprints and preprints, and 3 letters of reference to: Frederick Leong, PhD, Director Center for Multicultural Psychology Research Department of Psychology Michigan State University East Lansing, MI 48824. Questions about this
UCLA HIV/AIDS Translational Training (HATT) Program The UCLA HIV/AIDS Translational T raining Program will provide multi-disciplinary, state-of-the-art training to better equip postdoctoral fellows and early career investigators to submit and receive NIMH grant funding. The goal is to develop and foster the research skills of racial/ethnic minority investigators in the area of HIV/AIDS, mental health and substance abuse, and associated health disparities in minority populations. This program will select four (4) post doctoral 58
FOR YOUR INFORMATION Call for Proposals: Conference of the International Test Commission
fellows or early career faculty to train at UCLA in January, 2010 and 2011. Distance support, training, and mentoring will be provided over the two years. Potential candidates must have experience with intervention research, a clear research concept, and the ability to attend both month-long training programs. To learn more, please contact Gail E. Wyatt, PhD, at email@example.com or Shawn Hinds, MFA, at firstname.lastname@example.org.
The 7th Annual Conference of the International Test Commission will be held July 19-21, 2010 at The Chinese University of Hong Kong (CUHK) in Shatin, Hong Kong. Pre-Conference Workshops begin on July 18, 2010. The theme for this2010 Conference will be â€œChallenges and Opportunities in Testing and Assessment in a Globalized Economy.â€? Submit your proposal by Dec 1, 2009. For the more information visit: http://www.itc2010hk.com/.
Call for Papers and Proposals Call For Manuscripts Asian American Journal of Psychology
Call for Nominations and Awards The Asian American Journal of Psychology, the new official publication of the Asian American Psychological Association (AAPA) will be dedicated to research, practice, advocacy, education, and policy in Asian American psychology. It will publish empirical, theoretical, methodological, and practice oriented articles covering topics relevant to Asian American individuals and communities. The journal will publish quarterly beginning in spring 2010. For more information about or submissions guidelines for Asian American Journal of Psychology, please visit: www.apa.org/journals/aap.
APA Committee on Socialeconomic Status Call for Nominations 2010 The Committee on Socioeconomic Status (CSES) is calling for nominations for membership on the Committee to serve three-year terms beginning in January 2010. CSES anticipates two vacancies in 2010. Nominations are accepted from individuals, APA Committees, Boards, and Divisions, as well as self-nominations. Deadline for Submissions is Friday, September 4, 2009. For more information, please visit: http://www.apa.org/pi/ses/call_cses.html.
OEMA COMMUNIQUĂ‰ 2010 APF Gold Medal Awards for Life Achievement in Psychology
experience in applying psychological knowledge to contemporary issues facing children, youth, and families in the context of their socioemotional and cognitive development and mental health. Candidates who have particular interest in culturally and linguistically diverse, understudied, underserved and diverse populations are particularly encouraged to ap p ly. Nomination materials, including a letter from the candidate indicating a willingness to serve, issues statement, and a current CV must be received by Monday, August 24, 2009. Visit: http://www.apa.org/pi/cyf/ccyf/callnomina tions.html, for more information.
The American Psychological Foundation (APF) announces the call for nominations for the 2010 APF Gold Medal Awards for Life Achievement in Psychology. The Gold Medal Awards for Life Achievement are bestowed in recognition of a distinguished career and enduring contribution to psychology. The Awards are conferred in four categories: Life Achievement in the Science of Psychology, Life Achievement in the Application of Psychology, Life Achievement in Psychology in the Public Interest, and Life Achievement in the Practice of Psychology. Winners receive a mounted gold medal, and an all-expense paid trip to the APA annual convention, where the award is presented. The application deadline is December 1, 2009. For more information, including eligibility and nomination procedures, please visit http://www.apa.org/apf/gold.html.
Call for Nominations APA Committee on Ethnic Minority Affairs The American Psychological Association's Committee on Ethnic Minority Affairs (CEMA) is seeking nominations for two new members to begin three-year terms of service on January 1, 2010. The committee functions as a catalyst for action on ethnic minority issues and concerns by interacting with and making recommendations to the various components of the APA's governing structure, APA membership, and other groups.
