Colleague - Vol. 27, Iss. 1 (SprSum 2010).pdf

Spring/Summer 2010 Volume 27, No. 1

PEPPERDINE UNIVERSITY Graduate School of Education and Psychology

KicKing cancer

PsyD Alumnus BRuce Rush TeAches KiDs To coPe wiTh AnD oveRcome illness

Psychology Across Cultures | Options for Youth | Connecting Through Social Media

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C L E T T E r FroM T hE D E A n

The Pepperdine University Graduate School of Education and Psychology (GSEP) has a history of emphasizing service in the curriculum and promoting leadership in and out of the classroom.

To formalize this effort, GSEP has introduced an exciting new master of arts program in social entrepreneurship and change. GSEP has also enhanced three existing programs to cultivate our students’ skills, increase their quality of learning, and create more career opportunities. The launch of our Summer Institutes supplements these program developments and offers educators from across the country the chance to network with Pepperdine’s distinguished faculty, all of whom are experts in their field.

Pepperdine is also acknowledging the importance of service with the Waves of Service initiative. Alumni working to effect change in communities from around the nation and even abroad are highlighted on a dedicated page on the University Web site to honor their accomplishments and inspire others. If you are contributing your knowledge to society, we would like to hear your story as well.

Three prime examples of alumni giving back are spotlighted in this month’s Colleague feature articles. Teaching karate to “kick cancer,” providing at-risk youth with guidance and a chance at a better life through a unique charter school system, and establishing the first mental health clinic of its kind in Kuwait are just three ways our alumni are changing lives across the globe.

We hope that you are motivated by these creative efforts, and challenge you to apply your own Pepperdine education to advancing a cause important to you.

Margaret J. Weber, PhD Dean

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F e at u r e s

10

14

18

22

Kicking Cancer

Options for Youth, an Option for empowerment

Psychology across Cultures

staying Connected Beyond the Classroom

PsyD Alumnus Teaches Kids to Cope with and Overcome Illness

Departments 02 Initiatives 04 News 27 Class Notes 28 Self Care

Alumni Working with Unique Charter School System Support At-Risk Teens

Alumna Establishes First Mental Health Department in Kuwaiti Hospital

Network with Classmates, Faculty, and 80,000 Alumni

Perspectives 24 Hope with every sunrise

By Scott Mortensen

25 Going Full Circle

By Kerri Johnson

26 the Bear Necessities

By Sandra de Bresser

PEPPERDINE UNIVERSITY GRaDUaTE SChool of EDUCaTIoN aND PSYCholoGY Spring/Summer 2010 Volume 27, No. 1

managing Editor Jennifer Scharnikow Editor Jaya Bhumitra

aDmINISTRaTIoN Dean Margaret J. Weber associate Dean, Psychology Robert A. deMayo associate Dean, Education Eric R. Hamilton

Creative Director Brett Sizemore art Director Gayle Wheatley Graphic Designer Maz Ameli Production manager Jill McWilliams

The Pepperdine ColleagueŠ is published two times per year by the Graduate School of Education and Psychology and the office of alumni Relations. The opinions expressed in the Colleague do not necessarily reflect those of the University or its administration.

Director of alumni Relations Claudette LaCour

Please send address changes and alumni updates to:

Photographer Ron Hall

Pepperdine Colleague GSEP alumni office 6100 Center Drive los angeles, Ca 90045 Tel. 310.568.5664 E-mail: gsepalum@pepperdine.edu

Copy Editor Vincent Way Contributing Writers Sandra de Bresser, Dr. Ken Canfield, Kei Dalsimer, Dr. Kerri Johnson, Scott Mortensen

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GSEP Colleague Summer 2008 1

To contact the Colleague editor, e-mail gsepedit@pepperdine.edu.

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G S E P I n I t I at I v E S of services through the faith community.

With the area of Family Ministry growing so rapidly, Jack has chosen to partner with BCFF to maximize the number of individuals who can be reached through a combined effort.

Dr. Bill and Stephanie Beazley

Boone Center for the family Supporters Celebrate A Night for the Family On March 1 the Boone Center for the Family (BCFF) hosted its first “a night for the Family.” the event was designed to encourage and challenge attendees to consider the legacy they are personally leaving to future generations, and to celebrate the creative programming and outreach conducted by BCFF. the evening convened with dinner in the Seaver Board Room at the Malibu campus, where 65 leaders gathered to affirm BCFF’s commitment to families and efforts to partner with organizations in Los angeles, California, and through the Pepperdine constituency. Pepperdine University president andrew Benton, GSEP dean Margaret Weber, and BCFF’s namesake, Pat and Shirley Boone, were in attendance. a highlight of the evening was the introduction of the new chairs of the BCFF advisory Board, Dr. Bill and Stephanie Beazley. Dr. Beazley, a long-term supporter, shared his personal commitment to strengthen households, noting that if our family vitality declines we will be deeply challenged as a city, a state, and a country.

Dr. Beazley then introduced the Boones who had just returned from a trip to Israel.

they shared their early family life, telling stories of how they managed to balance Pat’s life in the entertainment industry, college, marriage, and four children before the age of 23, and how they have made it through to celebrate their 57th wedding anniversary. they gave the credit to their faith, the constant which stabilized their marriage and family from the beginning. the program continued with a short presentation by Hannah Parmelee (’02) and Krystal Chapman who oversee the BCFF Relationship IQ Initiative, which informs students on relationship issues and equips them to develop and maintain healthy relationships. next, Maurice Hilliard, assistant women’s basketball coach, shared his own tale of growing up in inner-city Los angeles.

During high school he was bused to school in Beverly Hills, learning to believe that he could become more than he ever thought he could be. He shared insights as a Relationship IQ educator and a partner with BCFF’s Fatherhood Initiative. He spoke passionately about how BCFF executive director Dr. Ken Canfield’s leadership and personal discipleship has impacted his life, and that through that relationship he was able to complete his first book which will be available this summer.

Jack Hardcastle, president of the national association of Family Ministries was present to share his vision for family ministries through the faith community and how BCFF has become instrumental in raising the professionalism in the delivery

Grant Goodvin, founder of the Family Legacy Consultant Group, shared how the BCFF’s foray into the arena of family business succession was going to be a tremendous asset in this developing field.

Goodvin, a veteran of owning and managing family businesses reported that family issues must be reckoned with before any successful financial or asset issues can be resolved. Goodvin stated that BCFF is a unique organization, as it is the only one which approaches family business from the vantage point of family process and not in business terms alone.

Following these presentations, attendees were treated to a performance of Susie Sandager’s one-woman show, Time with Corrie, chronicling the life of Holocaust heroine Corrie ten Boom.

Held in Pepperdine’s Raitt Recital Hall, Sandager’s rousing rendition of ten Boom stirred the crowd, bringing many to tears as she reenacted ten Boom’s tireless and life-threatening sacrifices to hide Jews during the Holocaust, which claimed the lives of her father, sister, and brother. the night concluded with Rabbi Eliyahu Fink giving an address on effective parenting. Fink recognized BCFF’s contribution to fathering literature as important and vital to families, and stated that the true test of effective parenting is best measured by grown children emulating their parents with their grandchildren.

Pat and Shirley Boone

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G S E P i n i t i at i v E S

Urban InItIatIve Update Diversity Council Celebrates Black History Month in honor of Black History Month, the Pepperdine University Graduate School of Education and Psychology (GSEP) Diversity Council hosted a discussion entitled “Social Justice, Faith, and the Pepperdine Community” as a part of the committee’s biannual Multicultural issues impacting Community Speaker Series. the event was held on February 17 at the West Los angeles Graduate Campus.

