Colleague Vol. 30, Iss. 2 (Fall 2013/Winter 2014)

Fall 2013/Winter 2014 Volume 30, No. 2

outcomes PEPPERDINE UNIVERSITY Graduate School of Education and Psychology

EMOTIONAL

ACADEMIC SOCIAL

outcomes

outcomes

Making

Connections:

The Social Side Education of

INSIDE: The Big Picture: Shared Perspectives Improve Professional Insight | Catalysts of Change: Teen Males Learn Coding in South Los Angeles

L ette r From t he D ean

At the Pepperdine University Graduate School of Education and Psychology (GSEP), we have the unique opportunity to interact with students and professionals from two distinct academic fields. In this issue of Colleague, we’ve explored some of the instances where collaboration between the disciplines has led to deeper insight for both.

Professor of psychology Louis Cozolino, PhD, debuted his book Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom which discusses how human relationships affect not only students’ ability to learn, but also how educators teach.

We spoke with Cozolino and his lead researcher, Megan Marcus (MA ’08), specifically about how stress impacts learning, teacher burnout, and emotional competencies that enhance educational outcomes.

As California considers a recommendation to make mental health awareness a requirement for teacher credentialing programs, we spoke to psychology faculty member Donald Grant and professor of education Reyna Garcia-Ramos about our Urban Fellows program, which has provided this type of training for the past five years. Designed to broaden students' understanding of the interplay of economic, educational, familial, and cultural issues on the capacity to provide quality service, the Urban Fellows training unites a select group of education and psychology students for collaborative learning.

As the students gain insight by sharing differing perspectives, we discover ways to enhance learning outcomes that might be applied more broadly in the future.

Finding correlations between the education and psychology fields could enhance our faculty research and deepen students’ understanding of the work they do. We look forward to seeing the ways in which the GSEP community continues to take advantage of these cross-disciplinary connections.

Margaret J. Weber, PhD Dean

F E AT U R E S

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Making Connections: The Social Side of Education

The Big Picture: Shared Perspectives Improve Professional Insight

By: Ana Ottman

Departments 02 News 22 Donor Roll 30 Class Notes 31 Self-Care

Perspectives

18 Catalysts of Change: Teen Boys Learn Coding in South Los Angeles

By Oscar Menjivar

20

Law and Ethics in Psychology: Advice for Practitioners and the New DSM

By Pamela Harmell, PhD

PEPPERDINE UNIVERSITY GRADUATE SCHOOL OF EDUCATION AND PSYCHOLOGY Fall/Winter 2013 Volume 30, No. 2

Managing Editor Veronica Orozco Director of Alumni Relations Claudette LaCour

ADMINISTRATION Dean Margaret J. Weber Associate Dean, Psychology Robert A. deMayo Interim Associate Dean, Education Martine Jago

Creative Director Brett Sizemore Art Director Lizabeth Waldvogel (’05) Production Manager Jill McWilliams Photographer Ron Hall (’79) Copy Editor Vincent Way Contributing Writers Pamela Harmell Oscar Menjivar (MA’11)

Ana Ottman Paula Thompson (EdD ’12)

The Pepperdine Colleague© 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.

Please send address changes and alumni updates to: Pepperdine Colleague GSEP Alumni Office 6100 Center Drive, 5th Floor Los Angeles, CA 90045 Tel. 310.568.5664 Email: gsepalum@pepperdine.edu To contact the Colleague editor, email gsepedit@pepperdine.edu.

GSEP Colleague Summer 2008 1

GSEP NEWS

FROM DISSERTATION TO NONPROFIT

EdD in Organizational Leadership Alumnus Starts After-School Program After Samir Elmoghrabi (EdD ’12), completed his dissertation research in the Wiseburn School District, he decided to ask school administrators if he could implement an after-school program based on his research findings. They agreed, and that was the genesis for Elmoghrabi to found an education nonprofit focused on after-school activities called OST Guiding Hands (Out-of-School Time).

Along

with

GSEP

Emeritus

Professor Diana Hiatt-Michael, and Elmoghrabi’s fellow EDOL alumnus Jeff Thrift (EdD ’12), OST Guiding Hands designs and implements afternoon programs for K-12 schools.

The programs are research-based and meet high academic standards.

The organization seeks partnerships with schools in need of afterschool programming that do not qualify for government funding.

Motivated by the positive response from the Wiseburn School District, Elmoghrabi was excited to welcome the first official cohort of students in fall 2013.

To learn more about OST Guiding Hands, visit ostguidinghands.org.

ALUMNA RECEIVES AWARD FROM National Latina Business Women Association

Alumna Betty Rengifo Uribe (MBA ’00, EdD ’12) was recently named a 2013 Woman of Excellence by the National Latina Business Women Association (NLBWA), Los Angeles chapter.

NLBWA's mission is to promote and support the growth of Latina business owners and professionals. Nominees for the business awards distinguish themselves through outstanding leadership as corporate professionals in their industry, as entrepreneurs, in the nonprofit sector, and/or through community outreach and service.

The awards were announced at the 10th annual Honoring Latinas in Business Awards on Thursday, June 27, 2013. The ceremony was held at the Academy of Television Arts and Sciences in North Hollywood, California.

Uribe moved to the United States from Colombia at the age of 12 and speaks fluent Spanish. She brings a unique bilingual and bicultural understanding to her profession. She is involved in a host of community organizations, including: the Hispanic Outreach Taskforce (president), Junior Achievement, the Anna Maria Arias Foundation Board and its National Latina Business Series Program, the California Hispanic Chamber, the Professional Network Group (founder), and the Parents Step Ahead Foundation. In 2010 Uribe was named one of the Most Prominent Latinas in L.A. by Univision and one of the Top 25 Corporate Elite by Hispanic Business Magazine. A mother of three, she resides in Chino Hills, California, with her husband and her family.

To learn more about the NLBWA Los Angeles chapter, visit nlbwa-la.org.

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GSEP NEWS

EdD IN LEARNING TECHNOLOGIES STUDENT ELECTED

To Museum Educators of Southern California Board Current EdD in Learning Technologies (DELT) candidate David Greenfield (MA ’07) was recently elected to the board of the Museum Educators of Southern California (MESC).

The board created a new position, chair for technology and social media strategy, for Greenfield.

MESC is a nonprofit for museum professionals that works to ensure museums place education at the center of their activities.

They increase diversity in the museum-education field, strengthen the role of museum educators within institutions and provide professional training.

In addition to being elected to the MESC board, Greenfield recently spoke on a panel at the Museums and the Web 2013 conference and wrote a guest blog post for edgital.org on massively open online courses, or MOOCs. He also spoke at Future Salon LA on the topic of MOOCs education, and was quoted in a blog post on the Art Museum Teaching online forum.

Greenfield has more than 20 years of experience in new media, art, and education. His experience in digital media includes corporate communication design and computer-based training; new media development, education, curatorial, and registration for museums; and teaching students and instructors. In addition, he has photographed and cataloged several private art collections using modern digital collection management systems. Greenfield is an alumnus of GSEP’s online masters in educational technology.

Connect with Greenfield on his website at davidgreenfield.net.

daniel’s decision: To transform lives.

His game plan: A Doctorate of Education in Learning Technologies from Pepperdine.

To empower your future, get in touch today.

310.568.2366 or 866.503.5467 gsep-recruitment@pepperdine.edu gsep.pepperdine.edu

GSEP Colleague Fall 2013/Winter 2014 3

GSEP NEWS MA in Learning Technologies Alumnus’ Company

ENCOURAGES TECHNOLOGY IN THE CLASSROOM MindShare Learning was founded by GSEP alumnus Robert Martellacci (MA ’07). Now celebrating its 10th anniversary, MindShare Learning aims to inspire and counsel e-learning technology producers, hardware manufacturers, distributors, and educational providers in all aspects of marketing.

The company believes that learning technology tools can enhance learning in the classroom environment, professional development for teachers is crucial to successful tool implementation, and digital knowledge is the currency of the 21st century.

MindShare Learning’s annual contest—Canada’s 21st-century classroom video challenge— celebrates educators embracing 21st-century skills and technology to support student success and celebrate innovative thinking. The three regional winners from western, central, and eastern Canada each won a classroom technology prize valued at $15,000.

To learn more about MindShare Learning and this year’s winners of the video challenge, visit mindsharelearning.ca/videochallenge.

EdD in Organizational Leadership Alumna Named To

GOVERNOR’S WORKFORCE INVESTMENT BOARD Dawn Lindsay (EdD ’00), alumna of the EdD in organizational leadership (EDOL), was recently named to the Governor’s Workforce Investment Board (GWIB) in Maryland. The current president of Anne Arundel Community College and a Maryland native, Lindsay formerly served as president of Glendale Community College.

The GWIB is Governor Martin O’Malley’s chief policymaking body for workforce development in Maryland. It is a business-led board of 45 members, representing the business community, schools, and labor and nonprofit organizations. The GWIB is responsible for developing policies and strategies to form a coordinated workforce system from a variety of educational, employment, and training programs throughout Maryland.

In addition to her new position as a member of the GWIB, Lindsay serves on the board of directors for the League for Innovation in the Community College and the Annapolis and Anne Arundel County Chamber of Commerce. She has dedicated more than 25 years to the community college system and holds a master’s degree in educational counseling, along with two bachelor degrees from McDaniel College.

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MA in Learning Technologies

ALUMNUS WINS CISCO GRANT for K-8 Software Tool

Paul Reynolds (MA ’06), alumnus of the master’s degree program in educational technology (MALT), founded the nonprofit, Reynolds Center for Teaching, Learning, and Creativity (Reynolds Center TLC), along with his twin brother, children’s book author and artist Peter Reynolds. They recently won a $75,000 grant from Cisco to help fund the development of Fab@ School Designer, a student- and teacher-friendly digital-fabrication software tool.

The goal of the tool is to engage K-8 students in science, technology, engineering, and math (STEM) learning. Fab@School Designer encourages students to construct objects such as geometric solids, packaging, and other working machines from imagination to physical form. It allows teachers to introduce critical STEM concepts in an engaging way.