Committee on Children, Youth, and Families Call for Nominations for Terms Beginning in 2010 The Committee on Children, Youth, and Families (CYF) is anticipating two vacancies in 2010. CYF welcomes nominations from individuals interested in linking research and policy for children and families within APA and the profession. The Committee is particularly interested in candidates with substantial expertise and
Committee members plan, develop, and coordinate various activities related to advocacy and promoting an understanding of the cultures and psychological well-being of ethnic minority populations, monitoring 60
FOR YOUR INFORMATION and assessing institutional barriers to equal access to psychological services, and ensuring equitable ethnic/racial representation in the profession of psychology.
September 1, 2009, to the APA Office of Ethnic Minority Affairs at the APA address.
To fulfill its mandate for ethnic representation and its commitment to gender equity, the two vacant slates are for the follow ing: Self-identified A sian American/Pacific Islander female and an Asian American/Pacific Islander male psychologists. CEMA welcomes the nomination of candidates who possess knowledge and expertise of other diverse populations (e.g., disability, early career, national origin, sexual orientation, etc.).
Division 48 gives a number of monetary awards to distinguished peace makers and researchers who are invited to speak at forthcoming APA conventions. These include the Morton Deutsch Conflict Resolution Award, and the Ralph White Lifetime Achievement Award. The Division 48 awards committee solicits names for these awards. Please send suggestions Joseph de Rivera; at email@example.com.
Selected candidates will be required to participate in no less than two committee meetings a year. No more than two meetings will be convened at APA headquarters in Washington, DC. Members also work on CEMA priorities when necessary between meetings. If possible, CEMA members attend the APA annual convention at their own expense to participate in convention programming sponsored by CEMA.
Call for Nominations for Committee on Human Research (CHR)
Call For Nominations Division 48 Awards
The Board of Scientific Affairs (BSA) is seeking nominations for a newly established APA continuing committee: Committee on Human Research (CHR). This seven-member committee will facilitate research with human participants that complies with prevailing ethical principles and governmental regulations, and to examine issues regarding the formulation and implementation of such principles and regulations. The membership of CHR will include psychological expertise in applied research, cognitive research, communitybased research, developmental/ lifespan research, intervention research, neuroscience, and social/personality and emotion research. Selected candidates will
Nomination materials should include the nominee's qualifications (including a statement of relevant experience), a current curriculum vita and a letter of interest to serve a three term on the CEMA if appointed. Self-nominations are encouraged. Nominations and supporting materials should be sent no later than
OEMA COMMUNIQUÉ Call For Nominations National Multicutural Conference and Summit 2011 Elders Recognition Ceremony
serve on the Committee for three years, and will be required to attend two Committee meetings per year, and to participate in conference calls. Nomination materials should be received by no later than August 31, 2009. For more information, please visit http://www.apa.org/science/rcr/chr.html.
The NMCS 2011 coordinators are requesting nominations for the Elders Recognition Ceremony. This award celebrates those who have made a lifetime commitment and significant contributions to multicultural psychology through their roles as scholars, scientists, teachers, mentors, practitioners, and/or advocates.
APA Continuing Education Committee Seeks Nominations The Continuing Education Committee (CEC) seeks nominations for five new members to begin three-year terms on January 1, 2010. The committee develops policy and program recommendations for the association’s continuing education (CE) program, working collaboratively with the Office of Continuing Education in Psychology and the Continuing Education Sponsor Approval System. Members are required to attend two committee meetings each year and work on committee projects b e tw e e n m e e tin g s . It enc o u ra g e s nominations from individuals committed to life-long learning and is specifically looking for individuals with knowledge of or background in LGBT issues, independent practice, psychodynamic psychotherapy, forensic psychology, and scientific research methods including measurement and evaluation. Nominations consisting of the nominee’s curriculum vitae and a letter stating the individual’s interest in serving should be submitted to Arlette Tongue by e-mail to firstname.lastname@example.org. The deadline for submissions is August 31, 2009.
The Elder criteria include: (a) a living individual who is at least 60 years of age; and, (b) in the field of multicultural psychology for at least 30 years. Nominations are sought from members of the EC's. To submit a formal nomination, please email the following items to Debra Kawahara at email@example.com: 1) the nomination form; 2) the nominee's vita; 3) a 600-word biography about the nominee, and, 4) a maximum of three letters of support. All nomination should be submitted by October 1, 2009.
FOR YOUR INFORMATION Upcoming Conferences Conventions
and Policy. For more information, visit the conference website at: http://www.bc.edu/schools/lsoe/isprc/dc/g uide.html.
