National Multicultural Conference and Summit

National Multicultural

Conference and Summit

January 17-18, 2013

Transforming Multicultural Psychology:

Engagement, Renewal, & Action Across Generations

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Welcome from the Lead Coordinator

Debra Kawahara, Ph.D., Division 45 Representative

Welcome to Houston and the 2013 National Multicultural Conference and Summit (NMCS)! We are very glad that you are joining us for this important event. I and the other coordinators of 2013 NMCS look forward to meeting many of you, old friends and new, over the next two days. We also encourage you to connect with colleagues, mentors, friends, and students as this seems to be one of the most important experiences for attendees. If this is your first time attending the Summit, then we extend a special welcome to you and hope that you enjoy the unique experience of this particular conference.

In planning this year’s event, the coordinating team has been working hard to bring you a rich, engaging, and informative program. We considered the attendees’ feedback from the previous Summits very seriously and made several changes. First, more programming slots were added to provide you with more choices and to allow more of us to share our wisdom and expertise. We also acknowledged that more time for networking and mentoring was needed, and we have made efforts to coordinate sessions when this will be possible. Difficult dialogues were brought back into the program, but will be led by experts in group facilitation on the particular topic at hand. Student programming has been substantially increased through social and networking activities as well as presentations specifically geared toward undergraduate and graduate students.

We are also excited to have two nationally recognized Keynote Speakers presenting on issues that are guaranteed to make us think and be touched. As always, the Distinguished Elders Ceremony is expected to be one of the most powerful experiences at the conference as we celebrate and honor nine Distinguished Elders for their trailblazing contributions to the field. We will also pay our respects to our Ancestors who have passed and deserve special acknowledgements for their contribution to the field as well. In addition, the practice of opening the Summit with a multicultural spiritual ceremony will continue as we honor those that came before us, those who are present, and those who are yet to join our family of diversity.

Most of all, we hope that we come together to create a conference that is stimulating, inclusive, supportive, challenging, engaging, informative, rejuvenating, celebratory, and empowering , ultimately creating a positive and memorable experience that we will never forget.

Welcome again and thank you for joining us!

Debra Kawahara, Ph.D.

2013 NMCS Lead Coordinator

Division 45 Representative

www.multiculturalsummit.org

Transforming Multicultural Psychology:

Engagement, Renewal, and Action across Generations

The vision of the National Multicultural Conference and Summit is to convene scientists, practitioners, scholars, and students in psychology and related fields to inform and inspire multicultural theory, research, and practice.

Multiculturalism is envisioned as inclusive of experiences related to age, disability, ethnicity, gender, gender identity and expression, indigenous heritage, national origin, race, religion, sexual orientation, social class and socioeconomic status, and other social identities.

The NMCS is hosted every two years by four divisions of the American Psychological Association, Division 17

(Society of Counseling Psychology), Division 35 (Society for the Psychology of Women), Division 44 (Society for the

Psychological Study of Lesbian, Gay, Bisexual, and Transgender Issues), and Division 45 (Society for the Psychological

Study of Ethnic Minority Issues).

Given the theme of Transforming Multicultural Psychology: Engagement, Renewal, and Action across Generations, the primary objectives for NMCS 2013 are:

• To engage in the process of transforming multicultural psychology through education, policy, practice, research, science, theory, and training;

• To dialogue across generations about past, present, and future waves of education, policy, practice, research, science, theory, and training in multicultural psychology;

• To renew our commitment to multicultural psychology, while challenging ourselves to an ongoing process of growth and discovery through difficult dialogues;

• To engage as change agents, developing strategies toward shared goals of social justice;

• To create an inclusive atmosphere of support and interpersonal connection by offering networking and informal mentoring opportunities; and

• To illuminate the work of pioneers in multicultural psychology and to honor their historical legacies.

National Multicultural Conference & Summit 2013 3

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2013 NMCS Coordinating Team

Debra Kawahara, Ph.D.

Society for the Psychological Study of Ethnic Minority Issues

Professor and Associate Program Director

CSPP, Clinical Psychology Psy.D. Program

Alliant

Michael Mobley, Ph.D.

Society for the Psychological Study of Lesbian, Gay, Bisexual, and Transgender Issues

Professor

Department

Salem of

Julii Green, Ph.D.

Society for the Psychology of Women

Pacific Institute for Research and Evaluation/UC Berkeley School of Public Health

Roberta Nutt, Ph.D. ABPP of

Director


Schedule at a Glance

WEDNESDAY: January 16, 2013

12:00-1:00

1:00-5:00

3:00-8:00

4:30-5:30

6:00-8:00

8:30-10:30

Pre-Conference Registration (Legends Foyer)

Pre-conference Workshops

• Practice Guidelines for Trans Clients: Developing Affirmative Approaches (Champions I II)

• Psychological Ethics in Context: Issues in working with Latino/a people (Champions IV)

Conference Registration (Legends Foyer)

Henry Tomes Awards Ceremony (Discovery)

Opening Reception (Discovery)

APAGS Social Hour for students only (Discovery)

THURSDAY: January 17, 2013

7:30-8:30

8:30-9:15

9:15-10:15

10:15-10:30

10:30-11:45

11:45-1:15

1:15-3:15

1:15-2:30

2:45-4:00

4:00-5:00

Continental breakfast (Discovery)

Opening session (Legends IV)

Keynote: Dr. M. Joycelyn Elders (Legends IV)

Coffee/tea break (Discovery)

Breakout Sessions: Symposia (various, see schedule)

Lunch on own

Breakout Sessions: Workshops & Difficult Dialogues (various, see schedule)



Coffee/Tea Break & Professional Poster Session (Discovery)

5:00-7:00 Elders’ Award Ceremony (Legends IV)

7:00-7:15 Break

7:15-8:30 Student Poster Session & Social Hour (Founders)

8:30-8:45 Break

8:45-10:15 Film screening (LegendsIV)

FRIDAY: January 18, 2013

7:00-8:30 Continental breakfast (Discovery)

7:30-8:45 Roundtable conversations & APAGS Breakfast w/ the Stars (LegendsIV)

8:45-9:00 Break

9:00-9:15

9:15-10:15

10:15-10:30

Day 2 Welcome (Legends IV)

Keynote: Phyllis Randolph Frye, JD (Legends IV)

Coffee/tea break (Discovery)

10:30-11:45

11:45-1:15

1:15-3:15

1:15-2:30

1:15-3:15

3:15-3:45

3:45-5:15

6:00-

Breakout sessions: Symposia (various, see schedule)

Lunch on your own

Breakout sessions: Workshops, Difficult Dialogues (various, see schedule)


Breakout sessions: Workshops, Difficult Dialogues (various, see schedule)

Coffee/Tea Break (Discovery)

Town Hall & Closing Ceremony (Legends IV)

Executive Committee meeting rooms become available


Continuing Education (CE)

Continuing Education will be offered for some programming at the National Multicultural Conference and Summit

(NMCS). Those programs being offered for continuing education credit are notated in the final printed program as well as on the conference website. There are additional fees for continuing education processing. If you did not pre-register for CE processing and wish to, please stop by the registration/information desk to pay the registration fee associated with CE Processing.

Continuing education for programming is being co-sponsored by APA Division 35 and the National Multicultural

Conference and Summit. The Society for the Psychology of Women, APA Division 35, is approved by the American

Psychological Association to sponsor continuing education for psychologists. APA Division 35 maintains responsibility for this program and its content.

Continuing education credit for each eligible program (that is, NMCS events with the CE designation) will be given only to those individuals who complie with all of the following:

4.

5.

6.

1.

2.

3.

Registered for Continuing Education processing and checked in at CE desk to retrieve your bar codes;

Attached one of your barcode labels included in your registration packet (if you paid for CE processing) on the sign-in sheet provided during each CE offering within the first 15 minutes of the session.

Signed the sheet in the space provided next to your label.

Completed the evaluation related to the workshop attended and attached your bar code.

Turned in completed evaluation form (WITH your personalized bar code sticker attached) to the room monitor or at the CE Certificates on Demand processing desk. This will serve as your sign-out.

Keep a list of workshops attended for your records. However, if steps 1-5 are not followed, we cannot process your certificate for that CE session.

It is your responsibility to ensure that your label and signature are on the sign-in sheet within the first 15 minutes of the CE offering. All sign-in sheets will be removed for processing 15 minutes into the program. It is your responsibility to turn in your completed evaluation with a bar code label (sign-out) to the room monitor or the CE processing desk.

Certificates will not be distributed to those individuals who do not follow these procedures. Any questions regarding

CE offerings should be directed to Carolyn Springer, Ph.D., via email at cmspringer515@gmail.com and (516) 877-4753.

Your certificate(s) will be processed within 2 hours after you turn in your evaluation following a session. You will need your ID number (on your labels) in order to print your certificate(s) at the CE Certificates on Demand kiosks. The CE printing kiosks are set up for your convenience. Should you choose not to retrieve your certificates while you are at the conference and you want them to be sent to you, you will be assessed an additional $30 processing fee.

If any concerns arise during the conference about any CE activity, please read the following grievance procedures that have been established by the CE committee at http://www.multiculturalsummit.org/continuing-education/grievance.

php. Please contact Carolyn Springer, Ph.D., via email at cmspringer515@gmail.com or at (718) 755-0445.

Note on Photography

Photographs and video may be taken during the NMCS Conference and your image, voice, or video image may be used by the NMCS sponsoring organizations including the APA in multiple print or media formats including but not limited to newsletters, websites, blogs, social media including Facebook, podcasts or any other medium that the NMCS sponsoring organizations deem appropriate to fulfill the mission of the NMCS.

Roundtable Difficult Dialogues

A roundtable difficult dialogue is a 2-hour experiential discussion facilitated by one to two skilled facilitators with expertise in a particular area that may relate to one of the 2013 NMCS themes. The role of the facilitators is to establish a safe space in which participants can fully engage with one another in meaningful dialogue about diversity issues that are difficult to discuss in everyday conversation. The roundtable difficult dialogues emphasize respectful expression of opposing views, providing an environment in which differing perspectives are defended, heard, and considered by those who hold conflicting ideas and values across cultures. The purpose of these dialogues is to provide opportunities for continued personal and professional growth as multicultural psychologists. Participants in roundtable difficult dialogues usually take risks in expressing ideas, opinions, and perspectives about culture which may challenge themselves as well as other participants. Participants are expected to demonstrate respect for one another and remain open to guidance from the facilitators at all times. To afford opportunity for active dialogue and exchange, a limited number of attendees are able to participate in the Roundtable Difficult Dialogue. Attendees were required to sign-up in advance online.

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Royal Sonesta Floor Plan


OUR SINCERE THANKS AND APPRECIATION TO OUR

HOSTS, SPONSORS, EXHIBITORS, IN-KIND DONATORS, &

VOLUNTEERS!

HOST DIVISIONS

APA Division 17: Society of Counseling Psychology

APA Division 35: Society for the Psychology of Women

APA Division 44: Society for the Psychological Study of Lesbian, Gay, Bisexual and Transgender Issues

APA Division 45: Society for the Psychological Study of Ethnic Minority Issues

DIAMOND ($30,000)

PLATINUM ($10,000)

GOLD ($5,000)

Alliant International University

Pratham USA (by anonymous donor)

SILVER PLUS ($2,500)

APA Division 42: Psychologists in Independent Practice

Editors of the Handbook of Multicultural Counseling (Ponterotto, Casas, Suzuki, & Alexander)

Salem State University

SILVER ($1,000)

Alexander Street Press

APA Ethnic Minority Caucus in Psychology

Association for University and College Counseling Center Directors

APA Division 1: General Psychology

APA Division 9: Society for the Psychological Study of Social Issues

APA Division 18: Psychologists in Public Service

APA Division 22: Rehabilitation Psychology

APA Division 39: Psychoanalysis

APA Division 48: Society for the Study of Peace, Conflict and Violence

BRONZE ($400)

American Board of Professional Psychology

Asian American Psychological Association

Association of Counseling Center Training Agencies

APA Division 16: School Psychology

APA Division 43: Division of Family Psychology

APA Division 51: Society for the Psychological Study of Men and Masculinity

APA Division 54: Pediatric Psychology


APA Division 56: Trauma Psychology

Georgia State University Counseling and Testing Center

Houston Psychological Association

National Latina/o Psychological Association

Our Lady of the Lake University - San Antonio

Psi Chi

Texas Psychological Association

Texas State University - San Marcos, Department of Psychology

University of North Texas, Psychology Department

University of Houston - Clear Lake

University of Texas - Austin, Department of Educational Psychology

University of Texas - at Austin Department of Psychology

EXHIBITS

Aggieland Moscow Gifts, Inc.