Reynolds pointed to poor U.S. student performance in science and mathematics as the impetus for creating the software. The Reynolds Center TLC encourages creativity and innovation in teaching and learning.

To learn more, visit reynoldstlc.org.

GSEP NEWS

DISTINGUISHED ALUMNI Psychology Division REBECCA BURGE COOPER, MA ’97

Cooper is the founder of Rebecca’s House Eating Disorder Treatment Programs and Rebecca’s Eating Disorder Foundation. Rebecca’s House is a nonprofit organization based in Lake Forest, California, that supports clients in reclaiming individuality, independence, and health from their eating disorders.

She is a licensed marriage and family therapist, a licensed professional clinical counselor, certified eating disorder specialist, and certified clinical forensic counselor.

Cooper is the author of the book, Diets Don’t Work and the producer of several educational films and guided-imagery CD and DVD projects. Her recent articles have been published in the Jewish Journal, the Huffington Post, and Parenting OC. She is highly in demand as a speaker, both domestically and abroad in Argentina, Israel, and Portugal. Some of her recent topics include “The Etiology of Eating Disorders” at the 2012 Southeastern Eating Disorder Conference in Birmingham, Alabama; “Food Addiction or Eating Disorder” at the International Conference on Treatment Modalities for Eating Disorders in Jerusalem, Israel; and “Eating Disorders and Co-occurring Addictions” at the Palm Cornerstone Workshop in Orange County.

Some of Cooper’s many appearances in the media as a guest expert include “Starving Secrets” in a national broadcast on Lifetime Television and “Stress Eating During the Holidays” on San Diego 6 News TV. She also has appeared on CNN, HLN TV, as well as The Tony Aiello Show and The Chris Schroeder Show. Honored as a Rising Star in Business by WomanSage, Cooper was also nominated for Orange County Business Journal’s Women in Business Award in 2009. She also served as the first president of the International Association of Eating Disorder Professionals in Orange County.

Cooper received her bachelor of arts from Marshall University in West Virginia. She earned her master’s degree in clinical psychology from GSEP in 1997 and is currently a PhD candidate with the American Institute of Holistic Theology.

Cooper resides with her husband, James Cooper, in Lake Forest.

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GSEP NEWS

DISTINGUISHED ALUMNI Education Division KIMBERLY A. GREENE, MA ’93, EdD ’99

Greene is an associate professor of education and founding director of the Center for Instructional Innovation at Brandman University in Irvine, California. As Brandman’s chief instructional designer and consulting technologist, she was instrumental in implementing the university’s transition from a traditional classroom format to a blended and fully online instruction delivery format. Greene also works as an educational media specialist for EdTech 21, a consultancy in Santa Monica, California, providing educational curriculum development services for corporate and public sector clients.

Her recent academic research has focused on her expertise in creating online learning systems, including her article, “Transitioning an Adult-Serving University to a Blended Model,” published in the Journal of Continuing Higher Education. She is also the author of the Afghan Family Health Book (2004), a talking book that teaches basic survival skills to Afghani women, sponsored by the U.S. Department of Health and Human Services.

Greene is the creator and author of the internationally successful young adult novel Pop Star series, which includes My Sister’s a Pop Star, I’m So Not a Pop Star, and My Life on TV. The 2010 recipient of the Brandman University School of Education Faculty Mentor of the Year award, she has served as president of the board of the Virginia Avenue Project in Santa Monica and as a school board member for the Academy of Recording Arts charter high school in Los Angeles.

After receiving her bachelor of fine arts in theatre from New York University, she earned her master’s degree in education and her doctor of education from the GSEP in 1993 and 1999, respectively.

Greene resides with her husband, Todd, and son, Grady, in Santa Monica.

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GSEP NEWS

HONORARY DEGREE RECIPIENTS PSYCHOLOGY DIVISION

Kenneth I. Pargament, PhD Kenneth I. Pargament, PhD, a professor of clinical psychology at Bowling Green State University, is a practicing clinical psychologist and distinguished scholar at the Institute for Spirituality and Health at the Texas Medical Center in Houston. He is a leading figure in the resurgence of attention to the connection between spirituality and health. Through studies of groups dealing with trauma–survivors of the Oklahoma City bombing, victims of natural disasters, and the medically ill–Pargament identified many of the specific ways religion can help or hurt people in crisis.

Pargament advocates for greater sensitivity to spirituality in health care. He is editor-in-chief of the recently published twovolume APA Handbook of Psychology, Religion, and Spirituality, which highlights the role of spirituality in health. Pargament’s

2007 book, Spiritually Integrated Psychotherapy: Understanding and Addressing the Sacred, covered the insights gained through the application of spiritually­-integrated treatments for survivors of child sexual abuse, women infected with HIV, and patients with heart disease and cancer.

For this work, Pargament won the Oskar Pfister Award from the American Psychiatric Association, the Outstanding Contributor to Graduate Education at Bowling Green State University, and the National Samaritan Center Award. He has consulted with the National Institutes of Health, the United States Army, and the World Health Organization.

Pargament earned his PhD in clinical psychology from the University of Maryland and interned in clinical psychology at Rutgers Medical School. He completed a two-year, postdoctoral fellowship in psychiatric epidemiology at the Johns Hopkins School of Public Health.

EDUCATION DIVISION

Laura Skandera Trombley, PhD Nationally-recognized champion of liberal arts education and president of Pitzer College, Laura Skandera Trombley, PhD, has presided during a time of expansion, raising the college’s profile and academic reputation. She has overseen the foundation of several collegiate centers and majors, including the Robert Redford Conservancy for Southern California Sustainability. For the past three years, Pitzer students have won more Fulbright Fellowships than students at any undergraduate college in the United States.

In addition to her leadership of Pitzer, Trombley is a highly respected scholar of Mark Twain. During her doctoral research she discovered one of the largest caches of Mark Twain letters to date. The most recent of Trombley’s five books, Mark Twain’s Other Woman: The Hidden Story of His Final Years, was published in 2010 and the paperback issue released in 2011. She is a frequent guest book reviewer for the Los Angeles Times and her op-eds and

commentaries have been featured in the New York Times, NPR, the Huffington Post, and Chronicle of Higher Education.

In 2012 President Barack Obama named Trombley to the 12-member Fulbright Foreign Scholarship Board. She also sits on boards of the Association of Governing Boards and the Claremont University Consortium. She has received numerous honors, including the CEO Leadership Award from the Council for Advancement and Support of Education District VII, and the Dorothy Trux Award for an Emerging Professional Administrator from the National Association for Women in Education.

Trombley earned both her bachelor’s degree in English and humanities and her master’s degree in English from Pepperdine University. She received her PhD in English from the University of Southern California where she was a Virginia Barbara Middleton Scholar, and a recipient of the Lester and Irene Finkelstein Fellowship for Outstanding Humanities Student. In 2002 Trombley was awarded the Distinguished Alumna Award from Pepperdine University.

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GSEP NEWS FACULT Y AUTHORS Louis Cozolino, PhD The Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom Adding to Cozolino’s work on neuroscience and learning, this book unpacks the ways in which our brains are hardwired to connect and how that can inform our approach to education. In particular, putting secure attachment at the center of learning may be the solution to the myriad of issues facing educators.

ALUMNI AUTHORS Martine Ehrenclou (MA ’04) The Take-Charge Patient: How You Can Get the Best Medical Care From interviews with more than 200 doctors, nurses, pharmacists, and other medical professionals, The TakeCharge Patient reveals how to cut through bureaucracy and navigate the complex U.S. health care system. Readers learn how to choose the right doctor, prevent medication mistakes, and obtain discounted medical care, among other outcomes.

Erica Ives (MA ’94) Eating Disorders: Decode the Controlled Chaos This book provides a deeper understanding of the eating disorder epidemic. Weaving clinical vignettes together with 20 years of therapist experience, Ives names early warning signs and symptoms, explores potential treatment options, and provides instructions to practitioners for facilitating a clinical interview.

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I am proud to be a GSEP alumnus.

This outstanding institution has equipped my colleagues and me to lead our communities with a sense of purpose and leadership and the characteristics to make a difference in our world.

Why I Give...

Samir Elmoghrabi (EdD ’12) CEO, OST Guiding Hands, Inc.

To learn how you can give, contact your advancement officer, Kerri Cissna-Heath at 310.258.2880 or kerri.heath@pepperdine.edu.

24255 PACIFIC COAST HIGHWAY, MALIBU, CA 90263

People who graduate from the Pepperdine University Graduate School of Education and Psychology are passionate about and taking actions that improve our world and helping others receive a GSEP education.

pepperdine.edu/giving GSEP Colleague Fall 2013/Winter 2014 9

MAKING

CONNECTIONS:

The Social Side of Education

By Ana Ottman

The Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom by GSEP professor Louis Cozolino, P hD, unpacks the ways in which our brains are hardwired to connect and how that can transform the current approach to public education.

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“Many children are just a bad fit for the institutional education we have,” said Cozolino. “Does that mean they aren’t intelligent? No, it just means their way of learning did not work with a one-size-fits-all institution.”

In his book Cozolino explores the connection between the brain and human relationships and the implications on student learning. In particular he emphasizes its importance for students from dysfunctional home environments and dangerous communities, as well as for those who learn in seemingly unconventional ways.

“If children are being abused or neglected at home, their level of stress is generally going to be higher,” Cozolino said. “Not only will they not have the support they need at home to facilitate learning, but the stress and insecurity about their relationships at home actually handicaps their brains' ability to learn.”

When students’ stress levels are low, the neural systems dedicated to learning enable them to pay attention, learn, and remember. These systems shut down when students are experiencing high levels of stress. A child’s ability to connect positively with a parent in their early years (secure attachment) also plays a critical role.

“Learning and stress are intimately connected,” Cozolino said. “When children are able to form secure attachments to parents and teachers, it enhances enthusiasm for learning, positive memory, and deregulates the stress that can impair learning.”