Panelists included Dr. Erylene Piper Mandy, a former adjunct professor at GSEP and the president and CEO of the Center for Cross Cultural Competence, and Dr. Louis Jenkins, a professor of psychology at the School of Science and technology at Loma Linda University and a GSEP Distinguished alumnus. their discussion on social justice challenges from a historical and contemporary perspective was moderated by Dr. Spring Cooke, visiting professor in the Education Division, and followed by a reception.

“Black history month started as an effort to correct the systematic disregard of african american voices in the telling of U.S. history,” said Dr. Daryl Rowe, a professor of psychology at GSEP and an expert in cross-culturalism. “although the country has just elected its first african american president, there is still a pressing need to acknowledge the rich contributions to our society from all of its members. in particular, the nefarious treatment of african americans in the establishment of this country calls for ongoing recognition. the Diversity Council was interested in bringing in speakers

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Dr. Erylene Piper Mandy and Dr. Louis Jenkins

who could offer a unique perspective on how our University has fared in this capacity within the Los angeles basin.”

GSEP designed this event so that the student body and members of the school’s surrounding communities could better understand the critical importance of social justice to the development of the fields of education and psychology. attendees gained a fuller appreciation of the necessity to consider social justice, faith, and cultural context in their development as educators or psychological practitioners. the next Diversity Council-sponsored event, “inspirational Journeys: Preparing Women for Lives of Purpose, Service, and Leadership,” will take place on June 9 at the West Los angeles Graduate Campus.

Panelists will include dean Margaret Weber; the associate dean for student affairs at Pepperdine’s Seaver College, tabatha Jones; and Mónica García, president of the board of the Los angeles Unified School District, the second-largest school district in the nation. Dr. thema Bryant-Davis, associate professor of psychology, will moderate. the Diversity Council is a subset of the Urban initiative, an umbrella program developed to prepare students for long-term work in underserved urban communities.

Goals are to develop a new generation of education and mental health professionals with the skills and will to work in culturally and ethnically diverse urban settings, and impact future legislation affecting education and mental health services.

Member of the Board Establishes Endowed Chair in K-12 Leadership Dr. Rosalyn Heyman, a longtime administrator in the Los angeles Unified School District (LaUSD) and member of the GSEP Board of visitors, is establishing an endowed chair in K-12 leadership. this endowment is through planned giving that will be established through her estate.

“Roz has always had a strong passion for those that choose leadership of schools for a career,” said Dean Weber. “We are privileged to have her support.”

Heyman was honored by GSEP with an honorary Doctor of Laws in 2008. Her career in education was long and distinguished and included positions as a counselor, department chair, budget consultant, business education and English teacher, assistant principal, and principal.

She retired from her position with LaUSD as assistant superintendant of secondary education in 1990.

Heyman enthused, “i am delighted to help Pepperdine expand its programs to develop outstanding teachers and caring administrators who will make this world a better place!”

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GSEP NEWS New Summer Institutes Provide Opportunity to Grow Expertise GSEP is pleased to introduce its inaugural Summer Institutes, to be held at the Malibu campus, July 26 – 30, 2010. The annual five-day program is designed for preK-12 teachers and administrators interested in serving and leading in their home institutions by integrating cutting-edge research, technology, and approaches developed and tested by internationally renowned

educators. In addition, the forum provides a venue for networking with some of the most forward-thinking practitioners in the arena of education.

Most impor tantly, par ticipants will receive invaluable instruction in a contemporary topic, allowing them to expand their expertise while at the same time join a high-caliber learning community focused on knowledge sharing and progression in education. For more information, visit: gsep.pepperdine.edu/education/ summer-institutes

featured seminars Open Hearts, Open Minds: Serving Students with Special Needs in Private and Parochial Schools This seminar, followed by a three-month virtual certificate program, is designed for educational leaders in private and parochial K-12 schools. Participants will develop individualized action plans for their school on topics including special education law, educational evaluations, personal leadership, program development, student motivation, speech and language, ADHD, and student study teams.

The optional three-month online certificate program will be offered at no cost to those who participate in the full one-week institute and participants who have submitted their completed action plan prior to September 1. Featured speakers include Richard Lavoie, MA, MEd, an administrator of residential programs for children with special needs for 30 years. He holds three degrees in special education and two honorary doctorates in education, and received the 2009 Learning Disabilities Associations of America’s Samuel Kirk Award.

Teacher Creativity, Technology Integration, and Digital Media Authoring for Mathematics Learning: Toward a New Paradigm in Teacher Professional Development

their classes. We anticipate the availability of funding that will permit those who complete this seminar to participate in follow-up activities during the school year for which they will be eligible to receive professional development stipends.

The path that the seminar takes capitalizes on the broad social development of usergenerated content (of which YouTube is a good example). We take advantage of new tools that allow teachers to create digital video and animated explanations that link flexibly to student needs and to instructor strengths. The introductory day of the seminar is the only day eligible for one-day registration. We will share examples of work that other mathematics teachers have created with this approach, and demonstrate the use of a combination of tools (primarily tablet computers, and imaging and screen video software) along with a discussion of an underlying theory of personalized learning communities in mathematics. For those continuing with the full week, participants will create and share a digital library of curriculum materials customized for their 2010-2011 classrooms. Participants will leave having completed a strategic curriculum planning process and a library of digital materials of their own creation that they can use in

Mind, Brain, Health, and Education This seminar, followed by an optional five-month virtual certificate program, addresses how advances in neuroscience should affect educational practice and policy. The session will assess “neuromyths” in education before addressing the major advances in neuroscience from the past 20 years. Participants will work with researchers in constructing action research projects for their schools with the support of senior researchers, and those that continue with the five-month follow-up will engage in monthly online seminars to track the progress of their action research and continue learning about emerging developments in brain science and education. This seminar is carried out in affiliation with the International Mind, Brain, Health, and Education Initiative based in Harvard University’s Graduate School of Education.

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GSEP NEWS Gsep Introduces Master’s Degree in social entrepreneurship and Change Today, we are facing major social and economic issues around the world. GSEP has developed a program in which participants are encouraged to explore the root causes of these issues and develop models that effect social change at the local and global levels. Offered in a face-to-face and online hybrid delivery model, this new, 40-unit degree will emphasize the learning processes necessary for generating sustainable solutions to pressing problems affecting individuals, communities, and nations. In less than two years, students will articulate their own approach for impactful leadership while learning management practices such as formulating strategies, implementing programs, facilitating stakeholder groups, developing marketing campaigns, and utilizing tools for measurement.

Other Program Enhancements In an effort to continuously provide students with skills and knowledge in line with cultural and educational trends, the Education Division has also made several program enhancements. These changes will broaden GSEP’s offering and prepare students for successful careers in an increasingly technology-driven and globally-focused marketplace.

Master of Arts in Education: Teaching English to Speakers of Other Languages (TESOL) Launching in Fall 2010, this new, one-year, 30-unit, graduate program is intended for local candidates who want to specialize in teaching English learners, or international candidates wishing to study the teaching of English. TESOL will convene at the Irvine Graduate Campus in Orange County, California. Courses are aligned with the National Council for Accreditation of

Mara Leigh Taylor founded Getting Out by Going In.

Teacher Education Standards for Teaching English to Speakers of Other Languages programs.