August International Academy of Sex Research Annual Conference San Juan, Puerto Rico August 19 – 22, 2009
The Fifth European Association of Addiction Therapy Conference Cankarjev Dom Cultural & Congress Centre, Ljubljana, Slovenia October 2009 5 – 7
Please see www.iasr.org for the preliminary program and further information.
Now in its fifth year the European Association of Addiction Therapy (EAAT) has become one of the world’s leading conferences focusing on understanding the scientific and social bases of addiction. Attend EAAT 2009 to hear the latest research and opinions on a wide range of topics and issues. EAAT 2009 offers you the opportunity to hear from leading experts, ask questions and debate with your peers. For information visit: http://www.eaat.org/index.html.
October 9th Annual Diversity Challenge Racial Identity and Cultural Factors in Treatment, Research, and Policy, Institute for the Study and Promotion of Race and Culture Boston College, Boston, Massachusetts October 23 – 24, 2009 The Institute for the Study and Promotion of Race and Culture at Boston College hosts the ninth annual national conference in Boston, a city known for its struggles and efforts to address issues of racial and ethnic cultural diversity in U.S. society. The Institute was founded in 2000 at Boston College, under the direction of Dr. Janet E. Helms, to promote the assets and address the societal conflicts associated with race and culture in theory and research, mental health practice, education, business, and society at large. The theme of Diversity Challenge 2009 is Racial Identity and Cultural Factors in Treatment, Research,
The First Triennial Conference on Latino Education and Immigrant Integration The University of Georgia's Center for Continuing Education October 26 – 28, 2009 The conference,, is designed to promote a forum where a range of stakeholders including academics, practition ers, researchers, grass-roots org anizers, policy-makers etc. can meet to discuss the growing need for focused research and 63
OEMA COMMUNIQUÉ cogent policy regarding immigrants and education, particularly in the rapidly changing southeast. For additional information, visit: http://www.coe.uga.edu/clase/conference/ html/conference.htm
practices for child development and families. For more information visit: http://www.acf.hhs.gov/programs/opre/hsrc/
For an extended listing of psychological conferences around the world, visit: http://www.apa.org/international/calendar.html.
December 11th National Indian Nations Conference: Justice for Victims of Crime December 11 – 13, 2008 Palm Springs, California For details visit the conference web site: http://ovcinc.org/default.aspx
Important Resources Books APA Books To order contact: American Psychological Association Order Department PO Box 92984 Washington, DC 20090-2984 (202) 336-5510; Fax: (202) 336-5502
June Head Start's 10th National Research Conference Research on Young Children and Families: Launching the Next Decade for Policy and Practice Washington Marriott Wardman Park Hotel in Washington, DC June 21–23, 2010
Addressing Cultural Complexities Practice Second Edition Pamela A. Hays
This engaging book helps readers move beyond one-dimensional conceptualizations of identity to an understanding of the complex, overlapping cultural influences that form each of us. Pamela A. Hays' "ADDRESSING" framework enables therapists to better recognize and understand cultural influences as a multidimensional combination of Age, Developmental and acquired Disabilities, Religion, Ethnicity, Socioeconomic status, Sexual orientation, Indigenous heritage, National origin, and Gender. This work presents a framework that can be used with a person of any
The goals of the conference are to identify and disseminate research relevant to young children (birth to 8 years) and their families and to foster partnerships among researchers, practitioners, and policymakers. The conference focuses especially on research relevant to the low-income families who are Head Start's service population. The theme of the 10th conference is sharing and using evidence of effective policies and
FOR YOUR INFORMATION cultural identity. 2008. 275 pages. Hardcover $59.95 • APA Member/Affiliate $49.95. ISBN 978-1-4338-0219-5 • Item # 437138
Culturally Responsive Cognitive-Behavioral Therapy: Assessment, Practice and Supervision Pamela A. Hays and Gayle Y. Iwamasa, Eds
Inclusive Cultural Empathy: Making Relationships Central in Counseling and Pyschotherapy Paul B. Pederson, Hugh C. Crethat, and Jon Carlson