Cozolino explained that in the brain of a child with insecure attachments, feelings of shame can develop due to the child’s perception that they lack value or the ability to be loved. He said that the shame that comes from abuse or neglect has a lifetime effect on how the children view their ability to learn, their aspirations, or their belief in their ability to succeed.

“For students already dealing with feelings of shame, a school test is inevitably a negative experience because they won’t do perfectly and will feel more ashamed at their perceived shortcomings,” said Cozolino. “For a secure student, a test can be a challenge or an opportunity to prove themselves or make their teacher happy.”

So how are teachers supposed to manage students facing varying levels of stress? Cozolino recommends a move from training teachers in the principles of classroom management, which generally focuses on discipline, to instead focusing on developing skills in classroom leadership.

“There needs to be a shift from information dissemination and control to creating a synergistic, interactive environment where the students are a team, or tribe, working towards a common goal,” Cozolino said. “What makes

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To avoid the sense of defeat that institutional systems can impose on teachers, Cozolino recommends developing a sub-system, a tribe, which allows for basic social needs to be met. Ideally, this would be accomplished with the support of the principal but it should at least be attempted in the classroom.

If Cozolino had his way, he would create a school system with a fluid structure that allowed students to gravitate towards the teachers that inspired them.

students successful is their ability to know how to work and love, and teachers are not taught to focus on that aspect of education.”

By having this mindset, Cozolino believes that teachers would have stronger relationships with their students, which would in turn allow them to more easily recognize and address issues such as depression, anxiety, or drug abuse. He said that training in recognizing the signs of mental-health issues is valuable for educators, but without a connection to the student, the teacher may not be able to help direct the student to the proper resources.

But is this too much to ask? Teacher burnout is already a topic of concern.

“There’s too much expectation combined with not enough support. It’s almost like institutional bullying,” Cozolino said. “Like students, when teachers feel thwarted, isolated, or bullied, they become ashamed, demoralized, and hopeless.”

Cozolino said feeling unappreciated is a key cause for teacher burnout and that many teachers may feel they need to repress these feelings. He stresses that negative emotions are not something to be avoided as unexpressed emotions may manifest as physical symptoms or unconsciously in attitudes towards students and colleagues.

“If teachers are getting bullied by the system and students are getting bullied by other students, then you have a room full of traumatized people that are pretending to learn,” Cozolino said. “The people that are more likely to avoid burnout are those who are able to stay flexible with changes, are realistic about administration expectations, and are able to gather positive social support.”

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“I would want a lot of spirited, crazy teachers who would want to experiment with all types of things,” Cozolino said. “It’s an incredible shame that the teachers that are most idealistic are at the highest risk for burnout because with their forward thinking, they could really capture the imaginations of the students.”

In the book’s introduction, Cozolino states that he sees teaching as a social, interpersonal attachment-based endeavor that is incompatible with the current public education system. He wanted to use fields such as social neuroscience and social psychology to better understand why successful teachers are successful and what that implies about how students learn.

“My main goal was to explore the humanity of the teacher and the quality of the student-teacher relationship as the scientific center of teaching,” Cozolino said. “The science behind the art of teaching may be challenging, but the reward is a deeper understanding of classroom and learning dynamics that influence educators’ methods and emotions.”

Learn more about Cozolino’s published work by visiting bit.ly/Cozolino.

TOP FOUR EMOTIONAL COMPETENCIES FOR TEACHERS SELF-AWARENESS Self-awareness is important for anyone in a helping profession who deals intensely with emotions and relationships on a daily basis. In order for teachers to form secure attachments with their students, it’s critical they be aware of their own attachment patterns. The degree to which educators are emotionally clear is the degree to which they can be present for and attuned to their students’ needs.

EMPATHY Empathy is simply being with the students in their emotions, and demonstrating understanding. It helps students develop self-awareness (“What am I feeling?”), self-management (“How can I manage these feelings?”), and responsible decision-making (“What do I do with these feelings?”).

EMOTIONAL EXPRESSION & REALNESS Emotional expression is identifying and conveying one’s own emotions, as well as perceiving those of others. When teachers demonstrate healthy emotional expression, they can serve as positive emotional role models to their students. Teachers should aim to “be real” about whatever they’re experiencing, and be upfront about what they don’t know. This transparency can create a classroom environment where students are free to make mistakes, share ideas, and grow in the face of challenges.

MEGAN MARCUS (MA ’08) was Cozolino’s lead researcher for The Social Neuroscience of Education and is the founder of FuelEd. FuelEd is a nonprofit organization that trains teachers and school leaders to develop the social and emotional

INNER STRENGTH

competencies necessary to establish high-quality

Sometimes teachers must act in ways that make them unpopular. Those lacking the inner strength and understanding of their own personal value, separate from external sources, can inadvertently seek out approval in ways that do not serve their students.

relationships in schools. The pilot program is currently operating in six school districts in Houston, Texas, with plans to open in Los Angeles.

Learn more at fueledschools.com.

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THE BIG P SHARED PERSPECTIVES IMPROVE

PROFESSIONAL INSIGHT

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PICTURE Columbine. Virginia Tech. Sandy Hook. In the wake of such tragedies, a new proposal suggests that educators become responsible for identifying potential mental-health issues and referring students to the proper resources. GSEP education students are already ahead of the pack thanks to the opportunity to collaborate with psychology students through the Urban Fellows program.

A multidisciplinary group of education and psychology professionals, established by California state superintendent of public instruction Tom Torlakson is recommending that teacher-credentialing programs require mental-health awareness curriculum. The 35-member student mental-health policy workgroup was tasked with providing recommendations on teacher reform to the California Commission on Teacher Credentialing.

According to a study in School Psychology Quarterly, only 34 percent of teachers surveyed were confident in their abilities to identify student-health needs and direct them to the proper resources. In the workgroup’s formal recommendation, they stated that “significant mental-health and wellness knowledge is required to fully address student barriers to education.”

For the past five years GSEP has supported this kind of training through the Urban Fellows program. The program trains education and psychology students to work in underserved communities where mental-health challenges among students are more likely to go undiagnosed and untreated.

By virtue of their day-to-day interactions with students, educators are well positioned to provide prevention and early intervention. In many cases, teachers and administrators do not have adequate resources or training to address these types of challenges.

“Teachers have the opportunity to recognize consistent patterns but they need to know what to look for,” said Donald Grant, lead faculty for the Urban Fellows program. “Most teachers don’t know how to empower parents or family members to help their children so we work with GSEP students to help them understand that there are a lot of community resources available.”

What separates the Urban Fellows program from other multicultural- or diversity-focused curriculums is the space for students from both disciplines to share their experiences and gain insight from a professional outside their own field.

“The education students in the Urban Fellowship are learning to understand the underlying needs and components of mental health that can negatively impact the classroom,” said Grant.

“The psychology students have the opportunity to learn and collaborate with the leaders of a child’s primary space—the classroom—and are exposed to the language of academia.”

Fellows in the program work at different urban sites and gather once a month to discuss their experiences. Grant also leads the groups through discussions surrounding issues critical to the communities the students are serving, such as suicide, depression, trauma, and poverty’s impact on mental health.

“The synergy between the two disciplines is crucial because it provides the whole picture. Teachers share what they see in the classroom to support what clinicians are seeing in their office,” Grant said. “By creating the relationship between the education and psychology students, it opens a dialogue for teachers to discuss classroom issues with clinicians and get real-time feedback.”

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Grant said that teachers often react punitively to student behaviors because they have not been trained to consider how they might reconstruct the classroom environment in ways that address the student’s needs. Psychology students are able to give the education students the insight they need to make necessary adjustments while gaining new insights themselves.

“Many times, psychologists have to operate based on what they see during an appointment or on reports received, but it is rare to get such firsthand insight into daily behaviors,” Grant said. “If you are going to appropriately identify and then meet the needs of the youth, having an intimate awareness of what happens in the classroom is important.”

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For psychology students, the Urban Fellows program offers an opportunity to learn how to build and work on a multidisciplinary team. This type of situation increases their comfort level in working with a teacher to develop techniques that support the mental well-being of the students in the classroom.

“Urban Fellows helps students understand how behaviors connect to a need,” Grant said.

“When you have professionals in the room with a good understanding of both and you combine that with dialogue, you get strengthbased, culturally competent solutions.”

Part of the Urban Fellows curriculum includes an overview of the way county systems such as foster care or juvenile court function. Grant said that for educators and clinicians, developing empathy for the process a family may be going through is an important part of becoming more flexible and sensitive.

“If we can equip teachers with tools that support a heightened awareness and a better understanding of what certain behaviors mean or what different mental-health needs look like,” said Grant, “they can ask the right questions and engage the parents.”

Whether mental-health awareness will become a requirement for credentialing programs remains to be seen. The goal of the Urban Fellows program is not to turn teachers into therapists, but to increase their awareness of mental-health issues that could impact the efficacy of their teaching.

For now, the Urban Fellows program will continue to do its part to provide this valuable experience to as many students as possible, but the current fellowship program only provides financial support for up to 14 students—seven from each discipline.

“It may require nonstop fundraising, but we need resources for more fellowships,” said education professor Reyna GarcíaRamos. “It would greatly enhance the opportunity to train more of our graduate students to respond to the needs of the underserved communities right here in our own backyard.”

For more information about the Urban Fellows program, visit bit.ly/UrbanFellows.

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GSEP PERSPECTIVES

Catalysts of Change

Teen Boys Learn Coding in South Los Angeles

By Oscar Menjivar (MA '11)

Years after graduating, I was asked to return to my high school, Jordan High School in Watts, California, to encourage students to pursue higher education and technology careers. By this time I had graduated from Cal Poly Pomona and was a successful social entrepreneur.

During my discussion I learned that Jordan’s technology program had not changed in the 10 years since I had been a student there. The only option available to students interested in technology was the same glorified typing course that I had taken as a teenager.

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I decided to found a nonprofit called URBAN Teens eXploring Technology (URBAN TxT). The mission of URBAN TxT is to encourage urban teen males to become catalysts of change in their communities. Our focus is on developing teens from South Los Angeles and Watts into a new generation of community and technology leaders.