Master of Science in Administration and Preliminary Services Credential Called the Educational Leadership Academy (ELA), this 11-month program readies students for the Preliminary Administrative Services Credential, which qualifies them to serve as a principal, administrator, supervisor, or in other leadership positions. To support full-time working educators, ELA just launched a new blended format with 40 percent online instruction and 60 percent face-toface interaction on weekends. Curriculum

Celina Guich (MA ‘05) formed the Niapele Project.

links research and theory with the best professional practices, develops competencies to manage day-to-day crises, and the hones the ability to articulate a long-term vision for today’s challenged classrooms.

Doctor of Education in Learning Technologies (DELT) Designed to prepare leaders to compete in the constantly evolving world of technology, DELT will introduce a revised curriculum focused on learning in Fall 2010. New courses will build students’ competencies in the areas of new media, knowledge creation and collaboration, and emerging technologies. In addition, students will receive increased training in conducting formal research and evaluation, as well as support throughout the program and dissertation process.

As such, graduates will be able to demonstrate greater proficiency in formal research and evaluation in their professional endeavors. To provide a global perspective on learning, students will now also participate in an international experience.

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GSEP NEWS

Gsep Awarded Grant to Improve elementary students’ Literacy and Math skills Dr. Anthony Collatos, assistant professor of education, was awarded a $195,000 grant from the prestigious California Community Foundation (CCF) to implement a program to improve student achievement in K-5 schools demonstrating the greatest need. The program will facilitate professional development for teachers to enhance the quality of education and students’ literacy and mathematics skills in the most under-

served communities in Los Angeles County. Provided under CCF’s Education Collaborative Initiative, the grant directly supports the mission of the GSEP Urban Initiative, an umbrella program established to effectively prepare students for long-term work in culturally diverse and under-resourced urban areas.

“Through a series of professional development workshops and continuous on-site mentoring, we hope to provide quality instruction that raises students’ academic performance in English language arts and mathematics,” said Collatos, director of the Education Collaborative Initiative Planning Grant. “We hope our unique approach will provide a model for how University faculty and educational experts can work with teachers to maximize

The project seeks to foster a relationship between GSEP, the Los Angeles Unified School District (LAUSD), and four LAUSD Local District 6 elementary schools selected based on interest by school leadership, school demographics and academic needs, and student performance on standardized tests. In addition, students attending these schools face a series of educational barriers including limited English language proficiency; overcrowded classrooms; and a lack of access to libraries, mentorship opportunities, affordable enrichment programs, and extracurricular activities. The program will be rolled out during the 2009–2010 and 2010–2011 academic school years.

partnership. Through worldwide service to students, fellow alumni, the University, and the communities in which they live

and work, Pepperdine alumni are advancing the mission of the University and fulfilling George Pepperdine’s founding vision. Participate by sharing your story, volunteering in the community, mentoring a student, interviewing and potentially hiring a Wave, and contributing to loan forgiveness funds that enable students and young alumni to pursue the lives of service to which they are called. To submit your story, e-mail wavesofservice@ pepperdine.edu or visit www.pepperdine. edu/wavesofservice.

Waves of service Celebrates Alumni Fulfilling pepperdine Mission of service Waves of Service, directed by the newlyappointed Greg Porter (’87, MBA ’03), a Pepperdine alumnus, recognizes and celebrates Pepperdine alumni who are making a powerful impact on the lives of others and provides opportunities for service and

the potential of small learning communities and grade-level organizations.”

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GSEP NEWS ALUmni AUThors

FACULTY AUThors

Leslie Landis (Master of Arts in Clinical Psychology, ‘94)

Dr. Linda Jungwirth, Adjunct Professor of Education

Dr. Doug Leigh, Associate Professor of Education

The Art of Overeating: A Bellyful of Laughs About Our Food-Phobic Culture

Culturally Proficient Learning Communities: Confronting Inequities through Collaborative Curiosity

Handbook of Improving Performance in the Workplace, Selecting and Implementing Performance Interventions (Volume 2)

Landis finds the funny bone in our calorie-obsessed culture and one of our most universal self-indulgences in her new book.

Dubbed “the anti-diet Bible“

by Landis and summarized as a “collection of trivia, facts, musings, and art on the state of our relationship to food” by the Los Angeles Times, the book conveys Landis’ cheeky message to “have your cake and read it too.” Landis signed copies of her book at the Pepperdine booth at the annual Los Angeles Times Festival of Books on April 24. (Sterling, 2009)

This book discusses the impact of our history on cultural understanding and provides practical strategies for building professional learning communities. Such strategies include instructional design, curriculum development, coaching, and shared decision-making. This guide is useful to school leaders, district administration, and staff developers looking for a collaborative approach to address bias and inequity in schools. Jungwirth signed copies of her book at the Pepperdine booth at the annual Los Angeles Times Festival of Books on April 25. (Corwin, 2009)

March 11 at the Fairmont Hotel in San Jose, California. This year’s recipient was Omar Guillen (MS ’07), alumnus of the master of science in administration and preliminary services credential program, who serves the Anaheim City School District as a parent involvement specialist in curriculum and instruction.

Omar Guillen (center) receives the CABE Visionary Award.

Alumni Office Awards Third Annual CABE Visionary Award The GSEP Alumni Office hosted the third annual reception for the presentation of the California Association of Bilingual Education (CABE) Visionary Award on

The CABE Visionary Award is given to an alumnus who has exemplified and advanced the CABE mission of promoting bilingual education and quality educational experiences for all students in California. The reception was attended by students, alumni, faculty, staff, CABE representatives, and friends of Pepperdine, and coincided with the 35th Annual CABE Conference at the San Jose Convention Center. This year’s theme was “Celebrating 35 Years of Promoting Best Practices for English Learners.”

Sponsored by the International Society for Per formance Improvement, this is Volume 2 of a threepar t series that discusses instructional design and training, selecting and implementing performance interventions, and measurement and evaluation. More than 30 interventions are addressed based on best practices research, comparative analysis, and case studies. A Web site corresponding to the book can be found at www.needsassessment.org, and houses nearly 20 podcasts and other resources to effectively guide viewers to success in the workplace and beyond. (Pfeiffer, 2009)

As a part of his position with the Anaheim City School District, Guillen oversees the District Advisory Committee/District English Learner Advisory Committee (DAC/DELAC), which includes multilingual parents, administrators, and interested community members. Attendance for the monthly meetings has increased nearly 100 percent under his leadership.

In addition, Guillen is a part of the Family Involvement Network at the Orange County Department of Education, for which he has presented on increasing parental involvement at schools and welcoming non- or limited-English speaking parents to schools. Guillen is also part of the Dual Language Immersion Program within the district, and the training team for the School Site Council, which instructs teachers, parents, and administrators in English and Spanish.

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GSEP NEWS

Dr. Jeffrey Felix, Dr. Johanna VanderMolen, Dr. Trudy Arriaga, and Dean Margaret Weber.

Gsep selects superintendent of the Year and superintendents of Distinction The Pepperdine University Graduate School of Education and Psychology (GSEP) Superintendent Advisory Council announced the selection of Dr. Trudy Arriaga, superintendent of Ventura Unified School District, as the recipient of the 2010 Superintendent of the Year Award.

This year GSEP was also pleased to recognize two Superintendents of Distinction: Dr. Johanna VanderMolen of the Campbell Union School District and Dr. Jeffrey Felix of the Coronado Unified School District.

