2020 - 2021 Graduates of the Joint PhD Program in Social Work and Social Science
ssw.umich.,edu
Dear Colleagues, I am delighted to share information about our 2020-2021 graduates of the Joint PhD Program in Social Work and Social Science at the University of Michigan. We are excited to introduce you to our graduates. We believe they will be the change agents ushering in the next wave of innovation in social work research, practice, and policy. As you know, the Joint PhD Program in Social Work and Social Science prepares our doctoral students for teaching and research careers through the advancement of knowledge about social problems, social change, social interventions, and social welfare. Our curriculum integrates comprehensive graduate training in a specific social science discipline with advanced studies and research in various areas of social work. Therefore, we have a broad range of research areas and disciplinary specializations in which our students choose to receive expert training and experience. This year, we have a promising group of joint program graduates who are eager to reach out, raise hope, and change society. Their training and commitment to social work and social welfare will be of particular interest to your institution. As you review their curriculum vitae you will find that our graduates have published in both social work and social science journals, have presented at our national conferences such as the Council on Social Work Education (CSWE) and the Society for Social Work and Research (SSWR), and have even secured funding or show promise for doing so in the near future. Please contact the Joint PhD Program Coordinator, Todd Huynh at (734) 763-5768 or via email (ssw.phd.info@umich.edu), if you would like more information about any of the doctoral candidates listed here or if we can help facilitate a meeting with them. Go Blue! William Elliott III, PhD Professor and Director, Joint Doctoral Program in Social Work and Social Science Univerisy of Michigan
Graduates 2020-2021
Finn Bell Social Work and Sociology
Berenice Castillo Social Work and Psychology
Lisa Young Larance Social Work and Sociology
Joyce Lee Social Work and Psychology
Sara Stein Social Work and Psychology
Finn Bell PhD Social Work and Sociology
Finn McLafferty Bell, MSW PhD Candidate School of Social Work & Department of Sociology University of Michigan 1080 South University Ann Arbor, MI 48109 stephbel@umich.edu EDUCATION 2021 (expected)
PhD, Social Work and Sociology University of Michigan Food growers in a changing rust belt town: Tracing collective survival strategies Dissertation Co-chairs: Sandra Danziger & Fatma Müge Göçek
2019
Graduate Teaching Certificate Center for Research on Learning and Teaching (CRLT) University of Michigan
2009
Master of Social Work University of Denver Concentration in Leadership for Organizational and Community Practice
2007
Bachelor of Arts, English University of Iowa Concentration in Literary Theory and Interdisciplinary Studies
Teaching and Research Fields: Political ecology and environmental justice; meso and macro practice; social theory (including anti-racist, anti-colonial, and anti-capitalist); food sovereignty; critical service learning and field; social welfare history; socially just and anti-oppressive practice; and research methods (including community-based, participatory, and action research). RESEARCH EXPERIENCE ONGOING 2017-present
Graham Sustainability Institute (PI: Bell) $50,000 Food growers in a changing rust belt town: Tracing collective survival strategies This qualitative study on marginalized community members’ practice of growing food amidst demographic change and climate change aims: 1) to investigate the role that growing food plays in community members’ lives: why they grow, what benefits they get from the practice, what barriers they face to growing food, 2) to understand the potential that localized food growing has for building resilience to climate change, and 3) to understand
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CV and compare the role that neighborhood change (gentrification) and growing food plays within different racial, ethnic, and socio-economic class communities within Ypsilanti, MI. Role: PI
COMPLETED 2015-2016
Antipode Foundation (PI: Miller) Ford School (PI: Miller) Curtis Center (PI: Miller) The Detroit Reentry Study
$15,000 $15,000 $15,000
This qualitative study examined the reintegration experiences of male former prisoners recently released from jail, prison, or a detention center in Detroit, MI, comparing their experiences against a subsample of female former prisoners, men participating in community based treatment programs, and men released into different geographic areas. To increase the overall validity of the project, we triangulated our findings against findings from interviews with a subsample of reentry service providers and the people former prisoners and community members whom former prisoners deem most important to their community reintegration experience. Role: Project Director 2015-2016
Rackham Graduate School (Co-PI: Bell, Miller) $1,500 The “Prison within a Prison” as a Barrier to Freedom: Racial Disparities in Solitary Confinement in Michigan In this community-engaged quantitative study, we worked with survivors of solitary confinement in Michigan and a computer scientist to create a large administrative dataset (N=43,166) to examine the extent of racial disparities in the use of solitary confinement in Michigan prisons (data that is not generally available), the factors that contribute to those racial disparities, and the impacts of those disparities, particularly in terms of access to freedom. Role: Co-PI
2014-2016
National Institutes of Health, P30 AG015281, and the Michigan Center for Urban African American Aging Research. (PI: Miller) $20,000 A Qualitative Comparative Study of Older and Younger Ex-Offenders Healthcare Service Access and Utilization in Detroit, MI This qualitative study aimed: 1) to investigate the mechanisms through which one’s felony conviction contributes to their access to addictions treatment, health and mental health services, 2) to compare how ex-offender’s perceptions of their service needs and access to health, mental health, and 2
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PEER-REVIEWED PUBLICATIONS (Google Scholar Citations: 216 since 2015, h-index: 3, i10-index: 2. *indicates undergraduate student mentee. ^indicates community partner.) Bell, F. M. Amplified injustices and mutual aid in a pandemic. Qualitative Social Work. Forthcoming. (IF: 1.375) Dennis, M. K. & Bell, F. M. (2020). Indigenous women, water protectors, and reciprocal responsibilities. Social Work. https://doi.org/10.1093/sw/swaa033. (IF: 1.817) Bell, F. M., Dennis, M. K., and Krings, A. (2019). Collective survival strategies and anti-colonial practice in ecosocial work. Journal of Community Practice, 27(3-4), 279-295. Bell, S. (2014). A conversation between Noel Timms and a US social work practitioner, nascent sociologist. Qualitative Social Work, 13(6), 772-779. (IF: 1.375) Walls, N. E. & Bell, S. (2010). Correlates of engaging in survival sex among homeless youth and young adults. Journal of Sex Research, 47, 1‐14. (IF: 3.683) Bell, S. A., Bern-Klug, M., Kramer, K., and Saunders, J. B. (2010). Most nursing home social service directors lack training in working with Lesbian, Gay, and Bisexual residents. Social Work in Health Care, 49(9), 814-831. (IF: 0.892) Bell, S. A. (2009). Violence against sex workers in Latin America: Pervasiveness, impunity, and implications. Human Rights and Human Welfare, 9, 132-150. MANUSCRIPTS UNDER REVIEW Bell, F. M., Dennis, M. K., and Brar, G.* “Doing hope”: Ecofeminist spirituality provides emotional sustenance to confront the climate crisis. Affilia. (Revise & Resubmit). MANUSCRIPTS IN PROGRESS Bell, F. M. & Dennis, M. K. Collective survival strategies during the COVID-19 pandemic. Affilia. (To be submitted). Dennis, M. K. & Bell, F. M. Lessons for the future of social work from the COVID-19 pandemic to the climate crisis: Degrowth, mutual aid, anti-colonial practice, and food sovereignty. Social Work. (To be submitted). 3
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Bell, F. M. & Parson, M.^ Growing food as a collective survival strategy in the afterlife of incarceration. Social Service Review. (To be submitted). RESEARCH REPORTS Bell, F. M., Miller, R. J., Holbrook, N.,^ Martel, P. J.,^ & Yang, Q. (2017). The “Prison within a Prison� as a Barrier to Freedom: Racial Disparities in Solitary Confinement. TEACHING EXPERIENCE 2018-present
Graduate Student Instructional Consultant Center for Research on Learning and Teaching University of Michigan -Race & Ethnicity course specialty
2017-2018
Instructor Office of Continuing Education School of Social Work, University of Michigan -Human Trafficking for Social Workers and Service Providers (designed continuing education workshop)
2015-2018
Graduate Student Instructor School of Social Work, University of Michigan Instructor of Record: -Social Change Theories Department of Sociology, University of Michigan Instructor of Record: -Environmental Justice: Capitalism, Resistance, and Just Sustainabilities (designed course; cross-listed with Environmental Studies, undergraduate social work minor credit) Teaching Assistant: -Sociology Undergraduate Research Opportunity -Introduction to Sociology -Project Community: Sociology in Action
2012-2013
Affiliate Faculty Department of Social Work, Metropolitan State University of Denver Instructor of Record: -Field Experience III & IV
2011-2013
Adjunct Professor Graduate School of Social Work, University of Denver Instructor of Record: -Multicultural Social Work Practice -Community Theories and Practice 1 & 2 4
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FELLOWSHIPS & SCHOLARSHIPS 2021
One-term Dissertation Fellowship, Rackham Graduate School, University of Michigan (1 term full tuition and stipend)
2013-2019
Rackham Merit Fellowship, Rackham Graduate School, University of Michigan (3 years full tuition and stipend)
2014
Clara P. Davis & Larry E. Davis Scholarship, School of Social Work, University of Michigan ($5,000)
2008-2009
Eleanor Barnett Trust Scholarship, University of Denver
2008-2009
Kaiser Permanente Diversity Scholarship
2007-2009
Graduate School of Social Work Merit Scholarship, University of Denver
HONORS & AWARDS 2020
Rosemary Sarri Award ($4,800)
2018
Debt Management Award (for commitment to public service), Rackham Graduate School, University of Michigan ($15,000)
2017
Shapiro/Malik/Forrest Award, Rackham Graduate School, University of Michigan ($2,000)
2017
Rackham Summer Award, Rackham Graduate School, University of Michigan ($8,000)
2016-2017
Outstanding Graduate Student Instructor Award, Department of Sociology, University of Michigan ($500)
2016
Henry J. Meyer Paper Award, School of Social Work, University of Michigan ($7,500)
2009
Multicultural Social Justice Award, Graduate School of Social Work, University of Denver
PEER-REVIEWED PRESENTATIONS (* indicates undergraduate student mentee. ^indicates community partner.) 5
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Bell, F. M. (2019). African-American food growers in a small deindustrialized town: Tracing collective survival strategies. Illuminating the SOCIAL in Social Problems, Society for the Study of Social Problems, New York. Bell, F. M., Dennis, M. K., & Krings, A. (2019). Collective survival strategies and anti-colonial practice in ecosocial work. Illuminating the SOCIAL in Social Problems, Society for the Study of Social Problems, New York. Bell, F. M., Dennis, M. K., & Brar, G.* (2019). Ecospiritual traditions sustain work for ecojustice across generations. Illuminating the SOCIAL in Social Problems, Society for the Study of Social Problems, New York. Bell, F. M., Miller, R. J., Holbrook, N.,^ Martel, P. J.,^ & Yang, Q. (2017). The “Prison within a Prison” as a Barrier to Freedom: Racial Disparities in Solitary Confinement. Narratives in the World of Social Problems: Power, Resistance, Transformation, Society for the Study of Social Problems, Montréal, Quebec, Canada. Bell, F. (2017). Real utopias in a dystopian futurity: Queering alternative economies. Narratives in the World of Social Problems: Power, Resistance, Transformation, Society for the Study of Social Problems, Montréal, Quebec, Canada. Bell, F. (2017). Real utopias in a dystopian futurity: Queering alternative economies. Globalization: Promises, Possibilities, and Pitfalls, Midwest Sociological Society, Milwaukee, Wisconsin. Bell, F. (2016). Real utopias in a dystopian futurity: Queering alternative economies. American Society for Literature and the Environment (ASLE) Graduate Symposium, University of Michigan, Ann Arbor, Michigan. Bell, F. (2015). Real utopias in a dystopian futurity: Queering alternative economies. Sexualities in the Social World, American Sociological Association, Chicago, Illinois. Bell, F. (2015). Real utopias in a dystopian futurity: Queering alternative economies. EcoJustice and Activism Conference, Eastern Michigan University, Ypsilanti, Michigan. Drake, J., Bell, S., & Breslin, L. (2011). Combating Human Trafficking with Demand Reduction & Harm Reduction. 23rd Annual Colorado Organization for Victim Assistance Conference, Keystone, Colorado. Bell, S., Riley, B., Anderson, S., Harvey, P., & Finger, A. (2011). Plenary Panel of Organizations Fighting Human Trafficking in Colorado. Conference on Religion, Human Trafficking, and Modern Slavery, University of Denver/Iliff School of Theology, Denver, Colorado. Bell, S. (2011). Human Trafficking of Youth in the USA. Conference on Religion, Human Trafficking, and Modern Slavery, University of Denver/Iliff School of Theology, Denver, Colorado.
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Alejano-Steele, A., Bell, S., & Croucher, L. (2010). Human Trafficking for Law Enforcement and Service Providers. 22nd Annual Colorado Organization for Victim Assistance Conference, Keystone, Colorado. Bell, S. (2009). Correlates of Engaging in Survival Sex among Homeless Youths & Young Adults. Graduate Student Research Day, University of Denver, Denver, Colorado. Bell, S. (2008). Correlates of Engaging in Survival Sex among Homeless Youths & Young Adults. Symposium on Working with Homeless Youth, Youth Workforce Development, The Office of Economic Development, City of Denver. INVITED TALKS Ossei Owusu, S., Rashid, K., & Bell, F. (2015). Policing Black Bodies: A dialogue on Poverty, Police Brutality, and the Way Out. MLK Symposium, School of Social Work, University of Michigan, Ann Arbor, Michigan. PEDAGOGICAL TRAINING Role: Co-Designer & Facilitator Braunschneider, T. & Bell, F. M. (2019). Framing and facilitating high stakes discussions. Center for Research on Learning and Teaching, University of Michigan. Braunschneider, T. & Bell, F. M. (2018, 2019). Teaching in tumultuous times: Making choices about how to address the world beyond your classroom. Center for Research on Learning and Teaching, University of Michigan. Bell, S. (2013). Taking a critical multicultural approach to supervision with students. Field Instructor Training, Graduate School of Social Work, University of Denver. Bell, S. & Greathouse, T. (2012). How to talk to your students about issues of diversity, privilege, oppression and social justice in field placement and supervision. Field Instructor Training, Department of Social Work, Metropolitan State University of Denver. Bell, S. & Frahm, L. (2012). Making the most of supervision. Field Orientation, Department of Social Work, Metropolitan State University of Denver. Role: Facilitator Bell, F. M. (2020). Identity and Authority in the Classroom. Center for Research on Learning and Teaching, University of Michigan. Bell, F. M. (2018, 2019, 2020). Inclusive teaching during the first week and beyond. Graduate Student Instructor Teaching Orientation. Center for Research on Learning and Teaching, University of Michigan. 7
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Role: Participant Peer review in online spaces. (2020). Center for Research on Learning and Teaching, University of Michigan. Making active learning work in hybrid and online courses. (2020). Center for Research on Learning and Teaching, University of Michigan. Race & Ethnicity Learning Community for GSIs. (2019, semester-long seminar). Literature, Science, and the Arts/Center for Research on Learning and Teaching, University of Michigan. Inclusive teaching means inclusive grading practices too. (2019). Center for Research on Learning and Teaching, University of Michigan. Disability and accessible teaching: Current perspectives and best practices. (2019). School of Public Health, DEI Program, University of Michigan. Implementing inclusive teaching principles in your courses. (2018). Center for Research on Learning and Teaching, University of Michigan. Teaching in tumultuous times: Making choices about how to address the world beyond your classroom. (2018). Center for Research on Learning and Teaching, University of Michigan. Teaching about race & ethnicity in racially homogenous classrooms. (2018). Center for Research on Learning and Teaching, University of Michigan. Preparing future faculty (2017, 40 hour seminar). Center for Research on Learning and Teaching, University of Michigan. Campus climate in your classroom: Responding to student microaggressions. (2017). Center for Research on Learning and Teaching, University of Michigan. Writing and grading exams: An online workshop. (2017). Center for Research on Learning and Teaching, University of Michigan. Developing your teaching philosophy. (2017). Center for Research on Learning and Teaching, University of Michigan. Graduate Student Instructor Teaching Orientation. (2015). Center for Research on Learning and Teaching, University of Michigan. Graduate Student Instructor Training (2015, 1-credit hour course). Department of Sociology, University of Michigan. 8
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SERVICE TO PROFESSION 2020-present
Ad-hoc Reviewer, Journal of Community Practice
2016-present
Ad-hoc Reviewer, Qualitative Social Work
2017-2019
Editor, Michigan Journal of Sustainability
2017-2018
Doctoral Representative, PRAXIS (Promoting Action for Intersectional Social Justice) Committee, School of Social Work, University of Michigan
2016-2017
Doctoral Representative, Faculty Search Committee, School of Social Work, University of Michigan
PROFESSIONAL MEMBERSHIP 2018-present
Agriculture, Food, and Human Values Society
2018-present
Association for Community Organization & Social Administration
2016-present
Society for Social Work Research
2016-present
Midwest Sociological Society
2015-present
American Sociological Association
2015-present
Society for the Study of Social Problems
POST-MSW PRACTICE EXPERIENCE 2014-2016
Community-Engaged Research Assistant, American Friends Service Committee (AFSC)—Michigan Criminal Justice Program, Ypsilanti MI
2014-2015
Project Director, The Detroit Reentry Study, PI: Reuben Jonathan Miller, PhD, University of Michigan School of Social Work, Ann Arbor MI
2013-2014
Critical Intersectionality Workgroup Assistant, University of Michigan School of Social Work, Ann Arbor MI
2013
Interim Administrative Manager, Chinook Fund, Denver CO
2009-2012
Director, Co-Director, Community Organizer, Prax(us), Denver CO
2009-2010
Job and Family Advocate, Project WISE, Denver CO 9
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OTHER RELEVANT WORK EXPERIENCE 2008-2009
Community Outreach Worker, Prax(us), Denver CO
2007-2009
Graduate Work-study Assistant, Intermodal Transportation Institute (ITI), University of Denver, Denver CO
2007-2008
Allies in Action Community Organizer, Rights for All People—Derechos para Todos, Denver CO
2007
Assistant to the Partner Site Coordinator, International Programs, University of Iowa, Iowa City IA
2006
AmeriCorps member, Neighborhood Centers of Johnson County, Iowa City IA
2005-2006
Community Worker, Neighborhood Centers of Johnson County, Iowa City IA
2005
Direct Support Professional, Saint Louis ARC, St. Louis MO
2004
Fundraiser, Telefund, Inc., Denver CO
2002-2003
Advocate, Women’s Resource Center, Truman State University, Kirksville MO
SERVICE TO COMMUNITY 2020-present
Board of Directors, Interfaith Council on Peace & Justice (ICPJ)
2014-present
Member, Cooperative Orchard of Ypsilanti (CORY)
2017
Advisory Team Member, We the People Growers’ Association
2010-2012
Co-Chair, Outreach Workgroup, Advisory Committee on Homeless Youth, State of Colorado
2010-2012
Member, Racial and Gender Disparity Committee, Crime Prevention and Control Commission, City of Denver
2009-2012
Member, Youth HIV Advocacy Coalition (YHAC)
2009
Member, Youth Alley Planning Committee, Denver PrideFest 10
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CV Member, Planning Committee, Allies in Action, Rights for All People
PROFESSIONAL TRAININGS Bell, S. (2012). Supporting anti-oppression based anti-human trafficking work for faith communities. Longs Peak United Methodist Church. Longmont, Colorado. Bell, S. (2012, 2011, 2010, 2009). Human Trafficking 101 for Service Providers. Advisory Committee on Homeless Youth, State of Colorado. Bell, S. (2010). The Intersections between Immigrant Rights Work and Human Trafficking. Coloradans for Immigrant Rights (CFIR), a project of the American Friends Service Committee. Bell, S. (2010). Vicarious Trauma. Colorado Network to End Human Trafficking, Denver, Colorado. Bell, S. & Croucher, L. (2010). Crisis Intervention. Colorado Network to End Human Trafficking, Denver, Colorado. Bell, S. & Croucher, L. (2010). Victim Identification. Colorado Network to End Human Trafficking, Denver, Colorado. Bell, S. (2010). Human Trafficking. Posada, Pueblo, Colorado. Bell, S. (2009). Cycles of Oppression and Violence. Colorado Network to End Human Trafficking, Denver, Colorado. Bell, S. (2008). Reframing the Immigration Debate. Rights for All People—Derechos para Todos, Denver, Colorado.