URBAN TxT uses coding as a tool for teens to learn entrepreneurship, leadership, and public speaking, while developing strong work ethics. The program is geared toward seventh to 11th graders, and teaches HTML5, CSS, Javascript, Photoshop, PHP, public speaking, and entrepreneurial skills. Though the program doesn’t have a permanent home, our Summer Programming Academy is hosted by the University of Southern California, which also donates laptops and software. Now in its third year, the program has served more than 100 students.

GSEP PERSPECTIVES I’ve seen that coding is a tool to give male teens the hope and confidence to pave their own paths to success.

There's a hunger to learn web and app development in the inner city. I believe that coding is the new equalizer in the 21st century. With programming skills, youth in low-income communities will be able to compete for jobs or create their own jobs in the future.

Ultimately, I believe that our students, most of whom have never left South Los Angeles, are unpolished gems. Their challenging upbringings foster a spirit of innovation, determination, and maturity. I’ve seen that these teens don't give up. That's part of the culture here. The attitude is: “I'm going to make it, no matter what my challenges are.”

URBAN TxT operates on a shoestring budget of about $10,000 per year from an Edison International grant.

Funding has been our biggest challenge. The reality is that we're not sure if we can continue the program if we don't have additional funding.

Learn more and get involved at urbantxt.org.

Still, results are promising. One hundred percent of graduating seniors who go through our program end up in four-year universities. More and more students are trying to get involved. In 2012, 42 teens applied and 25 were accepted. In 2013, 150 students applied for 30 spots.

Jesus Vargas, 17, had a 2.8 GPA before entering URBAN TxT. Now he has a 3.8. "It opened up my eyes to entrepreneurship," Vargas said. “Suddenly, everything seems possible."

Marco Solis is a program alumnus and now a secondyear student at Stanford University, where he is studying mechanical engineering. “I never thought I could enroll in a school like Stanford. Without Oscar encouraging me to participate in URBAN TxT, I don't think I’d be here," said Solis.

<p>URBAN

TxT believes the

following Pillars will be the foundation of each TxTer as they strive to succeed in the program of life.</p><ul id= "bullet">

<li><strong>Community</strong></li>

<li><strong>Leadership</strong></li>

<li><strong>Academics</strong></li>

<li><strong>Technology</strong></li>

</ul> </div> </li>

We’ve received attention from prominent tech companies and education advocates. Eric Schmidt, executive chair of Google, addressed an URBAN TxT student, saying,“Continue doing what you are doing.

We need a million more like you.” Chelsea Clinton recently tweeted about our program to her nearly 300,000 followers.

GSEP Colleague Fall 2013/Winter 2014 19

GSEP PERSPECTIVES

Law and Ethics in Psychology Advice for Practitioners and the New DSM

By Pamela Harmell, PhD, Senior Lecturer in Psychology

“Learn from the legal and ethical mistakes of others so you don’t have to repeat them.”

I became interested in law and ethics when a therapist, who was treating a family member, exhibited signs of countertransference. The experience was damaging to the family as a whole and it inspired me to research countertransference for my thesis and doctorate dissertation at the California School of Professional Psychology. During my research, I started to notice that therapists who had unconscious feelings about their clients got themselves into trouble with legal and ethical issues.

My own academic training inadequately prepared me to understand the complexity around legal and ethical issues within the field of psychology, even though law and ethics was covered heavily on my licensing exam. I took one 3-unit ethics class that emphasized morals and values related to issues like abortion. We didn’t talk about child abuse or specific requirements. I had to learn on my own.

Since then, I’ve written extensively about the implications of legal and ethical issues upon clinical work; acted as an expert witness for standard of care of practice for clinical psychotherapy; and led workshops at universities, agencies, and hospitals. Currently, I work with individuals and couples at my private practice in West Los Angeles, specializing in loss and grief, depressive and anxiety disorders, and quality-of-life issues.

ADVICE FOR STUDENTS AND PRACTITIONERS My advice for current practitioners is to “consult, consult, consult; and document, document, document.”

Be careful of only consulting with people who provide you with the answers you want to hear. Professionals in the field should have a list of people to consult on the topic of law and ethics (not just colleagues who may be familiar with clinical issues). This includes seeking advice from a lawyer who can provide specific legal expertise.

I can’t emphasize enough the importance of students finding a specialty in the field of mental-health in order to gain expertise and marketability. I’d recommend joining an ethics committee which can lead to lucrative work as a consultant and an expert witness.

coun·ter·trans·fer·ence noun

\ˌkau̇nt-ər-tran(t)s-ˈfər-ən(t)s, -ˈtran(t)s-(ˌ)\

(Definition of COUNTERTRANSFERENCE)

1: The surfacing of a psychotherapist's own repressed feelings through identification with the emotions, experiences, or problems of a person undergoing treatment.

The American Heritage® Medical Dictionary Copyright © 2007, 2004 by Houghton Mifflin Company.

20 GSEP Colleague Fall 2013/Winter 2014

GSEP PERSPECTIVES

IMPLICATIONS OF THE NEW DSM The new Diagnostic and Statistical Manual of Mental Disorders (DSM) presents mental-health professionals with new legal and ethical challenges, particularly as it relates to insurance reimbursement.

In my private practice I’ve faced clients wanting me to change my rate so they receive more insurance coverage, or asking me to change a less severe diagnosis to a more severe diagnosis so they are able to obtain insurance coverage. Even though some psychotherapists are willing to make these compromises, it is dangerous to do so. It is illegal, and it jeopardizes one’s professional license.

I believe all mental-health disorders designated by the DSM should receive a parity diagnosis and be eligible for insurance reimbursement. People of color, people in poverty, and those who are not seeing a psychotherapist in private practice often receive a parity diagnosis by default for insurance reimbursement. Thus, the current system shows these groups as having more serious diagnoses, which is not accurate.

I’m currently at work on a law and ethics textbook that addresses some of these topics in more detail, and I offer workshops and general ethics consultations to therapists in the field.

For additional information, visit drpamelaharmell.com.

MY RECOMMENDED RESOURCES

»»Join professional associations for networking and to stay current on changing laws, in particular: the California Association of Marriage and Family Therapists (CAMFT); the American Psychological Association (APA); the California Psychological Association (CPA); and the Los Angeles County Psychological Association (LACPA)

»»The Therapist magazine from CAMFT »»Decoding the Ethics Code: A Practical Guide for Psychologists by Celia B. Fisher

»»Articles by Dr. Stephen H. Behnke, director of APA ethics office

GSEP Colleague Fall 2013/Winter 2014 21

DONOR ROLL DR. CATHERINE A. LEAKE CLINIC IMPACT FUND Dr. James B. Douglass

CHESTER H. McCALL ENDOWED SCHOLARSHIP Dr. Fereshteh Amin EdD ’06 Dr. Teresa Casillas EdD ’00 Dr. Arthur E. Fields EdD ’80 Dr. Ronald D. Heape EdD ’91, Cer ’94 Dr. Dabbiru G. Patnaik EdD ’08 Dr. James J. Perino EdD ’87

GOLD COLLEAGUES Mr. John L. Baker Mrs. C. M. Channel MS ’75 Ms. Carol A. Harrison MS ’85 Ms. Susan K. Tiss MA ’05 Intuit Foundation

SILVER COLLEAGUES Mrs. Sandra P. Barkley MA ’93 Ms. Galynn E. Collins MA ’03 Mrs. Christie F. Dailo Dr. Diane T. Fiello Cer ’90, MS ’90, EdD ’05 Mr. Stephen R. Hewgley ’78, MA ’02 Mr. James J. Ingersoll MA ’87 Ms. Claudette T. LaCour Ms. Karen A. Ormsby MS ’75 Dr. George A. Reams EdD ’92 Mrs. Alice E. Richardson MA ’05 Mrs. Cheryl Saunders MA ’84, Cer ’04, MA ’04 Dr. Bryan W. Silva PsyD ’06 Ms. Georgia A. Smith MA ’76 Mrs. Tinnie S. Taylor Mrs. Jacquelyne C. Wallace ’54 Mr. Daniel A. Weber Mrs. Kathleen S. Wenger MA ’92 Mr. Ronald V. Wilson MA ’11 John M. Mallory

COLLEAGUES Ms. Henriene Allums ’79 Dr. Barbara J. Anable MA ’76 Mrs. Shirley M. Andrews MS ’72 Dr. Joy K. Asamen Dr. Robert R. Barner Mr. William Baxter MA ’75 Ms. Catherine S. Bessenbacher MA ’76 Mrs. Mary D. Beyer MA ’72 Dr. Gitu Bhatia PsyD ’00 Mrs. Caryl L. Bigenho MS ’83 Ms. Anna Bilyk MA ’00, MA ’05