The advisory council comprises California superintendents and school leaders, and utilizes Pepperdine University as a forum to discuss issues that concern superintendents and their schools. GSEP also provides professional development activities for the council’s members.

“Arriaga leads from the heart, adhering to values that promote and support equity, excellence, and acceptance,” said Dr. Robert Fraisse, the superintendent of the

Laguna Beach Unified School District and former recipient of the award who nominated Arriaga for this distinction. “Under Arriaga’s leadership, student achievement consistently increases at all grade levels and across all student subgroups. She is a social and political leader at the community, county, and state levels, and has been tenacious in her advocacy to ensure that no child will go unheard by our legislators.

Finally, Arriaga is a masterful team-builder promoting collaboration and cooperation, and motivating her staff with dignity and respect.”

A r r iaga , Va n de r M o le n, a n d Fe li x were honored for their visionar y, instructional, and ethical leadership; organizational management; family and community involvement; and advocacy at the sixth annual Pepperdine Superintendent Advisory Council Dinner in Monterey, California, on January 27. The event coincided with the Association of California School Administrators annual conference.

“I am truly honored to be selected for this award,” professed Arriaga. “I am surrounded by a community of dedicated and talented staff, collaborative parents, incredible students, and a supportive board of trustees, which makes my role

as superintendent a winning combination.

I accept this recognition on behalf of the amazing educators in California who have dedicated their lives to ensure that all students receive an exemplary and balanced education fostering a lifelong passion for learning and engagement.”

Felix and VanderMolen expressed similar sentiments. Felix stated that, “Working in education has benefitted me just as much as the people I have served. There is no better feeling than knowing I have made a positive impact on another person’s life.

Educating others has taught me about leadership, culture, and myself, and these experiences have given me a great deal of personal satisfaction.”

“Great education happens because students are taught by dedicated teachers and successful schools are run by compassionate, strong leaders who make decisions in the best interest of their students,” offered VanderMolen. “The successes I have seen during my tenure as superintendent are largely due to this dedicated team of educators, in addition to the support of a committed governing board. I am honored to be a member of this team and humbled to be recognized for this award.”

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GSEP NEWS Organizational Leadership Alumnus Organizes First Major Twitter-Driven Political Debate

Moodian also organized and moderated a forum with U.S. Senate candidates Tom Campbell and Chuck DeVore on March 30 in Irvine. Called “America in the 21st Century: A Town Hall Forum Featuring the U.S. Senatorial Candidates,” the event offered the public a chance to ask any questions on their minds.

Dr. Michael Moodian (EdD ’07), organizational leadership alumnus, organized and served as a panelist for the first major debate in U.S. history to incorporate the use of Twitter.

Moodian has been making waves in other ways. He was elected to the board of trustees and executive board of the World Affairs Council of Orange County, and the board of directors of Talk About Abuse to Liberate Kids and the Society of Educators and Scholars. He was also named one of the “top 40 under 40” in the May issue of OC Metro.

Held on October 28 at the Brandman University campus in Irvine, California, where Moodian is a professor, the event included Republican gubernatorial candidate Steve Poizner and Republican U.S. Senate candidate Tom Campbell, who discussed “Solutions to the California Financial Crisis.” “Social media sites such as Twitter are revolutionizing political campaigning,” said Moodian. “Candidates can now connect intimately and instantly with the citizenry.”

Moodian released his second book, Rancho Santa Margari ta (Images of America), which explores the history of southeast Orange County from the Spanish expedition, through the ranch activity of the region, to the development of the area today. He showcased and signed copies of his new publication at the

The Twitter feed.

Pepperdine University booth at the annual Los Angeles Times Festival of Books on April 25, held at the University of California, Los Angeles campus.

On February 24 Moodian visited the GSEP West Los Angeles Graduate Campus to participate in the Pepperdine University Libraries-sponsored Student to Scholar Colloquia Series. He discussed his new book, as well as his first title, Contemporary Leadership and Intercultural Competence, and, drawing on these projects and other academic endeavors, answered the audience’s questions about developing ideas for scholarly projects and how to see them through to fruition.

Dr. Mike Moodian with Dan Walters, a journalist with the Sacramento Bee, and Ed Arnold, a news anchor for Real Orange on KOCE-TV.

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K icK ing ca ncer PsyD Alumnus Teaches Kids to Cope with and Overcome Illness Clad in a traditional white karate uniform, Dr. Bruce Rush (PsyD ’99) does not look like your typical psychologist. Nor does he act like one. “Sensei Bruce,” as he is affectionately known, uses martial arts to equip children with tools such as power breathing and guided visualization to help manage the emotional stress that comes with cancer, and hopefully empower them to even overcome this difficult disease.

“I want these children to see that they can be active participants in their treatment by keeping a strong mind and spirit, even if their body is weakened by the treatment itself,” said Rush. The fact that a child may be undergoing treatment does not lessen his or her ability to effectively practice karate. On the contrary, to focus beyond pain and fear when the body is weakened is practicing karate. For example, a child in a wheelchair can demonstrate a strong mind and spirit by doing what he or she is capable of in that moment, even if that is only lifting an arm or a hand. A child’s courage and determination give meaning to his or her experience that cannot be taken away.”

One might suspect that Rush’s passion for karate was founded in his own childhood lessons. In fact, Rush only began the practice after college in an effort to exercise. Rush

also practiced judo, and over time developed such an interest in Asian philosophies that he actually wrote his dissertation at GSEP on Zen and the Therapeutic Relationship.

Rush’s interest in the creative karate therapy began with his friendship with Dawn Barnes, the owner of several Los Angeles-area karate studios. Barnes was looking for a charity to support when she discovered Kids Kicking Cancer (KKC), created by Rabbi Elimelech Goldberg, who himself lost a child to leukemia in 1983. Goldberg integrated his spiritual knowledge with his love of martial arts to develop this unique organization in New York City, which later expanded to Detroit, Michigan, and most recently Los Angeles.

In August 2009, Barnes and Rush collaborated to introduce the program at Barnes’ studios in Sherman Oaks and Santa Monica, and have recently received approval to launch a program with Childrens Hospital Los Angeles, where Rush actually did his psychology internship.

One of Rush’s best students is 8-year-old Adam Pomerantz, who has been receiving chemotherapy for leukemia for the past two years, with one and half more years of treatment scheduled. His mother,

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I don’ t h av e to do t hIs, bu t at t he sa me t Ime , I h av e to do t hIs.

Sharon Rogel Pomerantz, had been seeking an activity in which Adam could participate that could help him feel productive and less insecure about his situation. She found out about KKC from a friend, and since then has driven Adam nearly an hour each way to the Santa Monica studio in order to meet with Rush for once-aweek lessons. “I’m very happy that Adam has something in which he can excel and feel strong,” said Sharon. “I don’t have to push him to come here. He wants to come here. It’s helpful.”

Adam himself professed that the karate “makes him feel amazing,” He is now the most senior student who Rush teaches in Los Angeles, and sometimes

uses the skills he has acquired to help new students with their technique. Adam so enjoys the sport that he intends to get his black belt eventually, particularly as Rush reminds Adam that “a black belt in karate is a white belt who never quit.”

Rush has another phrase, or rather a series of phrases, he likes to repeat: rush:

“Who are you?”

“I am a powerful martial artist.” rush: “What is your purpose?”

adam: adam:

“To teach the world.”

“What is it you want to destroy?” adam: “Fear.” rush:

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This routine has done wonders for Adam, according to his mother. “It helps that Sensei Bruce is a psychologist,” she offered. “He addresses both the active part of the sport, as well as the emotional part. It is both a physical release as well as a lesson in relaxation and coping techniques.”