The first book to integrate cultural influences into cognitive–behavioral therapy (CBT), this engagingly written volume describes the application of CBT with people of diverse cultures and discusses how therapists can refine cognitive–behavioral therapy to increase its effectiveness with clients of many cultures. The contributing authors examine the characteristics of some of the most common cultural groups in the United States including American Indian, Latino, Asian, and African American, as well as groups less commonly considered in multicultural psychology books: people of Alaska Native, Arab, and Orthodox Jewish heritage. 2006. 307 pages. Hardcover. $59.95 • APA Member/Affiliate $49.95. ISBN 978591467-360-2-6 • Item # 437009
Inclusive Cultural Empathy shows readers how to reach beyond the comfort zone of an individualistic perspective and increase competence in a relationship-centered context. The authors present a broad definition of culture —and engage the reader with lively examples and exercises that can be adapted for classrooms, supervision groups, or individual use. 2008. 300 pages. Hardcover. $59.95 • APA Member/Affiliate $49.95. ISBN 978-09792125-1-2 • Item # 437133
Cultural Competence in Trauma Therapy: Beyond the Flashback Laura S. Brown
Becoming Culturally Oriented: Practical Advice for Psychologists and Educators Nadya A. Fouad and Patricia Arredondo
Laura S. Brown shows therapists how to become more culturally sensitive to individual identity when working with clients who have suffered trauma. 2008. 291 pages. Hardcover . $59.95 • APA Member/Affiliate $49.95. ISBN 978-43380337-6 • Item # 437149
Foua d and Arredondo provid e a comprehensive framework for helping psychologists to increase and improve culturally responsive practice, research, and education. 162 pages. 2007. APA Members/Affiliates: $39.95 •List: $49.95. Item #: 4317114. ISBN-978-1-59147-424. 65
OEMA COMMUNIQUÉ Poverty and Brain Development During Childhood: An Approach From Cognitive Psychology and Neuroscience Sebastián Lipina and Jorge A. Colombo
commonly face when studying these populations. The authors combine a comprehensive knowledge of the literature with firsthand experience as they advocate for an informed perspective and provide "best practice" guidance to help students and researchers conduct and critically evaluate research with these populations. Hardcover. 224 pages. 2009; APA Members/Affiliates: $49.95; List: $69.95; Item #: 4318056; ISBN-13: 978-1-4338-0474-8; ISBN-10: 1-4338-0474-3.
Poverty and Brain Development During Childhood: An Approach From Cognitive Psychology and Neuroscience examines how a range of early social and material deprivations affect structural and functional brain organization and cognitive and socioemotional development postnatally and throughout childhood. Looking to the future and to the development of effective policy, the authors analyze the potential contributions of the neuroscientific disciplines to the design of early interventions aimed at optimizing the cognitive performance of socioeconomically disadvantaged children. Hardcover. 172 pages. 2009. APA Members/Affiliates: $49.95 •List: $69.95. Item #: 4318053. ISBN-13: 978-1-4338-0445-8. ISBN-10: 1-4338-0445-X
Commemorating Brown: The Social Psychology of Racism and Discrimination Glenn Adams, Monica Biernat, Nyla R Branscombe, Christian S. Crandall, and Lawrence S. Wrightsman, Eds Brown vs Board of Education was the landmark 1954 U.S. Supreme Court decision that declared racial segregation illegal in the United States. This book offers a critical retrospective on the role of psychological research in th fight against racism and discrimination and up-to-date review of the psychology or racism and its implications for schools, the workplace, and public policy. Hardcover 269 pages; List Price: $59.95; Member/affiliate Price: $44.95; ; Item #: 4316098; ISBN: 1-4338-0308-9; ISBN 13: 978-1-4338-0308-6
Studying Ethnic Minority and Economically Disadvantaged Populations: Methodological Challenges and Best Practices George P. Knight, Mark W. Roosa, and Adriana J. Umaña-Taylor This book is designed to assist researchers in s tu d ying ethnic m inority a n d economically disadvantaged populations by helping them identify and resolve the unique methodological challenges that researchers 66
FOR YOUR INFORMATION Intersections of Multiple Identities: A Casebook of Evidence-Based Practices with Diverse Populations – LEA’s Counseling & Psychotherapy Series Miguel Gallardo and Brian McNeill
race or ethnicity. $22.95; 2006; 332 pages; ISBN 0-8223-3794-0. To order call 919687-3600 or visit www.dukeupress.edu.