22 GSEP Colleague Fall 2013/Winter 2014

Dr. Teresa Casillas EdD ’00 Mr. Zheng Chen MBA ’97 Ms. Marsha L. Christiansen MA ’77 Mrs. Mary I. Coleman MS ’76 Dr. Melba F. Coleman MS ’74 Mrs. Rosemarie L. Cook-Glover MA ’75 Dr. Louis J. Cozolino Ms. Thardice G. De Loach MA ’76 Mrs. Lenora S. Dixon MS ’76 Mr. Richard W. Dixon Cer ’87, Cer ’88, MS ’91, Cer ’91 Mrs. Martha M. Doster MS ’77 Mr. Richard C. Dumond MA ’97 Mrs. Joni Edelman MA ’93 Ms. Jennifer S. Estrada MA ’12 Mr. Michael Garcia MA ’74 Dr. Pauline A. Garstka EdD ’84 Dr. Susan B. Gesshel MA ’85, PsyD ’90 Mr. William J. Gibbons MBA ’97 Lieutenant General Henry T. Glisson MA ’74 Mr. John E. Gonzalez ’70, MA ’78 Ms. Sandra V. Goodson Cer ’88, Cer ’92 Ms. Lucie C. Greer MA ’98 Mrs. Mabel E. Griffin MS ’75 Mrs. Rebecca A. Haas-Bates MS ’00 Dr. Jennifer B. Hawthorne PsyD ’06 Dr. Joanne Hedgespeth Dr. Juliette R. Henry MS ’75, EdD ’81 Dr. Lonnie A. Howerton Cer ’96, EdD ’98 Dr. Barbara L. Ingram Dr. Chie Iseri EdD ’99 Dr. Katherine R. Jakle PsyD ’09 Ms. Carol B. Kapp MS ’75, MS ’80 Ms. Mary K. Kemp MA ’76 Major Richard J. Keogh MA ’74 Mrs. Leontine M. Klarich MS ’77 Mr. Scott W. Kloetzke MS ’95 Mrs. Grace A. Kojima MS ’75 Dr. James P. Kossler MS ’78, EdD ’85 Mr. Elmer W. Langham MS ’74 Ms. Grace I. Lee Cer ’01, MA ’01 Mrs. Valerie Lev MA ’94 Dr. David A. Levy MA ’84 Dr. Jack P. Lipton Mrs. Staci A. Marrs Daringer MA ’01 Mr. Ralph A. Mauger MA ’74 Mrs. Joan McBride MS ’75 Mrs. Barbara A. McDonald Ms. Priscilla D. McHam MS ’00 Dr. John F. McManus ’82 Mr. Wilson H. McMillan MA ’76 Dr. Cary L. Mitchell ’76 Ms. Arline C. Murrel MS ’77

DONOR ROLL Dr. Frances W. Neely Ms. Elin N. Nozaki MA ’90 Dr. Mario G. Nunez EdD ’07 Mr. Thomas M. Oyan MA ’94 Ms. Dolores M. Page MA ’74 Ms. Diane E. Pardue MS ’82 Dr. Dabbiru G. Patnaik EdD ’08 Valeri A. Paul EdD ’05 Ms. Vivian L. Pendleton MA ’06 Ms. Donna S. Pennell MS ’84 Ms. Emma S. Perez Cer ’86, MS ’86, Cer ’87, Cer ’92 Ms. Monica G. Perry MS ’09 Dr. Gladys L. Phillips-Evans EdD ’92 Dr. Linda G. Polin Mrs. Sara Pursche MA ’75 Mr. Robert E. Quinton Dr. Joel Recinos MS ’83 Mrs. Rebecca S. Reed MA ’91 Dr. Sylvester E. Robertson MS ’85, EdD ’97 Dr. Patrick S. Ross EdD ’03 Dr. Daryl M. Rowe Dr. June H. Schmieder-Ramirez Mrs. Billie L. Scott MS ’77 Miss Courtney J. Scott ’07, MA ’12 Dr. Edward P. Shafranske Dr. Timothy B. Staats EdD ’91 Ms. Anastacia M. Stanley MA ’09 Dr. Richard T. Stanley EdD ’84 Dr. Kurt S. Takamine EdD ’00 Lt. Col. Paul K. Takamiya MA ’74 Mrs. Jo Ann Teal MS ’75, MS ’87 Mr. Duraiyah Thangathurai MA ’06 Mr. Ralph C. Tilley Cer ’87 Miss Elayne Y. Vanasse MS ’80 Ms. Linda B. Venable MA ’94 Ms. Eunice E. Vines ’10, MA ’99 Lt. Col. William L. Waters MA ’77 Mrs. Marjorie F. Weichal MA ’72 Dr. Robert F. Wemheuer MA ’75, EdD ’79 Ms. Dana E. Williams MA ’93 Lt. Col. William H. Wilson MA ’77 Edison International Castle & Cooke Homes Hawaii, Inc. Dr. Carrie E. Holl, Psy. D., Inc.

DIANA B. HIATT-MICHAEL ENDOWED SCHOLARSHIP Dr. Yolanda Aguerrebere MS ’83, EdD ’09 Dr. Kim A. Armstrong EdD ’01 Dr. Marilyn G. Brock EdD ’94 Dr. Tori L. Canillas-Dufau EdD ’05 Mrs. Judy Cannings Dr. Margaret A. Carter EdD ’08

Dr. Delia Castillo EdD ’13 Yvette Clark Dr. Yolanda Dawson EdD ’08 Dr. Angeline DeMartines EdD ’92 Dr. Samir S. Elmoghrabi EdD ’12 Natalie S. Evans Dr. Paul M. Foster EdD ’03 Dr. Shamakrenia D. Henderson EdD ’09 Doris A Hendin Dr. Ronald C. Heredia MA ’03, EdD ’09 Dr. Diana B. Hiatt-Michael Dr. Lonnie A. Howerton EdD ’98 Sara Y. Jackson ’74 Dr. Thomas R. Johnstone Cer ’92, EdD ’97 Dr. Cheryl D. Lampe EdD ’93 Dr. Clara M. Lincoln EdD ’90 John W. Michael Elizabeth Miller Dr. Joan G. Mills-Buffehr MS ’75, EdD ’89 Dr. Sandra F. Moore ’81 MBA ’91, EdD ’07 Dr. Victor D. Neufeld EdD ’11 Temple U. Okarter Carol Rosenberg Beverly A. Sandeen Dr. Leland L. Simmons MS ’85, EdD ’04 Dr. Paul A. Sullivan EdD ’03 Gretchen Takkunen Jeremy Villar Dr. William D. Walner EdD ’00 Dr. Margaret J. Weber The Boeing Company

EDUCATION ASSOCIATES Dr. Yolanda Aguerrebere MS ’83, EdD ’09 Dr. Albert H. Arnold ’61, EdD ’85 Ms. Karyn N. Ashby ’03, MA ’08 Ms. Shirley A. Bowen MS ’79 Mr. Edwin C. Cahill MA ’10 Mrs. Kerri Cissna-Heath EdD ’12 Mrs. Jacquelin D. Dedona ’49 Ms. Elizabeth N. Gayed ’13 Ms. Marian W. Guirguis MBA ’05 Dr. Eric R. Hamilton Ms. Alvina M. Harrison-Wells MA ’78 Dr. Larry R. Hygh EdD ’08 Dr. Farzin Madjidi MBA ’88, EdD ’91 Dr. Claudette S. McLinn MS ’83, EdD ’06 Dr. John F. McManus ’82 Mr. Harry R. Nelson ’50 Dr. Michael D. O'Sullivan MS ’74, EdD ’87 Mr. Christer N. Palsson MBA ’75 Mr. Wesley Patterson

GSEP Colleague Fall 2013/Winter 2014 23

DONOR ROLL Mr. Jermaine L. Pearson Mrs. Faye Pinkett MP ’76 Ms. Shirley A. Roper ’67, MA ’95 Dr. Lorynn K. Selby EdD ’11 Mr. Daniel Stark Mrs. Allie E. Tegner ’47, MA ’68 Mrs. Doris M. Tomlin ’52 Ms. Araceli R. Vargas Cer ’89, MS ’89 Dr. William J. Watkins ’62, EdD ’87 Dr. Duncan S. Wigg Raytheon Company The Eli and Edythe Broad Foundation PFM Associates, LLC

EDUCATION COLLABORATIVE INITIATIVE California Community Foundation

FOSTER GRANDPARENTS PROGRAM Children’s Institute, Inc.

GSEP BOARD OF VISITORS Dr. Yolanda Aguerrebere MS ’83, EdD ’09 Dr. Fereshteh Amin EdD ’06 Ms. Jenna Marie Burkey ’08, MBA ’10, MA ’13 Dr. Randy Clark EdD ’05 Dr. James B. Douglass Ms. Carolyn M. Harrison MBA ’94 Dr. Rosalyn S. Heyman HON ’08 Dr. Kyewon "Kay" Ko Dr. Claudete McLinn MS ’83, EdD ’06 Dr. Michael D. O'Sullivan MS ’74, EdD ’87 Dr. Susan F. Rice EdD ’86 Dr. Richard Sherman Mrs. Allie E. Tegner ’47, MA ’68 Dr. Earnestine Thomas-Robertson ’69 Dr. Betty R. Uribe MBA ’00, EdD ’12 Dr. Marilyn S. Wright MA ’89 Dr. Ziegfred G. Young MS ’83, EdD ’88, HON ’08 Mrs. Wendie Young ’85 Mr. Farshid Zanjani

GSEP CELEBRATION OF EXCELLENCE Mr. John L. Baker Dr. James B. Douglass Dr. Renee F. Dorn EdD ’13 Ms. Bonnie L. Lund Mrs. Marleen B. Rognlien MS ’89

GSEP DEAN’S EXCELLENCE FUND Mr. John L. Baker Mr. Jack N. Hayden MBA ’79, MA ’08 Dr. Mary Jo Lass ’51

24 GSEP Colleague Fall 2013/Winter 2014

Dr. Clara M. Lincoln EdD ’90 Dr. Farzin Madjidi EdD ’91, MBA ’88 Mrs. Cyndi M. Mukherji Peggy M. Peretzian MS ’89 Dr. Kent B. Rhodes EdD ’90 Dr. June H. Schmieder-Ramirez Mrs. Allie E. Tegner ’47, MA ’68