Despite already having a hectic schedule as director of clinical training at community agency Bienvenidos, Rush has assumed the role of the KKC California program director, and also trains other teachers coming into the program. “I don’t have to do this, but at the same time, I have to do this,” Rush explained. “It’s part of my commitment to service, instilled in me during my doctoral

program. I owe my involvement in this terrific initiative to Pepperdine, because it was at GSEP that I received the encouragement to believe that I could make anything possible. It was the mental preparation to do challenging things that now allows me to work with children with cancer.”

To learn more about Kids Kicking Cancer, visit: powerpeacepurpose.com

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n Kevin Adamso

According to the Ad Council, more than 1,300 students drop out of school each day. High school dropouts make 43 percent less money in the workplace than those with diplomas, and more than half of all dropouts are unemployed. Dropouts are three times as likely to face poverty and require public assistance than high school graduates.

And an estimated two-thirds of all prison inmates are dropouts.

These staggering statistics are compelling evidence for the need to support at-risk students.

That is where Options for Youth (OFY) Public Charter Schools come in. Directed by Dr. Jennifer Kliewer, who acts as deputy superintendent for the program in addition to her position as an adjunct

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options for youth, an option for empowerment Alumni Working with Unique Charter School System Support At-Risk Teens

faculty member for the GSEP Education Leadership Academy (ELA), OFY helps up to 60 percent of at-risk students in grades 7 through 12 return to public school or earn a high school diploma.

“What is unique is that students attend our schools by choice,” said Kliewer. “All students sign a contract stating their commitment to earn a diploma by voluntarily adhering to our enrollment requirements: attendance, work production, test performance, and graduation. In addition, students are required to do 10 hours of community service in order to graduate.”

OFY was founded in 1987 as a contracted service of the Los Angeles Unified School District. It is one of

the oldest charter schools in California, with five charters around the state. The schools are effective in helping teens attain “academic recovery” because they use independent, self-paced, one-onone directed learning; promote experiential learning and attention to one or two courses at a time; and focus on state standards and continuous learning with more school days. To this point, OFY’s passage rates either meet or exceed the rates of all alternative schools in the counties where they operate.

Kevin Adamson (MS ’09), a senior teacher in one of OFY’s Burbank centers and an ELA alumnus, described the system as “a great option for students who have fallen behind in credits at their resident

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middle or high school and who need to participate in academic remediation, students who do not perform at their fullest potential in the traditional classroom, or students who prefer to work at their own pace.”

Adamson is providing his students with especially unique opportunities through the “Open Mic Club” he founded. Based on his ELA portfolio project and inspired by the movie School of Rock, Adamson created an afterschool music program that offers a forum for students to meet and discuss music, learn how to play various instruments, and perform at “Open Mic Nights” for family and friends.

“From a research standpoint I wanted to see if this type of club would increase student achievement,” explained Adamson. “But the best thing about this project for me, professionally, was that I proved to myself that I could conceive of, coordinate, and direct a school-wide project that was inspirational and motivational for students and staff.” The club has been so successful that it is now in its third session.

Michael Scher (MS ’09), another ELA alumnus and academic recovery teacher with OFY, noted that the program offers flexibility

and independence, while also ensuring regular oneon-one contact with OFY’s instructors who teach, monitor progress, assign homework, and administer weekly tests. “Guided independent study is a proven approach to learning often compared to the college model because students complete most of their schoolwork outside the traditional classroom,” said Scher. “This means they have to be responsible, selfreliant, self-disciplined, and accountable to their teachers and themselves.”

Scher is currently coordinating a school-towork program that gives high school seniors the opportunity to gain valuable career training while finishing their diploma. He teaches all academic subjects, acts as an academic advisor, and sometimes finds himself offering social guidance.

“My role throughout the day is varied,” laughed Scher. “One minute I am a math teacher, the next a college planner, and the next, someone to whom a student can talk about a personal issue.

Fortunately, my experience at GSEP helped me

Francisco Aya

la

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Michael Scher

“I believe that many students just n ee d a second chan ce.”

realize that I have the leadership ability to offer these students guidance and help them become agents of change in their own lives.”

Adamson underscored this point: “In my experience, the most important thing that we achieve is providing a place for students, who were underserved by traditional schools, to flourish. I believe that many students just need a second chance and, once it has been granted, they can reach goals at our school that they could not at a traditional school. I also believe that the personal attention students receive through OFY and the care we take to individualize the educational program are important.”

Francisco Ayala (MS ’07), a regional supervisor for OFY and another ELA alumnus, confirmed that “through alternative learning settings which address the cultural, social, and intellectual needs of our nation’s diverse students, at-risk teens are given the leg up they need to finish high school, enter the workforce, and pursue a college career.

“We truly are ‘empowering minds by inspiring hearts.’”

TO LEArn MOrE AbOuT OFY, vISIT: WWW.OFY.Org

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PSyCholoGy A C r o S S CulturES master of arts in psychology and doctor of psychology alumna establishes first mental health department in kuwaiti hospital

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Dr. AtorinA BEnjAMin (MA ’05, PsyD

Benjamin learned about a new hospital

’09) grew up

that was opening, Al-Seef Hospital. She

in Kuwait,

contacted the medical director there to

one of many

inquire about positions in their mental

Middle-Eastern countries that had historically stigmatized mental illness and the field of psychology.

However, by the time she completed her doctoral program and returned

health department. She was only halfsurprised to find out that that had not been a consideration. Fortunately, the medical director was open to hearing

to her home, the culture had evolved

a proposal for such a division, and so

enough to accept the profession.

Benjamin got to work, preparing binders

However, because job prospects in this

of her PowerPoint presentation, her

area were still slim, Benjamin decided

curriculum vitae, and a manual that

to create her own opportunities.

she had compiled for her dissertation.

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“It is my hope that these types of activities will support my larger goal of educating the community about the benefits of mental health care.”

The hospital administrators could not help but be impressed with Benjamin’s gusto and accomplishments, and they immediately asked her to join their team and run the mental health department at the hospital. Benjamin is now the first psychologist to practice in a private-sector hospital in Kuwait.

“Kuwait experiences issues that are very similar to those I treated while living in the United States,” said Benjamin. “Mood disorders such as anxiety and depression are also prevalent in this culture.

In addition, children’s issues such as ADHD, developmental disorders, and behavioral disorders are quite common. I also expect to see patients that have body-image concerns. This topic is of special interest to me, as my dissertation was on the subject of body dysmorphia in adolescents.

Finally, I also hope to work with the hospital dietitian and surgeons to provide mental health evaluations to patients who undergo weightloss surgeries, and since this hospital has a large infertility clinic and obstetrics department, I am sure I will be seeing patients with issues related to infertility and postpartum depression.”

Benjamin has already begun seeing patients on an inpatient and outpatient basis, and has been pleased by the receptivity of the clientele.“

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It was a big advancement to use signage to direct patients to the clinic because, due to the cultural stigma, we expected people to feel embarrassed if they were seen entering a psychology clinic.

However, because the clinic is on a floor with multiple departments, patients are afforded some privacy. Interestingly, we have had many patients who have come to see the specialists in the other departments but who have come by to set up appointments after seeing our signs.”