On The Web This casebook provides demonstrations of Evidence-Based Practice in Psychology (EBPP) with diverse clientele, focusing on multiple dimensions and intersections of identity and diversity. The integration of research and clinical expertise described in this volume allows the reader to examine, conceptualize and treat the multiple ways individuals identify themselves (e th n ic ity/ra c e , re lig io n/spiritu ality, disability, and sexual orientation). Hardback: 978-0-8058-6189-1• $ 95.00; Paperback: 978-0-8058-6190-7• $49.95; April 23, 2009 • 394 pp. North America Orders: 7625 Empire Drive; Florence, KY 41042;Call toll-free: 1-800-634-7064 Fax toll-free: 1-800-248-4724; M–F, 8 am–6 pm, EST; Email: firstname.lastname@example.org.
Announcement of Congressional Resolution on Fostering Resilience in African American Youth and Related Report On National Children’s Mental Health A w a re n e s s D a y (M a y 7 , 2 0 0 9 ), C ongressman A lcee L. H astings (D-Miramar) introduced H.R. 419, which recognizes the importance of fostering resilience in African American youth. This resolution grew out of the policy recommendations of the 2008 Report of the APA Task Force on Resilience and Strength in Black Children and Adolescents, which is available at: www.apa.org/pi/cyf/resilience.html.
Announcement of New Child and Trauma Information Products (Produced by 2008 Presidential Task Force on PTSD and Trauma in Children and Adolescents)
Lynching in the West, 1850-1935 Ken González-Day Accounts of lynching in the U.S. have primarily focused on violence against African-Americans in the South. This book reveals the racially motivated lynching as a more widespread practice, chronicling more than 350 instances of lynching that occurred in California. More Latinos were lynched in California than were persons of any other
The Task Force on Posttraumatic Stress Disorder and Trauma in Children and Adolescents is an initiative of 2008 APA President Alan E. Kazdin, PhD. APA is proud to offer Children and Trauma: Update for Mental Health Professionals, Children and Trauma: Tips 67
OEMA COMMUNIQUÉ for Mental Health Professionals, and Policy Briefing Sheet: Trauma and PTSD in Children and Adolescents for mental health professionals and policymakers courtesy of the 2008 Presidential Task Force on PTSD and Trauma in Children and Adolescents. All can be downloaded for free from – www.apa.org/pi/cyf/child-trauma.
Cultural Competency Curriculum Emergency Responders Released
Announcing the Publication of Scope, Scale, and Sustainability: What it Takes to Create Lasting Community Change In a study for the Annie E. Casey Foundation, Community Science examines 11 comprehensive community initiatives to better understand how these complex efforts can reach the scope, scale, and sustainability needed to achieve lasting community change. Community Science is pleased to announce the publication of this article in the inaugural issue of The Foundation Review. http://www.cridata.org/pdfs/FoundationRe view/TFRIssue1-ScopeScaleandSustainabi lit.pdf
OMH on July 1, 2009 announced the release of its latest cultural competency e-learning program - Cultural Competency Curriculum for Disaster Preparedness and Crisis Response. This set of courses is designed to integrate knowledge, attitudes, and skills related to cultural competency in order to help lessen racial and ethnic health care disparities brought on by disaster situations. https://cccdpcr.thinkculturalhealth.org/.
New Guide: Interacting With Our Members With Disabilities: Using Appropriate Language and Being Sensitive to Accommodation Preferences
M entoring to Support the Career Development for Junior Scholars of Color Recommended Readings
This guide was developed by APA’s Office on Disability Issues to illustrate appropriate ways to interact with our members with disabilities and to most effectively meet their disability-related needs. The Office on Disability Issues is available as a resource for your disability-related questions. As
This guidebook (How to Mentor Graduate Students: A Guide for Faculty in a Diverse University) acknowledges the important role mentoring plays in graduate education. It is designed to assist faculty and graduate students in forming mentoring relationships that are based on realistic goals, expectations, and understandings of one another. 68
FOR YOUR INFORMATION always, however, the best guidance will likely come directly from the member with a disability. Guide available at: http:// www.apa.org/pi/disability/interacting-disa bilities-062509.pdf.
www.nap.edu or at the Board on Children, Y outh, a nd F a milie s' w e bsite a t www.bocyf.org. Copies of the complete report are available for purchase from the National Academies Press; tel. 202-334-3313 or 1-800-624-6242 or on the Internet at http://www.nap.edu.