American Psychological Association

Andrew Thomas, Flautist

APA Books

APA Insurance Trust

Arts of India

Mystic Krewe of Aquarius

NMCS Book Exhibit by Library of Social Science

Runway Fashions

Texas Woman’s University

The American Psychological Association of Graduate Students

University of Houston, College of Education

Walden University

IN-KIND DONATIONS

Association for Psychological Sciences

Theo Rigby Productions, Sin País

Society for the Psychology of Women (Thema Bryant Davis, Ph.D. & Michelle Contreras, Psy.D.), Frances DeLoach, a feminist filmmaker, The Psychology of Human Trafficking

Eren McGinnis, Precious Knowledge

GRANT ($3,000)

APA Commission on Ethnic Minority Recruitment, Retention, and Training in Psychology

SPECIAL THANKS TO ALL WHO HAVE WORKED WITH THE

NMCS 2013 COORDINATING TEAM TO MAKE THIS CONFERENCE A SUCCESS!

Rachel Becker, M.A., APAGS Student Representative

Carolyn Springer, Ph.D., and Beth Haines, Ph.D., Continuing Education Chairs

Shari Robinson, Ph.D., Chair of Community Engagement Committee

Jesse Raben, J.D., APA Legal Counsel

Linda Mona, Ph.D., Consultant on Issues of Disabilities and Access

Chad Rummel, M.Ed., APA Communications Manager

Katherine Ramos, M.A., Media/Technology Support

FINALLY, SPECIAL THANKS TO THE NMCS 2013 CONFERENCE PLANNER!

Sherry Reisman, Reisman-White Conference Planner, whose abilities to organize and manage all the logistics and planning activities were invaluable.


Schedule - Thursday, January 17, 2013

7:30 AM-8:30 AM

CONTINENTAL BREAKFAST

Room: Discovery

8:30 AM-9:15 AM

Debra Kawahara, Ph.D.

Room : Legends IV

OPENING SESSION

9:15 AM – 10:15 AM KEYNOTE ADDRESS I

Transforming Our Multicultural Society in the Age of Healthcare Reform

Dr. M. Joycelyn Elders, The 15th U.S. Surgeon General

Room: Legends IV

It is no secret to healthcare professionals that disparities in health care continue to be a major problem in America. We are the richest country in the world with the most diverse population. We have the best sick care system in the world, but not the best health. We spend more than 16 percent of our gross domestic product (GDP) on health care; yet, we do not have the best health.

The wealth and health of the population are not uniformly spread across our population. We stand alone among developed nations in not offering universal health care. Mental health issues are frequently not addressed despite having treatment available for many of these disorders. We have multiple barriers including provider barriers, system barriers as well as patient barriers.

10:15 AM-10:30 AM COFFEE & TEA BREAK Room: Discovery

10:30 AM-11:45 AM SYMPOSIUM BREAKOUT SESSIONS

Innovative Methods for Qualitative Cross-Cultural Dissertations: Strategies for Students and Mentoring Implications (Symp 32)

- CE

Shannon Casey, Ph.D., Alliant International University

Yuki Okubo, Ph.D., Alliant International University

Sarah Kasuga-Jenks, Ph.D., Alliant International University

Emily Kates, M.A., Alliant International University

Room: Founders I

The goal of the symposium is to help doctoral students transform more traditional approaches to research methods to meet the unique contextual demands of multicultural research questions. An additional goal addresses ways doctoral students can collaborate with advisors, committee members, and institutions to maximize the quality of their dissertation. The symposium will appeal to graduate students and advisors, or others interested in qualitative research, improving methods and collaborating in ways that maximize the complexity and utility of findings.

(Learning Objectives) At the conclusion, you should be able to:

• Observe and compare across two diverse innovative multicultural approaches to dissertation data collection, in order to

• assess and evaluate methods to apply to specific research questions; discuss findings with the complexity afforded to multi cultural data and populations.

Approach methodology and interpretations of the data in more flexible and creative ways; challenge students to grow their thinking about sensitive issues associated with doing multicultural research; consider a range of data sources and the adequacy of data for making specific interpretations.

• Discuss ways that mentoring transforms the isolated process of doctoral dissertation research into group efforts with

individuals.

Intersectionality Research in Psychology: Applications of Black Feminist and Critical Race Theories (Symp 50) - CE

Jioni Lewis, M.A., University of Illinois, Urbana-Champaign

Natalie Watson, B.A., University of Illinois, Urbana-Champaign

Bryana French, Ph.D., University of Missouri

Helen Neville, Ph.D., University of Illinois, Urbana-Champaign

Room: Speakers

This symposium is focused on intersectionality research in psychology. Presentations will include four empirical research projects grounded in feminist and critical race frameworks focused on Black girls’ and women’s experiences. The presentation topics include the experience of gendered racial microaggressions (i.e., intersection of racial and gender microaggressions), the doublebind of the “Strong Black Woman” race-gender script, the intersection of race and gender for Black adolescent girls’ sexual victimization, and the ways in which gender and nationality influence the expression of Black racial identities across cultural


contexts. Each of the presentations will discuss implications for future intersectionality research and practice in psychology.


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•

Describe intersectional theory and its application in psychology

Outline critical race and gender issues among Black girls and women

Extend Black feminist analysis to include an examination of Black men’s experiences

Encountering Resistance to Multiculturalism: As Much Fun as a Roller Coaster? (Symp 42) - CE

Rosie Bingham, Ph.D., The University of Memphis

Muninder K. Ahluwalia, Ph.D., Montclair State University

Rebecca L. Toporek, Ph.D., San Francisco State University

Roger L. Worthington, Ph.D., University of Missouri

Tania Israel, Ph.D., CCSP, University of California at Santa Barbara

Daniel Walinsky, Ph.D., University of Oregon

Room: Founders IV

Roller coasters can be thrilling, scary, stimulating, or nauseating. They can bring you to new heights from which you can view your surroundings from a new perspective, and they can plummet, seemingly out of control, to low points. So it is that encountering different types of resistance to multiculturalism can be about as much fun as riding a roller coaster. The purpose of this symposium is to explore a number of forms of resistance to multiculturalism within various contexts and from the perspectives of multiple identities and roles. This group of panelists and discussants span a range of professional experience and vary in terms of age, race, ethnicity, gender, social class, sexual identity, and religious/spiritual beliefs. From these perspectives, the four panelists and two discussants will address their work and experiences with different forms of resistance to multiculturalism in counseling and psychology.


• Define resistance to multicultural counseling and psychology

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Identify various forms of resistance to multicultural counseling and psychology

Generate strategies to address resistance to multicultural counseling and psychology

Kinship Care, Racial Socialization and Male Role Models in the New African American Family (Symp 36) - CE

Drake Williams, Ph.D., Prairie View A&M University

Angela Heads, Ph.D., Prairie View A&M University

Aisha Asby, Ph. D., Prairie View A&M University

Room: Founders II

In 2009, 1.8 million children lived with grandparents and no parents (Census, 2011). There are various reasons that may lead a child to be placed in the care of his or her grandparent: parental abuse/neglect; parental incarceration, death of a parent or physical incapacitation due to illness; and parental substance abuse (Pinson-Milburn, Fabian, Schlossberg, & Pyle, 1996).

As a result of being exposed to the aforementioned situations, children are at increased risk of experiencing feelings of anger,

•

•

• depression, guilt, and shame. Yet, given these aversive situations, these children do fare better when placed in the care of their grandparents (physically, academically, and behaviorally). However, researchers indicated that these children are still at greater risk

“for developmental delays and potentially serious emotional problems than children in general” (Pinson-Milburn et al., 1996, p.

550).


Increase their knowledge of how to work in a clinical setting with individuals who come from these non-traditional family settings. This includes being able to recognize resistance and work through it.

Increase their knowledge of the racial socialization process amongst individuals raised by grandparents versus their biological parents.

Increase their knowledge of the views and needs of young African American men who were raised without their fathers and will have a better understanding of how to best work with these men.

Reflexivity and the Individual “I”: Transforming the Qualitative Researcher (Symp 12)

Lisa Suzuki, Ph.D., New York University

Yehuda Kowalsky, B.A., New York University

Mineko Anne Onoue, B.A., New York University

Megan Cox, B.A., New York University

Kari Weiterschan, M.A., New York University

Nicole Ohebshalom, B.S., New York University

Room: Champions III

A qualitative revolution has occurred in psychology as evidenced by the increasing popularity of these diverse methodologies. A number of challenges await the researcher given the complexities of their relationship with participants and calls for the researcher to engage in self-examination and reflexivity as part of the process of conducting a qualitative study. Many qualitative methods


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cannot be carried out in isolation but require a team approach involving peer reviewers, auditors, and consensual procedures of analysis. Thus, the intricacies of the qualitative process have the potential to increase exponentially as each team member must formulate their own researcher’s stance reflecting upon their insider-outsider positionality and consider how personal biases may impact their work. This symposia addresses a critical and yet often unexplored area of qualitative teamwork. The foundation of this presentation is a study of Holocaust survivors exploring meaning making, identity, role, and transgenerational issues. Team members were confronted with difficult narratives highlighting atrocities and anti-Semitism in a horrific historical context.

Fusion, Infidelity, Relationship Satisfaction, and Heterosexist Stress among Gay and Lesbians (Symp 28) - CE

Meladee Garst, M.S., Oklahoma State University

Olivia Leeker, Ph.D., Oklahoma State University

Richard Zamora, M.S., New Mexico State University

Eve Adams, Ph.D., New Mexico State University

Al Carlozzi, EdD, Oklahoma State University

Room: Champions VII

This symposium focuses on the research, theory, and practice regarding gays and lesbians’ perceptions and experiences in romantic relationships. The first presentation, titled, “Fusion in Lesbian Relationships: Differentiation and Its Relation to Gay Stressors”, will focus on the role of differentiation of self and fusion among lesbians in romantic relationships. The second presentation, titled, “Emotional reactions to infidelity: A lesbian and gay male perspective”, will focus on lesbians’ and gay males’ emotional reactions to both emotional and sexual infidelity. The third presentation, titled, “Love Styles and Relationship Satisfaction

Among Lesbians and Gay Men in Romantic Relationships” will focus on research and theory regarding love and other factors that affect relationship satisfaction in gay males’ and lesbians’ romantic relationships. The discussants will follow and summarize the presentations and how these findings can be applied to future research and practice in working with gay men and lesbian couples.

Both discussants are licensed psychologists who have extensive experience in relationship work and the gay and lesbian population.


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Participants will be able to apply the concept of fusion to lesbian relationships.

Participants will be able to describe the impact of heterosexism and the stress in places on gays and lesbians and their

relationships

• Participants will be able to describe gay and lesbian individuals’ perceptions of infidelity.

Multicultural Competence Benchmarks for Doctoral Students in Clinical Psychology (Symp 23) - CE

LaTrelle Jackson, Ph.D., Regent University

Carissa Dwiwardani, Ph.D., Regent University

LaDonna Hankins, B.A., Regent University

Justin Hopkins, B.A., Regent University

Mirriam Kimani, M.A., Regent University

Room: Champions VI

This symposium presents a model of multicultural competence training at a five-year PsyD program in a mid-Atlantic private

University. A year-by-year multicultural competence benchmark goals as well as strategies implemented to achieve these benchmark

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• objectives will be presented. Ways to assess specific multicultural competence, including evaluation forms used to standardize evaluation in the program, will also be presented. A method of evaluating students’ individual competency, called the Multicultural

Diagnostic Competency Evaluation (MDCE), will be described. The philosophical underpinnings of the model and future directions will be discussed.