Among Benjamin’s many challenges are determining a system for appropriate recordkeeping in order to maintain patient confidentiality, provide psycho-education to the public, and attempt to decrease the negative perceptions around mental illness. “I am very much aware of the magnitude of this task,” she admitted. “But I believe that individuals will try to be open-minded, in part because they are interested in Western phenomena such as mental health care systems, and in part because it is a new service that may be helpful when other interventions may not have been successful or positive experiences.”

The hospital staff has certainly been supportive of this initiative, placing advertisements for the mental health division in local publications and referring patients to the department. Benjamin has

also been supported as an individual, having been invited to be interviewed by the local newspaper and to join the hospital’s quality improvement committee. Because the hospital runs a student health clinic at a local university, the university even asked Benjamin if she would spend one day per week meeting with students in need of mental health treatment on campus. Benjamin is also participating in the hospital’s continuing education series in which she will present about the “Facts and Myths of Psychology.”

“It is my hope that these types of activities will support my larger goal of educating the community about the benefits of mental health care,” said Benjamin. “I am aware of the cultural implications of developing this program in this setting, but I am in the best position to pursue this effort due to my familiarity with the people and the lessons I received at Pepperdine emphasizing cultural sensitivity. Pepperdine provided me with a well-rounded education, honing my skills as a clinician and teaching me to lead a life of ‘purpose, service, and leadership.’ I believe that my work supports this mission, and I feel blessed to be able to fulfill this goal so early in my career.”

To learn more about Al-Seef Hospital, visit: www.alseef-hospital.com.

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Alumni

w s

Staying

ConneCted

Beyond the Classroom One of the most rewarding aspects of receiving a Pepperdine education is the network of connections you make with your classmates. These personal relationships last long after graduation, and alumni continue to support each other as professionals.

Fostering these relationships can maximize the value of your academic experience, and now there are so many ways to stay in touch.

It is easy to network with classmates, faculty, and 80,000 other alumni through the Pepperdine Alumni Network, PAN Online. To update your contact information, simply visit: alumni.pepperdine.edu.

GSEP has also expanded its Web presence to Facebook, LinkedIn, and Twitter, three of the most popular social networking sites redefining communication today. The official GSEP pages provide engaging and participatory platforms for students, alumni, faculty, staff, and others affiliated with GSEP to connect, network, and keep abreast of program developments. Information on resources such as Career Services, upcoming events, and

recent news found on the GSEP Web site is also available on each of these pages.

Join your colleagues online by: • Becoming a “fan” of the GSEP page on Facebook.

Once there, you can become a fan of one of GSEP’s five favorite pages: » Master of Arts in Education (MA and MAETC programs) » Organizational Leadership (Organizational Leadership and Organization Change programs) » Educational Leadership (ELA and ELAP programs) » Learning Technologies (MA and EdD programs, formerly known as OMET and EDTECH) » Psychology Division (MA, MFT, and PsyD programs) To find us on Facebook, visit: www.facebook. com/pepperdineuniversitygsep

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• Finding us on LinkedIn. Once there, you can join one of GSEP’s two groups: » Education Division

• Following us on Twitter. » To find us on Twitter, visit: twitter.com/gsepnetwork

» Psychology Division To find us on LinkedIn, visit: www.linkedin.com/in/pepperdinegsep

Finally, you can expand your social circle by participating in events or volunteer efforts with your local alumni chapter. Chapters are located across the United States and in several international locations, and hold virtual meetings in addition to in-person events: Arizona: Phoenix

New Mexico: New Mexico

California: Bay Area, Coachella Valley,

New York: New York

Los Angeles, Orange County, Sacramento,

North Carolina: Carolina

San Diego, Ventura County

Ohio: Cincinnati, Columbus

Colorado: Colorado

Oregon: Portland

Florida: Miami

Pennsylvania: Philadelphia

Georgia: Atlanta

Tennessee: Nashville

Hawaii: Hawaii

Texas: Dallas-Fort Worth, Houston

Illinois: Chicago

Utah: Utah

Louisiana: New Orleans

Washington State: Seattle

Massachusetts: New England

Washington, D.C.: Washington, D.C.

Missouri: St. Louis

International: Australia, Germany, Japan,

Nevada: Las Vegas

Republic of Korea, United Kingdom, China

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GSEP PErSPECtivES

Hope witH every SunriSe

By Scott Mortensen

Student in the Online Master of Arts in Learning Technologies Program The sunrise in Haiti was especially hot. Our team of 39 of doctors, nurses, EMTs, and humanitarians had pitched our tents at the New Life Children’s home, an orphanage just a few minutes’ drive from the Port-au-Prince airport. The longtime director of the orphanage told me about the heartbreak of raising funds to educate the children, only to see the 7.0 earthquake that occurred on January 12 result in the cancellation of school for the year. The uniforms, books, buildings, and many of the teachers were gone.

As the saying goes, “With each sunrise we start anew.” How desperately that adage was needed here in post-quake Haiti. Fortunately, because my learning technologies degree is centered on concepts in philanthropy and social entrepreneurship, my professors allowed me to miss a week of schooling to join my church and use my skills as a videographer and paramedic to assist with crisis work such as distributing medical supplies and rebuilding. Just one month before the earthquake I had driven to Bakersfield in California to study one of my professor’s projects called Haitian Creations—

an e-commerce site that empowers Haitian women by selling their handcrafted purses online.

Now, unbelievably, here I was in Haiti taking my Action Research, part of my academic program, one step further.

The morning sun shed light on the magnitude of the horror. Though it was two weeks after the earthquake, devastation was everywhere. There were so many people who needed critical assistance.

In the outlying communities we found patients with head trauma, broken bones, burns, lacerations, and severe infections. Many of the children were malnourished, dehydrated, and orphaned. The media footage of rioting and angry mobs that we watched before our departure was unseen once we were on the ground in Haiti. The reality was that everywhere our team went, whether we were dishing out prayer, medicine, or food, the communities responded with a heartfelt, “Merci.”

My goal in obtaining this degree is to research ways that we can harness technology to create a more compassionate society. The challenge in Haiti was an opportunity for me to make a difference.

Sometimes I feel overwhelmed at the magnitude of the job and powerless to effect the change I envision. But, as Abraham Linclon once said, “The best thing about the future is that it comes only one day at a time.” With each new sunrise, my hope for a better tomorrow is renewed.

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GSEP PErSPECtivES

GOING F ULL CIRCLE From Student to Teacher to Student Again

By Kerri Johnson Doctor of Psychology alumna (PsyD ’04), adjunct faculty member at GSEP, private practitioner, and chairperson of the Los Angeles County Psychological Association Annual Convention I was already in a state of disbelief at my commencement ceremony in 2004. After four years of hard work, I could not believe I had finally reached this exciting turning point. But then one professor said something to astound me further: “You did it, girl — now come back and teach.”

I looked at Dr. Louis Cozolino, a professor of psychology, with incredulity. Was he serious?

I immediately thought, “How can I, not even a licensed psychologist yet, dare to think of working alongside teachers who have just

“I owe so much of my career to my days as a doctoral student at GSEP.”

I impart the invaluable knowledge I have gained from Pepperdine and my professional career.

handed me a diploma.” Thankfully, with the encouragement of my therapist, I realized that I should not fear this great opportunity to give back to the school that had taught me so much.

The benefits I gain from teaching also transfer to my private practice in Beverly Hills. I work with individuals suffering from depression, eating disorders, anxiety, and personality disorders.

Teaching keeps me sharp, and enhances my ability to hear my clients in a way that betters the therapeutic relationship and ultimately their lives.