On the Determinants of Academic Success as a Clinician-Scientist Race and Socioeconomic Factors Affect Opportunities for Better Health Braveman, Paula; Jane An; Susan Egerter; and David Williams
This essay asserts that mentoring is one of the three main determinants of academic success for clinician-scientists. Abstract source: Forum for Youth Investment Sackett, D.L. (2001). On the determinants of academic success as a clinician-scientist. Clinical and Investigative Medicine. 24(2), 94-100.http://www.med.nyu.edu/dcw/asset s/resources/sackett.pdf
Examines racial/ethnic disparities in mortality and diabetes rates and the links between income and health within and across groups. Explores how race/ethnicity affects income at a given education level or socioeconomic conditions at a given income level. April 2009. Funder(s): Robert Wood Johnson Foundation. Available online at: http://foundationcenter.org/gainknowledge /pubhub/pubhub_item.jhtml?id=fdc81400 006
Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities The Institute of Medicine of the National Acadamies report on Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities, is the result of a 2-year study, sponsored by the Substance Abuse and Mental Health Services Administration, the National Institute of Mental Health, the National Institute on Drug Abuse, and the National Institute on Alcohol Abuse and Alcoholism. Copies of the report, including a downloadable copy of the summary, and press release, can be accessed at
The United States Senate Committee on Indian Affairs' (SCIA) Oversight Hearing on Youth Suicide in Indian Country The testimonies are available on the SCIA website at the following address: http://indian.senate.gov/public/.
OEMA COMMUNIQUÉ interview with class adoptions. Dr. Helms identifies and discusses key ideas of each chapter. $18.95; 95 pages; ISBN 0-91727613-2. $95; 902 DVD (Approx. 50 min.) For review copy, go to: www.emicrotraining.com.
Media New APA DVD and Guidebook: Mental Health: A Guide for Latinos and their Families APA has released a new DVD and guidebook on mental health for Latinos that are in English and Spanish and single copies are available free.
V ideos on Social Justice MicroTraining Associates Inc.
To order any of the MicroTraining DVDs, contact MicroTraining Associates, Inc. by phone: 1-8885 0 5 -55 7 6 or 1 -339-469-18 1 6 , b y em ail: email@example.com, or visit their website: www.emicrotraining.com.
The materials are aimed at helping to inform the general Latino public about mental health, to dispel common misperceptions, and to reduce the stigma of mental illness among Latinos. The DVD and booklet acknowledge the uniqueness of the Latino culture in the U.S., including strengths of Latino culture, and address some of the challenges to getting help for mental illness that many Latinos face today.
Liberation Psychology: Ending “Sufferation” & Inspiring Freedom Linda James Myers What is happening to our capacity for ethical and moral reasoning? Why does our education and training fail to provide professionals who can work against escalating oppression, social injustice, and the income gap? Dr. Myers presents her well-known Optimal Theory, a psychology of liberation that inspires us to become conductors of human freedom. Optimal Theory provides specific strategies to lead us out of this quagmire and on to a more just, sacred, sustainable world. $95; approximately 60 minutes. DVD Order number: 540
Copies of the video and guidebook can also be ordered by emailing firstname.lastname@example.org or by calling APA Toll-Free: 1-888-35-PSYCH (888-357-7924).