Describe multicultural competence benchmark goals for each of the four pre-internship years in a professional psychology training program.

List experiential strategies targeted toward achieving the benchmark goals for each year.

Describe ways in which students’ multicultural competence is assessed in the second and fourth years of the program.

Risk and Resiliency in Negotiating Multiple Marginalized Identities (Symp 17) - CE

Kevin Nadal, Ph.D., John Jay College of Criminal Justice

Riddhi Sandil, Ph.D., Teachers College, Columbia University

Hannah Richardson, M.S., Clark University

Anneliese Singh, PhD., University of Georgia

Room: Champions V

In response to the call for psychological research that attends to the within-group diversity inherent in the LGBT community,

Division 44’s Committee on Racial and Ethnic Diversity (CoRED) is sponsoring this symposium highlighting cutting edge empirical research on LGBT people of Color and same-sex parenting issues. Four original research studies, utilizing diverse


•

• quantitative and qualitative methodologies, will address topics relevant to the intersections of racial, ethnic, sexual orientation, and gender identities.


• Recognize the within-group diversity inherent in the LGBT community.

Demonstrate an increased knowledge of contemporary issues that impact LGBT people of Color.

Be able to summarize the clinical and research implications of these cutting edge research studies on the lives of LGBT people of Color.

Desires Across Generations: Sexpositivity and Celebrating Sex within Feminist, Multicultural Psychology (Symp 8) - CE

Theodore Burnes, Ph.D., California School of Professional Psychology

Chad Mosher, Ph.D., University of Phoenix, Southern Arizona

Michi Fu, Ph.D., Asian Pacific Family Center, Pacific Clinics

Anneliese Singh, Ph.D., University of Georgia

Muninder Ahluwalia, Ph.D., Montclair State University

Room: Champions II

Given its absence from the psychological literature but its increasing prevalence within spaces that center on women and people of color, the need for psychologists to understand sexuality from feminist, multicultural perspectives is of grave importance. The presenters of this symposium answer the calls for psychologists to understand diverse sexualities from a feminist, multicultural framework. In accordance with the conference theme, the presenters will look at how sexpositive psychology and feminist, multicultural psychology have interacted across generations in the past and present. Further, the symposium will address implications and areas for growth for future generations of sexpositive psychologists.

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• Identify and discuss two ways in which multicultural, feminist psychologists have historically exhibited sexpositivity in their research, practice, training, and/or advocacy efforts.

Identify and discuss one way in which psychologists are incorporating sexpositivity into current research, practice, training, and advocacy efforts.

identify and discuss one goal that will incorporate and synthesize sexpositivity into their own future research, practice, training, and/or advocacy efforts.

Integrating the Personal and Social Voices of Latinas in Feminist Therapy (Symp 54) - CE

Oliva Espin, Ph.D., San Diego State University

Dionne Stephens, Ph.D., Florida International University

Julia Perilla, Ph.D., Georgia State University

Ester Shapiro, Ph.D., University of Massachusetts

Celeste Atallah-Gutierrez, Ph.D., University of Massachusetts

Room: Champions I

This symposium, based on a 2012 special issue of the journal of Women and Therapy and a book to be published by Routledge this year, presents several of the authors of the special issue/book. As the special issue/book, this symposium highlights the principles of feminist and multicultural counseling and therapy with Latinas and Latina American women. It provides theoretical approaches and applied frameworks in research, therapy and other forms of practice or community interventions with U.S. born

Latinas and Latin American women. The presenters focus on the topic of their chapters, all of whom focus on the intersecting principles of feminism and multiculturalism; a perspective that makes a much needed contribution to the field. Authors are experienced therapists and researchers with a deep understanding of issues relevant to this population. In presenting their expertise in this symposium, they weave individual concerns and social context and apply it concretely to the personal and collective lives of Latina women.

Topics include domestic violence, body image, sexuality, identity development, immigrant and refugee experiences.


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Integrate academic theory and research with the lived experiences of Latinas with whom we work.

Increase knowledge of the similarities and differences in identity and experience among different groups of Latinas

• Collaborate with community based organizations which can strengthen services for Latina immigrants struggling with anti- immigrant sentiment and threats from immigration enforcement

Class Intersections: Integrating Theory, Research, and Advocacy (Symp 39) - CE

Katherine Hahn Oh, Ph.D., Oberlin College

Faye Reimers, Ph.D., Texas Woman’s University

Wendy Williams, Ph.D., Berea College

Saba Rasheed Ali, Ph.D., University of Iowa

Sally Stabb, Ph.D., Texas Woman’s University

Room: Founders III



Three presenters offer diverse perspectives on intersectionality with class as a central focus. The first starts with an exploration of class as culture, using both a theoretical and personal frame. The second reports the results of an updated, 15-year content analysis of race, class, and gender in leading counseling psychology journals. The third reports on the experiences of low-income student activists’ involvement in the Occupy Wall Street movement.

Learning Objectives

• Identify one specific stressor for persons who pursue advanced academic training while coming from working-class

backgrounds.

• Describe one action that could be taken in the research domain to enhance the visibility of class issues their own

• psychological research.

Identify one way in collective social action related to class inequity might be started in their own professional setting.

No Self Left Behind: Conversations on intersectional identity for graduate students (APAGS) (Roundtable)

Rachel Becker, M.A., University of Miami

Melanie Lantz, M.A., University of Albany

Monica Ellis, M.A., Fuller Theological Seminary

Ethan Mereish, M.A., Boston College

Room: Legends IV

11:45 AM-1:00 PM

1:00 PM-2:15 PM

LUNCH ON YOUR OWN

SYMPOSIUM BREAKOUT SESSIONS

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New Directions in LGBTQ Engagement: A Multicultural Community-Clinical, Social Justice Perspective (Symp 33) - CE

Anna Karas, Psy.D., California School of Professional Psychology

George Davis, Psy.D., California School of Professional Psychology

Johanna Malaret, M.A., California School of Professional Psychology

Judith Holloway, Ph.D., California School of Professional Psychology

Room: Founders I

This symposium will explore new directions for multicultural engagement across generations with the LGBTQ community in: the realm of cyberbullying, assessment and intervention for disordered eating and body image issues with gay men, and the exploration of resilience in the transgender and gender fluid community.


Provide a review of current clinical issues that have received limited clinical/research attention with respect to LGBTQ persons across generations.

Provide a summary of possible clinical interventions from a multicultural community-clinical psychology and social justice framework that can be used to address cyberbullying with LGBTQ adolescents and emerging adults, gay men with body image concerns and disordered eating, and strengthening resilience in transgender and gender fluid persons.

Discuss advocacy based prevention techniques that can help mitigate cyberbullying among LGBTQ youth, disordered eating and body image in gay men, and sociocultural oppression faced by transgender and gender fluid persons.

International Intersections: Violence, Gender, and Generations (Symp 51) - CE

Jennifer Mootz, M.A., Texas Woman’s University

Fatima Wasim, M.S., Oklahoma State University

Richelle McGhee, M.S., University of Memphis

Elin Ovrebo, Ph.D., University of Memphis

Sally Stabb, Ph.D., Texas Woman’s University

Room: Speakers

This symposium brings together young researchers and activists who have worked on the international front, united broadly by the topic of violence. The first of the presentations explores perceptions and experiences of gender-based violence in a community of internally-displaced persons in Uganda. The second presentation examines the understudied role of the mother-in-law in perpetration of domestic violence against their daughters within South Asian families. The third presentation comes from a volunteer who worked in the field with the chronic trauma faced by child soldiers from East Africa.


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Participants will understand at least one unique cultural aspect of gender-based violence in Uganda.

Participants will be able to articulate the role of the mother-in-law in domestic violence against their daughters-in-law in

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South Asian families.

Participants will be able to articulate the impact of chronic trauma on child soldiers in East Africa.


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The Transformation of Identity in Multicultural Psychology: Past, Present, and Future (Symp 46) - CE

Patricia Arredondo, Ed.D., University Of Wisconsin Milwaukee

Daniel Rosen, Ph.D., Bastyr University

Debbiesiu Lee, Ph.D., University of Miami

Room: Founders IV

This symposium will trace how identity scholarship has evolved throughout the history of multicultural psychology, helping shape how we understand people and provide treatment across differences. The presenters will unpack the concept and study of identity by providing lessons learned from a pioneer in identity and multicultural psychology, incorporating discussions on the philosophical underpinnings of identity, and offering perspectives on the future of identity research and scholarship. Consistent with the theme of this year’s conference, the presentation will engage participants in a conversation of what is necessary to develop and enhance this important area of multicultural psychology.


• Increase their knowledge of how identity has evolved in psychology in general and multicultural psychology in particular from the perspective of an Elder/senior psychologist.

Increase their knowledge of the various philosophical approaches that address identity, and learn the strengths and limitations of these approaches.

Be able to differentiate between traditional and non-traditional research methodologies that have been used to study identity throughout the years, and how advancement in methods may lead to the transformation of identity scholarship.

Helping Survivors of Sex Trafficking: Barriers to Intervention Services and Ethical Considerations (Symp 40) - CE

G. Nicole Rider, M.A., Howard University

Ebony Fitchue, M.S.W., Howard University

Susana J. Ferradas, M.S.Ed, Howard University

Room: Founders III

Sex trafficking is a violent, exploitative transnational abuse that occurs worldwide. The sexual and physical trauma that victims experience results in significant health issues (e.g., shame, suicidality, venereal disease, involuntary abortions). A paucity of literature examines unique barriers this population experiences when seeking mental healthcare services. Furthermore, no ethical recommendations currently exist to assist clinicians who work with women and child victims of sex trafficking. The purpose of this presentation is to provide a forum to address the limited resources available to clinicians. Presenters will discuss prevalence rates, barriers to intervention services, and ethical considerations for working with sex trafficking victims.


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Discuss the prevalence of sex trafficking among women and girls

Identify ethical considerations for working with this population

• Discuss barriers to community and mental health services and implications for advocacy, clinical practice, and future

research

Psychotherapy, Supervision, and Training in U.S. Heritage Languages: Spanish, Mandarin/Cantonese, and Arabic (Symp 37) -

CE

Ezequiel Pena, Ph.D., Our Lady of the Lake University

Mari Carmen Bennasar, Psy.D., Massachusetts School of Professional Psychology

Yuhong He, Ph.D., University of Pennsylvania

Mengchun Chiang, M.A., Duquesne University

Taleb Khairallah, M.S., Yale University

Sylvia Rapini, M.S., Our Lady of the Lake University

Room: Founders II

Mental health services for speakers of languages other than English (LOTEs) remain quite limited. Only a handful of programs exist to train bi-/multi-lingual clinicians in LOTEs. Training in English does not automatically translate into facility with providing services in the heritage language(s) spoken by the clinician. Bi-/multi-lingual clinicians would benefit from training and supervision in the language(s) in which services are provided. The transformation of multicultural psychology in the U.S. will likely involve increased training in heritage languages. This symposium will feature three languages—Spanish, Mandarin/

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Cantonese, and Arabic—highlighting work that psychologists, graduate students, and psychology departments are doing in this area. Recommendations will be presented for those interested in providing services and in developing training programs in LOTEs.


Describe the experiences and biopsychosocial stressors affecting U.S heritage speakers.

Discuss training needs of bi-/multi-lingual clinicians and supervisors.

List infrastructure and workforce barriers to providing services in LOTEs.