Now, after nearly three years of working with students, I have affirmed my love for teaching. It is rewarding to see how each student takes his or her own path, utilizing his or her unique personality and experience. I enjoy the exchange of information, in which my students share their world with me, and

I owe so much of my career to my days as a doctoral student at GSEP. My teachers helped shaped how I think about teaching and practicing clinical psychology. Now I am able to show the same compassion and deep love for the material that they showed and inspired in me.

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GSEP PErSPECtivES

THE BEAR NECESSITIES

By Sandra de Bresser (MA ’02), Online Master of Arts in Educational Technology alumna and director of the Information and Communication Technology (ICT) Department at Regio College in Zaandam, the Netherlands

Visiting Fiji for the first time and on a village tour through the remote areas of this beautiful island, I was struck by the sight of an old (nonworking) computer in an otherwise empty classroom at the Koroinasau Primary School.

Looking at these children, so eager to learn but without sufficient resources, I thought of my own students in the Netherlands at Regio College, a community college close to Amsterdam where I work as the director of the ICT department.

My students come to school with their own laptops and have every opportunity provided to them so they may succeed in life. And I thought of what a wonderful lesson it would be for them to learn how fortunate they are by getting to know the children in Fiji, getting to know their circumstances and how they can be helped by the skills my students are learning in information technology (IT). It was this thought that inspired me to start a foundation called “Bear with Us” to bring technology and education to remote areas in the South Pacific and other parts of the world.

My colleagues and I started by setting up a project for our students to refurbish old computers, donated to the school by British Telecom, our service provider, and providing IT services to the personnel. In addition, we incorporated fundraising activities for our students into the curriculum of their “learning, career planning, and civic responsibility” competencies.

We recently raised enough money to send our first donation, consisting of mini Oxford dictionaries for the children’s language classes and a yearlong Internet connection for the one notebook computer they have acquired since then. It is our ultimate goal to provide the school’s four classrooms and library with computers and an Internet connection. “Bear with Us” is a perfect fusion of my interest in the use of technology in education, and my passion for service, both enhanced by my experience at Pepperdine.

To learn more about the foundat ion, visit www.bearwithuseducation.org.

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GSEP Cl aSS notES

’70

GeorGe Hynd (Ba ’70, Ma ’71) was named provost and executive vice president for academic affairs at the College of Charleston.

He previously served as senior vice provost for education and innovation and the dean and director of the Mary lou Fulton Institute and Graduate School of Education at arizona State University.

’79

Henry dittman, Jr. (Ma), recently served on the governor of Florida’s Commission on Disabilities, and is serving a one-year term as a commissioner assisting the Governor’s office in indentifying issues affecting elderly, disabled Floridians.

’80

rodney-Lee JosepH Guidry (Ma) has been operating his insurance business for over 25 years. He recently moved to Pineville, louisiana.

’84

arLen Gaynor (MS) was appointed principal of March Middle School in the Val Verde Unified School District, located within the city of Moreno Valley, California.

’86

dr. Linda tHor (’71, EdD ’86), formerly president of Rio Salado College in arizona, was named chancellor of the Foothill-De anza Community College District in los altos, California. a nationally recognized innovator in education, she will be the sixth permanent chancellor since the district’s founding in 1957.

’90

david Lane pooLe (’82, MS ’90) was named vice president for online and Professional Studies at California Baptist University. Since 2004, Poole previously served as vice president for institutional advancement at Hope International University in Fullerton, California, and associate dean for graduate and executive programs for the argyros School of Business and Economics at Chapman University in orange, California. For 13 years Poole was executive director for all executive programs at Pepperdine.

’93

dr. Karin Hart (Ma ’93, PsyD ’97) received the Distinguished Service to the los angeles County Psychological association award at the organization’s last convention.

erceLL Hoffman (Ma) recently published a novel titled USA Anytime Anyplace. She also has a private practice in marriage and family therapy.

’98

victor tHompson (EdD) is Region 14 president of the association of California School administrators.

’99

Janice tait scHuLtz (EdD) was inducted into the oceanside High School alumni Hall of Fame. Schultz served as an educator for nearly 40 years, beginning her career as a teacher in Culver City, California. She advanced to the role of associate superintendent for Fallbrook Unified School District in 2006, where she worked until recently retiring.

’03

vaLerie madrid (Ma) returned to Pepperdine as the director of fully employed programs corporate recruitment at the Graziadio School of Business and Management.

’05

Lisa BaHar (Ma) joined Dr. Richard Granese and Southern California Psychiatric associates in Dana Point ,California, where she is now developing her own private practice.

Bahar, who often uses cinema-therapy, works at Mission Hospital in laguna Beach, California, with clients with chemical dependency. iLene WeinGarten (Ma) is a therapist in private practice in Santa Monica, California. In addition, she conducts trainings for therapists on the subject of money in psychotherapy, and speaks and writes on how to improve our relationship with money. to see her blog, visit: www.tameyourmoneyanxiety.com

’07

cHucK Hazzard (Ma) was awarded the 2010 a merican Baseball Coaches association Best of Show award for establishing a new online shared resource that would allow college baseball coaches to share scouting information. the product, known as total Scout, was featured in an article in the January 22 issue of Collegiate Baseball, a newspaper that was established in 1958 to cover various topics and news announcements in amateur baseball. total Scout is a direct result of the action research project Hazzard conducted as a master’s student in educational technology.

yaKun WanG (Ma) received her certificate of tenure from the superintendent at Culver City Unified School District.

’08

dr. KatHLeen pLinsKe (EdD) was recently named interim president of McHenry County College in Illinois. She most recently served McHenry as vice president, institutional effectiveness and in several other roles since 2001.

She was named one of Phi Delta Kappa’s 24 Emerging leaders in International Education in 2009.

dr. KennetH santareLLi (EdD) was named 2010 Honorar y Commander of the 412th Electronic Warfare Group (EWG) at Edwards, aFB. In his honorary role, Dr. Santarelli will have the opportunity to work closely with Col. Russell Kurtz, commander of the 412th EWG, to facilitate engagement between the 412th EWG and the community. the 412th EWG employs approximately 150 engineers and is looking to maintain their technical edge through active development of their staff. Santarelli is the director of the antelope Valley engineering programs for Fresno State’s lyles College of Engineering. israeL vaLenzueL a (Ma) recently joined Greenville College in Greenville, Illinois, as instructional designer and instructor of learning technology for their online learning initiative.

’09

Jodianne eLLis (Ma) was appointed associate dean of curriculum and program development for California InterContinental University, a distance-education institution which promotes quality learning, critical thinking, and the discovery of new knowledge for the benefit of diverse business communities. eveLyn pinon esqueda (Ma) joined Eggelston Family Services in los angeles, California. She will serve as a social worker for foster parents and children.

stepHanie rice (Ma) recently accepted a new position as a social worker for the City of Bakersfield, California. anne smitH (Ma) was named one of 20 to Watch by the national School Boards association’s technology leadership network, which identifies emerging leaders in educational technology.

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THE CONSCIOUS PRACTICE OF SELF CARE

By Kei Dalsimer (MA ’08), alumna of the marriage and family therapy program and intern at a private practice in Corona Del Mar and the GSEP PRYDE program.

The alarm goes off, the shades are not quite drawn, and the sun’s penetrating rays are now warming my eyes, gently saying “wake up.” As I sit on the bed, I make a mental note of how I am feeling, take in some meditative breaths, and then energetically prepare to counsel clients like a busy bee pollinating flowers.