GSEP DISTINGUISHED LECTURE SERIES Dr. Susan F. Rice, EdD ’86

GSEP FUND Mrs. Elizabeth M. Acevedo MS ’80 Ms. Gina M. Aguirre ’99 Ms. Norah A. Alissa MA ’12 Ms. Pamela S. Amelotte MA ’93 Mrs. Sara B. Applebaum Cer ’89, MS ’89 Dr. Patricia G. Ashby EdD ’85 Ms. Janice B. Avalone MA ’10 Mr. James E. Backstrom MA ’76 Mrs. Jo A. Barnett Ms. Jo Anne Bartlett MA ’81 Dr. Phyllis L. Beemsterboer EdD ’93 Ms. Talya R. Beezy MA ’10 Mr. Lester J. Bender Cer ’97, MA ’04 Mr. Kevin L. Benedict MS ’82 Dr. Juliet N. Berberian MBA ’99, EdD ’08 Ms. Denise Berger ’13 Dr. Ronald F. Bergmann EdD ’04 Ms. Christina K. Betlock MA ’83 Mrs. Mary D. Beyer MA ’72 Mr. Russell E. Bigler MS ’76 Mr. Gregory J. Boers MA ’93 Mr. Sean A. Bose MA ’93 Dr. Dennis L. Bowyer EdD ’08 Mr. Steven J. Brau MA ’95, Cer ’96 Ms. Nancy L. Breuer MA ’05 Mrs. Barbara Bronner MA ’00 Mrs. Sharon Burton Cer ’88 Ms. Linda J. Byrne MS ’76 Ms. Adele A. Cadres MA ’12 Mr. William G. Cain Ms. Eva A. Candelario MA ’08 Ms. Esther L. Cannon-Scott MA ’77 Mrs. Rosalinda R. Cardenas Cer ’86, MS ’86, Cer ’87 Mr. Mark A. Carlock MA ’07 Mrs. Judith K. Carlson MA ’76 Ms. Kathleen F. Castellanos MS ’10 Ms. Victoria M. Castro MS ’78 Mr. Clayton W. Chadbourne MA ’98 Ms. Christine M. Chavez MA ’94 Dr. Robert T. Cheatham EdD ’85

DONOR ROLL Ms. Paula F. Churchill MA ’00 Mr. Ronald F. Clark MS ’81 Ms. Patricia A. Colbert MA ’11 Mr. Farris M. Constuble MS ’84 Mrs. Rosemarie L. Cook-Glover MA ’75 Ms. Mireya B. Coronado MA ’00 Dr. Barbara A. Coulibaly MA ’76 Lt. Col. Dorothea A. Courts MA ’79 Dr. Bertina J. Cruce EdD ’08 Mrs. Gola D. Dandridge ’72 Mrs. Sharmila Daryanani-McGowan MA ’92, MBA ’03 Mrs. Victoria M. Davis MS ’76 Dr. Franca Dell'Olio Cer ’05, EdD ’06 Ms. Elizabeth S. Demarest MA ’00 Dr. Rendell E. Drew EdD ’02 Ms. Jody A. Dugandzic Cer ’02, MA ’02 Mrs. Annie M. Dupin Le Pendeven MA ’00 Mr. Bradford L. Durian MA ’96 Ms. Elizabeth W. Echternach MS ’02 Dr. Joseph L. Eddings MA ’78 Dr. Joanna Edwards MA ’02, PsyD ’07 Mrs. Alta F. Ellis Babino MS ’76 Mrs. Marie T. Encinas MA ’76 Ms. Cynthia P. Eneanya MA ’98 Ms. Fernanda C. Erlanger MA ’11 Dr. Evelyn E. Escobar MA ’92, PsyD ’96 Mrs. Vera P. Everett MA ’76 Ms. Suzanne Evora Kochamba MA ’99, Cer ’03 Ms. Margaret A. Flores-Garcia MS ’75 Ms. Kathryn L. Francois MA ’10 Dr. Rodolfo B. Frias MA ’97, EdD ’05 Ms. Ephtehia A. Galanakis MA ’98, Cer ’99 Ms. Alicia C. Galdámez MA ’11 Mr. Arlen H. Gaynor MS ’84 Mrs. Kathleen V. Giacalone MS ’77 Ms. Margie L. Glass MA ’75 Ms. Carmen Gomez MA ’82 Mr. Miles W. Graff MA ’76 Dr. Lupe K. Grajeda MS ’83 Ms. Billie M. Greene MS ’78 Dr. Linda M. Gresik Cer ’91, EdD ’94 Mr. Fernando O. Grimaldo MA ’05 Mrs. Annie Grimes MA ’10 Mr. Charles A. Gross MA ’07 Ms. Barbara I. Gutierrez MS ’77 Dr. Jesse W. Hall MS ’75 Mrs. Louvonia Hall MA ’76 Ms. Sharon Hall-Johnson MS ’06 Ms. Karen L. Hallsman MA ’97 Ms. Tina G. Hansen MA ’89 Mr. Richard A. Harmel MA ’05 Mrs. Alison E. Havel MA ’98

Dr. Jennifer B. Hawthorne PsyD ’06 Ms. Kerri Heath Mrs. Marissa D. Heilig MA ’10 Ms. Kristi B. Hibbert MA ’01 Ms. Mary E. Hicks MS ’80 Mr. T. C. Higgins MA ’77 Mr. Erik J. Hilden MA ’06 Mrs. Pamela A. Hinton MA ’75 Mr. Donald T. Hodgkinson MA ’73 Ms. Ercell H. Hoffman MA ’93 Mr. Gorik Hossepian Mrs. Esther C. Howe MA ’74 Mr. Gary J. Hunter MS ’73 Dr. Elaine D. Hurst MA ’81, PsyD ’90 Mr. James J. Ingersoll MA ’87 Ms. Tejal R. Jethwa MA ’10 Dr. Alisha R. Johnson PsyD ’08 Mrs. Rory L. Johnson MA ’02 Ms. LaNiece A. Jones MA ’12 Mr. Richard B. Jones MS ’80 Ms. Knieba S. Jones-Rodgers MA ’99 Ms. Ruzanna Jurian MA ’11 Mrs. Phyllis L. Kay ’50 Ms. Nancy K. Kezlarian MA ’92 Mr. Daniel Kikuta Dr. Marianne P. Klee PsyD ’99 Mr. Charles R. Komrosky MA ’75 Ms. Jeanette R. Kratofil MA ’97, Cer ’97 Ms. Elizabeth M. Kuszlejko MS ’83 Mrs. Catherine D. Kyker MA ’88 Ms. Shirley R. La Beach MA ’75 Mr. Scott R. Laleman MA ’03 Commander T. R. Langley MS ’75 Mrs. Julieann Laraway MA ’02 Ms. Shayna L. Ledesma MA ’05 Mrs. Joanne L. Lee ’78 Dr. Michael T. Leininger MA ’76 Mrs. Marie G. Leiss MA ’06 Ms. Ludella Leonard MA ’75 Ms. Michele B. Levin MA ’00 Ms. Carol E. Lewis-Norris MA ’91 Dr. James Liggins EdD ’12 Ms. Loris K. Loper MA ’82 Mr. Rogelio C. Lopez MA ’03 Dr. Dennis W. Lowe ’75, MA ’77 Ms. M. S. Magee MA ’76 Mrs. Julia A. Maples MS ’80 Dr. John M. Marion EdD ’11 Mr. Mitch L. Martens MA ’93 Mr. John T. Masters MS ’85 Mrs. Judith F. Matlock MS ’78 Mrs. Cynthia A. Mauzerall MA ’98

GSEP Colleague Fall 2013/Winter 2014 25

DONOR ROLL Ms. Noelle L. Mayhew MA ’02 Mrs. Verlyn B. McEachin MA ’78 Dr. Bertha Melgoza ’75, MA ’76 Mrs. Kanan K. Mishra MA ’77 Dr. Catherine E. Mogil PsyD ’05 Mrs. Marietta H. Montgomery MA ’78 Lt. Col. Wally W. Montgomery Mr. Calvin M. Moore MA ’09 Mr. Richard C. Morley MS ’83 Mr. Michael S. Mortensen MA ’10 Ms. Otesha C. Mosley MA ’12 Mrs. Catherine M. Murphy MS ’77 Mrs. Kikuno M. Nakamura MS ’76 Ms. Emma J. Nellar MA ’76 Mrs. Cheryl A. Newman MA ’75 Ms. Michelle H. Nguyen MA ’06 Ms. Julie T. Nichols MA ’11 Ms. Sandra J. Nonhof MS ’82 Ms. Kristen C. Nordstrom Cer ’00, MA ’00 Ms. Lynne D. Oliva MA ’96 Mrs. Melode R. Olsen MS ’78 Ms. Robin D. O'Mahony Cer ’03, MS ’03 Ms. Nancy E. Ooki MA ’02 Ms. Janet L. Oonchitti MA ’98 Dr. La Vera Otoyo EdD ’84 Dr. Rebecca A. Otten EdD ’05 Ms. Sally A. Owen MA ’78 Mrs. Mary S. Ozamoto MS ’77 Ms. Dolores M. Page MA ’74 Mrs. Dorothy N. Palmer MS ’81 Ms. Francine N. Pam Cer ’92, MA ’92 Mr. Norman K. Pang MA ’79 Ms. Francesca L. Parker MA ’07, ’13 Ms. Emma S. Perez Cer ’86, MS ’86, Cer ’87, Cer ’92 Mr. Monroe R. Perry MS ’73 Mr. Douglas E. Phelps ’73, MS ’83 Mrs. Mary S. Polite MA ’75 Dr. Sarah L. Pool Cer ’85, MS ’85 Dr. Lloyd N. Porter MS ’75 Mr. Michael E. Portillo MA ’03 Ms. Karen M. Pownall MA ’09, ’15 Ms. Virginia A. Pratt MS ’74 Dr. Thomas G. Quinlan MA ’96 Dr. Juanita M. Rainey-Woods MA ’89, Cer ’90, Cer ’93 Dr. Gita Rakhsha MA ’90 Ms. Peita A. Ramos MA ’03 Ms. Geraldine Reese MS ’81 Ms. Naomi S. Reeslund MA ’99 Mrs. Patricia L. Rennert MA ’79 Mrs. Jennifer L. Rexroad MA ’00 Ms. Susan Rich MS ’00 Ms. Shirley S. Richards MS ’88