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Research Statement
One of the most difficult things for humans to confront when thinking about climate change is the discontinuity of it all. How can we prepare for something that represents a break from everything that we have known before? It is in this regard that Robert Brulle and Katrina Norgaard describe climate change as a potential cultural trauma. However, for many peoples, cultural trauma is not new, and settler colonialism and enslavement long ago created the dystopia that Indigenous and African American people in the US are still working to recover from. Nonetheless, the cultural traditions that survived these ongoing traumas and enabled collective survival offer instruction specifically for those communities in how to collectively survive climate change. Dissertation Research In my work, I examine what I call collective survival strategies—ways that marginalized communities have always taken care of one another—and how these strategies can help those same communities to build resilience to climate change. In my dissertation, I use qualitative methods to examine the ways in which black agrarian traditions can help African American communities in collectively surviving climate change, focusing on how African Americans have resisted cultural imperialism and dispossession by white people in building black self-reliance through agriculture, as Monica White has shown. I compare these experiences with those of other communities of color and working-class whites. By focusing on the Great Lakes region, which faces fewer direct threats from environmental change than other regions, I zero in on the social, political, and economic factors tied to climate change that imperil communities of color. Increasing gentrification, a practice of cultural imperialism and dispossession, disrupts the ability of urban communities of color to practice agrarian traditions at the exact moment that growing food on a smaller scale is recognized as increasingly important. However, in recognizing enduring agricultural traditions and the oppression under which they were formed, we can see both the root causes that must be addressed to equitably adapt to climate change—colonialism, capitalism, and white supremacy—and the historical strengths that people who have survived enslavement and a brutally racist society bring to those efforts. To effectively support climate adaptation amongst marginalized communities in the US, we need to address these historical and ongoing injustices and support collective self-determination. Scholarly Productivity My dissertation research evolved from a broader question I have been asking for the past seven years, “How can people find the cultural, spiritual and emotional sustenance needed to address the climate crisis?” I began researching this question with a qualitative project conducted at a Catholic eco-justice center, where I interviewed nuns and laypeople—who were offering hope and healing for the world— about the ways in which they coped with their own negative emotions that arose in confronting the gravity of the environmental crisis. Working with an undergraduate mentee and another colleague, we submitted this work to Affilia, and are currently revising it to resubmit. I developed the concept of collective survival strategies in a first-authored article that was published in the Journal of Community Practice. Working with a colleague, I also explored the duties that social workers have in supporting Indigenous women in protecting water in an article published in Social Work. I have seven publications, including three solo-authored, two first-authored, and two second-authored articles, in addition to the article that is currently being revised to resubmit and three manuscripts in progress. Methodology I am committed to doing work that has a direct impact on and is materially useful to communities impacted by social problems. Because of this, I strive to engage communities in my research in every
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Research Statement
way possible. Although my dissertation research is primarily qualitative, my commitment to community-based participatory research (CBPR) translates into methodological range and flexibility: I use the methods needed to answer the questions that matter to impacted communities. When working with American Friends Service Committee Michigan (AFSC-MI) to address racial disparities in the use of solitary confinement in Michigan prisons, I worked with survivors of solitary confinement, undergraduate student volunteers, and a computer scientist to construct and analyze a large dataset (N=43,166) of the prison population at four points in time. I have received training in geographical information systems (GIS) analysis and data visualization techniques, which I am incorporating into my dissertation research and will use in future research to complement my quantitative and qualitative findings. I plan on using ArcGIS’s Storymaps both to immediately disseminate my dissertation findings to community members and stakeholders, and to teach students how to frame social work and sociological research so that it can have maximum impact. Theoretical Orientation My research is theoretically anchored in multiple critical frameworks, including post-colonial, black Marxist, queer, and racial ecological perspectives. My research is post-colonial both in that it considers how colonization—including enslavement—and resistance to colonization have shaped our present reality, and, in that, when examining people at the margins, we always need to return the gaze to the center, where disproportionate power to shape the margins is held. My research is black Marxist in that capitalism and racism must always be examined intersectionally, and my work explicitly focuses on processes of racist expropriation, whether in the form of environmental degradation or gentrification. My research is queer in that I critique hegemony and recognize that alternatives to hegemony are always present all around us, even if subjugated. Finally, my research is based in racial ecologies in that I recognize that communities of color have always been and will always be the leaders of work to achieve a socially just sustainability. Much of my work focuses on how to uplift, materially support, and learn from the work that communities of color are doing in non-appropriative, critically reflexive ways. Funding I have been fortunate to be in a setting that offered a great deal of competitive funding opportunities, which I have pursued to support my research agenda. I was the first social work PhD student to be awarded a Dow Sustainability Fellowship which provided $50,000 for my dissertation research. I have received an additional $39,000 in competitive internal funding during my time at U-M, including awards for public service, outstanding teaching, and best research paper. In the future, I will apply for funding from foundations and government agencies to enable my work which includes offering honoraria to participants and community partners and hiring student research assistants. Trajectory Moving forward, I will publish at least four articles from my dissertation research. I will apply for funding from the Michigan Humanities Council to create an oral histories archive documenting the lived experience of food growers I have interviewed that will be housed at the Ypsilanti District Library. I hope to involve students in creating the archive and conducting ongoing research using the archival data stored within it. Building upon this work, the next research project that I will pursue is a mixed methods study on public libraries’ role in meeting survival needs and protecting vulnerable people from weather extremes, in our current context of a defunded social welfare state and a changing climate. In this project, I will tie together political ecology, disaster studies, and library social work. I will apply to Kresge Foundation’s Environment program, the EPA’s Environmental Justice grants, and other foundations and government agencies to support this work.
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Teaching Statement
“The classroom remains the most radical space of possibility in the academy.” bell hooks
During the second week of Social Change Theories, masters-level social work (MSW) students milled around the classroom to read stories that each pair of students had written to explain why a specific phenomenon exists. In twenty minutes, they had written insightful, compelling explanations about why capitalism, homelessness, patriarchy, climate change, racism, and child abuse exist. In the first week, students had expressed dread in taking this class because they hated theory and thought that they just did not “get it.” When I asked them what they thought the point of the story-telling activity was during the debrief, a student who had not yet spoken in front of the whole group raised her hand and quietly said that we were theorizing about concepts that shape social work practice. This activity exemplifies my vision for myself as a teacher, in that, by engaging students in a relatively simple collective process, I was able to demystify intimidating material, initiate a process of discovery, and open up a space for students to think about the world and root causes of injustice in radically different ways, expanding the possibilities available in their lives, their practice, and the world. I teach because I want to engage students in new ways of thinking about and being in the world. I challenge students to examine their taken for granted assumptions about why things are the way they are. When students leave my class with improved skills to think critically and communicate effectively, as well as an increased appreciation for and tolerance of complexity, I consider the class a success. I use readings that expose students to different critical ways of understanding society and social problems, and that de-center dominant narratives and voices. In class discussions, I pose questions in which there are no clear right answers to encourage us all to struggle with competing values and perspectives. I model a democratic, liberationist facilitation style, in which I treat all students with respect, recognizing and valuing the diverse wisdom and life experiences that they bring to the class, while challenging each student to think more critically. I recognize that students have very different learning needs and backgrounds and tailor my instruction to meet diverse student needs. I use an eclectic mix of classroom activities, including games, group work, journaling, creative exercises, lectures, and videos. My teaching style is heavily influenced by Freire’s liberationist pedagogy.1 Some of the most generative sessions come from simple lesson plans influenced from this tradition. In an undergraduate sociology service-learning class, I posed the question “What would it look like if everyone really saw homeless people as fully human?” A rich, deep discussion ensued in which we each discussed how we—individually and collectively—struggle to treat homeless people as human beings and how vastly different the world would look if we did. I take the “environment” part of the social work concept of “person in environment” very seriously. I mean this both in terms of my substantive focus on environmental justice, and pedagogically, in terms of process and content. My social work practice experience in group work prepared me well for tuning into group processes in the classroom. On the first day, I set up classroom dynamics very intentionally. In one MSW course, I had my students do an exercise where I asked them a series of questions such as “What best characterizes your preferred interaction style in class?” and “How do you deal with conflict in the classroom?” and then had them congregate under the answer that best fit them. They then discussed why they chose that response, first, with their peers who chose the same, and then with the rest of the class. By doing this activity on the first day, each student had interacted with most of their classmates in a fun, low stakes, and relevant way. Further, I deepened the discussion by taking a risk in identifying how our social locations shape our interactions in class when I took note of the fact that the three male-identified students were the only ones under the “I feel very comfortable with conflict in class and wish that we had more of it” response. When pointing that out, I intentionally 1
Freire, P. (2000). Pedagogy of the Oppressed. New York: Continuum
Finn McLafferty Bell
Teaching Statement
focused on how gender socialization shapes our approaches to conflict, and it led to a rich discussion about how gender homogeneity shapes the social work field. My teaching focuses intensely on understanding the environments in which people are living, including the history and root causes of social problems. It is only in gaining that understanding that we can see that the world as we know it is not the only possibility. I taught a continuing education course on human trafficking. The first half of the course examines human trafficking from a macro perspective, and after much discussion of what human trafficking is, we discuss why it exists. The participants have a structured discussion at their table where they identify the root causes of human trafficking, as well as their personal and professional relationship to those root causes, including how they are implicated in the root causes and how they try to disrupt them. Invariably, a discussion about consumer behavior ensues, and this leads to a discussion about how labor policy decisions have brought us where we are today. For example, I point out how farm workers and domestic workers do not have the same protections as other workers in the US, which leads to a discussion on how white supremacy shapes labor laws, historically and currently. In order to have such rich discussions about issues of power and privilege, I include readings and other resources that challenge students’ preconceived notions and that de-center dominant narratives. In an undergraduate sociology course on Environmental Justice I designed, I start with readings that show how marginalized communities have always resisted powerful forces that endanger their way of life. When discussing the role of racialized capitalist modernity in the advent of environmental crises, I include readings that provide perspectives from European peasants and colonized peoples globally, whose very lives, livelihoods, and communities were under assault from these transitions. For many students from different backgrounds, this is their first experience of reading history that is not written as logical, inevitable progress told from the perspective of history’s winners. I strongly prioritize holistic evaluation when assessing students’ substantive learning, critical thinking, and writing effectiveness. I assign multiple smaller assignments to ensure that students receive extensive feedback throughout the semester and deepen their learning. In Social Change Theories, students worked in groups to create a theory guide that their peers could use as a resource for their final project. We used an iterative process wherein students gave each other feedback on the helpfulness of each resource guide and revised them accordingly. In social work and sociology, high stakes topics—such as racism and sexism—dominate our discussions. While it is important to create an environment in which students feel comfortable to openly share their perspectives on these topics, focusing on comfort can unwittingly come at the expense of isolating students who are already marginalized in the classroom, and, alternatively, shutting down discussion because students with privilege are more afraid of saying something “wrong” than motivated to dig deeply into the role that oppressive structures have played in their own social contexts and histories. Rather than a “safe space,” I encourage students to think of our classroom as a “brave space,” which emphasizes “the need for courage rather than the illusion of safety.”2 During the first class, I often use a consensus-based approach to establish our community agreements, which I frame as a guide for how to treat the classroom as a space in which people and relationships matter. Creating a space in which students take risks, while knowing that I and their peers support and expect them to do so, models a very different way of being in the world—one in which students continually challenge themselves and their taken-for-granted notions, engage in critical discourse with kindness and courage, and build essential interpersonal, group, and macro practice skills. p. 141. Arao, B. & Clemens, K. (2013). From safe spaces to brave spaces: A new way to frame dialogue around diversity and social justice. In L. M. Landreman (Ed.) The art of effective facilitation: Reflections from social justice educators, (pp. 135-150). Sterling, VA: Stylus Publishing. 2
Berenice Castillo PhD Social Work and Psychology
Berenice Castillo bcastil@umich.edu Education Ph.D. Joint Program Social Work and Developmental Psychology University of Michigan
Expected: 2021
Master of Arts – Psychology (MA) University of Michigan
2019
Master of Social Work (MSW) University of Southern California Dean’s Honors
2015
Bachelor of Arts – Psychology (BA) Minor- Latin American and Latino Studies University of California, Santa Cruz Highest Honors in the Major
2013
Publications (In Print or In Press) Castillo, B., Grogan-Kaylor, A., Gleeson, S., & Ma, J. (2020). Child Externalizing Behavior in Context: Associations of Mother Nonstandard Work, Parenting, and Neighborhoods. Journal of Children and Youth Services Review,105220. Grogan-Kaylor, A., Castillo, B., Pace, G. T., Ward, K. P., Ma, J., Lee, S., Knauer, H. (2020). Global Perspectives on Positive and Negative Parenting: A Bayesian Multilevel Analysis. International Journal of Behavioral Development. Grogan-Kaylor, A., Castillo, B., Ma, J., Ward, K., Lee, S., Pace, G., & Park, J. (2020)A Bayesian Analysis of Associations Between Neighborhoods, Spanking and Child Externalizing Behavior. Children and Youth Services Review, 104930. Cuartas, J., Grogan-Kaylor, A., Ma, J., & Castillo, B. (2019). Predictors of Corporal Punishment in Colombia: The Association between Corporal Punishment Against Children Younger than Five and Exposure to the Civil Conflict, Domestic Violence, and Poverty. Journal of Child Abuse and Neglect, 90, 108-119. Grogan-Kaylor, A., Burlaka, V., Ma, J., Lee, S., Castillo, B., & Churakova, L. (2018). Predictors of Parental Use of Corporal Punishment in Ukraine. Children and Youth Services Review Castro, Y., Bares, C. B., Castillo, B., & Kennedy, A. (2018). Sociodemographics, but not Acculturation Proxies, Account for Differences in Lifetime Cessation between White and Hispanic Smokers. Ethnicity & Disease, 28(3), 145-152 Grogan-Kaylor, A., Ma, J., Lee, S. J., Castillo, B., Ward, K. P., & Klein, S. (2018). Using Bayesian analysis to examine associations between spanking and child externalizing behavior across race and ethnic groups. Child abuse & neglect, 86, 257-266.
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Cordova, D., Mendoza Lua, F., Ovadje, L., Hong, E., Castillo, B., & Salas-Wright, C. P. (2017). Randomized controlled trials of technology-based HIV/STI and drug abuse preventive interventions for African American and Hispanic youth: A systematic review. JMIR public health and surveillance, 3(4). Capp, G., Benbenishty, R., Moore, H., Pineda, D., Astor, R. A., Castillo, B., & De Pedro, K. (2017). Partners at Learning: A Service-Learning Approach to Serving Public School Students from Military Families. Military Behavioral Health, 5(3), 226-235. Castillo, B., Capp, G., Moore, H., De Pedro, K., Pineda, D., Benbenishty, R., & Astor, R. (2016). An Evaluation of the Use of Education Resource Guides for Military Students in Public Schools. Military Behavioral Health, 5(2), 172-177.
Conference Presentations Castillo, B., Grogan-Kaylor, A., Gleeson, S., & Ma, J. (2020). Youth Externalizing Behavior in Context: Direct and Indirect Effects of Parent Nonstandard Work, Parenting, and Neighborhoods. Society for Research on Adolescence. [ Poster Presentation] * Conference canceled due to Covid-19 Castillo, B., & Schulenberg, J. (2020). Drug Use Variation Among Cuban, Mexican, and Puerto Rican Adolescents. Society for Research on Adolescence. [ Paper Presentation] * Conference canceled due to Covid-19 Castillo, B. (2020). Latino/a Adolescent Drug Use: New Epidemiological, Etiological, and Prevention Findings. Society for Research on Adolescence. [ Symposium Organizer, Symposium Co-Chair] *Conference canceled due to Covid-19 Castillo, B. (2019). Findings on adolescent substance use when diversity and inclusion are prioritized. Society for Research on Child Development. [Symposium Chair, Symposium Organizer, & Paper Presentation] Castillo, B. (2018). Conditions and Experiences of Low-Wage Workers across Contexts in the U.S. Society for Social Work Research. [Symposium organizer] Castillo, B., & Gleeson, S. (2018). Low Wage Workers and the Claims Making Process: Differences across the Lifespan. Society for Social Work Research. [Paper Presentation] Castillo, B., Grogan-Kaylor, A., Bares, C. B., & Delva, J. (April 2018). Neighborhood characteristics, parenting and youth behavioral outcomes. Society for Research on Adolescence. [Paper Presentation] Castillo, B., & Schulenberg, J. (April 2018). The prevalence and correlates of runaway youth in the US. Society for Research on Adolescence. [Poster Presentation] Castillo, B., Grogan-Kaylor, A., Bares, C. B., & Delva, J. (January 2018). Neighborhood characteristics, parenting and youth behavioral outcomes. Society for Social Work Research. [Paper Presentation] Castillo, B., & Schulenberg, J. (June 2018). The prevalence and correlates of runaway youth in the US. College on Problems of Drug Dependence. [Poster presentation] Grogan-Kaylor, A., Ma, J., Lee, S., & Castillo, B. (June 2018). Bayesian Analysis of the Effect of Corporal Punishment on Aggression Across Groups. International Society for Research on Aggression. [Paper Presentation]
Castillo, B. 3
Castillo, B., & Schulenberg, J. (April 2017). Adolescence: A potential sensitive period for risk and protective factors of substance use. Society for Research on Child Development. [Poster Presentation] Bares, C., & Castillo, B. (March 2017). Racial/Ethnic differences in electronic cigarette use among U.S high school students. Society for Research on Nicotine and Tobacco. [Poster Presentation] Castillo, B., & Schulenberg, J. (January 2017). Adolescence: A potential sensitive period. Society for Social Work and Research. [Paper Presentation] Castillo, B., Astor, R.A., Benbenishty, R., De Pedro, K., Capp, G., Moore, H., Pineda, D. (January 2016). An evaluation on the use of educational resource guides: An educational intervention. Society for Social Work and Research. [Poster Presentation] Guest Presentations Castillo, B. (November 2017). Adolescence: A Potential Sensitive Period for Risk and Protective Factors, University of Michigan Department of Psychology. Castillo, B. (December 2017). Age Variation in the Claims Making Process, University of Michigan Ross School of Business.
Funding and Awards University of Michigan Society for Research on Adolescence Travel Award (2020) School of Social Work Henry J. Meyer Award (2020) National Hispanic Science Network Conference Travel Award (2020) Institute for Social Research Jerald and Virginia Bachman Fellowship (2019) Rackham Jon & Bobbe Ridge Award (2019) Social Work Kellogg Fellowship (2018) School of Social Work Grant (2018) Learning Community Manuscript Award (2018), University of Michigan School of Social Work Summer Research Award (2018), University of Michigan Society of Multivariate Experimental Psychology Award (2018) Department of Psychology Training Grant (2018) School of Social Work Dean’s Travel Grant (2018) Rackham Travel Grant (2018) The University of Michigan President’s Advisory Committee on Labor Standards and Human Rights (PACLSHR) Grant (2017) Rackham Merit Fellowship (2016-2017)
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Underrepresented Student School of Social Work Award (2016) School of Social Work Deans Travel Grant (2017) Rackham Summer Training Grant (2016) Rackham Travel Grant (2016) School of Social Work Dean’s Travel Grant (2016) School of Social Work Dean’s Travel Grant (2015) Rackham Travel Grant (2015) Rackham Merit Fellowship (2015-2016) University of Southern California Gladys M. Salit Award (2015) University of California, Santa Cruz Herman Blake Award (2013) Senior Thesis Research Award (2013)
Honors School of Social Work Alumni Magazine, Ongoing, feature (2020) School of Social Work Alumni Magazine, Ongoing, feature (2019) Ford Fellowship Honorable Mention (2020) Ford Fellowship Alternate and Honorable Mention (2017) USC Community Organizing Planning and Administration Student Spotlight Newsletter (2015) Ford Fellowship Honorable Mention (2016) USC School of Social Work Graduation Keynote Student Speaker (2015) Society for Research in Child Development (SRCD) Millennium Scholar (2013) UC Santa Cruz Psychology Department Newsletter Student Spotlight (2013)
Teaching Experience Introduction to Psychology, Graduate Student Instructor, University of Michigan Spring 2018 Data Visualization using R, Teaching Apprentice, University of Michigan Winter 2018 Structural Equation Modeling, Teaching Apprentice, University of Michigan Winter 2018
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Introduction to Psychology as a Natural Science, Graduate Student Instructor, University of Michigan Fall 2017 Winter 2018 Introduction to Psychology, Supplementary Instructor, UC Santa Cruz Psychology Winter 2013 Introduction to Developmental Psychology, Supplementary Instructor, UC Santa Cruz Fall 2012
Service Department of Psychology, Department Associate, University of Michigan 2020-2021 Michigan Association of Psychological Scholars Mentor, Mentor, University of Michigan 2017-2018 Society for Research on Adolescence, Doctoral Student Volunteer, biennial conference, Baltimore, MD March 2016 Society for Research on Child Development, Doctoral Student Reviewer, for abstract submissions to biennial conference August 2016 Department of Psychology, Newsletter Committee member, University of Michigan 2015-2016 2016-2017 2018-2019 Latino/a Graduate Student Association, Community Outreach Chair, University of Southern California 2013- 2014
Professional Affiliations National Hispanic Science Network (NHSN) Society for Research on Adolescence (SRA) Society for Research on Child Development (SRCD) Society for Social Work and Research (SSWR) College on Problems of Drug Dependence (CPDD)
Related Skills
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Language Spanish –Speaking, writing, and reading fluency
Advisors Andrew Grogan-Kaylor, PhD Professor of Social Work University of Michigan agrogan@umich.edu John Schulenberg, PhD Professor of Psychology Research Professor at Institute for Social Research University of Michigan schulenb@umich.edu
Lisa Young Larance Social Work and Sociology
CURRICULUM VITAE LISA YOUNG LARANCE, MSW, LCSW, LMSW Work Address Department of Social Work University of Michigan 1080 S. University Avenue Ann Arbor, MI 48109
Mailing Address 5872 Creekview Court Ann Arbor, MI, 48108, USA Email: lylaranc@umich.edu Email: lylarance@gmail.com
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EDUCATION Joint Doctoral Program in Social Work and Sociology University of Michigan, Joint Doctoral Program in Social Work & Social Science Advisors: Richard Tolman, Social Work; Elizabeth Armstrong, Sociology Candidacy Achieved: September 2018 Preliminary Exam (Social Work): “Women’s Use of Force: Intersectionality Theory, Empirical Debates, & Intervention for Women Perpetrating Same-Sex IPV” Committee: Richard Tolman and Elizabeth Armstrong (co-chairs), Karen Staller and Alexandra Murphy Preliminary Exam (Sociology): Gender & Sexuality Committee: Elizabeth Armstrong (Chair), Karin Martin, and Erin Cech
2015-Present
Spring 2018
Fall 2016
Masters of Social Work George Warren Brown School of Social Work, Washington University, St. Louis, MO Concentration: Community Development Specialization: Research
1998
Bachelor of Arts Smith College, Northampton, MA Major: Women’s Studies Minor: History
1991
LICENSURE State of Michigan, Licensed Master’s Social Worker (LMSW) State of New Jersey, Licensed Clinical Social Worker (LCSW)
2006 - Present 2002 - Present
SELECTED CONSULTING •
Baptcare & Berry Street, Victoria and Tasmania, Australia. 2017 – Current Faith-based not-for-profit organization implementing and evaluating community-based programming for women who have used forced based on the Vista Program (Larance, 2006), in collaboration with Berry St.