Clinical Applications of Gender Role-Strain Theory to Special Populations (Symp 29) - CE

Stephen Carlson, Psy.D., Ray of Light Trauma Recovery Center

Lamberto Domingo, Psy.D., State of California, Department of Mental Health

Frederick Hives II, B.A., Communications, Solano County Jail

Michael Sapiro, M.A., Walden House, Inc.

Room: Champions VII

Gender Role-Strain Theory (Pleck, 1981; 1995) describes negative behavioral or psychological outcomes resulting from the influence of “masculinity ideology” in dominant culture. It describes three components: dysfunction-strain, the negative effects of rigid conformity to male role norms; discrepancy-strain, the anxiety, shame, and other negative emotional effects resulting from violations of male role norms; and trauma-strain, the negative social outcomes resulting from role violations. This theory has important clinical applications for working with men, particularly in special populations where the male client is mandated to treatment. This symposium will discuss this theory and its applications to several such populations, including male prisoners

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• and men in substance abuse treatment. Discussion will include the role of Gender Role-Strain in the onset and maintenance of clinical issues, its effects on the therapeutic relationship, and the role of masculinity-related shame in the therapy process.


Summarize Gender Role-Strain theory

Utilize Gender Role-Strain theory to augment clinical case formulations

Develop interventions targeted at alleviating Gender Role-Strain in special populations

It’s Complicated: Difficult Dialogues in Cross-Racial Contexts (Symp 25) - CE

Catherine Bitney, Ph.D., Texas State University

Kalli Feldman, Ph.D., Long Island Jewish Medical Center

Karen Suyemoto, Ph.D., University of Massachusetts, Boston

Room: Champions VI

As the number of racial and ethnic minority individuals in the United States continues to climb and cross-racial interactions become more common, researchers suggest that White individuals discuss race with racial and ethnic minorities. The purpose of this symposium is to discuss results from two studies that examined the reactions of racial minority individuals when race was or was not broached in different cross-racial contexts. In the first study, researchers examined the moderation effect of racial identity attitudes for African American clients when racial differences were or were not broached by White counselors in a single counseling session. In the second study, focus groups explored communications about race between transracial adoptees from Korea and China and White adoptive parents. This symposium will summarize the findings to help practitioners better understand the complexities of broaching race and utilize this information when working with racially different individuals and

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• multiracial families.


• Increase your knowledge of the complexities of broaching race

Predict and recognize when to broach racial differences

Utilize clinically-relevant research when conceptualizing your work with individuals who are racially different from yourself or individuals engaged in cross-racial relationships

The Forgotten 8% of Our Population: Men and Women Who Are Veterans (Symp 1) - CE

Diana Craun, M.Ed., Office of Secretary Defense for Reserve Affairs

Suzzette Chopin, M.S., MBA, Virginia Commonwealth University

Kathryn Conley, Ph.D., NJ VA Health Care System

Steven Danish, Ph.D., ABPP, Virginia Commonwealth University

Room: Champions V

Psychologists pride ourselves in our understanding of, and being sensitive to, other cultures. One culture that tends to be forgotten by psychologists and civilians alike is military culture. Military culture is based on the notion that the sum of all the experiences of those who have served sets them apart from the population at large, especially for those who have been in combat.

In this symposium, we will explore what military culture is; how to overcome a lack of knowledge about military culture to better understand the needs of service members and their families; and how to provide services while honoring the values of this culture.

Learning Objectives to be provided at session.

Adjudicated Female Adolescents: Narratives, Interventions, and Implications (Symp 9) - CE

Georgia Calhoun, Ph.D., University of Georgia

Erin Gallivan, M.S., University of Georgia

Amanda Perkins, M.S., University of Georgia

Jasmin Jones, M.Ed., University of Georgia


Lauren Mann, M.Ed., University of Georgia

Brian Glaser, Ph.D., University of Georgia

Room: Champions II

This presentation will explore the intersection of various cultural variables, including race, gender, socioeconomic status, and generation and their integrated contribution to the adolescent female offender identity. Specific concerns according to the literature and clinical impressions will be discussed, such as sexuality and sexually transmitted diseases, relational aggression, body image and societal stress, and the link between emotionality and depression. Specific interventions examined will include self-identity, teaching self- regulation and emotional intelligence, discussions of career aspirations, modeling and experiential relationship formation. Video vignettes will showcase girls who have been involved in the Gaining Insight into Relationships for

Lifelong Success (G.I.R.L.S.) project and the Juvenile Counseling and Assessment Program (JCAP) in both individual and group settings.


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Recognize the intersection of cultural variables that contribute to the adolescent female offender identity.

Explain how aspects of identity impact treatment interventions.

Utilize knowledge of these variables in individual and group counseling interventions.

Risk and Resilience in LGBT Populations: Clinical Applications of a Minority Stress Model (Division 44, Symp 59)

Michael L. Hendricks, Ph.D., Washington Psychological Center, P.C.

Ilan Meyer, Ph.D., Columbia University

Room: Champions III

Among psychologists there is an increased attention to psychological and other risks experienced by lesbian, gay, bisexual, transgender (LGBT) and gender nonconforming individuals. Recent studies have demonstrated a relationship between discrimination and aggression (including microaggressions) directed at LGBT individuals and risk for depression, suicide and other negative health consequences. The Minority Stress Model (Meyer, 1995; 2003) offers a conceptual explanation for the negative (stress) and positive (resilience) responses of LGB individuals to discrimination and aggression associated with minority sexual orientation. An adaptation of this model addresses the experiences of transgender and gender nonconforming populations

(Hendricks &Testa, 2012). This workshop examines key clinical issues supported by research that psychologists who work with

LGBT individuals will likely encounter. From this framework, clinical and counseling applications will be presented to better equip participants with tools to better serve their LGBT clients by identifying risks and their underpinning factors as well as strengths and resilience.

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Mental Health and Help-Seeking in the Borderland: Acculturation, Immigration, and Multiple Identities (Symp 3) - CE

Hsui-Lan Cheng, Ph.D., New Mexico State University

Xuan Nguyen, M.S., New Mexico State University

Charlotte Williams, B.A., New Mexico State University

Casey Durham, M.A., New Mexico State University

Jessica Jackson, M.A., New Mexico State University

Richard Martinez, B.A., New Mexico State University

Room: Champions I

The purpose of this symposium is to examine the intersectionality of social identities, multicultural exploration, counseling outcome, and help-seeking behaviors in the borderland region, with three presentations that explore empirical data and practicebased applications informed by research and theory.


• Identify the practical implications of acculturation research in the context of counseling process and outcome of clients in the borderland region where immigration and acculturation are salient experiences

Identify the research and practical applications of the empirical data on borderland student veterans’ mental health status and help-seeking, with deepened awareness on the divergence of veteran identity and other social identities in help-seeking

Recognize ethical and clinical appropriateness and utility of multicultural dialogues in the counseling relationship, particularly in the counseling dyad where cultural differences related to race/ethnicity, immigration, language, sexual orientation, and religion/spirituality are present

1:00 PM-3:00 PM

NMCS 2013/CEMRRAT Racial/Ethnic Minority Health Disparities Research and Grant Funding Panel and Mentoring

Session

M. Joycelyn Elders, M.D., the 15th Surgeon General of the U.S.

Lydia Buki, Ph.D., University of Miami

Felipe Castro, Ph.D., University of Texas at El Paso

Gordon Nayagama Hall, Ph.D., University of Oregon



Teresa LaFromboise, Ph.D., Stanford University

Melanie Domenech Rodriguez, Ph.D., Utah State University

Room: Discovery B

This session will highlight an esteemed group of ethnic and sexual minority scientists whose research focuses on racial/ethnic minority health disparities. Presentations will highlight their innovative research programs within historically marginalized communities in majority culture institutions and provide strategies for accessing grants for health disparities research. Following the panel, a mentoring session with experienced scientists and researchers will occur for participants.

1:15 PM-3:15 PM SKILL-BUILDING WORKSHOP BREAKOUT SESSIONS

Adjective Collections: Therapist Biases and Increasing Awareness of Asian Parenting (SBW 3) - CE

Gargi Roysircar, Ed.D., Multicultural Center for Research and Practice

Nicole Medina-Shewey, B.A., Antioch University

Melissa Boudreau, M.A., Antioch University New England

Abimbola Afolayan, M.S., MBA, Antioch University

Marie Macedonia, B.A., Antioch University New England

Room: Legends I

This workshop includes an experiential activity called “Adjective Collections.” This activity is accompanied by research evidence on parenting by new Asian Indian, Filipino, Korean, and Chinese immigrants and relationships between parents and their children in these ethnic groups. Discussions are framed within concepts of Acculturative Family Distancing (AFD), acculturation, biculturalism, and positive psychology. Attention is paid to therapy interventions and assessment through film clips, case vignettes, role plays, and interview practices.

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Make therapists aware of their biases about parenting in Asian immigrant societies

Inform participants about the perspectives of Asian Indian, Filipino, Korean, and Chinese immigrants regarding childrearing; issues of Acculturative Family Distancing, acculturation, and biculturalism; and the thinking in positive psychology about cultural and personal strengths that improve the well-being of Asian immigrants and their children in the second culture.

Illustrate culturally sensitive therapy interventions and assessment when working with Asian Indian, Filipino, Korean, and

Chinese parents and their children.

Working with Families of Gay, Lesbian, and Bisexual Adolescents (SBW 31) - CE

Joseph Micucci, Ph.D., Chestnut Hill College

Room: Legends III

This workshop will apply concepts from family systems theory to work with gay, lesbian, and bisexual (GLB) adolescents. Topics to be covered: (1) Review of the literature on GLB adolescents and families; (2) Review of basic family systems concepts; (3)

Application of these concepts to work with GLB adolescents; and (4) Conducting an initial session and assessing the family system. Case examples will be presented that will illustrate family work with the following issues: (1) The Abandoning Family; (2)

The Suicidal GLB Adolescent; (3) The Conflict-Avoidant Family; and (4) The Rejecting Family. The presentation will end with participant discussion of a composite case study.


• Summarize the current literature on GLB adolescents.

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Conduct an initial family session with GLB adolescents.

Describe how family systems concepts can be applied to work with GLB adolescents and their families.

Spiritual-Cultural Assessment and Skills: Counseling Muslims (SBW 26) - CE

Farah Ibrahim, Ph.D., University of Colorado Denver

Room: Legends VI

This is a highly participatory two-part workshop designed to increase the participants cultural assessment skills, linking cultural assessments to spiritual-cultural identities of clients, in this case Muslims in the post 911 era. Psychological literature reports significant distress and post trauma stress (PTS) among Muslims due to the backlash against the US Muslim community.

Participants will use the assessment protocol to assess themselves and discuss the relevance of the results. The second part will identify knowledge and skills needed to implement a culturally responsive counseling intervention, including a videotaped interview, followed by a small group work on a fictitious case with a complete assessment protocol.


• Utilize and apply a spiritual-cultural assessment protocol


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Recognize cultural differences based on spiritual-cultural identities

Apply knowledge and skills acquired to a case study

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Cross Cultural Communication Skills: Effectively Engaging In the Midst of Racial Tension (SBW 6) - CE

Caprice Hollins, Psy.D., Cultures Connecting, LLC

Room: Legends II

When we communicate across cultures, there is always the risk that what we say might offend someone. Oftentimes, we don’t even know why what we said was offensive. How we handle these difficult moments when we have offended often depends on our level of comfort and skill. While avoiding or becoming defensive can be common practice, effectively engaging in a way that brings us closer together rather than furthers the racial divide is a collective challenge that most of us can relate to. This interactive workshop is designed to do three things: 1) examine racial microaggressions’ common, well-intended comments that are laden with unconscious bias and as a result push peoples’ “hot buttons”; 2) learn strategies for effectively engaging across cultures when a microaggression has been committed; and 3) increase your comfort in talking about race.


Describe racial microaggressions and how they impact relationships across cultures

Demonstrate skills in effectively communicating when a microaggression has been committed

Recognize effective approaches to communicating across cultures.