A Race is a Nice Thing to Have Janet E. Helms, PhD The classic book on race in our society, completely revised. Insightful, powerful and to the point. Students will examine themselves, their role in social justice, and plan actions for future change. Enriched with many practical exercises leading to meaningful class discussions. Free DVD 70
FOR YOUR INFORMATION Empowerment and Social Justice: Values, Theory and Action Isaac Prilleltensky
Delivering Psychological Services in the Midst of Social Injustices Beverly Greene
S ocial justice is an exercise in empowerment and wellness for individuals, groups and communities, but counselors and therapists have been trained to work in an individualistic framework and give insufficient attention to community action. The values of a caring collective community lead the practitioner into a broader theoretical worldview. $95; approximately 60 minutes. DVD Order number: 543
Social injustice affects not only clients, but the whole fabric of the helping field. Social privilege and marginalization impact groups in our society and every individual, whether client or therapist. Dr. Greene shows that the interaction between counselor and client is complex as both have privileged and disadvantaged identities. It is vital to expand awareness of this complexity to avoid interviewer error and misinterpretation. $95; approximately 60 minutes. DVD Order number: 541
Cultural Psychology: Fostering Agency for Human Change Edmund Gordon
Social Justice in Action: Examples of Practice & Visions of the Future Gargi Roysircar, Rebecca Toporek, Tania Israel, Lawrence Gernstein
Dr. Gordon clarifies the intersection of culture and behavioral science. Context has a key role in shaping our lives, our meaning making, and our very consciousness, which individual psychology misses. Through awareness of this dialectical interaction, we can intentionally shift the course of human history. The implications for the practice of psychology, counseling, and therapy are immense. $95; approximately 60 minutes. DVD Order number: 544
Concrete illustrations of social justice interventions are presented for diverse settings- schools, health agencies, m a r g in a liz e d c o m m u n it i e s , c a re e r counseling, international work, and policy and legislation. Students will encounter philosophical and ethical issues and learn practice specifics for a profession that needs to expand its awareness and action. $95; approximately 60 minutes. DVD Order number: 545
OEMA COMMUNIQUÉ Possible Selves & Social Identities: Promoting School Performance Daphna Oyserman
have an impact on all students and professionals. $95; approximately 60 minutes. DVD Order number: 546
We can reduce the gap between the potential and actual achievement for African American and Latina/o low income youth. This presentation shows the “why” and the “how”. Based on current and NIMH funded research, Dr. Oyserman’s interventions have had positive effects on grades, attendance, effort, and reduction in depressive symptoms. Theory/practice efforts and parent involvement focus on bringing the school possible self into concert with racial/ethnic identity, helping the school realize youths’ potential, and the importance of a “no pain, no gain” attitude. $95; approximately 60 minutes. DVD Order number: 542
Becoming Social Justice Agents: If Not Us, Then Who? Elizabeth Vera The fields of psychology, counseling, and education have played an important role in combating social injustice historically. However, it has been argued that current training models have de-emphasized social justice efforts in favor of remedial interventions. This presentation discusses the ways in w hich psychologists, counselors, and educators can serve as agents of social justice in their professional settings. Specifically, the importance of advocacy and public policy work is disclosed. $95; approximately 60 minutes. DVD Order number: 547
Rediscovering the Roots of Counseling Psychology: Transforming Intellectual Commitment into Social Justice and Community Thomas Parham
The Healing Road: The Native American Tradition Robert Ryan with commentaries by Eduardo Duran, Teresa LaFromboise, and Derald Wing Sue
Speaking to a standing room audience, Parham echoes Dr. Martin Luther King, reminding us that there comes a time when silence is betrayal. Our profession has failed to speak out against socially oppressive conditions and unjust wars. We have failed to become outraged as the social misery of racism, sexism, heterosexism, and classism continue to contaminate so many lives. Parham’s passionate and timely words will
Native American Indians have suffered violence for centuries. This DVD helps address the issue of multicultural healing. Native American practitioners raise questions about the appropriateness of current theoretical approaches. Historical trauma, intergenerational posttraumatic 72
FOR YOUR INFORMATION stress, and the Soul Wound are concepts that will change the ways students and professionals consid er treatm ent. Community action and prevention are central to this innovative approach to individual, family, and group work. $149; approximately 60 minutes with a 50-page Leader manual. DVD Order number: 325
Counseling & Therapy American Indians Teresa LaFromboise
aware of contextual issues underlying their concerns? Dr. Duran points out that many of o u r c lie n t s s u f f e r a l e g a c y o f intergenerational oppression-the soul wound. Not just one person is injured, but a whole set of descendants, and entire communities. The intergenerational effects of the soul wound can be found in American Indians, Asian Americans, African Americans, Latinos â€“ and even White descendants of immigration. Duran shows how a liberation therapy based on American Indian principles can be used widely in counseling and therapy. $95; approximately 60 minutes. DVD Order number: 574
Teresa LaFromboise, Miami Nation and Stanford University, has become the bestknown expert on counseling and treatment with Native American Indians. Important implications in this DVD for Canadian Dene. Newly revised edition includes: a leader guide and subtitles, assumptions Native American Indians hold about counseling and therapy, Cultural factors which must be considered in treatment strategies, the Network treatment plan, valuable in all multicultural counseling and therapy, and provides many specifics important in all multicultural helping. $95; approximately 70 minutes. DVD Order number: 453
Liberation Psychology: An On-Going Practice in American Indian Country Eduardo Duran How can we liberate clients in counseling and therapy practice and help them become 73