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United States Air Force Family Advocacy Program, 2017 – Current Provide annual training, on-call technical assistance, and evaluation oversight to more than 100 LCSW’s who staff 70 bases around the world implementing programming for women who have used force.
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Responding to Intimate Violence in Relationship Programs (RIViR) Project, 2015 -2019 Department of Health and Human Services Administration for Children and Families and Research Triangle Institute International project to identify ways for healthy relationship/healthy marriage programs to realize their full potential to address intimate partner violence, promote victim safety, and connect participants with support.
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New Mexico Coalition Against Domestic Violence, Albuquerque, New Mexico. 2015 – Current Provide annual training and technical assistance for programs serving women who have used force.
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Harmony House, Hong Kong, China. Nov. 2011 – May 2014 Provided technical assistance on-sight & via skype for Nurturing Heart Women’s Violence Prevention Project staff.
RESEARCH Independent Dissertation Research. (Faculty Advisor: Dr. Elizabeth A. Armstrong) Talking Back to the Web of Power: Women’s Legal, Child Protection, and Antiviolence Intervention Entanglement and Resistance University of Michigan, Ann Arbor, MI. • Conducted 33 first round, 17 second round, and 1 third round interview. • Completed field notes • Ongoing data analysis • Currently writing book-format dissertation Graduate Student Researcher (PI: Dr. Elizabeth A. Armstrong) Divorce Project, Sociology Department, University of Michigan, Ann Arbor, MI • Conducted interviews for Divorce at Mid-life Project • Completed field notes • Attended research team meetings • Outcome: Larance, Garrison, & Seeley (2018) Graduate Student Research Assistant (PI: Dr. Richard Tolman) Engaging Fathers, School of Social Work, University of Michigan, Ann Arbor, MI • Analyzed and Coded qualitative data using Dedoose software
January 2017-current
2015-current
2016-2017
PEER-REVIEWED JOURNAL PUBLICATIONS Articles (Total: 16; First Author: 14):
1) Kertesz, M., Humphreys, C., Larance L.Y., Vicary, D., Spiteri-Staines, A., & Ovenden, G. (2019). Working with women who use force: a feasibility study protocol of the Positive (+)SHIFT group work programme in Australia. BMJ Open 2019;9:e027496. doi: 10.1136/bmjopen-2018-027496 2) Larance, L. Y., Armstrong, E., Munro-Kramer, M., Sheridan-Fulton, E., Kusunoki, Y., Ngo, Q., Fincher, S., & Denson, N. (2019). Feminist Praxis: The Michigan Meeting on Ending Gender-Based Violence. Affilia: Journal of Women and Social Work, 34(3), 383-392. 3) Larance, L. Y., Goodmark, L., Miller, S. L., & Dasgupta, S. D. (2019). Understanding and addressing women’s use of force: A retrospective. Violence Against Women, 25(1), 56-80. 4) Larance, L. Y., Garrison, S., & Seeley, J. L. (2018). Strategically stealthy: Women’s agency in navigating spousal violence. Affilia: Journal of Women and Social Work, 33(2), 177-192. DOI: 10.1177/0886109917738067
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5) Larance, L.Y. (2017). A practitioner’s response to: “Addressing violence by female partners is vital to prevent or stop violence against women: Evidence from the Multisite Batterer Intervention Evaluation,” by Murray Straus, Violence Against Women, 23(1) NP1. 6) Larance, L.Y. & Miller, S.L. (2017). In her own words: Women describe their use of force resulting in court-ordered intervention. Violence Against Women, 23(12), 1536-1559. 7) Holtrop, K., Scott, J.C., Parra-Cardona, J.R., Smith, S.M., Schmittel, E., & Larance, L.Y. (2017). Exploring factors that contribute to positive change in a diverse, group-based male batterer intervention program: Using qualitative data to inform implementation and adaptation efforts. Journal of Interpersonal Violence, 32(8), 1267-1290. 8) Larance, L. Y. & Rousson, A. (2016). Facilitating change: A process of renewal for women who have used force in their intimate heterosexual relationships. Violence Against Women, 22 (7), 876-891. DOI: 10.1177/107780121662340 9) Larance, L. Y. & Miller, S. L. (2015). Finding the middle ground: Re-imagining responses to women's use of force. University of Miami Race & Social Justice Law Review, 5, 437- 443. 10) Larance, L.Y. & Das Dasgupta, S. (2012). Guest editors’ introduction. Violence Against Women: Special Issue, 18(9), 1004-1007. 11) Larance, L.Y. (2012). Commentary on Wilson, Woods, Emerson and Donenberg: The necessity for practitioner vigilance in assessing the full context of an individual’s life experiences. Psychology of Violence: Special Issue on Interconnections Among Different Types of Violence, 2( 2), 208-210. 12) Larance, L.Y. (2006). Serving women who use force in their intimate heterosexual relationships: An extended view. Violence Against Women, 12(7), 622-640. 13) Larance, L.Y. & Porter, M. L. (2004). Observations from practice: Support group membership as a process of social capital formation among female survivors of domestic violence. Journal of Interpersonal Violence,19(6), 676-690. 14) Larance, L.Y. & Malik, R. (2002). Creating community in a United States city: Bangladeshi women share their immigrant experiences, research report (reprint). Anannya: A Bangla Monthly Journal, 14(19). 15) Larance, L.Y. (2001). Fostering social capital through NGO design: Grameen Bank membership in Bangladesh. Journal of International Social Work, 44(1), 7-18. 16) Larance, L.Y. (1998). Banking on social capital: What we have to learn from Grameen Bank members. Journal of Social Studies. Center for Social Studies, Dhaka University Press. October 1998, (82). Peer Reviewed Book Chapters Larance, L. Y. (2018). Current controversies: Programs for women who have used force in intimate relationships. In C. M. Renzetti, J. L. Edelson, & R. K. Bergen (Eds.), Sourcebook on Violence Against Women (pp.320-324). London: Sage Publications. Larance, L.Y. & Miller, S.L. (2017). Emergent research and practice trends in contextually addressing the complexity of women’s use of force. In C.M. Renzetti, D. Follingstad, & A. Coker (Eds.), Preventing Intimate Partner Violence: Interdisciplinary Perspectives (pp. 129-158). Policy Bristol: Policy Press. Curricula Larance, L. Y., Andersen, P., & Vicary, D. (2019). +SHIFT: A curriculum framework for intervention with women in Victoria, Australia who have used force in their intimate relationships. Baptcare and Berry Street: Melbourne, Victoria, Australia.
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Larance, L. Y., Cape, J. K., & Garvin, D. J. H. (2012). Meridians for Incarcerated Women: Facilitator Manual. Catholic Social Services of Washtenaw County, Ann Arbor, MI. http://csswashtenaw.org/renew/meridians/ Larance, L. Y., Cape, J. K., & Garvin, D. J. H. (2012). Meridians for Incarcerated Women: Participant Guide. Catholic Social Services of Washtenaw County, Ann Arbor, MI. http://csswashtenaw.org/renew/meridians/ Larance, L. Y., Hoffman, A., & Shivas, J. B. (2009). Vista Program Curriculum: An Extended View of Serving Women Who Use Force. Jersey Center for Nonviolence Publication: Morristown, NJ. Practice, Research & Policy Reports 1) Larance, L. Y. & Scaia, M. P. (2020). Mandated group intervention for women who have used force: Considerations during the COVID-19 Pandemic. In M. P. Scaia & J. Heath, Draft Adaptation of the European Network Guidelines of Working Responsibly with Perpetrators of Domestic Violence During COVID-19 (pp. 39-43). Global Rights for Women. www.globalrightsforwomen.org 2) Kertesz, M., Humphreys, C. & Larance, L.Y. (2019). Interventions for women who use force in a family context: an Australian Practice Framework. University of Melbourne. 3) Larance, L. Y. (November 2014). Introduction. Harmony House Nurturing Hearts Women’s ViolencePrevention Program Manual. Hong Kong, China. 4) Larance, L. Y. (Spring 2010). When she hits him: Why the institutional response deserves reconsideration. Reprinted, with permission, in the RESPECT Programme’s Spring Newsletter, London, England, United Kingdom. 5) Larance, L. Y. (2010). Addressing battered women’s use of nonlethal force in intimate heterosexual relationships. Jewish Women International: Domestic Abuse in the Jewish Community. February 2010 ENewsletter. 6) Larance, L. Y. (Winter 2007). When she hits him: Why the institutional response deserves reconsideration. Violence Against Women Newsletter: Prosecuting Attorney’s Association of Michigan, 5(4), 11-19. 7) Larance, L. Y. & Malik, R. (2002). Creating community in a United States city: Bangladeshi women share their immigrant experiences, research report (reprint). Dhaka, Bangladesh: Nagorik Uddyog Working Paper Number 3. 8) Larance, L. Y. & Malik, R. (2001). Creating Community in a United States City:Bangladeshi Women Share Their Immigrant Experiences.Washington University: Center for Social Development. Policy Report. 9) Larance, L. Y. (Spring 2000). American Fulbrighter in Bangladesh. Fulbrighters Abroad: Personal Accounts of Global Experiences. The Fulbright Program, Washington, D.C. 10) Larance, L. Y. (1999). Alternative Capital Resource Manual. 2004 Committee for Microcredit. St. Louis, MO. 11) Larance, L. Y. (1998). Building Social Capital from the Center: A Village Level Investigation of the Grameen Bank. Programme for Research on Poverty Alleviation, Working Paper No. 22. Grameen Trust: Dhaka, Bangladesh. 12) Larance, L. Y. (1998). Building Social Capital from the Center: A Village-Level Investigation of Bangladesh's Grameen Bank. Washington University: Center for Social Development. Working Paper No. 98-4.
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13) Larance, L.Y. (Jan. 26 - Feb. 1, 1998). Nagorik Uddyog: Giving Women A Political Voice. Dialogue: Vision of the World from Bangladesh, 10(5), 7.
UNIVERSITY PROJECT COORDINATION & TEACHING IRWG Initiative on Gender-Based Violence & Sexual Harassment, Project Coordinator Build on work set in place and lessons learned during May 2018 Michigan Meeting on Gender-Based Violence. Building and cultivating practitioner-scholar collaborations through publications (Affilia, 2019) and presentations (WoMan Gender Expression Race, March 2019). Working toward a Center on the Interdisciplinary Study of Gender-Based Violence and Sexual Harassment.
Fall 2018 – Fall 2019
GRANT SUPPORT/AWARDS Dr. Susan S. Lipschutz Award, University of Michigan Rackham Graduate School, Recognizes students who have demonstrated exceptional scholarly achievement, a sense of social responsibility and service, and a lively interest in promoting the success of women in the academic community.
2020
Joanne Yaffee Doctoral Fellowship, University of Michigan School of Social Work
2018
Margaret Dow Towsley Scholar, University of Michigan, Center for the Education of Women
2017-2018
Mixed Methods International Research Association, Regional Conference in the Caribbean Montego Bay, Jamaica Selected among a pool of doctoral students to attend the conference
2017
Rackham Graduate Student Research Grant, University of Michigan
2017
W.K. Kellogg Family Fellow in Children and Families
2016-2017
University of Michigan Sociology Department Research Grants
2016 - 2019
J. William Fulbright Foreign Scholarship United States Information Agency Research Grant Funded graduate research in rural Bangladesh.
1997 - 1998
AAUW Educational Fund American Association of University Women Career Development Grant Funded tuition fees incurred during research in Bangladesh.
1997 - 1998
Dorothy Day Scholarship George Warren Brown School of Social Work Tuition support for an outstanding incoming student committed to promoting social justice.
1996 - 1998
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Graduate Student Instructor Experience Social Work 521: Interpersonal Practice with Individuals, Families and Small Groups • Responsible for all aspects of guiding and evaluating 24 students through this topic area.
Fall 2019
U-M Center for Research on Learning & Teaching Race & Ethnicity Learning Community • Completed training focused on antiracist pedagogy and teaching
Winter 2019
Sociology 270/Women’s Studies 270 Gender & the Law Instructor: Emily Peterson, J.D. • Attend main lectures, domestic legal-framework focus • Lead two two-hour discussion sections (50 students) • Graded student assignments • Meet with students to guide learning
Winter 2019
Sociology 270/Women’s Studies 270 Gender & the Law Instructor: Dr. Allison Alexy • Attend main lectures, international cultural anthropological focus • Lead two two-hour discussion sections (50 students) • Grade student assignments • Meet with students to guide learning
Winter 2018
Sociology 354 Law and Society Instructor: Dr. Sandra Levitsky • Attend main lecture • Lead three one-hour discussion sections (75 students) • Grade student assignments Meet with students to guide learning
Fall 2017
SOCIAL WORK PRACTICE Catholic Social Services of Washtenaw County (CSSW), Ann Arbor, MI CSSW is an umbrella nonprofit social service organization that addresses diverse individual needs regardless of race, ethnicity, religion, and/or economic status. Reflectively Embracing Nonviolence through Education for Women (RENEW), Program Manager, CSSW. April 2007 – April 2015 A community-based intervention and support program for women who have used force. Founded, coordinated, and staffed the gender-responsive, trauma informed program serving women of diverse identities who have used force. Created the multi-faceted RENEW website providing a range of practitioner and researcher resources: www.csswashtenaw.org/renew
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Behavioral Health Services unit of service therapist, CSSW. April 2007-February 2015 Provided individual counseling to individuals with a range of mental health challenges.
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Domestic Violence Intervention Services (DVIS) Coordinator, CSSW. January 2012 – December 2014 Supervised all graduate interns and coordinated the following DVIS programs: Alternatives to Domestic Aggression, community-based batterers intervention program; Choices, jail-based batterers intervention program; and Expanding Options, homeless-shelter-based batterers intervention program. Founded, facilitated, and managed all aspects of RENEW.
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Michigan Department of Corrections (MDOC) Vendor, CSSW. January 2012 - October 2012 Provided domestic violence intervention training to MDOC staff. Created Meridians for Incarcerated Women curricula and programming for Women’s Huron Valley and Special Alternative Incarceration facilities.
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Jersey Battered Women's Service Inc. (JBWS), Morris County, NJ JBWS is a private, nonprofit, tax-exempt agency dedicated to preventing domestic violence and rehabilitating domestic violence perpetrators. •
VISTA Program Manager (JBWS). November 2001 - September 2006 Founded and implemented trauma-informed, gender-responsive violence prevention program serving women who have used force. Supervised graduate interns and co-designed program curriculum.
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Abuse Ceases Today Counselor (JBWS). April 2006 - August 2006 An intervention program for men who use coercive control and/or violence. Co-facilitated psycho-educational batterer intervention program group sessions.
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Community Outreach Program Support Group Counselor (JBWS). May 2000 - April 2003 A nonresidential program that serves female survivors of domestic violence. Completed survivor intakes, provided individual counseling, and co-facilitated psycho-educational support group sessions for female survivors of domestic violence.
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Community Outreach Program Partner Contact (JBWS). June 2001 - July 2002 Implemented and executed outreach to Abuse Ceases Today members’ partners.
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Substitute Transitional Living Counselor (JBWS). January 2000 - January 2001 Staffed transitional living and emergency shelter facilities
PRESENTATIONS Academic Conferences Society for Social Work and Research, Annual Conference, Washington, DC Fatherhood Symposium. Invited to present oral paper: Fatherhood & Resilience at the Time of Ultrasound
January 2018
Mixed Methods Mini-Conference. University of Michigan, Ann Arbor, MI A qualitative investigation of women’s contact with anti-violence programming
October 2017
Society for Social Work and Research, Annual Conference, New Orleans, LA Invited to present oral paper: In Her Own Words: Women Describe Their Use of Force Resulting in Court-Ordered Intervention
January 2017
American Society of Criminologists Annual Meeting, Invited to present: Larance, L.Y. (2006). Serving women who use force in their intimate heterosexual relationships: An extended view. Violence Against Women, 12 (7), 622-640. San Francisco, CA.
November 2010
Intervention-Focused Michigan District Judges Association, Bay City, MI (Video Conference)
August 11, 2020
Battered Women’s Justice Project: Understanding and Addressing Women’s Use of Force: A Retrospective (Video Conference)
May 19, 2020
Global Rights for Women, Working With Perpetrators During COVID-19: Considerations for U.S. Perpetrator Programs (Video Conference)
April 9, 2020
15th District Court, Ann Arbor, MI Open House for 10th District Court Lisa Young Larance, MSW, LCSW, LMSW
December 3, 2019 7
Creating a Specialty DV Court Washtenaw County Bar Association, Ann Arbor, MI
November 8, 2019
Colorado Division of Public Safety, Division of Criminal Justice, Denver, CO
September 19, 2019
15th District Court, Ann Arbor, MI Open House for Michigan Supreme Court Chief Justice Bridget Mary McCormick
August 27, 2019
Baptcare, Melbourne, Australia. Implementation and technical assistance for +SHIFT Program
May 21-23, 2019
Childaware Conference, Brisbane, Australia +SHIFT Presentation, Co-Developer
May 16, 2019
15th District Domestic Violence Specialty Court, Ann Arbor, MI Open house featuring members integral to Washtenaw County’s CCR New Mexico Coalition Against Domestic Violence, Albuquerque, NM.
May 8, 2019 October 23 & 24, 2018
Baptcare, Melbourne, Australia. Implementation and technical assistance for +SHIFT Program Weekly reflective practice sessions via Skype September 2018 – June 2019
August 13-17, 2018
United States Air Force, Family Advocacy Program, Intervention Training, Austin, TX.
June 26 & 27, 2018
U.S. State Department Sponsored Visit: Estoniaian Delegation to Address Human Trafficking and Gender-Based Violence. Presented on systems responses to women’s use of force.
May 11, 2018
Hong Kong Council on Social Service Provision Hong Kong, China INVITED
March 2018
Battering Intervention Services Coalition of Michigan. Miles to Go National Conference. Plenary Speaker. Detroit, MI.
Nov. 2, 2017
Michigan Medicine Child Protection Team and the Child Abuse and Neglect (CAN) Statewide Conference on Child Abuse and Neglect: Prevention, Assessment, and Treatment. Plymouth, MI. United States Air Force, Family Advocacy Program, Intervention Training, St. Petersburg, FL. New Mexico Coalition Against Domestic Violence, Intervention Training, Albuquerque, NM.
October 24, 2017
August 23 & 24, 2017
May 3 & 4, 2017
Safe Havens Conference, The Impact of Interpersonal Violence on Families And Communities, Howell, MI.
April 4, 2017
Delaware Domestic Violence Coordinating Council, Newark, DE The Complexities of Understanding and Addressing Women’s Use of Force.
June 21, 2016
Washtenaw County Domestic Violence Community Round Table Discussion with Office of Violence Against Women, Director Bea Hanson. Discussed the community’s collabortive and innovative approaches
May 12, 2015
Lisa Young Larance, MSW, LCSW, LMSW
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to violence reduction, while highlighting RENEW’s impact. BISC-MI 2015 National Conference Grand Rapids, MI. Women’s Diverse Experiences Navigating Coercive Control: Voices from Hong Kong and the United States Co-Presenters: Dr. Susan Miller (University of Delaware), Dr. Anna Choi (Hong Kong University), and Dr. Shamita Das Dasgupta (Manavi).
April 15, 2015
New Mexico Coaliation Against Domestic Violence, Advocacy in Action. Contextually Addressing Women’s Use of Force & Creating Agency Specific Curriculum.
March 24, 2015
Enlace Comunitario, Albuquerque, NM Serving Diverse Clientele: An Introductory Conversation,
March 23, 2015
National Science Foundation, Arlington, VA One of 18 guests who presented on primary, secondary, and tertiary violence intervention programning. Copresented with Susan L. Miller: Women’s Use of Force: Emergent Research and Intervention Trends. Domestic Harmony, Hillsdale, MI Provided police officers, judges, probation agents, and advocates training on understanding and addressing women’s use of force. University of Miami Law School, CONVERGE! Conference. Miami, FL Presented findings from current research: Seeking Autonomy vs. Exercising Authority: Women’s Diverse Experiences Navigating Coercive Control. 15th Bi-Annual Adult and Juvenile Female Offenders Conference, Portland, ME Invited to present Meridians for Incarcerated Women: An Overview. Muskie School of Public Service,
May 14-16, 2014
September 16, 2014
February 6-7, 2014
October 6 - 10, 2013
Michigan Coalition to End Domestic and Sexual Violence, Grand Rapids, MI Co-Presenter: Survivors Charged with Crimes.