26 GSEP Colleague Fall 2013/Winter 2014

Ms. Rozell V. Robinson MA ’07 Mr. Carlos Rodriguez Cer ’06, MA ’06 Ms. Marisela A. Rodriguez ’12 Mrs. Joanne H. Rosamond MA ’77 Dr. Sylvia G. Rousseau EdD ’99 Mr. Nicholas V. Rudd MS ’91 Mr. Peter J. Ruggles MA ’78 Ms. Arline B. Ruhl MA ’76 Ms. Carla Rundle MS ’90 Mrs. Gladys M. Saddler MS ’86 Ms. Linda S. Sandell MA ’77 Mr. Marcelino Saucedo MA ’74 Dr. Richard E. Sauter Cer ’93, EdD ’00 Ms. Nazila Sayahzadeh MA ’00 Mrs. Janet L. Scheer MS ’83 Mr. Gordon L. Schott ’61, MA ’64 Dr. Olive P. Scott EdD ’87 Mrs. Anne B. Seil MA ’76 Ms. Esther M. Severy MS ’94 Ms. Karen A. Shane MS ’04 Dr. Stephen L. Shane EdD ’99 Mrs. Christina S. Sherman MA ’95 Ms. Tracy L. Shields MA ’11 Mrs. Kristina A. Shrader MA ’98 Ms. Phyllis R. Siegel MS ’81 Mrs. Pauline T. Singleton MA ’77 Mr. George Siordia MS ’80 Ms. Leslie Skinner Ms. Connie L. Smith MS ’82 Mr. Ellis C. Smith MA ’73 Mrs. Kimberly A. Smith MA ’95 Mrs. Marianne Smith MA ’89 Mr. Jeffrey L. Sobel MA ’76 Ms. Susan M. Staraci MA ’93 Mrs. Gina R. Stephenson MA ’08 Ms. Wendi L. Stewart-Goodson MA ’99 Mr. Thomas M. Sunada MS ’74 Mr. Edwin W. Tam Sing MA ’76 Mrs. Cynthia M. Tate MA ’03, Cer ’04 Ms. Tracy A. Taylor MA ’90 Ms. Sheila Tehrani MA ’07 Mrs. Jean M. Terberg MS ’78 Dr. Matthew M. Thomas MA ’95 Mr. Peachy P. Thomas ’60, MS ’74 Mr. John C. Tobin Mr. Max E. Toledo MS ’95 Mrs. Nataki M. Tomt MA ’01 Mrs. Angelik Torris Cer ’96, MA ’97 Mr. Harry B. Tryon MA ’75 Dr. Carol F. Tuntland EdD ’95 Mrs. Elnora C. Tymer MA ’98 Ms. Ofelia C. Valdez MS ’79

DONOR ROLL Mr. Christopher J. Valentine MBA ’03 Ms. Deborah Valentine MA ’97 Ms. Dickie L. Van Breene Cer ’88, MS ’91, Cer ’99, MS ’99 Mrs. Nanci T. Van Buskirk MS ’78 Mr. Mark L. Van Horn MS ’97 Ms. Phoebe A. Villanueva-Ignacio MA ’00, Cer ’01 Ms. Nicole A. Wachell MA ’08 Ms. Jennifer S. Wadsworth Cer ’99, MA ’99 Dr. Mary J. Wardell EdD ’10 Dr. Margaret J. Weber Mrs. Marjorie F. Weichal MA ’72 Ms. Doris I. Weinert MS ’91 Mr. Anthony L. White MS ’96 Dr. Benjamin P. White MA ’67 Ms. Elaine C. White MS ’91 Ms. Fannie A. White MS ’85 Ms. Melissa M. Wilder MA ’09 Mrs. Barbara J. Williams MS ’75 Mr. Bobby Williams MA ’75 Ms. Cheryl L. Williams MS ’91 Mrs. Sophia G. Williams MS ’75 Gunnery Sergeant James C. Willis MA ’08 Mr. Ronald V. Wilson MA ’11 Mrs. Sylvia D. Winner MA ’71 Mrs. Doncella Winship MA ’98 Mrs. Megan Wojtulewicz ’07, MA ’09 Mr. Daniel J. Wood MA ’09 Ms. Mystine Wood Ms. Maria M. Wyler MA ’96 Ms. Irene J. Yanez MA ’05 Dr. Lois B. Yeh PsyD ’92, MA ’88 Mrs. Annette J. Yensen MA ’03 Belinda J. Torres, PhD, LLC Bernard G. Boyle CPA BLS Consulting ITT Industries Julie Laraway LMFT, LLC United Technologies

GSEP SCHOLARSHIP Dr. Alice J. Key MS ’74, MBA ’82 Mr. Bradford L. Durian MA ’96 Dr. Margaret A. Carter EdD ’07 The Boeing Company Dr. Susan B. Clifford EdD ’88 Dr. Gaydelle M. Lang MA ’75 Mrs. Elnora C. Tymer MA ’98 Dr. Katherine R. Jakle PsyD ’09 Ms. Alma J. Jackson MS ’77 Mrs. Sandra T. Gassner MA ’01 Mrs. June Klapakis MA ’76 Mrs. Elyse A. Artin MS ’78

Mr. Shawn M. Mitchell MA ’99 Dr. Larry D. Strand EdD ’06 Ms. Geraldine Thomas MA ’89 Mr. Ronald L. Gentemann MA ’78 Mr. Gordon L. Schott ’61, MA ’64 Mrs. Irene C. Parker MS ’78 Ms. Rebecca C. Itow ’04, MA ’06 Ms. Judith A. Dennington MS ’92 Dr. Anna D. Hutton PsyD ’02 Ms. Carol E. Lewis-Norris MA ’91

GSEP SCHOOL OF URBAN NEEDS Dr. Margaret J. Weber Ms. Shirah L. Dedman ’99

GSEP WOMEN’S PROJECT Dr. Fereshteh Amin EdD ’06 Dr. Janet L. Fortson Dr. Yael Hellman EdD ’97 Dr. Margaret J. Weber

HILTON FOUNDATION – UNION RESCUE MISSION CLINIC Mr. Spencer T. Hardman MBA ’08 Dr. Cary L. Mitchell ’76

HOMELESS WELLNESS PROGRAM AT UNION RESCUE MISSION Queenscare

HUNTINGTON PARK ELEMENTARY SCIENCE ENRICHMENT PROGRAM The Carol and James Collins Foundation

MARCO GARCIA MEMORIAL FELLOWSHIP Enrique and Lucy Garcia Family Foundation

MENTAL-HEALTH COLLABORATIVE AND DOMESTIC ABUSE COUNSELING Orange County Community Foundation

M. NORVEL AND HELEN YOUNG CENTER Dr. William S. Banowsky MA ’94

MARGARET RIEL SCHOLARSHIP Bradford T. Davey MA ’07 Mr. Christian D. Greer MA ’05 Mrs. Nancy J. Smith MA ’02 Mr. Robert Martellacci MA ’07 Ms. Margaret A. Eversole MA ’02 Dr. Paul Sparks Dr. Sue G. Talley MA ’95, EdD ’98

GSEP Colleague Fall 2013/Winter 2014 27

DONOR ROLL OLAF H. TEGNER ENDOWED SCHOLARSHIP The Honorable Robert W. Armstrong ’47 Mr. John L. Baker Dr. Stuart N. Bernstein Mr. Walter D. Birch ’62 Mr. Ronald J. Chitwood ’55 Mrs. Jacquelin D. Dedona ’49 Dr. Janet L. Fortson Mr. John D. Foster ’49 Mr. William A. Free ’51, MA ’58 Ms. Shirley M. Gonzales Mrs. Lynette P. Haas ’66 Mrs. Joyce M. Hughes Dr. Clara M. Lincoln EdD ’90 Estate of William L. Lucas Mr. Harry A. Marlow ’46 Dr. George T. Mencher ’58 Mrs. Carol M. Mitchell ’70 Mr. Gary E. Norton Mr. Christer N. Palsson MBA ’75 Mr. Theodore O. Porter ’59, MBA ’75 Mrs. Irma J. Richardson ’52 Ms. Sara J. Robertson ’56 Mrs. Mildred T. Rochelle ’42, MS ’77 Mrs. Marjorie J. Sorenson-Lundholm ’58, MA ’75 Mr. Ronald A. Tanaka Mrs. Allie E. Tegner ’47, MA ’68 Ms. Nicole A. Wachell MA ’08 Pinkston Walton Dr. Ziegfred G. Young MS ’83, EdD ’88, HON ’08 IBM Corporation 'Zeta Kappa Alumnae Association

PAT LUCAS CENTER FOR TEACHER PREPARATION SCHOLARSHIP Mr. John L. Baker Dr. Janet L. Fortson

PEPPERDINE PSYCHOLOGY ASSOCIATES Dr. Joy K. Asamen Ms. Janice L. Carson Dr. Robert A. deMayo Dr. Dennis W. Lowe ’75, MA ’77 Ms. Mary C. Tabata Dr. Edward P. Shafranske Mrs. Patsie L. Trowbridge ’52, MA ’55 Dr. Judith Sherman Charles C. Tang MBA ’88

ROSALYN HEYMAN SCHOOL LEADERSHIP CHAIR Dr. Rosalyn S. Heyman HON ’08

28 GSEP Colleague Fall 2013/Winter 2014

DRS. SHREYAS AND SWATI GANDHI GLOBAL LEADERSHIP FUND Dr. Shreyas Gandhi MBA ’98, EdD ’09

SOCIAL ENTREPRENEURSHIP AND CHANGE Ms. Elle Bi Mrs. Simona Bot Ms. Kristen J. Bradford ’00, MPP ’04 Ms. Raluca Carp Ms. Sandrine Chelly Ms. Diana Cirstea Mr. Michael M. Costache ’99, Cer ’03, ’09 Ms. Molly Cunningham Mr. Ovidiu Daianu Ms. Roxana Dantes Ms. Maria Dinulescu Ms. Simona-Claudia Dobre Mr. David F. Fernandez ’07 Mr. Rares M. Ghilezan Mr. Alexandru Ghise Mr. Mark Grats Mrs. Darlene A. Gruwel ’62 Mrs. September G. Hill MA ’13 Atty. Michael J. Jimerson ’74 Ms. Liana Khutsurauli Mr. Robert Korpas Mr. Chafik Lahzami Ms. Christina N. LeRubio MA ’12 Ms. Pia Lindstrom Atty. Daren Lipinsky Ms. Pippa Lister Mr. Tudor Mafteianu Dr. Christine A. Maginn Mr. Patrick McCafferty Atty. Luiza Miller Mr. Daniel Nicolaescu Mr. Wesley Patterson Mr. Steven Plaat Ms. Koryna Ray Ms. Michelle Rice Mr. Ira Ritter Ms. Maria Roman The Honorable Daniel Seal Mr. Jacob Segal Mr. Brett D. Tattersall ’06 Mr. Gabriel Teodoru Ms. Alina Tuzova Dr. Margaret J. Weber Ms. Minda S. Wilson ’98 Ms. Katty Wong Rubio's Restaurants, Inc. National Christian Foundation California

DONOR ROLL Tandon Partners LLC The Union League

SOCIAL ENTREPRENEURSHIP AND CHANGE ADVISORY BOARD Ms. Sarita Bahl Mr. John E. Brown Ms. Veronica Colondam Mr. Mike Costache ’99, Cer ’03, MDR ’09 Mr. Michael Guillen HON ’10 Mrs. Laurel Guillen Ms. CecilyJackson-Zapata Ms. Christine A. Maginn Ms. Erin Rank MA ’89 Mr. Ira Ritter Mr. Constantino Salios

Mr. Atul Tandon Ms. Dana Moldovan MDR ’13 Ms. Minda Wilson

SUPERINTENDENT OF THE YEAR AWARD PiperJaffray Prefast Concrete Wall Systems, Inc. Houghton Mifflin Harcourt

URBAN PARENT TEACHER EDUCATION COLLABORATIVE Ms. Sarah Z. Davis Ms. Yas Djadali Holmes Avenue School Student Body ShareFest Community Development, Inc.

