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What Promotes Joy
Published in Eve Shapiro, Joy in Medicine?, 2020
When I was in college I started out as a chemistry major and then switched to psychology. I thought psychology was interesting. I ran youth groups, I always worked with kids, but I didn’t know what I wanted to do professionally. I thought school psychology sounded interesting, so I went back to my hometown to get a school psychology degree, which was essentially a master’s in clinical psychology. The people who taught the courses were lay analysts who had private practices. I learned all the testing. I loved it. It was a great program. I got a research assistantship and was periodically asked to teach. I was very interested in developmental psychology and worked with some of the developmental psychologists on their research projects.
Educational Therapy’s Ancestry and Migration
Published in Maxine Ficksman, Jane Utley Adelizzi, The Clinical Practice of Educational Therapy, 2017
Gail Werbach, Barbara Kornblau, Carole Slucki
Maxine Ficksman guided the establishment of graduate level coursework at Curry College in Milton, MA, as well as the Massachusetts School of Professional Psychology (now known as William James College in Newton, MA), both of which were developed and coordinated by Jane Adelizzi. Curry College offered a certificate program in educational therapy for two years, the graduates of which continue to work in the profession, either in private practice or within educational settings. The Massachusetts School of Professional Psychology in Newton, MA, offered an elective in their Doctor of School Psychology program from 2010 to 2012: Pedagogical Perspectives and Dynamics in Educational Therapy, designed by Jane Adelizzi and open to educational therapists, school psychologists, and allied professionals who would benefit from a deeper exploration of this interdisciplinary profession.
Unpacking “Narrative Beginnings: A Lunchtime Conversation with Dean”
Published in D. Jean Clandinin, Engaging in Narrative Inquiry, 2016
And although I became a teacher, holding onto that dream that became an embodied narrative that I lived out in Sarbin’s (2004) sense, I know that I also fit into the story of leaving teaching. I, too, left teaching; not once, but twice. After the second time, I did not return to teaching but moved into other positions in the school systems until I left working in schools for graduate studies. Those other positions were on the margins of schools: school counseling, school psychology, and special program work. They were positions in which I could work alongside children, families, and teachers but not within the boundaries shaped by institutional narratives and lived by a classroom teacher. I have not inquired deeply into my experiences of the ways that those institutional narratives, those stories of school, shaped my experiences. I tell a story that each time I had to leave, the first time to finish my degree, the second time because I was prevented from returning to teaching until I had been away for a one-year maternity leave. I used the mandated one-year leave to study for my master’s degree in Educational Psychology. One year became two. When I returned, I was placed in a counseling position (which I accepted) rather than a teaching position. I still, however, tell a story of myself as teacher, although I now teach in the university in teacher education.
Insecure Attachment and Therapeutic Bond as Mediators of Social, Relational, and Social Distress and Interpersonal Problems in Adult Females with Childhood Sexual Abuse History
Published in Journal of Child Sexual Abuse, 2020
Jeffrey M. Sullivan, David M. Lawson, Sinem Akay-Sullivan
In the CSA group, 10 identified as African American, 40 identified as Caucasian, 5 identified as Hispanic, and 1 identified as Native American. Their ages ranged from 18 to 60, with years of education ranging from 12 to 16 (M = 12.5). There were 45 currently in a relationship, while 47 had one or more children. In the no abuse group, 9 identified as African American, 22 identified as Caucasian, 6 identified as Hispanic, and1 identified as Native American. Their ages ranged from 18 to 52, with years of education ranging from 12 to 16 (M = 13.4). There were 32 currently in a relationship, while 29 had one or more children. The trauma group participants were included in the study if they (a) had a history of childhood sexual and/or physical abuse by a parent and/or caregiver; (b) had no current diagnosis or history of organic mental disorder, schizophrenia, or paranoid disorder; (c) were literate in English; and (d) were between the ages of 18 and 70 years. All participants completed a consent form approved by the university Institutional Review Board. Of the 56 therapists, six were male. Ages ranged from 24 to 39 (M = 27.5). Forty identified as Caucasian, eight identified as African American, and eight identified as Hispanic. Eight therapists were doctoral students in school psychology and 48 were master’s students in a clinical mental health counseling program. All were in their second or third practicum.
Bullying, peer victimization, and emotional problems in Cypriot adolescents referred to mental health services—a comparison of normative and clinical data
Published in Journal of School Violence, 2019
Anna Paradeisioti, Ernestina Sismani Papacosta, George Giannakopoulos, Gerasimos Kolaitis
However, a national strategy against school violence and bullying is now being prepared by the Government of Cyprus with the help of experts from public and private sector. An intervention program is available for primary schools to utilize. It is based on a whole-school approach involving educators, students, and parents, and it is organized and supervised by the school psychology services. The development of a whole-school bullying policy might be one of the first steps in addressing the problem. Improvement of the school environment, empowering students by offering training in conflict resolution programs, peer help, and assertiveness training are issues that need to be addressed further in the school system of Cyprus. Support services such as counseling and school psychology services work within the school system to provide help either individually to students or by implementing interventions and preventive programs based on the schools’ needs. Schools in Cyprus are multicultural and all minorities are included in any program designed in the schools or refer to support services for evaluation and counseling. However, discriminatory bullying that refers to victimization of LGBT community, ethnic minorities, special education students, and gender bullying (Elamé, 2013) has not been addressed in depth in this study. This is a limitation of the study that needs to be taken into consideration for future reference. Future research needs to address the issue of discriminatory bullying since Cyprus is becoming more multicultural and diverse during the last years with an increasing number of refugees and immigrants. There is a vast diversity in the classroom today with more special education students and LGBT members. The policy of the Cyprus Republic regarding integration resulted in a more multicultural and diverse classroom.
Efficacy of a Telehealth Parent Training Intervention for Children with Autism Spectrum Disorder: Rural versus Urban Areas
Published in Evidence-Based Practice in Child and Adolescent Mental Health, 2022
Angela V. Dahiya, Lisa Ruble, Grace Kuravackel, Angela Scarpa
Treatment was conducted by two licensed clinical psychologists and two trained doctoral students in school psychology. Group sessions were conducted at a distance education center with the help of research assistants, and individual sessions were conducted over the phone and allowed for one-on-one discussions with the treatment facilitator in order to work on individualized goals for each participant.