June 27, 2013
Institute on Domestic Violence in the African American Community, Safe Initiatives Round-Table New Orleans, LA Meridians for Incarcerated Women.
May 8-9, 2013
New York City Office of the Chief of Policy and Planning December 5, 2013 and the Center for Court Innovation, New York State Judicial Symposium on Domestic Violence for Judges sitting in Domestic Violence and Integrated Domestic Violence Court, Trainer: The Complexities of Understanding Women’s Use of Force. Webinar: Center for Court Innovation, Office of Violence Against Women Webinar Series: A Community’s Experience Addressing the Complexity of Women’s Use of Force in Their Intimate Heterosexual Relationships, Co-presenters: The Honorable Elizabeth Pollard Hines, Chief Judge, 15th District Court and Brant Funkhouser, Former Director of Model Cities Legal Services. https://courtinnovation.ilinc.com/
Lisa Young Larance, MSW, LCSW, LMSW
September 18, 2013
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Harmony House, Hong Kong, China. Provided three day intensive training for Harmony House Staff and extended service provider community regarding the complexity of understanding and addressing women’s use of force in their intimate heterosexual relationships..
November 14-16, 2012
National Coalition Against Domestic Violence Annual Conference, Denver, CO Panelist and Break-out Session Speaker: Battered Women’s Use of Force.
July 22, 2012
Michigan Judicial Institute, Co-Presenter: Why Michigan Batterer Intervention Program Standards Do Not Apply to Women Who Have Used Force. Dearborn, MI.
September 7, 2012
Domestic Violence Awareness Month, Michigan Public Radio. Interview highlighted the complexity of understanding and addressing women’s use of force in their intimate heterosexual relationships. Ann Arbor, MI. http://michiganradio.org/term/lisa-larance
October 12, 2011
New Mexico Coalition Against Domestic Violence Annual Conference, Albuquerque, NM. Keynote Speaker and Workshop Presenter: Understanding Women’s Use of Force: Complexities and Considerations.
September 27, 2011
American Judges Association, San Diego, CA Session Presenter: Sentencing Women Charged with Domestic Violence.
September 13, 2011
Wayne County Council Against Family Violence, Dearborn, MI Guest Speaker: The Complexities of Women’s Use of Force: What Advocates Need to Know.
March 15, 2011
Louisiana Foundation Against Sexual Assault Annual Conference, Baton Rouge, LA Presenter: Understanding and Addressing Women’s Use of Force.
December 8, 2011
Eastern Michigan University Professional Programs and Training, Ypsilanti, MI Contemporary Issues in Social Work Continuing Education Series, Co-Trainer: Understanding Men Who Batter and Women Who Use Force.
February, 18, 2011
Michigan Coalition Against Domestic and Sexual Violence, Detroit, MI Guest Speaker: The Complexities of Women’s Use of Force: What Advocates Need to Know.
December 3, 2010
Batterers Intervention Services Coalition of Michigan (BISC-MI), Pontiac, MI national conference on women’s use of force, “When She Hits Him: Why Gender & Context Matter.” Conference Chairperson, Plenary Panelist, and Workshop Presenter.
November 4 - 5, 2010
New Mexico Coalition Against Domestic Violence, Albuquerque, NM Presenter: The Complexities of AddressingWomen’s Use of Force.
September 15 - 16, 2010
Changing Faces of the Movement: Anaheim, CA NCADV's and NOMAS' Collaborative Conference on Ending Violence, Invited to Present: The Complexities of Women’s Use of Force: What Advocates Need to Know.
July 31 - August 4, 2010
New Hampshire Governor’s Commission on Domestic and Sexual Violence and the Attorney General’s Office Statewide Lisa Young Larance, MSW, LCSW, LMSW
May 20, 2010 10
Annual Conference on Domestic and Sexual Violence and Stalking, Co-Presenter: The Complexities of Understanding and Addressing Women’s Use of Force. South Carolina Coalition Against Domestic Violence and Sexual Assault Day-Long Co-Trainer: Working With Men Who Batter and Women Who Have Used Force
May 14, 2010
Eastern Michigan University, Contemporary Issues in Social Work Continuing Education, Co-Trainer: Understanding Men Who Batter and Women Who Use Force.
April 23, 2010
Michigan Department of Corrections, Gender Responsive Trainer for 350 Probation and Parole Agents: Understanding the Complexities of Women’s Use of Force.
April 22, 2010
Muskie School of Public Service Audioconference Series, Battered Women’s Experience with Sexual and Domestic Violence, Co-Presenter: Addressing Women’s Use of Force Against Heterosexual Male Batterers: What We Do and How We Do It. http://g.csswashtenaw.org/renew/larance_audio.html Kentucky Association of Sexual Assault Prevention: Lexington, KY Ending Sexual Assault and Domestic Violence Conference, Presenter: Engaging Battered Women Who Have Used Force: Complexities and Concerns.
December 17, 2009
November 30 - December 3, 2009
Center for Court Innovation: Ann Arbor, MI 15th District Court Domestic Violence Court Open House, Presenter: Engaging Women Who Have Used Force. Eastern Michigan University Continuing Education Course, Livonia, MI Co-Trainer: What You Need to Know About Men Who Batter and Women Who Use Force.
May 20, 2009
March 6 & April 3, 2009
Big Rapids Michigan Department of Public Safety, Big Rapids, MI Co-Presenter with the Prosecuting Attorney’s Association of Michigan: When She Hits Him: The Complexities of Understanding and Addressing Women’s Use of Force in Intimate Heterosexual Relationships. Domestic Violence and Sexual Assault Round Table of Lenawee County, Adrian, MI Presenter: Women’s Use of Non-lethal Force in Intimate Heterosexual Relationships: Considerations.
February 18, 2009
January 6, 2009
Domestic Violence and Sexual Assault Round Table of Monroe County, Presenter: Addressing Women’s Use of Force in Intimate Heterosexual Relationships: An Overview.
October 22, 2008
Washtenaw County Domestic Violence Team. “Mini-DV Session,” Convened by 15th District Court Chief Judge, The Honorable Elizabeth Pollard Hines, Presenter: Women’s Use of Non-Lethal Force in Intimate Heterosexual Relationships.
January 13, 2008
Batterers Intervention Service Coalition, “Raising Our Voices,” Pontiac, MI Plenary Speaker: Addressing Women’s Use of Force in Intimate Heterosexual Relationships: An Overview.
Lisa Young Larance, MSW, LCSW, LMSW
November 9, 2007
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National Association of Social Workers, New Jersey Chapter, Atlantic City, NJ Presenter: Encouraging Trust and Network Formation Among Domestic Violence Support Group Members.
May 2, 2005
New Jersey Coalition for Battered Women. Domestic Violence: Issues - Advocacy - Practice Conference, Presenter: Women's Use of Force Overview: Policies, Services, Issues, and Challenges. Trenton, NJ.
May 24, 2004
New Jersey Association of Domestic Violence Professionals/ New Jersey Coalition for Battered Women Conference, Co-Presenter: Support Group Co-facilitation with Domestic Violence Survivors.
May 20, 2003
Jersey Battered Women’s Service Inc., Morris County, NJ Mental Health Services Training Series, Co-Presenter: Lessons Learned from Vista’s First 6 Months.
March 30, 2003
Jersey Battered Women’s Service Inc., Volunteer Training Series, Co-Presenter: Effective Group Co-facilitation Skills. Morris County, NJ..
December 2000
Institute for Women’s Policy Research, Washington, DC Presenter: What We Have to Learn from Grameen Bank Members.
June 1998
University Guest Lectures University of Michigan, Professor Michelle Munro-Kramer Gender-based Violence: From Theory to Action
March 26, 2020
Eastern Michigan University, Professor David Garvin Assessment Issues in Domestic Violence
March 24, 2020
University of Minnesota, Professor Oliver Williams Adult Intimate Partner Violence Prevention and Interventions University of Michigan, Professor Mieko Yoshihama Grassroots and Policy Responses to Domestic Violence
November 19, 2019 November 5, 2019
University of Michigan, Professor Emily Petersen Gender & the Law: Domestic Violence Law & Interventions.
April 16, 2019
University of Minnesota, Professor Oliver Williams Introduction to Adult IPV, Prevention & Intervention Invited
April 11, 2019
University of Michigan, Professor Michelle Munro-Kramer Gender-based Violence: From Theory to Action
March 21, 2019
University of Michigan, Professor Mieko Yoshihama Grassroots and Policy Responses to Domestic Violence University of Minnesota, Professor Oliver Williams Introduction to Adult IPV, Prevention & Intervention University of Michigan, Professor Allison Alexy Incarceration: Lessons from Meridians
Lisa Young Larance, MSW, LCSW, LMSW
February 13, 2019
April 5, 2018 March 27, 2018
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University of Michigan, Janelle Goodwill, MSW SW 522 Basic Social Work Research Methods How to integrate practice and research.
March 26, 2018
Concordia University, Professor David Garvin Interpersonal Violence Course
December 12, 2017
University of Michigan, Professor Mieko Yoshihama Grassroots and Policy Responses to Domestic Violence
November 21, 2017
University of Michigan, Professor Mieko Yoshihama Grassroots and Policy Responses to Domestic Violence
April 12, 2017
Eastern Michigan University, Professor David Garvin Assessment Issues in Domestic Violence
March 28, 2017
University of Michigan, Professor Daniel Saunders Seminar in Family Violence Prevention and Intervention
November 21, 2016
University of Michigan, Professor Mieko Yoshihama Grassroots and Policy Responses to Domestic Violence
November 15, 2016
University of Michigan, Professor Mieko Yoshihama Grassroots and Policy Responses to Domestic Violence
March 11, 2016
University of Michigan, Professor Mieko Yoshihama Grassroots and Policy Responses to Domestic Violence
February 2015
Concordia University, Professor David Garvin Interpersonal Violence University of Michigan, Professor Daniel Saunders Seminar in Family Violence Prevention and Intervention
November 18, 2013 March 13, 2013
University of Michigan, Professor Nadine Naber Violence in a Global Context.
February 7, 2013
Smith College. Public Policy Symposium. Alumnae panelist with Kim Gandy, Vice President and General Counsel, Feminist Majority Foundation. Making Connections: Violence Against Women and Reproductive Justice. http://www.youtube.com/watch?v=WCYzx8bHntI
October 27, 2012
Smith College. Study of Women And Gender 30th Anniversary Celebration, Alumnae Panelist: Found in Translation: How Do We Bring Women’s Studies into the Real World? http://www.smith.edu/swg/anniversary.php Eastern Michigan University, Professor Tana Bridge Social Work Practice Issues With Women Lisa Young Larance, MSW, LCSW, LMSW
October 28 - 29, 2011
October 24, 2011 13
Eastern Michigan University, Professor Paul Leighton Domestic Violence and Sexual Assault Eastern Michigan University, Professor Barbara Neiss’ Social Work Practice Issues with Women
October 11, 2011 July 23, 2011
University of Michigan, Guest Professor Daniel Saunders Seminar in Family Violence Prevention and Intervention
March 29, 2011
University of Detroit Mercy, The Complexities of Women’s Use of Force.
March 22, 2011
Eastern Michigan University, Professor Tana Bridge Assessment Issues in Domestic Violence Eastern Michigan University, Professor Barbara Neiss Practice Issues with Women
February 16, 2011 March 15, 2010
Eastern Michigan University, Professor Tana Bridge Assessment Issues in Domestic Violence
February 18, 2010
Eastern Michigan University, Professor Tana Bridge Practice Issues With Women course
November 18, 2009
University of Michigan, Professor Daniel Saunders Seminar in Family Violence Prevention and Intervention
March 31, 2009
Eastern Michigan University, Professor Tana Bridge Social Work Practice Issues With Women
March 30, 2009
University of Michigan, Professor Letha Chadiha
April 7, 2008
Seminar in Program Evaluation. International and Domestic Innovations in Program Design University of Michigan, Professor Daniel Saunders Seminar in Family Violence Prevention and Intervention
March 11, 2008
SERVICE Graduate Program Service Gender & Sexuality Workshop, University of Michigan, Sociology Department, Co-Coordinator
2017-2018
Professional Service Anonymous Reviewer • Feminist Criminology • Journal of Family Violence • Journal of Interpersonal Violence • Qualitative Social Work • Violence Against Women W-Catch22 listserv creator and moderator A virtual forum providing resource sharing opportunitites for professionals serving women who have used force.
Lisa Young Larance, MSW, LCSW, LMSW
2007- Present
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SafeHouse Center, Ann Arbor, MI Safe shelter for victims of domestic violence. Trainer for new volunteers regarding women’s use of force. Violence Against Women, an international, interdisciplinary journal. Editorial Review Board Member Michigan Meeting Conference: Ending Gender Based Violence in School, Work, and Life: Critical Conversations at the Intersection of Theory and Practice Planning Committee and Panelist
2009 - Present
2009 - 2019
2017 - 2018
Michigan Meeting Proposal and Planning Committee Three-Day Co-Chair May 5, 2018 Conference Titled:“Ending Gendered Violence in Schools, Work, and Life: Critical Conversations at the Intersection of Theory and Practice
2016 - 2017
Aquila, Subcommittee on Women’s Use of Force, Advisor A diverse coalition of experts spearheading effective approaches to reducing and eliminating intimate partner abuse while promoting healthy and safe relationships. The subcommittee is focused on informed practice and research which contextually addresses women’s use of force in their intimate relationships.
2014 – 2017
American Probation and Parole Association in Partnership with the Institute on Domestic Violence in the African American Community and the Battered Women’s Justice Project “When the Offender is a Victim” Working Group. Creating gender-specific and trauma- informed online training materials for community supervision of violence-involved women.
2013 – 2014
Ms. Molly Foundation, National Resource Research Committee Molly Maids, Inc. supports victims of domestic violence through the Ms. Molly Foundation National committee of domestic violence experts providing strategic guidance concerning the Foundation’s national support to domestic violence survivors.
2013 – 2014
Conference Chairperson First national conference on women’s use of force, When She Hits Him: Why Gender & Context Matter. Batterers Intervention Services Coalition of Michigan (BISC-MI). Pontiac, MI. http://www.biscmi.org/wshh/
2010
Community Service Food Gatherers, Ann Arbor, MI Community kitchen with the goal of engaging and nourishing the entire community. Assist with preparing and serving meals.
2013 - Present
Relay for Life, Saline, MI Raise funds for cancer research and speak publicly as a cancer survivor.
2012 – 2015
Detroit Area Agency on Aging, Detroit, MI To educate, advocate, and promote healthy aging and enable people to make choices about home and community-based services and long term care that will improve their quality of life.
2009 - 2012
Lisa Young Larance, MSW, LCSW, LMSW
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Delivered holiday dinners to home-bound residents. Girls, Inc., St. Louis, MO. After school program for economically disadvantaged inner-city girls. Cultivated inner-city girls’ empowerment through poetry during after school programming.
1995 - 1996
The Women’s Center, St. Charles, MO. Safe shelter for victims of domestic violence. Provided legal advocacy and intake assessments for domestic violence survivors.
1995 - 1996
Therapeutic Horsemanship for the Handicapped, Kailua, HI. Provided horsemanship training for children receiving therapy.
1993-1994
AWARDS
2020 Group for the Advancement of Doctoral Education in Social Work Student Award for Social Work Research (Nominated) 2012 Violence Against Women Best Article, Larance, L.Y. and Das Dasgupta, S., guest editors (2012). Contemporary perspectives on battered women’s use of nonfatal force in their intimate heterosexual relationships. Violence Against Women: Special Issue, Volume 18, Number 9. American Association of University Women (AAUW), Washington, D.C. January 2011 Outstanding AAUW Alumnae Career Development Grantee http://blog-aauw.org/2011/01/25/lisa-larance/
Lisa Young Larance, MSW, LCSW, LMSW
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LISA YOUNG LARANCE, MSW, LCSW, LMSW
RESEARCH STATEMENT
In addition to my social work practice and research training, I am also trained in Women’s Studies and Sociology. As a primarily qualitative interviewer and researcher, my work focuses on amplifying the voices of those who often go unheard. I am dedicated to challenging structural inequalities by foregrounding individual narratives in practice, research, and policy. Current work. As a result of U.S.-based mandatory, preferred, and proarrest policies enacted in the 1990s, arrests rates of cisgender women using force in their intimate heterosexual relationships dramatically increased. The established system for cisgender men who perpetrated domestic violence, including time on probation, fines, and court-orders to weekly antiviolence intervention groups, were followed as a default for newly arrested women who were often also survivors of intimate partner violence. My practice-based observations and scholarship have broadly illuminated the complex experiences of diverse women who have been mandated to antiviolence programming for their use of force. My dissertation research focuses on narrative data from 51 in-depth interviews with 33 women who have had antiviolence programming contact. This work illuminates the women’s circumstances leading to their arrests, journey through the criminal legal system (CLS), child welfare system, time in antiviolence intervention, and life after. My findings demonstrate that the punitive and surveilling nature of the CLS, reproduces the abuse the women suffered in their intimate relationships. It does so through arbitrary approaches to surveillance, loss of time, and financial devastation across multiple life domains. But through relationships with each other, established during antiviolence intervention groups, the women also find sources of support and opportunities for connection. The aim of my research is to translate the women’s experiences in a manner that informs innovations in social work practice, research agendas, and social policy design; interrupting systems of power that currently govern their lives. Future directions. Locally I am working with scholars and practitioners on an evolving project investigating cisgender female intimate partner abuse and violence survivor perspectives on whether or not Batterer Intervention Programming for their male partners was effective. Nationally, I have an ongoing research collaboration with Dr. Susan L. Miller, from the University of Delaware. Our collaboration spans nearly a decade, investigating the complex area of women, of a range of identities, who have used force in their intimate relationships. Dr. Miller and I are currently working with Dr. Alesha Durfee (Arizona State University) and Leigh Goodmark, JD (University of Maryland),
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LISA YOUNG LARANCE, MSW, LCSW, LMSW
RESEARCH STATEMENT
analyzing National Incident-Based Reporting System data regarding how arrest rates of women have changed over time since implementation of mandatory and preferred arrest laws, both across state jurisdictions and among states. Internationally, since December 2017, I have been working with Baptcare and Berry Street practitioners and University of Melbourne Scholars in Melbourne, Australia on a practice-research collaboration. Based on my expertise in the practice field, Baptcare leadership approached me to co-design and implement the first antiviolence intervention program in Australia for women who have used force. To date we have implemented the gender-responsive, culturally humble, and trauma informed +SHIFT program. The implementation includes three pilot cites two urban, and one rural. At each site we are assessing program outcomes. To date we have collaboratively published a protocol paper, made policy recommendations to Family Violence Victoria, created a +SHIFT intervention curriculum, have a forthcoming evaluation paper, and Australian Feminist Law Journal publication. My practice and scholarship with the United States Air Force Family Advocacy Program (USAF-FAP) is both national and international, given the global reach of USAF bases. In 2017, I began providing technical assistance and training to USAF-FAP therapists, guiding program implementation for women who had used force. This work was due to the USAF-FAP’s decision to be the first branch of the U.S. armed services to implement this type of antiviolence programming for members of the military and their families. At the time of implementation, USAF-FAP administration agreed to begin gathering data regarding participants’ pre and post programming experiences. Dr. Susan L. Miller and I created the survey questionnaires that are used to gather data on more than 50 USAF-FAP programming locations. We are planning to compile and publish the first round of results in 2022. By foregrounding the voices of violence-involved women, my work informs social work practice, research agendas, and social policy design for the purpose of improving services, while encouraging connection and challenging entrenched systems of power. I apply this lens to my domestic, national, and international work as a practitioner-scholar.
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LISA YOUNG LARANCE, MSW, LCSW, LMSW
TEACHING STATEMENT
While at the University of Michigan, I have taught graduate students in the School of Social Work, as well as undergraduates the departments of sociology and women’s studies. Fall 2019, I taught Social Work 521, Interpersonal Practice with Individuals, Families and Small Groups. One of my main career goals in returning to graduate school to pursue my joint degree in social work and sociology is the opportunity to educate and mentor the next generation of social work practitioners through a social justice lens. Social workers are not only on the frontlines of addressing individual mental health issues, they are in unique positions to promote social justice and positively address structural inequalities. With this perspective, I designed each SW521 class session in a manner that integrates diversity and social justice issues to not only educate entry-level masters social work students about a range of interpersonal practice issues and modalities, but to peak student curiosity about how social workers can and do influence the social environment. Student engagement, critical thinking in the midst of self-care, and trauma-aware teaching are core aspects of my teaching philosophy. Student Engagement My lectures and classroom activities are developed to engage students with a variety of learning styles. I begin our time together by introducing myself as a practitioner-scholar who has a strong belief in the power of group work. I then deliberately teach the class as a kind of group, all dedicated to the goal of mutually contributing to positive social change. I do so by illustrating concepts with multiple examples, often drawing on stories of my own experiences—from local, national, and international direct practice social work settings to activism—to demonstrate a point. Student feedback on my teaching evaluations and mid-term “check-ins” consistently ranks my use of “real world” experience as highly effective and life-changing in a manner that promotes and encourages connection with both practice, policy, and research issues. I supplement my lectures with multi-media PowerPoint presentations and as often as possible attempt to turn the conversation style lecture into a group dialogue by asking questions, offering time for further consideration, and encouraging self-reflection through small groups and the larger class discussions. Using a mix of humor and personalization, I try to create a classroom atmosphere that encourages participation. In all classes, I ask students to break into smaller groups so those who are uncomfortable speaking in a large class discussion have an opportunity to participate as well. I truly enjoy teaching and rely on these diverse methods to cultivate courageous spaces where students push themselves to gradually become the profession’s skilled, empathic stewards. Due to my effectiveness in the classroom, I have a number of undergraduate and graduate students who see me as an informal mentor for their professional trajectories, seeking my guidance long after they finish their time in my classroom. The opportunity to be invited into so many lives is something in which I take great pride.