Understanding, Identifying, and Addressing Classism Based Traumas across the Lifespan (SBW 29) - CE

William Ming Liu, Ph.D., The University of Iowa

Munni Deb, B.S., University of Iowa

Yi-Ting “Angel” Cheng, B.A., University of Iowa

Domonique Casper, B.A., University of Iowa

Room: Legends VII

Classism-based trauma, a significant and critical experience of classism, may alter the course of one’s life (Liu, 2011). Being bullied, marginalized, and alienated for one’s economic lack or deficiency is singularly traumatic, but can also amplify co-occurring marginalizations such as racism and sexism. The outcome of these classism-based traumas are varied and many clients can point to these experiences as life-altering or worldview shattering experiences that are foundational to their current distresses and conflicts.

Classism-based traumas can happen at any age, but often leads to the person reconfiguring his/her life to protect, insulate, or withdraw from potential future classism-based experiences. The presenters will provide a summary of the Social Class Worldview

Model (SCWM), the Social Class and Classism Consciousness Model (Liu, 2012), and connect the theories to explain classismbased traumas in children, young adults, and older adults. Through viewing of an APA training video, engaging in case vignettes discussions, and participating in role-play, this workshop equips participants to adopt transferrable skills to incorporate a classismbased multicultural lens into their clinical practice with diverse clinical populations.


• Learn about social class as a multicultural component, the Social Class Worldview Model (SCWM), and classism-based

trauma.

• Address classism based trauma issues in a wide range of clinical concerns across the lifespan.

• Practice adapting treatment interventions with a classism-based multicultural lens.

1:15 PM-3:15 PM ROUNDTABLE DIFFICULT DIALOGUE BREAKOUT SESSIONS

Beyond Footnote 4: Social Justice and Ethical Considerations of LGBT Students and Clients (Roundtable Difficult Dialogue 1)

Greg Shrader, Ph.D., Argosy University

Luisa Bustamante, Ph.D., Argosy University

Room: Legends IV

Footnote 4 (Domain D, Cultural and Individual Differences and Diversity; APA’s Guidelines and Principles for Accreditation of

Programs in Professional Psychology) allows “certain diversity exemptions” in the hiring of diverse personnel (but primarily focused on LGBT individuals) for religiously based professional psychology programs. This has had adverse effects on the emphasis and interpretation of course content and skills development for students in these academic settings. While not all religiously based institutions invoke Footnote 4 status, APA fully accredits institutions that do, thereby reinforcing institutionalized homophobia/ biphobia/transphobia and heterosexist privilege. This difficult dialogue will focus on identifying and proposing solutions to apparent inconsistencies between Footnote 4 and specific sections of APA’s Ethics Code. The objectives of the dialogue are to raise awareness, consider practical solutions, and propose preliminary preventive practices related to religious discrimination against LGBT persons within the field of psychology (academic and clinical) and other mental health disciplines. The dialogue will stem from individual introductions in dyads, small group problem solving (based on illustrative scenarios), and large group discussion, followed by a summary and proposed “next steps.”



Complimentary “Betterism”: How Compliments Can Unwittingly Lead to Marginalization (Roundtable Difficult Dialogue 2)

Allyson Matt, Ph.D., Sam Houston State University

Martha Bergen, Ph.D., Texas Woman’s University

Room: Legends IV

Calogero, Herbozo, and Thompson (2009) put forth the idea of complimentary weightism to describe a counterintuitive phenomenon where compliments about appearance “may be intended to make [a woman] feel good or lift her spirits; however, it is precisely when women feel good about these compliments that the negative outcomes are most evident” (Calogero et al., p.

129). We are proposing that Calogero et al.’s idea can and should be expanded to include all areas of diversity. Therefore, we have labeled this broader phenomenon as complimentary betterism. In the same way that compliments about physical appearance may unwittingly lead to objectification, compliments about other areas of diversity may also lead to increased oppression. We believe that this phenomenon is a new level of micro-aggression (Sue, Capodilupo, Torino, et al., 2007). As such, it warrants the attention of psychologists in the life-long pursuit of multicultural competence. We aim to help participants explore complimentary betterism in their lives and in their work by discussing their experiences of marginalizing and of being marginalized.

Drawing the Circle Bigger: Privilege and Belonging in APA Divisions (Roundtable Difficult Dialogue 3)

Katharine Hahn Oh, Ph.D., Oberlin College Counseling Center

Debra Mollen, Ph.D., Texas Woman’s University

Room: Legends V

In this difficult dialogue, we aim to create a space for participants to share their own impressions and hear others’ stories of belonging and privilege (or lack of privilege) within their respective APA Divisions. We intend to foster a dialogue between diverse individuals of different ages and professional levels, from different APA divisions, those involved in division leadership and those who are not, and those employed in a variety of work settings, with the hope of discussing how privilege is enacted within divisions and how belonging is enhanced or diminished. The following questions will be asked: What are your experiences of the climate(s) of your division(s)? How is privilege enacted? Whose voices are counted? How much sense of belonging do you have?

What enhances or diminishes sense of belonging for you in these contexts? How do multicultural variables impact your privilege and belonging? We will conclude by identifying emergent themes and inviting participants to generate solutions to the problem of exclusion in our divisions.

Disability as an Avoidable Topic in Multicultural Psychology (Roundtable Difficult Dialogue 4)

Linda R. Mona, Ph.D., VA Long Beach Healthcare System

Roger L. Worthington, Ph.D., University of Missouri

Room: Legends IV

This difficult dialogue will focus on psychologists’ discomfort around disability diversity and the resistance behind the lack of inclusion of this topic within their multicultural conversations. The facilitators will begin this discussion with framing disability cultural identity from a diversity perspective, and progress and limitations with the promotion of disability diversity will be highlighted. Participants will be asked to explore their personal and professional roles in life in relation to self-assessment around

PWD . Attendees will also be asked to challenge their own resistance around broader conceptualizations of disability diversity.

Finally, a call to action will be framed to charge participants with intentional structured efforts and plans around the inclusion of disability within all domains of their psychological work.

2:30 PM-3:45 PM SYMPOSIUM BREAKOUT SESSIONS

A Method for Advancing Culturally-Competent Suicide Research and Practice Across Multiple Identities (Symp 38) - CE

Joyce Chu, Ph.D., Palo Alto University

Peter Goldblum, Ph.D., Palo Alto University

Amy Leino, B.A., Palo Alto University

Emily Hsu, M.S., Palo Alto University

Shanna Kim, M.A., Palo Alto University

Room: Founders II

This symposium demonstrates how a variegated body of cultural research across multiple ethnic and sexual minority groups can be synthesized into a theoretical model that can inform measurement development and advance research and practice. Symposia presentations demonstrate how a cultural model for suicide was developed, followed by creation of a measurement tool used for the culturally competent assessment of suicide across intersecting identities. Our empirical inductive approach can be similarly applied to transform multicultural research and practice for other common clinical problems (i.e., risk for depression or anxiety disorders) where the literature is variegated, extensive, and difficult for the individual practitioner to easily streamline.


• Recognize the difficulties of advancing culturally-competent research and assessment when a clinical literature is extensive,


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• variegated, and difficult to synthesize.

Know how to apply an inductive approach to synthesize a body of empirical research into a theoretical model and measurement approach that can transform and advance culturally-competent research and practice

Describe the four major cultural suicide risk factors common across ethnic and sexual minority individuals and how they can inform culturally-competent suicide assessment and management.

Diversity Across the Lifespan: Applications of Cultural Competence with Older Adults (Symp 52) - CE

Maggie Syme, Ph.D., MPH, SDSU/UCSD Cancer Center Comprehensive Partnership

Rebecca Cameron, Ph.D., California State University, Sacramento

Colleen Clemency Cordes, Ph.D., Arizona State University

Linda Mona, Ph.D., VA Long Beach Healthcare System

Room: Speakers

As the aging population increases, there is an emerging need for providers to develop competence in working with older adults; however, few receive specific training needed to provide culturally competent care. Attendees will be able to describe the cultural experiences, values, presenting concerns, disparities, and psychological resources associated with aging. A distinct group of older adults that warrant attention are lesbian, gay, bisexual, and transgendered (LGBT) elders.

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• Describe the integral factors that influenced these older adults as came of age and describe and apply culturally competent care for LGBT elders. Sexual well-being is a stigmatized issue for older adults, though no less important to their overall well-being. However, there are unique aspects of older adult sexuality that need to be considered when providing care.

Apply a flexible, sex-positive approach to conceptualizing aging sexual health

Describe assessment and treatment recommendations.

Cross-Cultural Implications of Psychological Resilience: African American and Haitian American Perspectives (Symp 41) - CE

Anita Jones-Thomas, Ph.D., Loyola University Chicago

Amber Hewitt, M.A., Loyola University Chicago

Gihane Jeremie-Brink, M.A., Loyola University Chicago

Room: Founders III

Resilience is defined as a dynamic process encompassing positive adaptation within the context of significant adversity. As a cultural group, Blacks throughout the Diaspora have demonstrated resilience in the face of oppression. This symposium takes a cross-cultural approach to the study of resilience, exploring spiritual and religious factors related to resilience in African American youth, the promotion of resilience through identity development on African American boys and girls, and the psychological resilience of the survivors of the 2010 earthquake in Haiti.


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Apply the construct of resilience to interventions and prevention programs for African Americans.

Define critical consciousness and describe how it can promote resilience and identity development in African American

youth.

• Discuss the cross-cultural implications of resilience through the lens of the survivors of the 2010 Haiti earthquake.

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Serving Underserved Populations: Increasing Multicultural Credibility in the African American Community (Symp 35) - CE

Marion Wallace, Ph.D., Indiana University School of Medicine

Sarah McMurtry, M.A., University of Tennessee Health Sciences Center

Aisha Baker, Ph.D., U.S. Department of Veterans Affairs VA Gulf Coast Veterans Health Care System

Brittany Bates, M.A., Jefferson Parish Public School System

Room: Founders I

This symposium is designed to increase awareness of multicultural processes with African American clients in various systems; to increase management of multicultural elements and systemic pressures with African American clients; and to increase advocacy and social justice through research in African American communities.


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Identify at least 3 cultural elements that affects African American clients

Describe at least 1 systemic issue that affects African American clients in school systems, hospital, inpatient, and community settings

List at least 2 specific efficacious treatment modalities and protocols for African American clients

Select treatment modalities and treatment plans based on at least 2 trends in learning styles, parenting styles, leadership styles, and cultural values of African American clients

Discuss at least 1 modality of research based on African American cultural values and research needs



SYMPOSIUM BREAKOUT SESSIONS 2:30 PM-3:45 PM

Paradigm Shifts in Disabilities, Sexualities, and Trans - Activism (Symp 30) - CE

Nancy Sidun, Psy.D., Kaiser Permanente-Hawaii

Julie Williams, Psy.D., C.R.C., ABPP, Wright State University

Kathy McCloskey, Ph.D., Psy.D., University of Hartford

Vic Muñoz, Ed.D, Wells College

Sandy Shullman, Ph.D., Executive Development Group, LLC

Room: Champions VII

How do we, as psychologists, activists, and educators move from paradigms that only consider one aspect of women’s psychology such as gender to more intersectional paradigms? This symposium explores how intersectional understandings of race, ethnicity, disabilities, sexuality, and being transgender can help to create a paradigm shift from the dominant white middle-class abled body paradigm to ways of understanding identities in all their complexity. We will generate dialogue on disability as a gendered

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• experience, which also intersects with race, making women of color with disabilities the most at risk for harm. Another topic that will be explored is how women’s sexuality is constrained through internalization of negative social pressures to conform to patriarchy in many Western societies and how race and class influence these. The third topic will explore the relationships between research in LGBT psychology with predominantly white samples and the possible consequences of this over-representation for theory and policy making in relation to trans- inclusion in research and in policy making. We invite dialogue on how to create a paradigm shift so that the field of multicultural psychology, theory, practice, and policy can be further expanded and renewed to be more inclusive of women with disabilities, women who are sexually oppressed, and trans- women of color.