Many things are out of our control, but not my ability to care for myself. Consciously making an effort to live an extraordinary and appreciative life while focusing on the positive is a part of self care. On the days that I make a concerted effort to take care of myself I feel my mind, body, and spirit highly energized, which translates into a better me. This conscious choice makes me a better mother, wife, and therapist.

Some of the simple things like eating healthy, taking vitamins, walking, and spending time with my family were already part of my practice of self care. I call it a “practice,” because it is a conscious way of living that is implemented each day. I have added to this practice by participating in different activities each week, such as exploring the meditative world of yoga, sailing in the open ocean with a pod of migrating dolphins, and preparing for long treks by hiking the trails of Orange County.

One of my most memorable days of self care was trekking in Machu Picchu, Peru. Upon graduating

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from Pepperdine I decided to give the gift of self care and trained to trek the 14,000-foot-altitude Inca Trail. It was amazing being above the clouds and eye to eye with the peak of the snow capped mountains. There was a spiritual energy and mysticism as I prayed and meditated along the trail, staying in the moment, smelling the flowers, gazing at the Southern Cross in the sky at night, and talking through translators with the native Quechua people. The journey was nourishing.

We can all relate to having those days where we’re too busy to care for ourselves and then wonder why we feel fatigued and stressed. Those of us who neglect to care for ourselves become burned out and unhappy, which does not allow us to provide proper care for others. Funny are those commercials where the mother is sick and the family seems to be lost without her loving management of the household. She then takes the cold medicine and miraculously she’s better, kissing her children goodbye, handing them a lunch before they miss their school bus. It’s similar for those in helping professions. Only when we take care of ourselves can we truly be effective in caring for others.

So take some time today to explore ways you can begin your “practice” of caring for yourself. Stay aware of the positive changes, and you will be happily surprised.

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In education and psychology careers, professional relationships are integral to growth and success. Recognizing this, the Pepperdine Graduate School of Education and Psychology (GSEP) named its alumni organization Colleagues.

The relationships that you formed as a student don’t have to end after graduation. Through GSEP Colleagues receptions, lectures, and enrichment offerings, we advance the spirit of collegiality between alumni, faculty, and current students.

Colleagues fosters meaningful connections with opportunities to mentor current students or recent graduates and to volunteer their expertise with some of GSEP’s community partners.

Your annual membership in Colleagues helps GSEP with our most important initiatives: • Graduate student fellowships and scholarships • Recruitment opportunities to attract top students and faculty • State-of-the-art facilities, technology, and research library

Please join as a member of Colleagues by sending your gift in the envelope included in this magazine.

Or, you may join online at our secure Web site: gsep.pepperdine.edu/alumni/giving If you have questions regarding Colleagues, please contact Claudette LaCour at (310) 568-5649 or via e-mail at claudette.lacour@pepperdine.edu or gsepalum@pepperdine.edu.

“The Colleagues are a vital part of the GSEP community. They provide scholarships and other forms of academic support for current students and networking opportunities to assist alumni in career advancement. Our alumni are critical to Pepperdine’s success and we look forward to continually advancing the influence and reputation of Pepperdine in our local community.”

— Dr. Ed Shafranske, Professor, Psychology

Visit us online at:

gsep.pepperdine.edu/alumni/colleagues

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Strength in numberS EngagE with morE than 18,000 gSEP alumni on FacEbook, linkEdin, mySPacE, and twittEr. Interact with the GSEP community and keep up with program developments on these new, official pages. Use these tools to contact GSEP Career Services for access to PepPro, the ultimate online resource for career guidance and support.

rEach out to 80,000 PEPPErdinE alumni worldwidE through Pan onlinE. Pepperdine hosts hundreds of gatherings each year for alumni in areas near you. Visit this alumni network online to update your e-mail address and receive the monthly e-newsletter with details on events and other benefits.

Take full advantage of your Pepperdine University affiliation by joining these valuable social networking groups and online services.

Log on to gsep.pepperdine.edu and get connected today.

Contact us at 310.568.5649 or gsepalum@pepperdine.edu.

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Do We Have Your Information?

Complete this form online at gsep.pepperdine.edu/alumni/update.

WHAT’S NEW WITH YOU? Have you been published, recognized, married, or had a baby?

Have you moved to a new address or simply lost touch with us?

Please fill in your new information below and return via regular mail or visit gsep.pepperdine.edu/alumni/update to complete your update online.

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Home address: __________________________________________________________________________________________ City: ___________________________State: ______ Zip: ____________ Country: ___________________________________ Home phone: ___________________ Cell phone: _________________ Home e-mail address: _______________________ Business address: _______________________________________________________________________________________ Employer: __________________________________________ Occupation: ________________________________________ City: ___________________________ State: ______ Zip: ____________ Country: ___________________________________ Business phone: _____________________________________ Business e-mail: ____________________________________

Save the postage and fill this form out online at:

gsep.pepperdine.edu/alumni/update To return this form, simply fold it so that the “Business Reply Mail” panel faces outward, seal with tape, and drop in any mailbox. No postage is necessary. Thank you for updating your record!

GSEP Colleague Spring/Summer 2010 31

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NO POSTAGE NECESSARY IF MAILED IN THE UNITED STATES

GSEP Colleague

Spring/Summer 2010

BUSINESS REPLY MAIL

FIRST-CLASS MAIL

PERMIT NO. 84

MALIBU CA

POSTAGE WILL BE PAID BY ADDRESSEE

OFFICE OF ALUMNI RELATIONS PEPPERDINE UNIVERSITY GRADUATE SCHOOL OF EDUCATION AND PSYCHOLOGY 6100 CENTER DR LOS ANGELES CA 90099-9357

FOLD HERE AND TAPE CLOSED ALL OTHER SIDES — DO NOT STAPLE

Artwork for Envelope, Business, #9, 3 7/8 x 8 7/8 in (3.875" x 8.875") Layout: artwork postcard with imb.lyt April 22, 2010

Produced by DAZzle Designer, Version 9.0.05 (c) 1993-2009, Endicia, www.Endicia.com U.S. Postal Service, Serial #NO

FOLD HERE AND TAPE CLOSED ALL OTHER SIDES — DO NOT STAPLE

To update your information online, please visit: gsep.pepperdine.edu/alumni/update

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Are you thinking About A reverse mortgAge? ge?

There’s a better opTion!

Try a Pepperdine Charitable Gift Annuity for Home.* BeNeFITS:  Receive income for life  Continue to live in your home  No fees or costs

 Flexibility to sell or move out of your home if you desire  Substantial tax benefits

For a personalized proposal, call now or visit us on the Web:

www.pepgift.org

For more information call Stephanie Buckley at

310.506.4893 or e-mail: stephanie.buckley@pepperdine.edu * Not available in New York and Washington states. Call for details.

CeNTeR FoR eSTATe ANd GIFT PlANNING

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Nonprofit Org. U.S. Postage

Pepperdine University

Graduate School of Education and Psychology 6100 Center Drive Los Angeles, CA 90045-1590

PAID Pepperdine University

he Pepperdine Faithful Who are the “Faithful?”

They’re the folks fully committed to our mission, who regularly step up in support of Pepperdine, convinced that this is absolutely the best place to make a difference in lives and leaders yet to come.

And so they give, and they give again, each and every year.

If you’re one of the Pepperdine Faithful, we thank you, and we thank you again. We couldn’t do without you.

pepperdine.fund@pepperdine.edu

310.506.4579

www.pepperdine.edu/giving

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