LISA YOUNG LARANCE, MSW, LCSW, LMSW
TEACHING STATEMENT
Critical Thinking and Self Care My teaching techniques are grounded in a commitment to motivate my students to think critically and creatively about social problems and solutions, while gaining a grasp of social work interpersonal practice tools’ range and depth. Readings from diverse sources, with evidence-based interventions as core to practice methods, are the scaffolding of my SW 521 syllabus. This is done within the context of promoting individual self-care as students and future care givers and advocates. I find that entry-level social work masters students are eager to “know everything� about the interpersonal practice field. I do my best to harness this energy to encourage an appreciation for how broad and nuanced social work practice is, while learning entry-level basics. I encourage this lens within the context of appreciating how important it is to diversify our skill sets while engaging in self-care, both of which are critical to promoting innovative practice while discouraging professional burnout. Trauma-Aware Teaching Often times students have the desire to help others through pursuit of an MSW, due to personal experiences of enduring trauma and having lived through that trauma. With this understanding, I purposefully engage with students and promote critical thinking and self-care through what I refer to as a trauma-aware teaching lens. As important as it is to recognize the critical nature of applying a traumainformed approach to our interpersonal practice skills, it is equally important to recognize how trauma may shape learning styles and the ability to integrate information in a classroom setting. Each class session I challenge myself to reach all students, with the insight that I do not know the life journeys that have brought them to this space, but believe it is a privilege to not only interact with them while they are in the classroom, but to inspire them to continue to strive for their goals as they learn the tools necessary for affecting social change through social work practice.
Joyce Lee Social Work and Psychology
Joyce Y. Lee
Curriculum Vitae University of Michigan School of Social Work 1080 South University Avenue Ann Arbor, MI 48109-1106
(908)-208-3944 joyceyl@umich.edu www.joyceylee.com
EDUCATION Joint Ph.D.
School of Social Work & Developmental Psychology, University of Michigan, 2021 (expected) Dissertation: Family Processes Underlying Economic Insecurity, Father Involvement, and Child Outcomes in Low-Income Families Committee: Shawna J. Lee (co-chair), Brenda L. Volling (co-chair), Andrew C. Grogan-Kaylor, Robert M. Ortega, and Sheryl Olson
M.S.
Department of Psychology, University of Michigan, 2018
M.S.W.
School of Social Work, Columbia University, 2013
B.A.
School of Social Work, Rutgers University, 2011
Certificates Data Science, University of Michigan, 2019 PROFESSIONAL LICENSES 2015-Present
Licensed Clinical Social Worker, #6801098992, Michigan
2013-Present
Licensed Social Worker, #44SL05944900, New Jersey
GRANTS AND FELLOWSHIPS Current Grants 2018-2021
PI, “The Associations of Father-Contributed Family Income, Material Hardship, and Father Involvement Among Low-Income Families with Young Children,� Family Strengthening Scholars Dissertation Grant, Office of Planning, Research & Evaluation, Administration for Children and Families, US Department of Health Human Services, $50,000; Grant Number: 90PR0009
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2019-2020
Co-i w/ Shawna J. Lee & Nickole, “Promoting Infant Health and Wellbeing by Engaging Fathers in Home Visitations,” Detroit Community-Academic Urban Research Center, $5,000
Past Grants 2018-2019
Co-i w/ Shawna J. Lee, “Testing the Feasibility of an Interactive Mentor-Based Text Messaging Program to Increase Fathers’ Engagement in Home Visitation,” Fatherhood Research and Practice Network, $25,000
PUBLICATIONS Peer Reviewed Journal Articles (* Impact Factor) in press
Lee, J. Y. Child welfare reform: The role of federal court oversight in child protective service workers’ caseloads. Child Abuse Review. (* 1.206)
2020
Lee, S. J., Pace, G. T., Lee, J. Y., & Altschul, A. Parental relationship status as a moderator of the associations between mothers’ and fathers’ conflict behaviors and early child behavior problems. Journal of Interpersonal Violence. Advance online publication. doi:10.1177/0886260520948514 (* 3.064)
2020
Lee, J. Y., Grogan-Kaylor, A. C., Lee, S. J., Ammari, T., Lu, A., & Davis-Kean, P. Stay-at-home mothers’ and fathers’ discipline-related tweets. Journal of Child and Family Studies, 29(3), 817-830. doi:10.1007/s10826-019-01691-3. (* 1.016)
2020
Lee, J. Y., Volling, B. L., & Lee, S. J. Testing the father-child activation theory: A replication study with low-income unmarried parents. Psychology of Men & Masculinities (Special Issue on Fathering: New Perspectives, Paradigms, and Possibilities). Advance online publication. doi:10.1037/men0000301 (* 1.926)
2019
Albuja, A., Sanchez, D., Lee, S. J., & Lee, J. Y. Early paternal support behaviors moderate consonant smoking among unmarried parents. Journal of Studies on Alcohol and Drugs, 80(1), 129-133. doi:10.15288/jsad.2019.80.129. (* 2.616)
2019
Albuja, A., Sanchez, D. T., Lee, S. J., Lee, J. Y., & Yadava, S. The effect of paternal cues in prenatal care settings on men’s involvement intentions. PLOS ONE, 14(5). e0216454. doi:10.1371/journal.pone.0216454 (* 2.766)
2019
Lee, J. Y., Gilbert, T., Lee, S. J., & Staller, K. M. Reforming a system that cannot reform itself: Child welfare reform by class action lawsuits. Social Work, 64(4), 283-291. doi:10.1093/sw/swz029 (* 1.667)
2019
Lee, J. Y., Pace, G. T., Lee, S. J., & Altschul, I. The associations of constructive and destructive interparental conflict to child well-being among low-income families. Journal of Interpersonal Violence. doi:10.1177/0886260519835872. (* 3.064)
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2019
Lee, J. Y., Volling, B. L., Lee, S. J., & Altschul, I. Longitudinal relations between coparenting and father engagement in low-income residential and nonresidential father families. Journal of Family Psychology, 34(2), 226-236. doi:10.1037/fam0000612. (* 2.231)
2018
Lee, S. J., Pace, G. T., Lee, J. Y., & Knauer, H. The association of paternal warmth and parenting stress to child behavior problems. Children and Youth Services Review, 91, 1-10. doi:10.1016/j.childyouth.2018.05.020 (* 1.383)
2018
Lee, S. J., Sanchez, D. T., Grogan-Kaylor, A. C., Lee, J. Y., & Albuja, A. Father early engagement behaviors and infant low birth weight. Maternal and Child Health Journal. 22(10), 1407-1417. doi:10.1007/s10995-018-2521-2. (* 1.821)
2018
Lee, J. Y., Knauer, H. A., Lee, S. J., MacEachern, M., & Garfield, C. FatherInclusive Perinatal Parent Education Programs: A Systematic Review. Pediatrics, 142(1), 1-18. doi:10.1542/peds.2018-0437 (* 5.515)
2018
Lee, J. Y., & Lee, S. J. Caring is masculine: Stay-at-home fathers and masculine identity. Psychology of Men & Masculinity, 19(1), 47-58. doi:10.1037/men0000079 (* 1.813)
2015
Lee, J. Y., & Harathi, S. Using mHealth in social work practice with low-income Hispanic patients. Health & Social Work, 40(4), 1-4. doi:10.1093/hsw/hlv078 (* 1.115)
Manuscripts in Submission under review Lee, S. J., Ward, K. P., & Lee, J. Y. Parental social isolation and child maltreatment risk during a pandemic. Journal of Family Violence (* 1.357) under review Lee, S. J., Walsh, T. B., Lee, J. Y., Tolman, R. M., Garfield, C., Searbrook, R. C., & Singh, V. Men’s knowledge of anticipatory guidance topics: Results from a nationally representative survey. Academic Pediatrics. (* 2.007) under review Lee, J. Y., Lee, S. J., Lin, M., Albuja, A. F., & Volling, B. Challenges and joys during the transition to fatherhood: Voices of men with low income. Children and Youth Services Review. (* 1.684) under review Lee, J. Y., Ortega, R. M., Ortega, M. B., & Twine, S. L. Working with alleged male perpetrators of child maltreatment: Use of a parenting observation protocol. Social Work. (* 1.667) Book Chapters 2020
3
Lee, S. J., Lee, J. Y., & Chang, O. D. Characteristics and lived experiences of modern stay-at-home fathers. In H.E. Fitzgerald, K. von Klitzing, N. Cabrera, J. Scarano do Mendonca, & T. Skjothaug (Eds.), Handbook of fathers and child development: Prenatal to preschool. Cham, Switzerland: Springer Nature.
2019
Lee, S. J., Walsh, T. B., & Lee, J. Y. Mobile technology in social work practice. In L. Goldkind, L. Wolf, & Freddolino, P. P. (Eds.), Digital social work: Tools for practice with individuals, organizations, and communities (pp.54-71). New York, NY: Oxford University Press.
2019
Volling, B. L., Stevenson, M. M., Safyer, P., Gonzalez, R., & Lee, J. Y. In search of the father–infant activation relationship: A person-centered approach. In B. L. Volling & N. J. Cabrera (Eds.), Advancing research and measurement on fathering and children’s development. Monographs of the Society of Research in Child Development, 84(1), 50–63.doi: 10.1002/mono.12404. (Impact Factor: 2.245)
2018
Klika, J. B., Lee, S., & Lee, J. Y. Prevention of child maltreatment. In J. B. Klika & J. R. Conte (Eds.), The APSAC Handbook on Child Maltreatment, Fourth Edition (pp. 235-251). Thousand Oaks, CA: Sage Publications.
Public Scholarship 2020
Lee, J. Y., & Ku, E. Young, proud, and Sung-jee: A children’s book on fighting anti-Asian racism during COVID-19. https://issuu.com/joyceylee/docs/yps2020
2020
Lee, S. J., & Lee, J. Y. Full report: Testing the feasibility of an interactive, mentor-based, text messaging program to increase fathers’ engagement in home visitations. Fatherhood Research & Practice Network. https://www.frpn.org/asset/testing-the-feasibility-interactive-mentor-based-textmessaging-program-increase-fathers%E2%80%99
2018
Lee, J. Y., & Lee, S. J. (2018, June 14). Fathers forgotten when it comes to services to help them be good parents, new study finds. The Conversation. https://theconversation.com/fathers-forgotten-when-it-comes-to-services-to-helpthem-be-good-parents-98222
2016
Lee, J. Y. (2016, March 17). Innovative service delivery models for child welfare: Promoting positive father engagement. 2015 Fedele F. Fauri and Iris M. Fauri Memorial Lecture. https://ssw.umich.edu/stories/49677-2015-fedele-f-fauriand-iris-m-fauri-memorial-lecture
SELECTED AWARDS AND HONORS 2020
Social Work or Social Science Research Match, University of Michigan ($8,000)
2020
Regent Fellowship, University of Michigan ($20,580)
2019
Dean Lynn Videka’s Student Conference Travel, University of Michigan ($400)
2017, 2018
#Parenting Rackham Interdisciplinary Workshop, University of Michigan $6,800)
2018
Student Travel Award, Society for Research in Child Development ($250)
4
2018
Outstanding Presentation in Developmental Psychology, American Psychological Association
2018
Doctoral Poster Award, University of Michigan ($100)
2017
Faculty Allies for Diversity Learning Summer Writing Fellowship, University of Michigan ($2,000)
2017, 2016
Institute for Social Research-Rackham Training Award, Interuniversity Consortium for Political and Social Research’s Summer Program in Quantitative Methods of Social Research, University of Michigan ($5,655)
2016
Bobbe and Jon Bridge Child Welfare Scholarship ($3,580)
2016
Rackham Predoctoral Graduate Student Research Grant ($1,500)
2015
University of Michigan Regent Fellowship ($20,580)
CONFERENCE ACTIVITY Symposium Organized submitted
Lee, J. Y. Fathers’ experiences, parental representations, and involvement during the prenatal period. Society for Social Work and Research, San Francisco, CA, January 20-24, 2021.
2018
Lee. J. Y. Mothers’ and fathers’ contribution to parenting and child outcomes: A family systems approach. Society for Social Work and Research, Washington, D.C., January 10-14.
Papers submitted
Lee, J. Y., Lee, S. J., Lin, M., Albuja, A., & Volling, B. L. Challenges and joys of becoming a father: A qualitative study of low-income men’s prenatal experiences. Society for Social Work and Research, San Francisco, CA, January 20-24, 2021.
submitted
Lee, J. Y. Federal court oversight for child welfare reform: What social workers should know. Council on Social Work Education, Denver, CO, November 12-15, 2021.
submitted
Lee, J. Y., Chang, O. D., & Ammari, T. Most pressing concerns of foster families during COVID-19. Society for Research in Child Development, Virtual, April 79, 2021.
submitted
Lee, J. Y., Volling, B. L., & Lee, S. J. Testing the father-child activation theory: A replication study with low-income unmarried parents. Society for Research in Child Development, Virtual, April 7-9, 2021.
2020
Lee, J. Y., Volling, B. L., & Lee, S. J. Testing the father-child activation theory: A replication study with low-income unmarried parents. Research and Evaluation Conference on Self-Sufficiency. Virtual, October 13-15, 19-22.
5
2019
Lee, J. Y., & Lee, S. J. Development and initial acceptability of tailored text messages to increase father engagement in home visitation. Society for Research in Child Development, Baltimore, MD, March, 21-23.
2018
Lee, J. Y., Knauer, H. A., Lee, S. J. A systematic review of father-inclusive perinatal parent education programs. American Psychological Association, San Francisco, CA, August, 9-12.
2018
Lee, J. Y., Volling, B. L., Lee, S. J., & Altschul, I. Longitudinal and bidirectional relations between coparenting relationship quality and father engagement among diverse low-income families. Society for Social Work and Research, Washington, D.C., January 20-24.
2017
Lee, J. Y., Volling, B. L., & Lee, S. J. The longitudinal and reciprocal relations between coparenting and father engagement in low-income families. Society for Research in Child Development, Austin, TX, April 6-8.
2016
Lee, J. Y., & Lee, S. J. Caring is masculine: A qualitative study of stay-at-home fathers. American Men’s Studies Association, Ann Arbor, MI, March 31-April 3.
Posters 2019
Lu, A., & Lee, J. Y. Geocoding stay-at-home parents’ self-defined locations. #UMTweetCon2019: A Conference on the Use of Twitter Data for Research and Analytics, Institute for Social Research, University of Michigan, May 23-24.
2018
Lee, J. Y., Grogan-Kaylor, A., Lee, S. J., Ammari, T., & Davis-Kean. P. “Spank, smack, & whoop”: A qualitative analysis of stay-at-home mothers’ and stay-athome fathers’ spanking tweets. Society for Research in Child Development DEVSEV: Conference on the Use of Secondary and Open Source Data in Developmental Science, Phoenix, AZ, October 4-6.
2018
Lee, J. Y., & Liu, A. “To spank or not to spank? #discipline”: A qualitative analysis of stay-at-home parents’ spanking tweets. Social Justice in Social Work Research Symposium, School of Social Work, University of Michigan, March 9.
2017
Lee, J. Y., Lee, S. J., & Altschul, I. Destructive and constructive interparental conflict, intimate partner violence, emotional insecurity, and child behavioral problems among vulnerable families with young children. Society for Advancement of Violence and Injury Research, Ann Arbor, MI, September 18-20.
2015
Lee, J. Y., Yu, M., & Oades-Sese, G. V. Relationships between teachers and economically disadvantaged preschoolers predict socioemotional competence as demonstrated by peer play behaviors. Association for Psychological Science, New York, NY, May 21-24.
Roundtable 6
2019
Ortega, R. M., & Lee, J. Y. Parenting assessment of alleged abusive custodial fathers. American Professional Society on the Abuse of Children. Salt Lake City, UT, June 19-22.
CAMPUS TALKS 2020
Using social media data from Reddit to examine the concerns of foster families during COVID-19, School of Social Work, University of Michigan
2019
#Parenting projects: Using Twitter to understand mothering and fathering. Methods Hour, Department of Psychology, University of Michigan
2018
“To spank or not to spank? #discipline”: A qualitative analysis of stay-at-home parents’ spanking tweets. Population, Neurodevelopment, and Genetics, University of Michigan
2017
Pre-registration. Methods Hour, Department of Psychology, University of Michigan
COMMUNITY-BASED TALKS 2020
What school-aged children and teachers can do to fight anti-Asian racism and xenophobia during COVID-19. San Francisco Unified School District (online).
2020
Exploring COVID-19 racism against Asian American and Pacific Islander community members. Vermont Human Rights Commission (online).
2019
Policy initiatives to involve and engage fathers in home visitation programs. Supporting Fathers Policy Forum, Wayne State University.
2019
Testing the feasibility of an interactive mentor-based text messaging program to increase father’s engagement in home visitation. Fatherhood Research and Practice Network (online).
2019
Processes underlying economic insecurity, father involvement, and child outcomes in socioeconomic disadvantaged families. Healthy Marriage and Responsible Fatherhood Family Strengthening Scholars meeting, Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, Washington, DC.
TEACHING EXPERIENCE
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University of Michigan, Ann Arbor, Sole Instructor Interpersonal Practice with Individuals, Families, and Groups (winter 2020) University of Michigan, Ann Arbor, Teaching Assistant Attachment Theory in Clinical Practice with Adults (winter 2019) Poverty & Place: Case Studies of Detroit and Flint (winter 2018) RESEARCH EXPERIENCE 2019-2020
Research Assistant, Healthy Start Engaged Father Program, Parenting in Context Research Laboratory, School of Social Work, University of Michigan Facilitate home visitation programming across six Michigan Healthy Start sites to promote father engagement. Develop and evaluate the Text4Dad program.
2017-2019
Research Assistant, Transactional Family Processes Supporting Father Involvement and Child Socio-Emotional Wellbeing, School of Social Work, University of Michigan Conducted secondary analysis using the Building Strong Families dataset on a National Institute of Child Health and Human Development funded project (1R15HD091763-01, PI: Inna Altschul, Co-i: Shawna J. Lee)
2017-2019
Research Assistant, Transactional Family Processes Research Laboratory, University of Michigan Examined family processes predicting father involvement and subsequent child outcomes conducting secondary data analysis on Building Strong Family dataset.