Begin your career as a mental health professional serving the Latina/o communities.

The Pepperdine University Graduate School of Education and Psychology is proud to introduce the Master of Arts in Clinical Psychology with an Emphasis in Marriage and Family Therapy with Latinas/os. Administered through Aliento: The Center for Latina/o Communities at the Irvine Graduate Campus, this new program offers: 4 20-student enrollment each year to participate as a modified cohort 4 26 units of Latina/o-specific LMFT courses 4 Experiential Spanish-language development courses for beginners and advanced students

aliento.pepperdine.edu Call 866.503.5460 to speak with your psychology program recruiter, Nicole Bassett-Goodkind.

GSEP Colleague Fall 2013/Winter 2014 29

G S ECPL A P ES RS SNP OE C T ET SI V E S

ALUMNI ’13 MARIBEL GALAN (EdD ’13) was promoted to director of curriculum and instruction in the Anaheim City School District.

DAVID LEGG (EdD ’13) has been promoted to principal at Chugiak High School in Anchorage, Alaska. Legg was formerly principal of Diamond High School in Anchorage, Alaska.

LIGIA HALLSTROM (EdD ’11) from the ELAP C4 cohort has been promoted to the district position of English learner and AVID coordinator in the Tustin Unified School District.

KATHY McINTOSH (EdD ’11) was awarded the 2013 Dissertation of the Year by the Association of College Unions International (ACUI) for her dissertation, The Role of Mentoring in Identification and Selection of College Student Unions/Activities Careers.

’12 SAMIR ELMOGHRABI (EdD ’12), JEFF ’08 THRIFT (EdD ’12), and GSEP Emeritus Professor Dianna Hiatt-Michael, EdD, started an after-school education nonprofit program called OST Guiding Hands. Elmoghrabi implemented the after-school program with the help of Thrift and Hiatt-Michael.

The program is based on Elmoghrabi’s dissertation and research findings.

REALE SANTORA (MA ’12) has been chosen as an alternate to pursue the Fulbright scholarship in Malta.

BETTY RENFIGO URIBE (MBA ’00, EdD ’12) was nominated for the 2014 Los Angeles Business Journal’s Women Making a Difference Award.

’11

CHARLES “CHAZ” AUSTIN (EdD ’11) was appointed career development director at the Musicians Institute.

PATRICK BILLITER (MBA ’94, EdD ’11) was appointed senior director of finance, interactive global business line at Experian located in Costa Mesa, California. He has held the position since January 2012.

SHALEN BISHOP (’03, EdD ’11) was appointed associate headmaster at the Oliverian School, an alternative college-preparatory private boarding school in New Hampshire.

KIMBERLY FAULKNER-CAMACHO (MS ’11) was appointed dean of student services at New Millennium Secondary School in Carson, California.

30 GSEP Colleague Fall 2013/Winter 2014

EDWARD SINGER (MA ’08) received

his PhD in clinical psychology from Alliant Inter-

national University and will begin a one-year postdoctoral fellowship at the Veterans Administration in Tucson, Arizona in the fall.

’03 DUSTINE REY (MA ’03) was recognized for her tremendous efforts and leadership in the San

Diego community when she was nominated for San Diego Magazine’s Woman of the Year Award.

’02 DONNA GILLILAND (MS ’02, EdD ’10) was promoted to director, certificated evaluation

support in the Los Angeles Unified School District.

’00 TIM HIBSMAN (EdD ’00) was selected to participate in the Navy’s Distinguished Visitors

and Leaders to Sea Program aboard the USS Ron-

SYLVIA LIBOW MARTINEZ (MA ’99) and her husband Gary S. Stager, PhD (former GSEP visiting faculty), have published a book, Invent to Learn: Making, Tinkering, and Engineering in the Classroom.

’75 GAYE LANG (MA ’75) was appointed as

a senior advisor, specifically focused on Charter School Turnaround, to identify and assist struggling charter schools in Texas to prevent potential disruptions in education to students and parents.

FACULTY ANNMARIA DEMARS, adjunct professor, was listed in the Forbes List “40 Women To Watch Over 40.”

DIANA HIATT-MICHAEL, Emeritus Professor, presented at the ninth international conference of the European Research Network About Parents in Education (ERNAPE) in Lisbon, Portugal.

IN MEMORIAM ALLISON A. BRATCHER (MA ’03) passed away March 18, 2013.

DONALD L. HAYES (MS ’87) passed away February 18, 2013.

ELAINE BROWN (MS ’82) passed away January 22, 2013.

DR. ROBIN G. DURNIN (MA ’78) passed away March 8, 2013.

ald Reagan, 100 miles off the coast of San Diego.

MELVA W. HARRISON (MA ’77) passed away January 25, 2013.

JASON KURTENBACH (MA ’00, MS ’05) was

SAMMIE ROBERSON LOGAN (MS ’76) passed away May 22, 2013.

promoted to principal at Huntington Middle School in San Marino, California.

’99

JOSEPH GREEN (MA ’99, MA ’02,

EdD ’11) was selected by the Association of

California School Administrators as the Special Education Administrator of the year for Region XVI.

STELLA OLSON (MA ’76) passed away March 3, 2013.

VIRGINIA HINTON (MA ’75) passed away March 22, 2013.

ROCHELLE M. MARTIN (MS ’75) passed away April 29, 2013.

G S E PS EPLEFR- S C PAERCET I V E S

IMAGINED CONVERSATIONS A Technique for Enhancing Work Relationships

In the workplace, individuals manage multiple relationships throughout their organization and across hierarchies.

Alumna Paula Thompson’s (EdD ’12) research (“An Exploratory Study of WorkRelated Imagined Interactions with RealLife Coworkers,” ProQuest LLC, UMI No. 3540744) explores a new area of positive psychology—imagined conversations with coworkers. Imagined conversations take place in our minds with people from our real life. During these imagined conversations, you mentally play the roles of both yourself and the other person, imaging what each of you would say and how you would react.

Thompson’s curiosity on the topic stemmed from reading work by the founder of the positive psychology field, Martin E. P. Seligman, PhD. Seligman’s book, Flourish, presents the concept of well-being and how nurturing positive emotions and relationships can help people accomplish their work. Positive psychology thinks of the individual as an instrument for change; and internal self-management is necessary for the workplace. “Previous research on imagined conversations focused on marital or family relationships,” Thompson said. “I wanted to look at imagined conversations in the workplace because success in most every job is dependent on effective communication.”

When people retrospectively relive conversations, they are mostly negative.

However, when thinking about upcoming conversations, people’s thoughts are more positive. Thompson found that people used their inner cognitive brain space to process prior events, undergo catharsis, and release pent-up frustrations. Many of her research subjects used imagined conversations as a coping tool in response to unhealthy or chaotic workplaces.

Three Tips for Making Imagined Conversations Work for You 1. IMAGINE THE CONVERSATION GOING WELL. When you imagine a future conversation in your head, picture yourself at your best. Identify emotions that may need to be checked, and process those ahead of time. Imagine the bestcase scenario, and all the words, gestures, and feelings that go along with it.

2. RELIVE A PAST CONVERSATION WITH THAT PERSON. You’ll want to develop your talking points around what you realistically know about the person. Are they a crier? A yeller? Do they shut down during difficult conversations? Based on how you’ve witnessed them reacting in previous situations, you can tailor your future conversation accordingly.

3. WHEN THINGS GO BADLY, DON’T DWELL. When your brain relives an emotional experience, it’s the same as living it (see Self Comes to Mind, Constructing the Conscious Brain by Antonio Damasio). Instead of replaying a past negative social interaction over and over, take 10 minutes to replay it once, identify what you can learn from the experience and do better next time, and then close the flashback and move on. You want your mind to be focused on what you can control.

Ultimately, Thompson’s research helps to shed light on the hidden dynamics of the workplace and increase an individual’s agency to manage workplace relationships. Individuals can use imagined conversations to navigate their workplaces to feel healthier, more fulfilled, and more effective in their jobs.

To learn more about Thompson’s coaching and consulting, visit theforesightcoach.com.

GSEP Colleague Fall 2013/Winter 2014 31

STRENGTH IN NUMBERS

As a GSEP alumnus, you are part of a powerful network that includes more than 20,700 GSEP alumni and 98,600 Pepperdine alumni worldwide.

The Pepperdine Alumni Association is here to help you stay connected to your classmates, faculty, and other alumni, through special events, University publications, and social media.

Learn how you can take full advantage of your Pepperdine University affiliation by contacting the alumni office at: 310.568.5649 or gsepalum@pepperdine.edu.

GET CONNECTED TODAY! GSEP.PEPPERDINE.EDU

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