• Describe how intersectional understanding of race, ethnicity, disabilities, sexuality, and being transgender can create a new intersectional paradigm.

Discuss how societal influences can affect women’s sexual agency and choices, as well as self-identity.

Describe changes in public policy that would help ameliorate many of the negative effects on women, women with disabilities, and trans–women of color.

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The Gendered and Racialized Lives of Latino/a Individuals (Symp 7) - CE

Christopher Liang, Ph.D., University of La Verne

Leticia Arellano-Morales, Ph.D., University of La Verne

Lizette Ojeda, Ph.D., Texas A&M University

Joseph Cervantes, Ph.D., California State University, Fullerton

Room: Champions I

The symposium is designed to provide participants with a discussion of the intersections of race, culture, and gender for Latino/a individuals. The clinical, research, and advocacy implications of the results of three studies involving Latino day laborers, Latino/a college students, and Latino adolescent boys will be discussed.


• Identify the stresses and challenges in the lives of Latino/a college students in the context of racism, cultural expectations, and gender role socialization.

Discuss the role of masculine ideologies and discrimination experiences as predictors of the use of adaptive coping strategies among Latino adolescent males.

Describe the role of racism and male gender role conflict among Latino day laborers on well-being.

Explain how racism and gender intersect within an economic and cultural context for Latino/a individuals.

Black and Latina Women in the Academy: Nurturing Future Scholars (Symp 22) - CE

Martinque Jones, B.A., University of Houston

Katherine Ramos, M.A., University of Houston

Alison, B. Shellman, Ed.M., M.A., University of Houston

Consuelo Arbona, Ph.D., University of Houston

Nicole Coleman, Ph.D., University of Houston

Room: Champions V

This symposium will provide discussion of the experiences of Black and Latina graduate students and academicians in counseling psychology and the psychology academy. Specific emphasis will be given on the intersection of racial, gender, and social class influences. Discussion related to the training and continued career development of women of color in the academy will be facilitated by graduate students and academicians to promote greater social advocacy and policy efforts intended to counter the marginalization of women faculty of color within the psychology academy.



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Identify two reasons why the underrepresentation of women faculty of color is a concern for the psychology academy

Examine social cognitive variables as they relate to the career development of women of color in the academy

Assess the effectiveness of current efforts to train women of color who aspire to enter the academy

Love & Marriage in a Global Context: LGBTQ Immigrants in Binational Relationships (Symp 14) - CE

Ezequiel Pena, Ph.D., Our Lady of the Lake University

Nate Fuks, M.S., MBA, McGill University

Nadine Nakamura, Ph.D., University of La Verne

Anusha Kassan, Ph.D., University of British Columbia

Daniela Dominguez, M.S., Our Lady of the Lake University

Johanna Malaret, M.A., California School of Professional Psychology

Room: Champions III

Lagging behind contemporary understandings of what it means to be a family, U.S. immigration law harbors restrictive definitions of family that exclude LGBTQ binational families. LGBTQ immigrants have been targets of nativistic, racist and heterosexist ideologies as their identities are situated at intersections of controversial debates regarding gender, gender identity, sexual orientation, and immigration reform. They experience stress when family, community, and religion, serving as protective factors for immigrants, become risk factors fearing rejection based on their sexual orientation. Romantic relationships are often one of the few protective factors for LGBTQ newcomers. This symposium will discuss research on LGBTQ immigrants, data on a diverse group of LGBTQ transnational couples, and implications for the training and practice of psychology.


• Describe barriers faced by LGBTQ immigrants due to discriminatory U.S. immigration policies.

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Describe biopsychosocial stressors affecting LGBTQ binational families.

Discuss issues involved in social justice advocacy for LGBTQ immigrants.

Context Matters: Multicultural Teaching Competencies in Rural, White, Conservative Universities. (Symp 11) - CE

Sue Jacobs, Ph.D., Oklahoma State University

Christopher Copeland, M.S., M.A., Oklahoma State University

Marisa Moore, M.S., Oklahoma State University

Thomas Westerling, M.S., Oklahoma State University

Christine Robitschek, Ph.D., Texas Tech University

Room: Champions II

The purpose of this presentation is to share and exchange the experiences that psychology graduate students and professors have had while both teaching multicultural counseling, undergraduate diversity consciousness, as a course, as well as bringing diversity consciousness into the classroom within other courses. Specifically, this presentation will share the challenges as well as the necessary and well-received skills and tools to use in teaching at a Southwestern public university. The rural area where the university is located has a population that is predominantly White, conservative, and fundamentalist Christian. Teaching diversity in such an environment is completely different than in more urban, less conservative areas of the United States. The

Chair and each individual presenter will share their experiences in the classroom and their personal transformation in the process of teaching these students. The discussant, who is a faculty member at a different public university in the southwest with similar student characteristics, will reflect on the other presentations and share her own observations on being a competent multicultural psychologist and teaching diversity classes in such an environment.


• Increase their knowledge of the challenges that educators face in teaching within predominantly White, rural, politically conservative classrooms: covert and overt racism, microaggressions, sexism, ageism, abilism, and homophobia.

• Gain knowledge about using difficult dialogues in classrooms to facilitate empathy among students of diverse

backgrounds.

• Share their own experiences with each other and consider assumptions and models we bring to teaching about diversity and multicultural competencies.

Teaching, Mentoring, and Counseling College Students at Hispanic Serving Institutions in Texas (Symp 27) - CE

Nadia Hasan, Ph.D., Texas A&M University-Corpus Christi

Donald Daughtry,, Ph.D., Texas A&M University at Kingsville

Stacie Craft DeFreitas, Ph.D., University of Houston-Downtown

Melba J. T. Vasquez, Ph.D., ABPP, Independent Practice

Room: Champions VI

Hispanic Serving Institutions (HSIs) are colleges or universities where the total Hispanic enrollment constitutes a minimum of

25 percent of the total enrollment. There are approximately 260 HSIs within the USA and approximately 42 HSIs in Texas. This symposium will highlight culturally-sensitive and culturally-responsive approaches to teaching, mentoring, and counseling college students at Hispanic Serving Institutions. The first presenter will highlight effective teaching and mentoring techniques for college



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• students at HSI. The second presenter will discuss a campus wide mentoring program for college students at a HSI that has successfully completed its first year. The third presenter is a psychologist at a University Counseling Center within an HSI who will discuss the use of culturally-sensitive psychotherapy techniques in working with college students.

Learning Objectives

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Summarize effective teaching, mentoring and counseling techniques at Hispanic Serving Institutions;

Recognize differences between Hispanic Serving Institutions and other Universities

Apply culturally sensitive and culturally responsive teaching, mentoring, and counseling techniques with college students and Hispanic Serving Institutions

Describe two techniques to effectively teach college students at a Hispanic Serving Institution

Describe two aspects of an effective mentoring program for college students at a Hispanic Serving Institution

Cross-cultural Mentoring throughout the Developmental Stages of becoming a Psychologist (Symp 49) - CE

Nima Patel, Ph.D., California Department of Corrections and Rehabilitation

Anne Chan, Ph.D., Independent Career Consultant and Psychotherapist

Theodore Burns, Ph.D., California School of Professional Psychology

Cynthia Medina, M.S., University of Oregon

Room: Founders IV

Mentoring dates back to ancient Greece; however, it has only been recently that multicultural variables have been considered within mentoring relationships. This workshop demonstrates how the practice of cross-cultural mentoring is essential to the promotion of a diverse society and human welfare. Utilizing perspectives from researchers as well as practitioners of mentoring, this workshop seeks to bridge the gap between psychological theory and practice to promote the psychological and professional well-being of historically marginalized students and early career professionals in psychology. Particular foci will be on a discussion of the relevance and negotiation of race and ethnicity, sexual orientation, gender, and social identity within cross-cultural mentoring relationships, with special attention to specific developmental needs of graduate students and early career professionals.

The workshop’s synergistic combination of theory and practice and the inclusion of multicultural and developmental concerns in mentoring will showcase the NCMS 2013 conference theme of “transforming multicultural psychology.”


• Identify ways to equip themselves to be multiculturally competent in mentoring

• Utilize a developmental perspective in mentoring and understand developmental concerns when mentoring and understand how developmental and multicultural concerns intertwine in the needs of graduate students and early career

professionals.

• Identify strategies to work in cross cultural supervision, mentoring, and advising relationships & strategies for overcoming barriers in cross cultural professional relationships

4:00 PM-5:00 PM PROFESSIONAL POSTER SESSION Room: Discovery

Race and Ego Identity Development Among Black Caribbean College Students (Professional Poster 29)

Delida Sanchez, Ph.D.

Immigrant Clients’ Perceptions of Therapists’ Cultural Competence: A Mixed Methods Study (Professional Poster 28)

Lauren Rogers-Sirin, Ph.D.

Exploring Diversity in the First Year College Transition (Professional Poster 27)

Nicole R. Rivera, Ed.D.

The Role of the Glass Closet for Queer Men Managing Multiple Identities in Multiple Contexts (Professional Poster 26)

Desdamon Rios, Ph.D., Juan Del Toro

ACTA Diversity Scholarship Program: Benefits to Scholars and the Sponsoring Organization (Professional Poster 25)

Salina Renninger, Ph.D., Julia Phillips, Ph.D., Sarah Armstrong, Psy.D., Mollie Herman, Ph.D., Keith Magnus, Ph.D., Felix Savino

Ph.D., Karen Taylor, Ph.D., Fiona Vajk, Ph.D.

Multicultural Competency in Healthcare: Empowering Change Agents through Education (Professional Poster 24)

Randa Remer, Ph.D., Alexandra Minieri, M.S., DeShana Collett, PA-C, Rena Murphy, Ph.D.

Political Perspectives, Social Desirability, and Multicultural Competencies: Intersecting Variables in Multicultural Education

(Professional Poster 23)

Timothy Quiñones, M.A., Yvonne Wells, Ph.D., Lance Swenson, Ph.D.

Engagement of an Academic Community in the Development of a Diversity Website (Professional Poster 30)

Michelle Schultz, Psy. D., Janeece Warfield, Psy. D., Cheryl Meyer, Ph. D., J. D., Maria Houston, M. A., Lien-Lien Lilly Wu, B.A.


Transforming Cultural Shadow through Mindfulness Practices (Professional Poster 40)

Leslie McAllan, Ph.D.

The Impact of Socioeconomic Crisis in Mental Health in Greece (Professional Poster 22)

Mixalis Poulakis, Psy.D., Angeliki Menediatou, M.A.

Is the Attributions for Scholastic Outcomes Scale Latino (ASO-L) really nonreactive? (Professional Poster 31)

Rick Sperling, Ph.D., Samantha Lopez, Cyndy Alvarez, Samantha Cruz, Cristy Sigua

Asian Values, Internalized Heterosexism, and Sexual Orientation Disclosure among AsianAmerican LGBQ Persons (Professional

Poster 32)

Dawn Szymanski, Ph.D.

Appropriateness of Positive Psychology Concepts Applied in a Chinese Culture (Professional Poster 33)

Hsiu-Lan Tien, Ph.D.

Evaluating Two Programs for Advancing Post-Doctoral and Faculty Women in STEM (Professional Poster 34)

Erin Winterrowd, Ph.D., Jennifer Mihalick, Ph.D., Ashley Lyons, B.S.

Teaching Disability as Diversity: Beyond Awareness (Professional Poster 35)

Erin E. Andrews, Psy.D., ABPP, Julie L. Williams, Psy.D., ABPP

Sizism as Diversity Issue: Psychologist’s Role in Fighting Fat Oppression (Professional Poster 36)

Maureen C. McHugh, Ph.D.

Multiple Identities: Addressing Issues of Social Class via Experiential Activities (Professional Poster 37)

Michelle Schultz, Psy.D., Janeece Warfield, Psy.D.