2017-2018
Research Assistant, Learning Community on Poverty and Inequality, School of Social Work, University of Michigan
2015-2017
Research Assistant, Parenting in Context Research Laboratory, School of Social Work, University of Michigan
2014-2015
Research Assistant, Research Laboratory for Resilience and Early Childhood Development, Institute for the Study of Child Development, Rutgers Robert Wood Johnson Medical School
2008-2010
Research Assistant, John Abela Institute for Research on Youth Depression, Department of Psychology, Rutgers University
CLINICAL EXPERIENCE 2016-Present Licensed Clinical Social Worker, Family Assessment Clinic, Ann Arbor, MI 8
2014-2015
Social Work Supervisor, Institute for the Study of Child Development, Robert Wood Johnson Medical School, New Brunswick, NJ
2013-2015
Licensed Social Worker, Youth Empowerment Services, New Brunswick, NJ
PROFESSIONAL SERVICE Ad-Hoc Peer Review Child Maltreatment, 2018-Present Social Development, 2014-2015 Journal of Psychology and Education, 2014-2015 Service to the Profession Fatherhood Special Interest Group, Society for Social Work Research, 2017-Present #UMTWeetCon2019, Michigan Institute for Data Science, University of Michigan, 2019 Coordinator, #Parenting Rackham Interdisciplinary Workshop, University of Michigan, 20172019 Psychology Newsletter Committee, University of Michigan, 2015-2016 Diversity Recruitment Panel, Department of Psychology, University of Michigan, 2015-2016 Volunteer Group, Society for Research in Child Development, 2015 Volunteer Group, Society for Social Work and Research, 2015 Service to the Community Michigan Institute for Data Science, High School Summer Camp, University of Michigan, 2019 Volunteer, Hope Clinic, Ypsilanti, MI, 2019 PROFESSIONAL ASSOCIATIONS American Professional Society Abuse Children, member 2019-Present Council of Social Work Education, member 2019-Present Michigan Association for Infant Mental Health, member 2019-Present Society for Research in Child Development, member 2016-Present Society for Social Work and Research, member 2015-Present PROFESSIONAL TRAINING AND SKILLS Rackham Professional Development Diversity, Equity, and Inclusion Certificate, University of Michigan (anticipated December, 2020) Graduate Teaching Certificate, Center for Research on Learning and Teaching, University of Michigan, 2020
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Preparing for Future Faculty, Center for Research on Learning and Teaching, University of Michigan, 2019 STATISTICAL TRAINING AND SKILLS Machine Learning in Python, DataCamp.com, March, 2020 Latent Profile Analysis in R, Survey Methods, Institute for Social Research, University of Michigan, September 4-December 11, 2018 Multilevel Modeling in Stata, Interuniversity Consortium for Political and Social Research, Summer Program in Quantitative Methods of Social Research, July 30-Aug 1, 2018 Bayesian Mediation Analysis in R, Interuniversity Consortium for Political and Social Research, Summer Program in Quantitative Methods of Social Research, June 26-Aug 18, 2017 Structural Equation Modeling in Mplus, Interuniversity Consortium for Political and Social Research, Summer Program in Quantitative Methods of Social Research, July 18-Aug 12, 2016 CLINICAL TRAINING AND SKILLS Trauma-Focused Cognitive Behavioral Therapy Web 2.0 Training, Medical University of South Carolina (anticipated December, 2020) Early Childhood Mental Health EndorsementÂŽ, Michigan Association for Infant Mental Health (anticipated August, 2021) SELECTED MEDIA COVERAGE 2020
Wadley, J. Challenging yet positive parenting style benefits children’s development. Michigan News. https://news.umich.edu/challenging-yet-positiveparenting-style-benefits-childrensdevelopment/#:~:text=When%20parents%2C%20either%20fathers%20or,support %20of%20their%20parents%2C%20the
2019
Brown, M. Dads who see themselves on pregnancy pamphlets are more likely to be involved, study says. Parents. https://www.parents.com/news/new-study-saysmen-need-father-friendly-cues-to-get-more-involved-during-pregnancy/
2019
Stechyson, N. Getting dads more involved in pregnancy starts in the waiting room: Study. Huffpost. https://www.huffingtonpost.ca/entry/dads-involvedpregnancy-study_ca_5ced7cfee4b031796b9eba08
2018
Conversation Contributor. Forgotten fathers: Most new-parent programs are designed primarily for mothers, a study shows. U.S. News & World Report. https://www.usnews.com/news/healthiest-communities/articles/2018-06-14/studyfew-services-exist-to-help-new-fathers-be-good-parents
10
2018
Furman, L. All in for dads! Pediatrics Journals Blog. https://www.aappublications.org/news/2018/06/14/all-in-for-dads-pediatrics-6-1418?utm_source=TrendMD&utm_medium=TrendMD&utm_campaign=AAPNews _TrendMD_0
REFERENCES Shawna J. Lee, Associate Professor School of Social Work University of Michigan, Room 4734 1080 South University Avenue Ann Arbor, MI 48109-1106 (734) 763-6565 / shawnal@umich.edu Brenda L. Volling, Lois Wladis Hoffman Collegiate Professor of Psychology Department of Psychology University of Michigan, Room 2026 530 Church Street Ann Arbor, MI 48109-1106 (734) 764-7379 / volling@umich.edu Carolyn J. Dayton, Associate Professor School of Social Work Wayne State University, Room 055 5447 Woodward Detroit, MI 48202-4009 (313) 577-5254 / carolyn.dayton@wayne.edu Inna Altschul, Associate Professor Graduate School of Social Work University of Denver, Room 473 Craig Hall 2148 South High Street Denver, CO 80208-4623 (720) 317-4472 / inna@du.edu Robert M. Ortega, Associate Professor (clinical reference) School of Social Work University of Michigan, Room 2796 1080 South University Avenue Ann Arbor, MI 48109-1106 (743) 763-6576 / rmortega@umich.edu Julie M. Ribaudo, Clinical Associate Professor (teaching reference) School of Social Work University of Michigan, Room 2710 11
1080 South University Avenue Ann Arbor, MI 48109-1106 (734) 936-4949 / jribaudo@umich.edu
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Research Statement
Joyce Y. Lee
My research program integrates social work and psychology to examine family processes that support children’s development and wellbeing, especially that of children from economically disadvantaged family backgrounds. I am theoretically oriented towards family systems theory (Cox & Paley, 2003) and family stress model (Conger & Elder, 1994). These frameworks suggest that important family processes, such as interparental relationship quality and parental engagement, are linked with children’s developmental outcomes. I apply these theories and quantitative methodology to longitudinal data with samples that have been historically underrepresented, including fathers of color, unmarried couples with young children, and families with low income. Dissertation: What are the Family Processes Underlying Poverty and Child Outcomes? Although poverty is associated with deleterious child outcomes, specific family processes—especially those involving fathers’ parenting behaviors—underlying this relation are not well understood amongst families with low income, which my dissertation addresses through secondary data analysis. I utilize a 3-paper dissertation model and use data from Building Strong Families (BSF), a large and racially diverse sample of unmarried couples with children ages 0-3 years. This work is funded by a highly competitive federal Family Strengthening dissertation grant (90PR0009) from the Office of Planning, Research and Evaluation, Administration for Children and Families, United States Department of Health and Human Services. In the first study of my dissertation, I tested the father-child activation relationship theory by using a personcentered analysis (i.e., latent profile analysis) to investigate the presence of fathers’ and mothers’ activation parenting—which involves intrusiveness but also moderately high levels of sensitivity, positive regard, and cognitive stimulation—and its links with preschoolers’ development. I found that activation parenting is just as beneficial to young children’s socioemotional outcomes as highly supportive parenting, challenging the common belief that supportive parenting (i.e., high in sensitivity and low in intrusiveness) originating primarily from a White majority middle-class maternal template serves as the ideal for all families. In the second study of my dissertation, I used Bayesian statistics to examine processes underlying the family stress model focusing on poverty and unmarried couples’ relationship quality. I demonstrated that material hardship—which involves everyday difficulties making ends meet (e.g., paying utility bills and rent)—operated above and beyond income poverty in its associations with increased levels of maternal depressive symptoms and destructive conflict behaviors mothers and father exhibited toward each other. Building on the findings of the second study, the third study of my dissertation will use structural equation modeling (SEM) with the BSF sample to investigate the mechanism linking material hardship, mother-father coparenting relationship quality, and preschoolers’ socioemotional outcomes. Most recently, I published the first study of my dissertation in Psychology of Men & Masculinities. The second dissertation study will be submitted to the Journal of Marriage and Family by November 2020, and the third dissertation study will be completed by April 2021. In addition to the Dissertation: What is the Evidence-Base for Father-Inclusive Parent Education Programs and Which Components Should be Included in Such Interventions? Complementing my dissertation, I have made it a point to examine and inform the development of parent education interventions that include or target fathers. In 2018, I published a systematic review in Pediatrics investigating father-inclusive evidence-informed perinatal parent education programs. I showed that the overall state of the literature is poor, emphasizing the critical need for more evidence-informed early parent education programs that target fathers
Research Statement
Joyce Y. Lee
and their parenting needs. In response, I have contributed to the development of and pilot tested Text4Dad, a mentor-based interactive text messaging program aimed at supporting fathers in the Michigan Healthy Start Engaged Father home visitation program by sending weekly, individually tailored father-inclusive parenting messages. The project was funded by the Fatherhood Research and Practice Network, and the Text4Dad pilot study manuscript is being prepared for publication by December 2020. Additionally, I published in 2019 an article in Journal of Interpersonal Violence on the associations of interparental conflict with child wellbeing. I used SEM to show that while constructive conflict between mothers and fathers is linked with reduced child emotional and behavior problems, destructive conflict and intimate partner violence are linked with increased child emotional and behavior problems. These results suggest that it is critical for father-inclusive parent education programs to include family violence prevention content. In 2020, I published an article in Journal of Family Psychology on the longitudinal relationships between coparenting and father engagement. I used SEM to demonstrate that positive mother-father coparenting relationship quality in families with low income is linked with increased levels of both residential and nonresidential fathers’ engagement with their preschoolers. This suggest that coparenting is another key area to address in existing parent education programs that aim to serve fathers. Next Steps: How to Promote the Wellbeing of Children Involved in the Child Welfare System? Informed by my prior work and clinical practice with children, my next set of projects focus on exploring ways to promote the wellbeing of children involved in the child welfare system. I published an article in Social Work that examines the historical use of class action lawsuits and consent decrees in pursuit of social justice. I argued that social workers should consider such legal mechanism to reform the United States child welfare system. I am leading a study using social media data from Reddit to examine the most pressing needs of foster parents and foster children have been experiencing during COVID-19. Because there is so little data available on how children are faring in the pandemic, my goal is to describe the challenges children with maltreatment history currently face. My next projects will look more carefully at factors and processes linked to the wellbeing of foster children, especially children of color including Native Hawaiian and Pacific Islander (NHPI) foster children. To pursue this work, I will apply for a National Institute of Health Mentored Research Scientist Career Development Award (K01). Through this K01, I would receive additional quantitative training on analyzing the Adoption and Foster Care Analysis and Reporting Systems dataset, national data of foster children in the U.S. I plan to examine factors contributing to the overrepresentation of children of color in foster care and their outcomes based on placement status with relatives. I would also receive mentoring on community-based research with NHPI communities to inform the development of culturally responsive prevention interventions, such as indigenous in-home parent skill-based programs. My long-term goal is to develop evidence-based support services for families to help their children remain at home. Overall, my work contributes to social work research and practice with children and families by filling critical knowledge gaps of family processes that lead to optimal child outcomes. In terms of tangible impact, I have published 9 first authored studies, and my work has been featured in the U.S. News & World Report and Huffington Post. I also wrote an Op-Ed in The Conversation. Importantly, my program of research responds to the Social Work Grand Challenge of Ensuring Healthy Development for all Youth by identifying key mechanisms that facilitate the development, health, and wellbeing of children. By centering the experiences of historically marginalized families, it ultimately advances social work’s values of enhancing human wellbeing and meeting the basic needs of those who are vulnerable, oppressed, and living in poverty.
Teaching Statement
Joyce Y. Lee
My teaching philosophy is student-centered and encourages students to participate in activities that leverage their individual curiosities and interests. I recognize individual differences and create a welcoming learning environment by carefully considering how my students’ varied backgrounds and social identities shape their learning experiences. My teaching philosophy is informed by my intersecting identities, including being a cisgender female, child of university professors, and dual citizen of both the United States and South Korea. Importantly, my teaching philosophy is also informed by my family’s immigration background. Despite the opportunity to come to the U.S. upon the passage of the Immigration Act of 1965 and work as university faculty, my parents were driven back to their motherland due to anti-Asian racism and xenophobia. My childhood was thus split between time spent in the U.S. and South Korea. This experience shaped I how I see the world, including higher education. Specifically, I see higher education through the dual lens of a U.S. citizen and international student. This means that I have experienced feelings of belonging and marginalization. Being an Asian American female scholar has further added to this duality. I am aware that I experience privileges (e.g., being seemingly accepted in predominantly Whites spaces, in part, because of the racist model minority myth; accessing higher education as a child of professors). Simultaneously, feelings of exclusion are challenging to shake off, knowing that Asian American females only make up 5% of full-time university faculty (U.S. Department of Education, 2019). Specific Teaching Goals Navigating such dual experiences have led me to commit to minimizing exclusion while promoting inclusion in my teaching. Taking a student-centered approach has led me to create an inclusive environment by taking into account what my students already bring to the classroom, including their rich personal histories, individual interests, and unique learning styles. I incorporate my teaching philosophy into three teaching goals: (1) promoting critical thinking; (2) developing strong writing skills; and (3) facilitating interdisciplinary collaboration and communication. Critical thinking skills. Critical thinking skills are essential for self-reflection and decisionmaking, which serve as the foundation for ethical and effective social work practice. As the led instructor, I taught a hybrid clinical Master of Social Work course, “Interpersonal Work with Individuals, Families, and Groups,” leveraging both in-person class instruction and online technology such as Massive Open Online Courses (MOOC) modules on edX.org. Before COVID-19, I assigned my students to read one of two books—Just Mercy by Bryan Stevenson and Separated by William Lopez—and lead in-class book clubs. I had planned to use a fishbowl format (also known as the Socratic method) where the class is first divided into two groups and then one group facilitates its book club while the other group observes and provides feedback afterwards. The process is repeated with the roles of the groups reversed. This activity is meant to challenge students to take leadership of their own book clubs by generating discussions and providing feedback to one another. After COVID-19, all the remaining in-class sessions, including the book clubs needed to go fully online. I was able to support my students facilitate their book clubs by using BlueJeans video conferencing. By applying a fishbowl format over BlueJeans, students took ownership of their book clubs, generating lively discussions and listening to each other. I encouraged them to critically deconstruct the role of social work in perpetuating systemic racism, along with considering how White supremacy functions in the forms of structural oppression, mass incarceration, police brutality, and militarized immigration home raids—all of which disproportionally and adversely impact Black and Brown communities. In response, students noted: “Joyce a great professor. She emphasized privilege, oppression, diversity, and social justice through assignments and discussions.” Strong writing skills. Strong writing skills are imperative for social workers because written advocacy is a key component of social work practice. When teaching, “Attachment Theory in Clinical 1
Teaching Statement
Joyce Y. Lee
Practice with Adults,” I used a movie watching assignment called Attachment Goes to the Movies, for which students choose a character from a movie of their choice, imagine the character as a potential client, assess the character’s attachment style, and describe the type of attachment-based interpersonal psychotherapy they would employ given what they know about the character’s attachment template. Students in my course also learn to conduct a comprehensive bio-psycho-social-spiritual assessments by interviewing a classmate serving as a client and developing a written intervention plan. I grade these written assignments based on clarity and cohesiveness, emphasizing that writing serves as a powerful tool for developing accurate treatment plans, demonstrating support for a client in court proceedings, and advocating for just social policies by drafting policy briefs and writing to policymakers on behalf of their client groups. Being aware that my students bring different levels of proficiency in academic writing, I make additional writing resources, such as the American Psychological Association 7th Edition Reference Quick Guide, available both in class and online for students to frequently reference. During COVID-19, students approached me requesting extensions on written assignments because of the pandemic’s toll on their personal lives. It was especially important that I take a student-centered approach during this time to accommodate students’ individual requests and provide extra support. Students appreciated this approach: “Joyce was flexible when it came to assignment due dates, as she recognized the multiple pressures students face. She made herself available if students needed to talk.” Interdisciplinary collaboration and communication. The ability to engage in interdisciplinary collaboration and communication is also essential in both micro and macro social work practice. Students learn from my clinical experience in collaborating with lawyers, psychologists, and teachers. My clinical case examples were especially popular amongst students: “Joyce had excellent energy as a teacher and her anecdotes from her own work were always topical and helpful.” Mindful that I am in a predominantly White institution, I incorporate reading materials from scholars of color from social work and related social sciences and select class videos and guest speakers who provide alternative viewpoints to White and westernized social work practice. I use my background and identities to help my students think about their own privileges and marginalized experiences. For example, I was candid about my fears of COVID-19 anti-Asian racism and xenophobia occurring both domestically and globally and used a case example of an international student from China to challenge my students to think about how social workers and its collaborators can work towards being anti-racist and anti-oppressive. Through demonstrations and practice sessions, I taught students to use basic interpersonal skills combined with cultural sensitivity to work with diverse groups. In addition to using computer simulations to train students on Cognitive Behavioral Therapy (CBT), I taught my students ways to leverage telehealth during COVID-19, as I was actively transitioning to telehealth in my own clinical practice. That is, I quickly adapted my course to be relevant for the times and to best support my students’ clinical social work training. Summary and Future Teaching In sum, students leave my classes with the ability to think critically about social justice issues that impact communities of color, write clearly as a means to advocate for their clients, and develop interpersonal skills that promotes interdisciplinary collaboration and culturally responsive practice. In particular, students leave with basic clinical social work skills to work with and serve children and families in community-based settings. At the University of Washington School of Social Work, I am prepared to teach in-class, hybrid, and online courses. These include, but not limited to, Clinical Social Work Practice with Children, Youth, and Families; Advanced Practice with Diverse Children and Families: Focus on Child Welfare; Child Development; and other introductory core and advanced methodology courses. I look forward to applying my student-centered learning philosophy and specific teaching goals to my work with the diverse and dynamic student body of the School.
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Sara Stein Social Work and Psychology
Sara F. Stein, MS, MSW, LMSW
Master of Social Work Full Clinical License (ID 6801099101)
1450 Bemidji Drive, Ann Arbor, Michigan, 48103 steinsf@umich.edu, (734)-645-3056 www.strengthsofallparts.com www.tenderpressbooks.com
EDUCATION 2014 – Present
Doctorate of Philosophy (Ph.D.) Doctorate in Social Work and Clinical Psychology University of Michigan, Ann Arbor, MI Expected graduation date May 2021
2014 – 2016
Master of Science (M.S.) Psychology University of Michigan, Ann Arbor, MI
2014 – 2015
Master of Social Work (M.S.W.) Interpersonal Practice/Mental Health University of Michigan, Ann Arbor, MI
2007 – 2009
Masters 1 Gender Studies Master’s thesis (translated title from Spanish) “Value in addition to respect: the experience of undocumented immigrant Mexican men working in La Pizza in the United States.” El Colegio de Mexico, Mexico City, Mexico
2003 – 2007
Bachelors of Arts (B.A.) Latin American Studies and Spanish Wellesley College, Wellesley, MA
LICENSURE •
Master’s of Social Work Full Clinical License (ID 6801099101); State of Michigan
RESEARCH INTERESTS • • • • •
1
Mechanisms of risk for interpersonal trauma exposure Mechanisms of intergenerational trauma-related risk transmission Sequalae of interpersonal trauma on women and children Predictors of suboptimal parenting practices in trauma-exposed families Clinical intervention development and evaluation
All of the degree requirements have been met and approved, but awarding of the official diploma by the Mexican government is pending due to an issue with my student visa.
Sara F. Stein, MS, MSW, LMSW
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PUBLICATIONS IN PEER-REVIEWED JOURNALS 1.
Stein, S.F., Prakken, K., Grogan-Kaylor, A.C., Galano, M.M., Clark, H.M., Graham-Bermann, S.A. (2020). Longitudinal Correlates of Maternal Involvement and Spanking in Spanish-Speaking Latinas Who Have Experienced Intimate Partner Violence. Journal of Interpersonal Violence. Advance online publication. http://doi.org/10.1177/0886260520958630
2.
Grogan-Kaylor, A.C., Galano, M.M., Stein, S.F., Clark, H.M., Graham-Bermann, S.A. (2020). Latent profiles of parenting among women exposed to intimate partner violence. Social Work Research. 44(1), 33-46. https://doi-org.proxy.lib.umich.edu/10.1093/swr/svz028
3.
Stein, S.F., Hunter, E.C, Graham-Bermann, S.A., Galano, M.M., Clark, H.M., & Grogan-Kaylor, A.C. (2020). Maternal acceptance of children’s negative emotions among Spanish-speaking Latinas who have experienced intimate partner violence. Journal of Child and Family Studies. 29(5), 1326-1335. https://doi.org/10.1007/s10826-019-01554-x
4.
Galano, M. M., Grogan-Kaylor, A. C., Stein, S. F., Clark, H. M., & Graham-Bermann, S. A. (2020). Dyadic Profiles of Posttraumatic Stress Symptoms in Mothers and Children Experiencing Intimate Partner Violence. Child Psychiatry & Human Development. Advance online publication. https://doi.org/10.1007/s10578-020-00973-y
5.
Galano, M.M., Grogan-Kaylor, A.C., Clark, H.M., Stein, S.F., Graham-Bermann, S.A. (2019). Profiles of traumatic stress symptoms in children exposed to intimate partner violence. Journal of Interpersonal Violence. Advance online publication. https://doi-org.proxy.lib.umich.edu/10.1177/0886260519877938
6.
Ngo, Q.M., Sigel, E., Moon, A., Stein, S.F., Massey, L.S., Rivara, F., King, C., Ilgen, M., Cunnigham, R., Walton, M.A. (2019). State of the Science: A scoping review of primary prevention of firearm injuries among children and adolescents. Behavioral Medicine. 42(4). 811-829. https://doi.org/10.1007/s10865-019-00043-2
7.
Galano, M.M., Grogan-Kaylor, A.C., Clark, H.M., Stein, S.F., & Graham-Bermann, S.A. (2019). Examining the eight- year trajectory of posttraumatic stress symptoms in children exposed to intimate partner violence. Journal of Interpersonal Violence. Advance online publication. DOI: 10.1177/0886260519844280
8.
Grogan-Kaylor, A.C., Stein, S.F., Galano, M.M., Graham-Bermann, S.A. (2019). Contributions to parenting under stress for women who have experienced intimate partner violence. Partner Abuse, 10(2), 164-179. DOI: 10.1891/1946-6560.10.2.164
9.
Carey, E.T., Galano, M.M., Clark, H.M., Stein, S.F., Grogan-Kaylor, A.C., & Graham-Bermann, S.A. (2019). Forms of intimate partner rape experienced by Latinas with and without PTSD. Partner Abuse. 10(1). 59-76. http://doi.org/10.1891/1946-6560.10.1.59
10. Stein, S.F., Grogan-Kaylor, A.C., Galano, M.M., Clark, H.M., & Graham-Bermann, S.A. (2018). Contributions to depressed affect in Latina women: Examining the effectiveness of the Moms’ Empowerment Program. Journal of Interpersonal Violence. http://doi.org/10.1177/0886260518760005 11. Stein, S.F., Ngo, Q.M., Austic, E.A., Veliz, P.T., McCabe, S.E., Boyd, C.J. (2018). The clinical relevance of divergence in parent-adolescent reports of adolescent anxiety and depression. Child and Adolescent Social Work Journal. 35(6). 611-623. http://doi.org/10.1007/s10560-018-0555-3 12. Ngo, Q., Veliz, P.T., Kusunoki, Y., Stein, S.F., Boyd, C.J. (2018). Adolescent sexual violence: Prevalence, adolescent risks, and violence characteristics. Preventative Medicine. 116. 68-74. http://doi.org/10.1016/j.ypmed.2018.08.032
Sara F. Stein, MS, MSW, LMSW
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13. Adams, E.N., Clark, H.M., Galano, M.M., Stein, S.F., Grogan-Kaylor, A.C., Graham-Bermann, S.A. (2018). Predictors of housing instability in women who have experienced intimate partner violence. Journal of Interpersonal Violence. http://doi.org/10.1177/0886260518777001 14. Ngo, Q.M., Ramirez, J., Stein, S.F., Cunningham, R.M., Chermack, S., Sing, V., Walton, M. (2018). Understanding the Role of Alcohol, Anxiety, and Trait Mindfulness in the Perpetration of Physical and Sexual Dating Violence in Emerging Adults. Violence Against Women. 10(24). 1166-1186. http://doi.org/10.1177/1077801218781886 15. Clark, H.M., Grogan-Kaylor, A.C., Galano, M.M., Stein, S.F., & Graham-Bermann, S.A. (2018). Participation in the Moms’ Empowerment Program is associated with improved physical health among Latinas experiencing intimate partner violence. Panamericana de Salud Pública/Pan American Journal of Public Health. 42. 1-7 http://doi.org/10.26633/RPSP.2018.39 16. Clark, H.M., Grogan-Kaylor, A.C., Galano, M.M., Stein, S.F., Montalvo-Liendo, N., & Graham-Bermann, S.A. (2018). Reducing intimate partner violence among Latinas through the Moms' Empowerment Program: An efficacy trial. Journal of Family Violence. 33(4). 257-268. http://doi.org/10.1007/s10896-018-9957-4 17. Grogan-Kaylor, A.C., Stein, S.F., Clark, H.M., Galano, M.M., Graham-Bermann, S.A. (2017). Profiles of children's thinking about violence in families exposed to intimate partner violence. Journal of Child and Family Studies. 26(10), 2824–2833. DOI: 10.1007/s10826-017-0787-4. 18. Galano, M. M., Grogan-Kaylor, A. C., Stein, S. F., Clark, H. M., & Graham-Bermann, S. A. (2017). Posttraumatic stress disorder in Latina women: Examining the efficacy of the Moms' Empowerment Program. Psychological Trauma: Theory, Research, Practice, and Policy, 9(3), 344-351. http://dx.doi.org/10.1037/tra0000218 19. Stein, S.F., Grogan-Kaylor, A.C., Galano, M.M., Clark, H.M., & Graham-Bermann, S.A. (2019). The social and individual characteristics of women associated with engagement with multiple intimate violent partners. Journal of Interpersonal Violence. 34(21-22), 4572-4596. https://doi.org/10.1177/0886260516676477. Article first published online: November 2016. 20. DiCorcia, D.J., Stein, S.F., Grogan-Kaylor, A.C., Galano, M.M., Clark, H.M., & Graham-Bermann, S.A. (2016). Undiagnosed depression in Spanish speaking Latinas exposed to intimate partner violence. Families in Society: The Journal of Contemporary Social Services. 97(4), 313-320. http://doi.org/10.1606/1044-3894.2016.97.38.
MANUSCRIPTS UNDER REVIEW AT PEER-REVIEWED JOURNALS 1.
Galano, M. M., Stein, S. F., Grogan-Kaylor, A. C., Clark, H. M., & Graham-Bermann, S. A. (Under revision at editor’s request). Eight-Year Traumatic Stress Symptoms Trajectories in Women with Histories of Intimate Partner Violence. Psychology of Violence.
2.
Galano, M. M., Stein, S. F., Hart, N., Ramirez, J. I, Cunningham, R. M., Walton, M. A., Eisman, A.B., Ngo, Q.M. (Under revision at editor’s request). Non-Partner Violence Perpetration Among Emerging Adults: Association Between Polysubstance Use and Trait Mindfulness. Substance Use & Misuse.
3.
Stein, S.F., Galano, M.M., Grogan-Kaylor, A.C., Clark, H.M., Ribaudo, J.M., Graham-Bermann, S.A. (Under review). Predictors of intimate partner violence victimization by multiple partners over eight years. Journal of Consulting and Clinical Psychology.
4.
Stein, S.F. (Under review). A differential review of the risk factors for women’s victimization to intimate partner terrorism and situational couple violence. Aggression and Violent Behavior.
Sara F. Stein, MS, MSW, LMSW
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5.
Clark, H. M., Galano, M. M., Grogan-Kaylor, A. C., Stein, S. F., & Graham-Bermann, S. A. (Under review). Treating attention problems in children exposed to intimate partner violence: Evaluating the Preschool Kids' Club. Journal of Consulting and Clinical Psychology.
MANUSCRIPTS IN PREPARATION 1.
Stein, S.F., Galano, M.M., Grogan-Kaylor, A.C., Herrenkohl, T.I., Graham-Bermann, S.A. (In preparation). Indicators of Intimate partner violence victimization risk over eight years.
2.
Stein, S.F., Galano, M.M., Ramirez, J., Cunningham, R.M., Walton, M., Ngo, Q. (In preparation) Predictors of experiencing IPV victimization only compared to bidirectional IPV.
3.
Miller, A.L., Stein, S.F., Sokol, R., Varisco, R., Trout, P.,…..Rosenblum, K. (In preparation). Zero to Thrive: A model of cross-system and cross-sector relational health to promote early childhood development and health.
4.
Herrenkohl, T.I., Stein, S.F., Miller, A.L., Eisman, A.B., Ammer, J., Sturgis, E. (In preparation). Trauma-Informed Programs and Practices (TIPPS) Project: A conceptual model.
5.
Ngo, Q.M., Kusunoki, Y., Bevilacqua, K., Veliz, P.T., Stein, S.F., Boyd, C.J. (In preparation). Trajectories of adolescent sexual violence: Mental health and substance use correlates.
6.
Miller, A.L., Varisco, R., Hann, P. Hernandez, J. Charles, S., Riley, H.O., Sokol, R., Stein, S.F., Trout, P., Arboleda, L., Ribaudo, J.M., Peterson, K.E. (In preparation). Working with Families and Communities for Healthy Homes: A community partnership model promoting parent engagement in lead exposure.
PUBLISHED BOOK CHAPTERS 7.
Stein, S.F. & Bayer, A. (2018). Working with rural Honduran families exposed to intimate partner violence. In S.A. Graham-Bermann (Ed.), Cultural considerations in intervention with women and children exposed to intimate partner violence. Hauppauge, NY: Nova Science Publishers.
8.
Graham-Bermann & Stein, S.F. (2018). Introduction: The Effects of Intimate Partner Violence on Women and Children. In S.A. Graham-Bermann (Ed.), Cultural considerations in intervention with women and children exposed to intimate partner violence. Hauppauge, NY: Nova Science Publishers.
9.
Zarco, V., Saavedra, L, Stein, S.F. (2012), “Porque no cualquiera se encuera: subjetivación-corporalidad en las mujeres del movimiento de Los 400 pueblos”, en R. Parrini Roses (Coor.), Los archivos del cuerpo ¿Cómo estudiar el cuerpo?, Mexico, Universidad Nacional Autónoma de México – Programa Universitario de Estudios de Género.
PUBLISHED ABSTRACTS 1.
Stein S.F., Galano M.M., Clark H.M., Grogan-Kaylor, A.C., & Graham-Bermann, S.A., (2017). Contributions to depressed affect in Latina women: examining the effectiveness of the Moms’ Empowerment Program. Injury Prevention. 23(1), A9-A9.
2.
Ramirez, J., Stein, S.F., Zbizek-Nulph, L., Cunningham, R., Walton, M., & Ngo, Q. (2017). 61 Psychosocial correlates of physical violence perpetration and sexual coercion among at-risk emerging adults. Injury Prevention. 23(1), A23-A23.
Sara F. Stein, MS, MSW, LMSW
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3.
Hong, J., Stein, S. F., Zbizek-Nulph, L., Ramirez, J., Cunningham, R. M., Walton, M. A., & Chermack, S. (2017). 59 Correlates of digital dating violence among high-risk emerging adults. 23(1), A22-A23.
4.
Ngo, Q., Walton, M., Chermack, S., Stein, S.F., Ramirez, J., & Cunningham, R. (2017). 63 The role of mindfulness in physical dating violence, injuring a partner and psychological dating violence. Injury Prevention. 23(1), A24-A24.
5.
Stein, S.F., Ramirez, J., Walton, M., Cunningham, R., Chermack, S., Kusunoki, Y., ... & Ngo, Q. (2017, June). Alcohol use, depressive symptoms, and dating violence among emerging adults recruited from an urban emergency department. In Alcoholism-Clinical And Experimental Research (Vol. 41, pp. 246A-246A). Hoboken, NJ. Wiley.
6.
Ngo, Q., Walton, M., Stein, S.F., Ramirez, J., Chermack, S., Eisman, A., ... & Cunningham, R. (2017, June). Meeting youth where they are at: utilizing technology to intervene with alcohol and dating violence perpetration. In Alcoholism-Clinical And Experimental Research (Vol. 41, pp. 281A-281A). Hoboken, NJ. Wiley.
7.
Ramirez, J., Stein, S.F., Cunningham, R., Walton, M., Chermack, S., Eisman, A., & Ngo, Q. (2017, June). Public assistance, alcohol misuse and non-partner violence: is there a connection?. In Alcoholism-Clinical And Experimental Research (Vol. 41, pp. 247A-247A). Hoboken, NJ. Wiley.
OTHER PUBLICATIONS 1.
Ribaudo, J., Safyer, P., Stein, S.F., & Rosenblum, K. (2020). Georgie and the Giant Germ. [A children’s story developed to support caregivers and children in having conversations about COVID-19 and to give children a way to express and manage their worries]. Tender Press Books. Ann Arbor, MI. https://tenderpressbooks.com/georgie-%26-the-giant-germ
2.
Ribaudo, J., Safyer, P. & Stein, S.F. (2020). Helping children with big feelings during COVID-19: S.A.F.E Communication. Zero to Thrive, University of Michigan. Ann Arbor, Michigan.
3.
Ribaudo, J. Safyer, P., Stein, S.F., Safyer, M., & Levine, J. (2018). Family Separation, Trauma, and S.A.F.E Communication. American Association of Pediatrics News. August, 2018.
4.
Ribaudo, J., Stein, S.F., & Safyer, P. (2018). Cecilia and the long walk [A children’s story providing a narrative for children separated from their parents by the family separation policy]. Retrieved from the Alliance for the Advancement of Infant Mental Health website https://www.allianceaimh.org/separationistrauma/.
5.
Ribaudo, J., Safyer, P., & Stein, S.F. (2018). Letter to alternative caregivers of children separated from their parents by the family separation policy. Retrieved from the Alliance for the Advancement of Infant Mental Health website: https://www.allianceaimh.org/separationistrauma/.
6.
Ribaudo, J., Stein, S.F., & Safyer, P. (2018). Letter to agencies providing care for children separated from their parents by the family separation policy. Retrieved from the Alliance for the Advancement of Infant Mental Health website: https://www.allianceaimh.org/separationistrauma/
Sara F. Stein, MS, MSW, LMSW
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SELECTED AWARDS AND HONORS 2020-2021
Robert Kahn Fellowship for the Scientific Study of Social Issues For a doctoral candidate who is committed to using empirical science to help solve the deep and abiding challenges confronting society and whose research gives most promise of dealing innovatively with some major social problem. Institute for Social Research, University of Michigan Award amount: $25,000
2020
John Longres Award in Psychology For research that focuses on social psychological issues as they relate to social work practice with individuals, families, groups, communities, organizations, or policy. School of Social Work, University of Michigan Award amount: $6,000
2019
Rackham Graduate Student Research Grant (Candidate) University of Michigan Award amount: $3,000
2018
Fellow, W.K. Kellogg Fellowship in Children and Families For research that advances the understanding of issues relevant to improving the well-being of children, youth, and their families. School of Social Work, University of Michigan Award amount: $10,000
2018
Edward S. Bordin Graduate Research Award For research on clinical intervention and evaluation. Department of Psychology, University of Michigan Award amount: $4,000
2018
Fellow, Community of Scholars Institute of Research on Women and Gender, University of Michigan Award amount: $8,000
2018
Irene and William Gambrill Fellowship For a doctoral student whose career goals are likely to contribute to the advancement of the study of integrating practice, research, and ethical issues, School of Social Work, University of Michigan Award amount: $6,000
2018 & 2017
Bobbe and Jon Bridge Award For engaged scholarship focused on child welfare (two-time awardee) Award amount: two awards of $5,000
2018
Rackham Professional Development Grant University of Michigan Award amount: $400
Sara F. Stein, MS, MSW, LMSW
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2018, 2017, 2016, 2015 Rackham Travel Grant University of Michigan 2017
Rackham Graduate Student Research Grant (Pre-Candidacy) University of Michigan Award amount: $1,500
2017
Injury Center Society for the Advancement of Violence and Injury Research Conference Scholarship Award amount: Conference Registration
2017
Albert C. Cain Research Award in Child Psychopathology Department of Psychology, University of Michigan Award amount: $500
2017
Research Grant Scholarship and Creative Activities Focusing on Women and Gender Institute for Research on Women and Gender, University of Michigan Award amount: $1,000
2016-2017
Joint Doctoral Program Grant For a student that demonstrated excellent academic and professional ability and potential School of Social Work, University of Michigan Award amount: $5,000
2016 – 2017
Blue Cross Blue Shield of Michigan Foundation’s Student Program Grant Award amount: $2,000
2016
Fellow, Center for Disease Control Injury Center Summer Fellow University of Michigan Award amount: $10,000
2016
Carol Thiessen Mowbray Research Fund For research on the area of community-based care with a focus on psychosocial education, rehabilitation, and social integration for those dealing with chronic mental illness. School of Social Work, University of Michigan Award amount: $2,000
2015 – 2016
Faculty Allies for Diversity Fellowship School of Social Work, University of Michigan Award amount: $4,000
2007
Wellesley College Gabriel Mistral Prize in Spanish
2006
Member, Spanish National Honor Society Sigma Delta Pi member
Sara F. Stein, MS, MSW, LMSW
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2005 & 2006
Service Opportunity Stipend recipient Wellesley College
2003, 2004, & 2006
National Field Hockey Collegiate Association Division III All-AmericanAcademic
2005
Member, Spanish house, Wellesley College
SCHOLARLY WORKSHOP PRESENTATIONS 1.
Stein, S.F., Ribaudo, J.M., Safyer, P., Halquist, K.A. (Accepted). The Integrative Reflective Learning Model (IRL): A replicable training model for supporting reflective functioning in clinical trainees. Workshop presentation at the 17th World Association for Infant Mental Health World Congress. Brisbane, Australia.
SCHOLARLY PAPER PRESENTATIONS 1.
Stein, S.F. (October 2019). Correlates of maternal involvement in Latinas who have experienced intimate partner violence. Paper presentation at the 65th Annual Program Meeting of the Council on Social Work Education.
2.
Ngo, Q.M., Kusunoki, Y., Bevilacqua, K., Veliz, P.T., Stein, S.F., Boyd, C.J. (June 2019). Adolescent sexual violence trajectories: Substance use and mental health correlates. Paper presented at the 2019 College on Problems Drug Dependence. San Antonio, TX.
3.
Ngo, Q.M., Stein, S.F., Walton, M.A., Cunningham, R. (April 2019). A whole person approach: Mindfulness and resilience among emerging adults involved in intimate partner violence. Paper presented at the 2019 Society for Advancement of Violence and Injury Research. Cincinnati, OH.
4.
Galano, M.M., Grogan-Kaylor, A.C., Clark, H.M, Stein, S.F., & Graham-Bermann, S.A. (March 2019). The relationship between maternal and child PTSS in IPV-exposed families. Paper presented at the 2019 Biennial Meeting of the Society for Research in Child Development. Baltimore, MD.
5.
Clark, H.M., Galano, M.M., Stein, S.F., Grogan-Kaylor, A.C., Graham-Bermann, S.A. (November 2018). Mothers’ depressive symptoms mediate the relation between preschoolers’ intimate partner violence (IPV) exposure and their executive functioning 8 years later: a longitudinal analysis. Paper presentation at the 34 Annual Meeting of the International Society for Traumatic Stress Studies. Washington, D.C.
6.
Stein, S.F., Grogan-Kaylor, A.C., Galano, M.M., Clark, H.M., & Graham-Bermann, S.A. (July 2018). Longitudinal predictors of women’s engagement with multiple intimate violent partners over eight years Paper presentation at the 2018 International Family Violence and Child Victimization Research Conference. Portsmouth, New Hampshire.
7.
Galano, M.M., Grogan-Kaylor, A.C., Clark, H.M., Stein, S.F., & Graham-Bermann, S.A. (July 2018). A Randomized control trial of The Moms’ Empowerment Program for women exposed to IPV: Eight-Year PTSS outcomes. Paper presentation at the 2018 International Family Violence and Child Victimization Research Conference. Portsmouth, New Hampshire.
8.
Stein, S.F., Galano, M.M., Clark, H.M., Grogan-Kaylor, A.C., Graham-Bermann, S.A. (September 2017). Contributions to depressed affect in violence-exposed Latina women: Examining the effectiveness of the Moms’ Empowerment Program. Paper presentation at the 6th Annual National Society for the Advancement of Violence and Injury Research Conference. Ann Arbor, Michigan.
Sara F. Stein, MS, MSW, LMSW
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9.
Ramirez, J., Stein, S.F., Zbizek-Nulph, L., Cunningham, R., Walton, M., Ngo, Q.M. (September 2017). Psychosocial correlates of physical violence perpetration and sexual coercion among at-risk emerging adults. Paper presentation at the 6th Annual National Society for the Advancement of Violence and Injury Research Conference. Ann Arbor, Michigan
10. Hong, J., Stein, S.F., Zbizek-Nulph, L., Ramirez, J., Cunningham, R.M., Walton, M.A., Chermack, S., Ngo, Q.M. (September 2017). Correlates of digital dating violence among high-risk emerging adults. Paper presentation at the 6th Annual National Society for the Advancement of Violence and Injury Research Conference. Ann Arbor, Michigan 11. Ngo, Q.M., M.A. Walton, M.A., Stein, S.F., Ramirez, J., (September 2017). The role of mindfulness in physical dating violence, injuring a partner and psychological dating violence. Paper presentation at the 6th Annual National Society for the Advancement of Violence and Injury Research Conference. Ann Arbor, Michigan. 12. Ngo, Q.M., Walton, M., Stein, S.F., Ramirez, J., Chermack, S., Eisman, A., Kusunoki, Y., Cunningham, R. (June 2017). Can it be done and how?: technology interventions for alcohol and dating violence perpetration among difficult to reach high-risk youth. Paper presentation at the 40th Annual Research Society on Alcoholism Scientific Meeting. Denver, Colorado. 13. Clark, H.M., Galano, M.M., Stein, S.F., Grogan-Kaylor, A.C., & Graham-Bermann, S.A. (April 2017). Executive functioning among children exposed to intimate partner violence. Paper presentation at the 2017 Society for Research in Child Development Biennial Meeting. Austin, Texas. 14. Galano, M.M., Grogan-Kaylor, A.C., Clark, H.M., Stein, S.F., & Graham-Bermann, S.A. (April 2017). A prospective investigation into the long-term trajectory of PTSD symptoms in children exposed to early intimate partner violence. Paper presentation at the 2017 Society for Research in Child Development Biennial Meeting. Austin, Texas. 15. Stein, S.F., Grogan-Kaylor, A.C., Galano, M.M., Clark, H.M., Graham-Bermann, S.A. (July 2016). Understanding the characteristics of women with multiple intimate violent partner relationships. Paper Presentation at the 2016 International Family Violence and Child Victimization Research Conference. Portsmouth, New Hampshire. 16. Galano, M.M., Grogan-Kaylor, A.C., Stein, S.F., Clark, H.M., & Graham-Bermann, S.A. (July 2016). Investigating the efficacy of the Moms’ Empowerment Program in treating posttraumatic stress disorder in Latinas experiencing intimate partner violence. Paper Presentation at the 2016 International Family Violence and Child Victimization Research Conference. Portsmouth, New Hampshire. 17. Clark, H.M., Grogan-Kaylor, A.C., Galano, M.M., Stein, S.F., & Graham-Bermann, S.A. (July 2016). Reducing Latinas’ exposure to intimate partner violence through the Moms’ Empowerment Program. Paper Presentation at the 2016 International Family Violence and Child Victimization Research Conference. Portsmouth, New Hampshire. 18. Stein, S.F., Grogan-Kaylor, A.C., Galano, M.M., Clark, H.M., Graham-Bermann, S.A. (May 2015). Predictors of change in depression for Latina immigrant women exposed to intimate partner violence. Paper presentation at the 27th Association for Psychological Science Annual Convention. New York, New York. 19. Galano, M.M., Grogan-Kaylor, A.C., Clark, H.M., Stein, S.F., Graham-Bermann, S.A. (May 2015). Intervention improved social behavior problems in Latina/o children exposed to intimate partner violence. Paper presentation at the 27th Association for Psychological Science Annual Convention. New York, New York. 20. Clark, H.M., Galano, M.M., Stein, S.F., Graham-Bermann, S.A. (May 2015). Intervention to improve relationship negotiation tactics in Latina women exposed to intimate partner violence. Paper presentation at the 27th Association for Psychological Science Annual Convention. New York, New York. Sara F. Stein, MS, MSW, LMSW
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21. Graham-Bermann, S.A., Grogan-Kaylor, A.C., Galano, M.M., Clark, H.M., Stein, S.F. (May 2015) The Kids’ Club Program reduced delinquency in Latina/o children of immigrant mothers exposed to violence. Paper presentation at the 27th Association for Psychological Science Annual Convention. New York, New York. 22. Zarco Iturbe, A. V., Saavedra, L., Stein, S.F. (June 2009): El cuerpo desnudo de las ‘cabronas’ como instrumento político en el movimiento de los 400 Pueblos: la maternidad como frontera discursiva. Paper presentation at the Congreso Anual de la Asociación Latinoamericana de Sociología. Buenos Aires, Argentina. 23. Stein, S.F. (October 2005). Community Nutrition in Rural Oaxaca. Presentation at the 2005 Wellesley College Tanner Conference. Wellesley, MA.