Incorporating the Kluckhohn and Strodtbeck’s Dimensions of Culture in an Immigrant Spanish Speaking Psychotherapy Group

(Professional Poster 39)

Ruth Zuniga, Ph.D.

Illumination and Transformation through our Multigenerational Professional Genograms (Professional Poster 41)

Matthew Mock. Ph.D.

Impact of Identity Christian on African American Graduate Students at Predominately White Institutions (Professional Poster 19)

Martha Morgan, Ph.D., Mary Rankin, M.A.

Developing a Multifaceted, Participatory Program to Address Racism on a Conservative Campus (Professional Poster 38)

Daniel Hess, Ph.D.

Latino Acculturative Stress and Depression: The Protective Roles of Acculturation and Intercultural Competence (Professional

Poster 6)

Mark Driscoll, Ph.D.

Promoting Cultural Competence Through Web-Based Learning Communities (Professional Poster 20)

Evelyn Oka, Ph.D., Colette Ingraham, Ph.D.

Differences in Alcohol Expectancies between African American and European American Girls (Professional Poster 21)

Sarah Pedersen, Ph.D.,Stephanie Stepp, Ph.D., Alison Hipwell, Ph.D., Tammy Chung, Ph.D.

The Multirelational Influences on Mexican American Family’s Engagement in Substance Use Treatment (Professional Poster 1)

Janee Both Gragg, Ph.D., Cedwick Wilson, Ph.D.

The Effect of Mental Health Illness on Family Functioning and Parent-Child Relationship among Latino Americans in the

NLAAS (Professional Poster 2)

Alice Cheng, Ph.D., Stephanie Sanchez, M.A., Janine O’Brien, M.A.

Asian American Family Relationship: Gender Differences in the Experiences of Racism and Alcohol Use (Professional Poster 3)

Alice Cheng, Ph.D., Janine O’Brien, M.A., Stephanie Sanchez, M.A., Christina Lee, Ph.D.

Expanding a Novel, Technology-Based Delivery of Diversity Training for VA Staff and Trainees (Professional Poster 5)

Amy Cuellar, Ph.D., Kara Vick, Ph.D., Scott Cardin, Ph.D., Angelic Chaison, Ph.D., Quang Nguyen, Ph.D., Jennifer O’Neil,

Ph.D.

Because My Culture is Fun: Exploring Cultural Attitudes Among K-5th Grade Children (Professional Poster 7)

Noemi Enchautegui, Ph.D., VIktor Nowack, B.A., Linda Ruiz, B.A., Dennis Campbell, M.A., Tehani Collazo, Ph.D.

An Indian in the Room: Microaggressions in the Classroom (Professional Poster 8)

John Gonzalez, Ph.D., Jesse Ronich, B.S., Sara Brodeur, B.S., Adam Vanderwal, B.S., Emily Schwalbe, Casey Magoon, B.S., Carl

Goughnour, B.S., Natalie Cram, B.S., Erika Wheelhouse



The Black Misconception of Self: Examination of Internalized Racism, Attachment, and Stress (Professional Poster 9)

Kimberly Grace, Ph.D., Linda Beckman, Ph.D., James Garbanati, Ph.D., Paula Johnson, Ph.D.

Mothers and their Children: A Study of Hispanic Women in the Criminal Justice System (Professional Poster 17)

Silvia Mazzula, Ph.D., Cristiane Duarte, Ph.D., Christina Hoven, DrPH

Stress as a Predictor of Wellbeing and Depression among Latino College Students (Professional Poster 11)

Carolina A. Jimenez, Ph.D., Consuelo Arbona, Ph.D.

Navigating the Ivory Tower: Experiences of Students of Color in Graduate Training (Professional Poster 12)

Anatasia Kim, Ph.D., LaTasha Russell, M.A., Krystel Salandanan, M.A., Kulvadee Thongpibul, Psy.D., Emmanuel Zamora, M.A.

Salient Asian Values as Mediators between Model Minority Myth and Help-Seeking Attitudes (Professional Poster 13)

Paul Youngbin Kim, Ph.D., Don Lee, Ph.D.

A New Empathy Scale for African-Americans (Professional Poster 14)

Katherine Kirkinis, B.S., Caila Gordon-Koster, B.S., Jacqueline Mattis, Ph.D., Charles Schaeffer, M.A.

Elders Caregiving and Care-receiving (Professional Poster 1)

Ji-yeon Lee, Ph.D, Matthew Gilbert, M.A., Chelsea Lammes, B.A., Chris Draffkorn, B.A., Lori Roberts, B.S., Traci Willingham

Samoan Perspectives of Strengths and Barriers to Physical Activity in their Communities (Professional Poster 16)

Jonathan “Tana” Lepule, B.A., Maggie Syme, Ph.D., Jessica Barnack-Tavlaris, Ph.D., Kate Murray-Wickem, Ph.D.

The Other Side of the Assessment Table: Student Experiences of Intellectual Testing (Professional Poster 10)

Brittany Hall-Clark, Ph.D., Sybil Allison, B.A., Sara Stamets, B.A.

The Influence of Race and Socioeconomic Status on Routine Screening Practices (Professional Poster 4)

DeShana Collett, MSPAS,PA-C

5:00 PM-7:00 PM NMCS 2013 Distinguished Elders Ceremony

Master of Ceremonies: Debra Kawahara, Ph.D.

Room: Legends IV

7:15 PM-8:30 PM STUDENT POSTERS & SOCIAL Room: Founders Ballroom

Interaction of Political Orientation and Contact on Knowledge of LGB Cultural History (Student Poster 25)

Alexandra Haas, B.A., Vincenzo Roma, B.A., Pegah Naemi, B.S., Danielle Rounds, Rebecca Cameron, Ph.D.

Using an Asian Animated Agent to Treat the Irrational Career Beliefs of Chinese American Young Females (Student Poster 31)

Xue Zhang, B.A., John Horan, Ph.D.

Biases in Client Selection: Examining Psychologists’ Willingness to Work with Arab Clients (Student Poster 30)

Norma Kehdi, B.S., Catherine Miller, Ph.D.

Seeking Sisterhood: Investigating the Gender Climate on a College Campus using Participatory Action Research (Student Poster

29)

Emily Kates, M.A, Shannon Casey, Ph.D.

Racial and Ethnic Socialization Within Interracial Asian and White Families (Student Poster 28)

Sarah Kasuga-Jenks, M.A., Shannon Casey, Ph.D.

Predictors of Social Anxiety Among Partners in Committed Gay and Lesbian Relationships (Student Poster 26)

Mika Handelman, M.S., Robert-Jay Green, PhD

Racial Inequalities in Education: Moving from Theory to Action (Student Poster 32)

Vanessa Laurent, M.A.

A Comparison of Ethnic and Non-ethnic Minority Clients’ Experiences in Therapy (Student Poster 42)

Shavonne Moore, M.A.

Black Racial Identity, Multicultural Training, and Multicultural Counseling Competencies among Psychology Trainees (Student

Poster 27)

Alexandra Johnson, M.A., Dahra Williams, Ph.D.

Exploring U.S. Imperialist Influences on Bicultural Koreans’ Identity Negotiation: A Critical Theory Study (Student Poster 33)

Minsun Lee, M.A.


Gender and Sexual Orientation Microaggressions: The Lived Experiences of Women and Sexual Minorities (Student Poster 34)

Alexandra Lenzen, B.A., Lisa Platt, Ph.D.

Marriage Education’s Efficacy across Ethnicity: Evidence for Divorce Prevention in the Army (Student Poster 35)

Ben Loew, M.A., Scott Stanley, Ph.D., Beth Allen, Ph.D., Howard Markman, Ph.D., Sarah Carter, B.A., Donnella Prentice, B.S.

The Effects of a Positive Youth Development Intervention on Problem Behavior Outcomes (Student Poster 36)

Vanessa Madrazo, M.S., Alan Meca, M.S., Kyle Eichas, Ph.D., Rachel Ritchie, Ph.D.

The Impact of Chronic Illness on Filipino Families (Student Poster 37)

Cynthia Ann Manguba, M.A., Rumiko, Ph.D., Erin O’Callaghan, Ph.D.

Experiential Consciousness Raising Workshop on Privilege and Oppression for Undergraduate Students (Student Poster 38)

Dia Mason, M.A., Jonathan Kodet, M.S.

Dimensions of Racial Identity and the Sociopolitical Views of Black Collegians (Student Poster 39)

Shannon McClain, M.A., Desire Taylor, B.A., Samuel Beasley, M.A., Brettjet Cody, M.A., Kevin Cokley, Ph.D.

Utilization of School-based Mental Health Services among Ethnic Minority Youth (Student Poster 24)

Sisi Guo, B.A., Anna Lau, Ph.D.

Barriers that Hispanic/Latinos face in the Mental Health Field (Student Poster 41)

Joanna Menendez, M.S.

Ethnic Differences in Body Dissatisfaction, Emotional Eating and Intrinsic Relgiousness Among College-Aged Women (Student

Poster 12)

Rachel Chapple, M.A.

Thriving Prediction in Latina/o Students (Student Poster 43)

Melissa Morgan Consoli, Ph.D., Erika Noriega, M.A., Kevin Delucio, B.A., Chelsea Namkung, M.A., Jasmin Llamas, M.A., Pati

Cabrera, M.A., Daniella Pavone, M.A.

What Are You? : An Exploration of Biracial and Multiracial Identity Experiences in Jamaica (Student Poster 40)

Tracy McFarlane, Ph.D., Alexa Chin, B.Sc.

Predictors of Attitudes Toward Seeking Mental Health Services Among Adult Chinese Immigrants (Student Poster 11)

Bonny Chang, M.Ed., Meredith L.C. Williamson, M.S., Jeffrey Liew, Ph.D.

Perceived Discrimination, Social Connectedness, and Depressive Symptoms Among Ethnic Minority Students (Student Poster 46)

Yuk Pang, B.S., Meifen Wei, Ph.D., Pei-Chun Tsai, M.S.

Better Understanding of Curanderismo: Working Towards Greater Cultural Competence with Mexican-Americans (Student

Poster 1)

Eloiza Alcaraz, M.S., M.A., Rumiko Okada, Ph.D., Cristina Magalhaes, Ph.D.

Diversity Education in Mental Health and Social Services: Examining Course Design (Student Poster 2)

Amanda Archer, M.A., Daniel Fink, M.A.

The Impact of Counselors’ Nonverbal Religious Disclosures (Student Poster 3)

Dawn M. Bates, M.A., Amileah R. Davis, LSAA, LBSW

The Influence of Racial Centrality and Cultural Values on Blacks’ Racial Perceptions (Student Poster 4)

Samuel Beasley, M.A., Andrea Holman, M.A., Bianca Jones, M.A., Stacey Jackson, M.A., Shannon McClain, B.A., Kevin Cokley,

Ph.D.

Religious and General Coping for Stress Associated with a Child’s Disability among American Jews (Student Poster 5)

Emile Berk, M.S., Lewis Schlosser, Ph.D., Pamela Foley, Ph.D.

Ethnic Differences in Educational Placement of Students with Autism Spectrum Disorders (Student Poster 6)

Aaron Boyce, M.A., Brent Smith, B.A., Kerri Nowell, M.A.

Associations Between Coming Out, Acculturation and Resilience for GBT Latino Males (Student Poster 7)

Marcos B. Briano, MMFT, Theodore R. Burnes, Ph.D.

Multicultural Knowledge, Colorblind Racial Attitudes and White Privilege Attitudes in White Graduate Psychology Trainees

(Student Poster 8)

Ellen Bronder, M.A., Myriam Kadeba, M.A., Suzette Speight, Ph.D.

Adoptive Parents’ Preparedness for Racial Identity Development of their Transracially-adopted Haitian Children (Student Poster

14)

Kori Cherney, M.S.E., Jovan Hernandez, M.S.E., Krystle Koelker, M.S.E., Anna Super-Stremlau, M.S.E., Valerie Small, M.S.E.,



Darci Wildermuth, M.S.E.