SCHOLARLY POSTER PRESENTATIONS 1.
Stein, S.F., Hong, J., Smith, A., Grogan-Kaylor, A.C., Eisman, A, Ngo, Q.M. (January 2020). Facets of Trait Mindfulness As Potential Mediators between Dating Violence Exposure and the Development of Anxiety, Depression, and Suicidal Ideation. Poster presentation at the 24th Annual Conference of the Society for Social Work and Research (SSWR). Washington, D.C.
2.
Galano, M.M., Grogan-Kaylor, A.C., Clark, H.M., Stein, S.F., & Graham-Bermann, S.A. (November 2019). Factors Inhibiting and Supporting Eight-Year Resilience Trajectories in IPV-Exposed Children. Poster presented at the International Society for Traumatic Stress Studies Annual Meeting, Boston, MA.
3.
Galano, M. M., Grogan-Kaylor, A. C., Clark, H. M., Stein, S.F., & Graham-Bermann, S. A. (March 2019). Profiles of Posttraumatic Stress Symptoms in Children Who Have Witnessed Intimate Partner Violence. International Convention of Psychological Science. Paris, France.
4.
Stein, S.F., Grogan-Kaylor, A.C., Galano, M.M., Clark, H.M., Graham-Bermann, S.A. (November 2018). Risk and protective factors for engagement with multiple violent intimate partners across eight years. Poster presentation at the 34 Annual Meeting of the International Society for Traumatic Stress Studies. Washington, D.C.
5.
Bayer, A.R., Stein, S.F., Marino, D., Grogan-Kaylor, A.C., & Graham-Bermann, S.A. (July 2018). Who provides social support to children following exposure to intimate partner violence? Poster presentation at the 2018 International Family Violence and Child Victimization Research Conference. Portsmouth, New Hampshire.
6.
Marino, D., Stein, S.F., Bayer, A.R., Grogan-Kaylor, A.C., & Graham-Bermann, S.A. (July 2018). Predicting gun or knife violence against women who have experienced intimate partner violence. Poster presentation at the 2018 International Family Violence and Child Victimization Research Conference. Portsmouth, New Hampshire.
7.
Stein, S.F., Veliz, P.T., Kusunoki, Y. Boyd, C.J., Ngo, Q.N. (June 2018). Contributions of sexual violence perpetration and victimization to drug and alcohol abuse risk in adolescence: a four-year longitudinal study. Poster presentation at The College on Problems of Drug Dependence’s 80th Annual Scientific Meeting. San Diego, California.
8.
Ramirez, J.I., Stein, S.F., Hart, N., Cunningham, R., Walton, M.A., Chermack, S., Ngo, Q.M. (June 2018). Nonpartner violence perpetration among emerging adults: Relationship between poly-substance. Poster presentation at The College on Problems of Drug Dependence’s 80th Annual Scientific Meeting. San Diego, California.
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9.
Stein, S.F., Ribaudo, J., Sayfer, P., Rosenblum, K.L., Muzik, M. (May 2018). The clinical complexities of using an attachment-informed model of child-led play to enhance children's felt sense of security: The Child Team Component of the Mom Power Program. Poster presentation at the 16th World Association for Infant Mental Health World Congress. Rome, Italy.
10. Veliz, Philip. Ngo, Q., Stein, S.F., Zdroik, J., Kusunoki, Y., Wackerman, E., Boyd, C.J. (April 2018). Adolescent Peer-to-Peer Sexual Violence: Is Participation in Sport a Risk or Protective Factor? Poster presentation at the 2018 Society for Research on Adolescence Biennial Meeting. Minneapolis, Minnesota. 11. Ngo, Q., Kusunoki, Y., Stein, S.F., Veliz, P., Boyd, C.J. (April 2018). Patterns and Correlates of Sexual Violence: Results from A Regional Study of Adolescents in Middle and High School. Poster presentation at the 2018 Society for Research on Adolescence Biennial Meeting. Minneapolis, Minnesota. 12. Stein, S.F., Ramirez, J., Walton, M., Cunningham, R., Chermack, S., Kusunoki, Y., Singh, V., Ngo, Q.M. (June 2017). Alcohol use, depressive symptoms, and dating violence among emerging adults recruited from an urban emergency department. Poster presentation at the 40th Annual Research Society on Alcoholism Scientific Meeting. Denver, Colorado. 13. Ramirez, J., Stein, S.F., Cunningham, R., Walton, M., Chermack, S., Eisman, A., Ngo, Q.M. (June 2017). Public assistance, alcohol misuse and non-partner violence: Is there a connection? Poster presentation at the 40th Annual Research Society on Alcoholism Scientific Meeting. Denver, Colorado. 14. Stein, S.F., Grogan-Kaylor, A.C., Galano, M.M., Clark, H.M., Graham-Bermann, S.A. (May 2017). Psychosocial correlates of percentage of intimate partners who are violent. Poster Presentation at the 29th Association for Psychological Science Annual Convention. Boston, Massachusetts. 15. Graham-Bermann, S.A., Galano, M.M., Clark, H.M., Stein, S. F., & Grogan-Kaylor, A.G. (May 2017) The Moms’ Empowerment Program reduces traumatic stress over seven years. Poster Presentation at the 29th Association for Psychological Science Annual Convention. Boston, Massachusetts. 16. Prakken, K.R., Stein, S.F., Galano, M.M., Clark, H.M., Marino, D.C., Grogan-Kaylor, A.C., Graham-Bermann, S.A. (May 2017). Correlates of maternal warmth in Latina women exposed to intimate partner violence. Poster Presentation at the 29th Association for Psychological Science Annual Convention. Boston, Massachusetts. 17. Adams, E., Clark, H.M., Galano, M.M., Stein, S.F., Jaward, D., Grogan-Kaylor, A.C. & Graham-Bermann, S.A. (May 2017). Predictors of housing instability in women exposed to intimate partner violence. Poster Presentation at the 29th Association for Psychological Science Annual Convention. Boston, Massachusetts. 18. Carey, E.T., Galano, M.M., Clark, H.M., Stein, S.F., Bayer, A.R., Grogan-Kaylor, A.C., & Graham-Bermann, S.A. (May 2017). Forms of Intimate Partner Rape Experienced by Latinas with and without PTSD. Poster Presentation at the 29th Association for Psychological Science Annual Convention. Boston, Massachusetts. 19. Graham-Bermann, S.A., Galano, M.M., Clark, H.M., & Stein, S.F. & Grogan-Kaylor, A.C. (July 2016). Longitudinal Study of Intervention for Young Children Exposed to Intimate Partner Violence. Poster presentation at the 2016 International Family Violence and Child Victimization Research Conference. Portsmouth, New Hampshire. 20. Stein, S.F., Prakken, K., Galano, M.M., Clark, H.M., Grogan-Kaylor, A.C., Graham-Bermann, S.A. (May 2016) What Distinguishes Women Still Living with a Violent Partner From Those Who leave? Poster Presentation at the 28th Association for Psychological Science Annual Convention. Chicago, Illinois.
Sara F. Stein, MS, MSW, LMSW
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21. Potel, M.E., Galano, M.M., Stein, S.F., Clark, H.M., Grogan-Kaylor, A.C. & Graham-Bermann, S.A. (May 2016). Predictors of Aggressive Behavior in a Diverse Sample of Children Exposed to Intimate Partner Violence. Poster Presentation at the 28th Association for Psychological Science Annual Convention. Chicago, Illinois. 22. DiCorcia, D., Stein, S.F., Galano, M.M., Clark, H.M., Grogan-Kaylor, A.C., Graham-Bermann, S.A. (May 2015). Undiagnosed clinical depression in Latina immigrant women exposed to intimate partner violence. Poster presentation at the 27th Association for Psychological Science Annual Convention. New York, New York. 23. Zaydlin, M.L., Galano, M.M., Stein, S.F., Clark, H.M., Grogan-Kaylor, A.C. & Graham-Bermann, S.A. (May 2015). Emotional eating behavior in Latina children exposed to intimate partner violence. Poster presentation at the 27th Association for Psychological Science Annual Convention. New York, New York. 24. Stein, S.F. (Aril 2012). Undocumented Mexican Male Immigrants Working in the US: Gender as a Means to Respect and a Pathway to Negative Health Consequences. Poster presentation at the 10th Annual Southwest Interdisciplinary Research Center Conference. Phoenix, AZ.
INVITED SCHOLARLY PRESENTATIONS 1.
Stein, S.F. (October 2019). A trauma-informed perspective to understanding the intergenerational impact of intimate partner violence. Keynote address at the Lenawee County Domestic Violence Summit. Adrian, Michigan.
2.
Stein, S.F. (Fall 2019). Introduction to the clinical principles and practice for the treatment of traumatic stress in a community setting. A three-part introductory series at The Women’s Center of Southeastern Michigan, Ann Arbor, Michigan.
3.
Stein, S.F. (April 2019). The treatment of traumatic stress in the context of ongoing trauma. Invited presenter for Special Seminar in Clinical Psychology: Traumatic Stress (Psych 978). University of Michigan, Ann Arbor, Michigan.
4.
Stein, S.F. & Safyer, P. (April 2018). Psychotherapeutic intervention with a Spanish-Speaking Undocumented Mexican Woman and her daughter living in Washtenaw County: A clinical case example of the impact of structural inequalities on individual experience and mental health. Clinical case presentation at the University of Michigan Clinical Science Brown Bag, Ann Arbor, Michigan.
5.
Stein, S.F. (April 2018). Directions of quantitative methods in Psychology. Invited presenter for Methods Hour (Psych 808). University of Michigan, Ann Arbor, Michigan.
6.
Stein, S.F. (March 2017). Clinical Application of a Contemplative Practice-based Intervention for Dating Violence Perpetration and Substance Use in Emerging Adults. Clinical case presentation at the University of Michigan Clinical Science Brown Bag, Ann Arbor, Michigan.
7.
Stein, S.F. (October 2016). Children Exposed to Intimate Partner Violence. Invited presenter for Family Violence Prevention and Intervention Course (Social Work). University of Michigan.
8.
Stein, S.F. (December 2015). The Social and Individual Characteristics of Women Associated with Engagement in Multiple Intimate Violent Partner Relationships. Paper presentation at the University of Michigan Clinical Science Brown Bag, Ann Arbor, Michigan.
9.
Stein, S.F. (November 2015). Cultural Factors of Intimate Partner Violence. Invited presenter for Family Violence undergraduate seminar (Psychology). University of Michigan.
Sara F. Stein, MS, MSW, LMSW
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RESEARCH EXPERIENCE 2014 - Present
Child Violence and Trauma Lab, University of Michigan (Department of Psychology) Graduate Student Research Assistant Intervention development and implementation research for women and children exposed to intimate partner violence. PIs: Sandra Graham-Bermann, Ph.D., Andrew Grogan-Kaylor, Ph.D.
2016 - 2019
The Ahimsa Lab, University of Michigan (Injury Center) Graduate Student Research Assistant Intervention development research to reduce substance use and dating violence perpetration among at-risk emerging adults. PI: Quyen Ngo, Ph.D., L.P.
2013 - 2014
Intervention with Latina Women and Children Exposed to Violence, University of Michigan (Department of Psychology) Project Coordinator Responsible for participant recruitment, interviewing IPV-exposed women/children; developing relationships with community-partners; preparation of IRB materials; research focus on the comparative experience of adjustment and coping for three groups of IPV-exposed women. PIs: Sandra Graham-Bermann, Ph.D., and Andrew Grogan-Kaylor, Ph.D.
2014
Infant and Maternal Health in Honduras Project, Yale University (Yale Institute of Network Science) Research Assistant Led focus groups in Spanish on maternal and infant health concerns, specifically on issues of intimate partner violence. Conducted interviews in Spanish on interpersonal relationships. PI: Nicholas Christakis, Ph.D., M.D.
2013
Prospective Measurement of Risk Behaviors in Low Literate Mexican American Women, University of Rochester (Medical Center) Research assistant, translator, and interpreter Developed data collection material; Conducted semi-structured interviews in Spanish with undocumented Mexican immigrant women in the US to test an eating behaviors cellular phone application. Provided transcription, translation and interpretation services (Spanish to English) for data collection.
TEACHING EXPERIENCE: INSTRUCTOR OF RECORD (University of Michigan) Spring/Summer 2020
Trauma Basics (Social Work 540) Sole/lead instructor.
Winter 2020
Trauma and Intimate Partner Violence (Psychology 401) Responsible for course conceptualization, development, and delivery.
Fall 2019
Interpersonal Practice Skills Laboratory (Social Work 511) Responsible for course conceptualization, development, and delivery.
Fall 2018
Trauma and Intimate Partner Violence (Psychology 401) Responsible for course conceptualization, development, and delivery.
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TEACHING EXPERIENCE: GRADUATE STUDENT INSTRUCTOR (University of Michigan) Winter 2019
Observation and Intervention with Very Young Children (Social Work 713)
Winter 2018
Statistical Methods II (Psychology 614)
Fall 2017
Statistical Methods I (Psychology 613)
Winter 2017
Research Methods (Psychology 303) Sole/Lead instructor for discussion sections.
Fall 2016
Research Methods (Psychology 303) Sole/Lead instructor for discussion sections.
CLINICAL EXPERIENCE 2017 – Present
Room to Talk (Ann Arbor, MI) Individual Clinical Social Worker Maintain individual client load working with individuals with trauma exposure and posttraumatic stress. Conduct psychotherapy sessions, prepare treatment plans and resources, and write process notes and psychosocial assessments. Provide records to insurance companies.
2019
Mom Power, University of Michigan (Ann Arbor) Clinical Supervisor Responsible for the clinical supervision of MSW students working with very young children; reviewed process notes; collaborated in weekly group reflective supervision.
2015 – 2018
The Women’s Center of Southeastern Michigan (Ann Arbor, MI) Individual Clinical Social Worker Maintain individual client load (children and adults) working with individuals with trauma exposure and posttraumatic stress. Conduct psychotherapy sessions, prepare treatment plans and resources, and write process notes and psychosocial assessments.
2016 – 2018
Injury Center, University of Michigan (Ann Arbor, MI) Individual Emerging Young-Adult Clinical Social Worker Conducted remotely administered manualized 8-week treatment intervention program using a Contemplative Motivational Interviewing and Cognitive Behavioral Therapy framework. Treatment goals: reduce violence perpetration and substance use, increase emotion regulation, and enhance interpersonal conflict resolution.
2015 – 2017
Preschool Kids’ Club Follow-up Study, University of Michigan (Ann Arbor, MI) Individual Adult and Child Clinical Social Worker Conducted standardized measures to moms and kids to assess for violence exposure, psychopathology, resilience and coping.
2016
Mom Power, University of Michigan (Ann Arbor, MI) Individual Child Clinical Social Worker Individual clinician to a very young child with an extensive trauma history; completed 10 weeks of child-led play therapy to increase felt-sense of safety and attachment-related cueing behaviors.
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2015 – 2016
Detecting Risk of Youth Depression Project, University of Michigan (Ann Arbor, MI) Individual Adult and Child Clinician Conducted standardized assessments (SCID 5 and K-SADS).
2013 – 2014
Latina Moms’ Empowerment Program, University of Michigan (Ann Arbor, MI) Group Therapist Therapist for a 10-session group intervention program for Spanish speaking mothers who have been exposed to domestic violence. Conduct therapy sessions, prepare group activities and resources, follow treatment manual, write process notes and attend weekly group supervision.
2006
Amigos de Las Américas (Oaxaca, México) Project Supervisor Collaborated on community health and development projects; responsible for placement of 8 volunteers; visited communities weekly; interfaced with medical, governmental and agency personnel.
2005
Amigos de Las Américas (Oaxaca, México) Correspondent Volunteer Lived in a rural community in Oaxaca for 7 weeks promoting local nutrition through collaboration with town’s women’s groups; worked to establish a local trash system; collaborated with local NGOs.
MEMBERSHIP IN PROFESSIONAL SOCIETIES
• • • • • • • •
National Association of Social Work Society for Social Work Research Council for Social Work Education Association for Psychological Science International Society for Traumatic Stress Studies Society for Advancement of Violence and Injury Research Michigan Association for Infant Mental Health University of Michigan Depression Center
PEER REVIEW SERVICES
• • •
Journal of Interpersonal Violence (2015-Present) Psychological Trauma: Theory, Research, Practice and Policy (2015-Present) Violence Against Women (2016)
CLINICAL TRAININGS AND CERTIFICATIONS
• • • • • • • •
Sensorimotor Psychotherapy – Level 1 (complete), Level 2 (expected 2021) Structured Clinical Interview for DSM-V Kiddie Schedule for Affective Disorders and Schizophrenia Trauma Stabilization: Map and Rules of the Road (Sharon Gold-Steinberg, PhD, LP) Trauma-Focused Cognitive-Behavioral Therapy (online training course) Dialectical Behavior Therapy (University of Michigan, minicourse) Trauma informed therapy (University of Michigan, minicourse) 200-hour Yoga Teacher Training & Mindfulness Immersion (Registered Yoga Teacher, 200 hour)
Sara F. Stein, MS, MSW, LMSW
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SERVICE AND COMMUNITY PARTICIPATION • • • • • • • • •
Departmental Associate to the Department Executive Committee, Department of Psychology, University of Michigan (2018-2019) Executive Committee, Department of Psychology (Clinical), University of Michigan (2016-2018) Founded restorative yoga program at Safehouse for individuals who have experienced IPV (2015) Brown Bag Committee, Department of Psychology (Clinical), University of Michigan (2015-2016) Faculty Allies for Diversity Committee, School of Social Work, University of Michigan (2015-2016) Newsletter Committee, Department of Psychology (Clinical), University of Michigan (2014-2015) Volunteer, Michigan United to support the Latina Community through legislation advocacy (2013) Equity, Diversity and Inclusion Committee, American Express México. Volunteer: Ojos que Sienten, Special Olympics, and Habitat for Humanity in Mexico (2010-2012)
SELECTED WORK EXPERIENCE 2018
Department of Psychology, University of Michigan (Ann Arbor, MI) Statistic Consultant Provided individual statistics consultation to faculty, students, and staff.
2016 – 2018
Local Yoga Studios (Ann Arbor, MI) Yoga Teacher
2010 – 2012
Scotiabank México (Mexico City, México) Senior Manager: Equity, Diversity and Workforce Planning
SPOKEN LANGUAGES AND SKILLS • • •
English: Native language. Spanish: Fluent in reading, writing and speaking (6 years of experience studying, working and living in Mexico). Windows, Mac OS X, Microsoft Office, JavaScript, HTML, SPSS, STATA, R, MPlus.
ACADEMIC REFERENCES Andrew Grogan-Kaylor, PhD, MSW Professor School of Social Work University of Michigan agrogan@umich.edu
Alison L. Miller, PhD Associate Professor School of Public Health University of Michigan alimill@umich.edu
Sandra Graham-Bermann, PhD Professor Department of Psychology University of Michigan sandragb@umich.edu
Julie Ribaudo, MSW, IMH-E Clinical Professor School of Social Work University of Michigan jribaudo@umich.edu
Todd I. Herrenkohl, PhD, MSW Marion Elizabeth Blue Professor of Children and Families School of Social Work University of Michigan tih@umich.edu
Quyen Ngo, PhD, LP Executive Direct Butler Research Center Hazeldon Betty Ford Foundation qngo@hazeldenbettyford.org
Sara F. Stein, MS, MSW, LMSW
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CLINICAL REFERENCES Sharon Gold-Steinberg, PhD, LP Individual Psychotherapist Trauma Specialist Ann Arbor, MI sgoldsteinberg@gmail.com
Sara F. Stein, MS, MSW, LMSW
Julie Ribaudo, MSW, IMH-E Clinical Professor School of Social Work University of Michigan jribaudo@umich.edu
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