A Validation of the Tripartite Influence Model with NAAFA Members (Student Poster 10)

Yurivia Cervantes, B.A., Michael Loewy, Ph.D.

The Language of Jornaleros: A Qualitative Study (Student Poster 23)

Irene Guerra, M.A., Quyen Tiet, Ph.D.

Re-Conceptualizing Parentified Children from Immigrant Families (Student Poster 13)

Yuning (Yoey) Cheng, M.A., Rumiko Okada, Ph.D., Glenn Masuda, Ph.D.

Perceived Discrimination and Depression among Immigrant Youth: Race, Ethnic Identity, and Coping (Student Poster 15)

Milena Claudius, M.A., Nina Sathasivam-Rueckert, M.S.W., Pratyusha Tummala-Narra, Ph.D.

Initial Development of Scale of White Racial Socialization (Student Poster 16)

Heather Cook, M.A.

Engaging Latino Cultural Values: Utilizing Religion in Therapy (Student Poster 17)

Ryan Duckworth, B.A.

Oppositional Defiant Disorder: Doing Parent Training with Latino Families (Student Poster 18)

Ryan Duckworth, B.A.

Racial Microaggressions: A Barrier to Culturally Appropriate Mental Health Services for African Americans (Student Poster 19)

Stacy Ellis, M.A.

Social and Personal Factors Relating to Spiritual Transformation, Identity, Maturity in Adolescents (Student Poster 20)

Glory Emmanuel, M.B.A., M.S., Harold Delaney, Ph.D.

The Identity Formation of First Generation African Americans: An Analysis of Biculturalism (Student Poster 21)

Ewune Ewane, B.A.

Pathways to Knowing: Applying Indigenous Research in Learning How Psychological Services Can Better Serve Indigenous Peoples

Living in Urban Spaces (Student Poster 22)

Karlee Fellner, M.Ed.

Sophia: A Children’s Story Exploring the Interplay of Gender and God Image (Student Poster 9)

Caroline Carter, M.S.

Ethnicity-Related Stress and Life Satisfaction among African Americans and Mexican Americans (Student Poster 71)

Jo Ellyn Walker, B.A., Lizette Ojeda, Ph.D.

Development and Validation of the SWU-Self Directed Learning Scale with Female Students (Student Poster 63)

Hanna Suh, M.A.

Facebook’s Effect on Gay Couple Interaction: A Qualitative Study (Student Poster 64)

Paul-Roy Taylor, B.A.

CLASS Project: College Support Program for Students with Asperger’s Syndrome (Student Poster 65)

Jacqueline Tisdale, M.A., Pamela Rohland, M.S.

The Impact of Phenotype and Contextual Variables on Multiracial Identity Development (Student Poster 66)

Natasha Torkelson, M.A., Janet Helms, Ph.D.

Re-visiting ESTs: History, Problems, and the Need to Find Solutions (Student Poster 67)

Shereen Traylor, M.S., Steven Roring, M.S.

Do Men Experience Work-Family Conflict? Views and Experiences of Male Doctoral Students (Student Poster 68)

Carlie D. Trott, B.A., Silvia Sara Canetto, Ph.D., Andrew Ogle, B.A.

Involuntary Psychiatric Hospitalization: Recidivism and Patient’s Perspectives on Barriers to Treatment (Student Poster 62)

Arrie Smith, M.S., Miguel Figueroa, Ph.D.

Talking about the Birds and the Bees: Ethnic Parenting, Communication, and Contraception (Student Poster 70)

Shannen Vong, M.A., Kaitlyn Masai, B.A., Summer Angevin, B.A., Michi Fu, Ph.D.

Engaging Future Leaders: Challenges in Furthering a Diverse Leadership Pipeline (Student Poster 73)

Gregory Wilson, B.A., CAAP, Ryan Witherspoon, B.F.A.


It’s All Relative: Gender Identity Development in Native Women. A Qualitative Study (Student Poster 72)

Melissa A. Will, B.A., Casey N. Tallent, Ph.D.

Polyamory as a Cultural Identity: Implications for Clinical Practice (Student Poster 74)

Ryan Witherspoon, B.F.A., Greg Wilson, B.A.

Evaluation of an Interpersonal Theory of Suicide in a Sexual Minority Sample (Student Poster 76)

Eva Woodward, M.A., David W. Pantalone, Ph.D., Taylor W. Gray

Duty to Continually Address Diversity Issues in Multicultural Psychology for Chinese Americans (Student Poster 44)

Joe Nee, B.A., Hollis Tsoi, B.A., Michi Fu, Ph.D

Psychological Screening Tools and Assessments on Southeast Asian Refugees in the US (Student Poster 45)

My Diem Nguyen, M.A.

Bi-Cultural Couples Group Counseling: A Phenomenological Study of Cultural Conflict (Student Poster 68)

John Valenzuela, Ph.D.

Are There Ethnic Differences in Attitudes Toward Seeking Mental Health Services? (Student Poster 49)

Whitney Raglin, M.A., Terri Pelley, M.A., Farrah Jacquez, Ph.D.

Protective Factors and Psychological Distress in Latino and European American Students (Student Poster 47)

Yajaira Peña-Esparza, M.S., Patricia Rodriguez, B.A., Steven Verney, Ph.D., Blake Boursaw, M.S., Jennifer Bernard, M.S., Bruce

Smith, Ph.D., Jennifer Bennett, M.S.

Akamai Model of Learning Disorder Assessment with Native Hawaiians (Student Poster 75)

Chelsea Wong, M.S, BJ Scott, Psy.D.

A Review of Global Immigration Research Organizations: Considerations for Interdisciplinary Collaboration (Student Poster 61)

Corrina Simon, M.A.

Resiliency in Students of Color at a Hispanic Serving Institution (Student Poster 48)

Claudia Porras, Ph.D., Jessica Jackson, M.A., Richard Zamora, M.S., John DeBerry, B.A., Rebecca Gonzalez, B.A., Blanca Caro,

M.A., Sally Rochel, M.A.

Facilitating Mental Health Treatment Access for Latinos: A Consumer Engagement Tool (Student Poster 50)

Jacqueline Raines, M.S., Joyce Chu, Ph.D., Alinne Barrera, Ph.D., Allison Thompson, Ph.D.

Stories of Resilience: African-American Experiences of Substance Abuse Recovery (Student Poster 51)

Mary Rankin, M.A., Marianne Miller, Ph.D.

Two Spirit American Indian Older Adults: Intersecting Identities and Mental Health (Student Poster 52)

Ashley Rearick, B.A., Arien Muzacz, M.A.

Racism-Related Stress and African American Psychological Adjustment: The Moderating Role of Collective Efficacy (Student

Poster 54)

Jason Reynolds, M.S., Mark Driscoll, Ph.D., Lynn Todman, Ph.D.

Families with an Internationally Adopted Child: A Sibling Perspective (Student Poster 55)

Jason Ribner, Psy.D., Gerald Michaels, Ph.D.

Ethnic and Caregiver Style Influences on Care-Recipient Functioning in Diverse Caregiving Populations (Student Poster 56)

R. Mishelle Rodriguez, M.S., Bert Hayslip, Ph.D., Sara Pollard, M.S.

African American Student Experience (Student Poster 57)

Mechelle Salley, B.S., Meifen Wei, Ph.D

Coping Across Contexts: Identifying Mediators between LGB-Specific Discrimination and Psychological Distress (Student Poster

60)

Daniel Sheridan, M.S.Ed.

Haitian Mosaic (Student Poster 53)

Nancy Renaud-Dejean, M.A., M.S. CRC LMHC, Francine Conway, Ph.D., Carolyn Springer, Ph.D.

International Geopolitical Knowledge of Counseling Psychologists in Training: Implications for Training Programs (Student Poster

59)

Chandni Shah, B.S., Ayse Ciftci, PhD., Mark Leach, Ph.D.

Passing Through the Crowd: How Do Older Lesbians Navigate Everyday Relationships? (Student Poster 58)

Laura Serbonich, M.S.



8:45 PM-10:15 PM FILMS SCREENINGS

Room: Legends V

SIN PAIS: Sin País (Without Country) attempts to get beyond the partisan politics and mainstream media’s ‘talking point’ approach to immigration issues by exploring one family’s complex and emotional journey involving deportation. In 1992, Sam and Elida Mejia left Guatemala during a violent civil war and brought their one-year old son, Gilbert, to California. The Mejia’s settled in the Bay Area, and for the past 17 years they have worked multiple jobs to support their family, paid their taxes, and saved enough to buy a home. They had two more children, Helen and Dulce, who are both U.S. citizens. Two years ago, immigration agents stormed the Mejia’s house looking for someone who didn’t live there. Sam, Elida, and Gilbert were all undocumented and became deeply entangled in the U.S. immigration system. Sin País begins two weeks before Sam and Elida’s scheduled deportation date. After a passionate fight to keep the family together, Sam and Elida are deported and take Dulce with them back to

Guatemala. With intimate access and striking imagery, Sin País explores the complexities of the Mejia’s new reality of a separated family–parents without their children, and children without their parents.

Melba J. T. Vasquez, Ph.D.

Nadine Nakamura, Ph.D.

THE PSYCHOLOGY OF HUMAN TRAFFICKING: Room: Legends VI

This film provides an understanding of human trafficking and modern day slavery from a psychology perspective. From the voices of psychologists and survivors, the viewer will discover the definition, rates, risk factors, effects, and solutions for this human rights crisis.

Iva Greywolf, Ph.D.

Wendy Peters, Ph.D.

PRECIOUS KNOWLEDGE: Room: Legends VII

The film documents the struggle to preserve the hard-earned gains of the Mexican American civil rights movement. In Arizona, in the face of anti-immigrant politics and neo-nativist chauvinism, high school students are rising up and demanding their rights to education. “Precious Knowledge” tells the story of Mexican-American students rising up and demanding that their education require critical thinking, ask hard and difficult questions of their nation, be culturally relevant, and provide pathways to academic success beyond high school. For more information and to order “Precious Knowledge” DVDS please visit: www.dosvatos.com.

Consuelo Arbona, Ph.D.

Michael Cokley, Ph.D.

Schedule - Friday, January 18, 2013

7:00 AM-8:30 AM CONTINENTAL BREAKFAST Room: Discovery

7:30 AM-8:45 AM APAGS BREAKFAST WITH THE STARS Room: Legends II-III

Get your continental breakfast in Discovery and take it to Legends IV in order to participate in this APAGS event.

Olivia Moorehead-Slaughter, Ph.D., Center for Multicultural Training in Psychology, Boston University School of Medicine

Boston Medical Center

Melba J.T. Vasquez, Ph.D., Independent Practice

Bravada Garrett-Akinsanya, Ph.D., Brakins Consulting & Psychological Services, African American Child Wellness Institute

Tania Israel, Ph.D., University of California at Santa Barbara

Helen Neville, Ph.D., University of Illinois at Urbana-Champaign

Beverly Greene, Ph.D., St. Johns University

Joseph Trimble, Ph.D., Western Washington University

Rosie Phillips-Bingham, Ph.D., The University of Memphis

7:30 AM-8:45 AM ROUNDTABLE CONVERSATIONS Room: Founders I

The (Inevitable) Cross-Cultural Relationships in Clinical/Supervisory Settings for Ethnic Minority Counseling Trainees

(Table 1)

Domonique Casper, B.A., The University of Iowa

Yi-Ting “Angel” Cheng, B.A., University of Iowa


Overcoming Privilege: Working Through Racism Denial in the Classroom (Table 2)

Dondi Browner, Psy.D., Michigan School of Professional Psychology

David St John, Ph.D., Michigan School of Professional Psychology

Clinical Work with Internalized Oppression: Liberation Psychology and Psychotherapy (Table 3)

Mark Mason, M.Ed., University at Albany

Jerome Farrell, Ph.D, Stratton V.A.

If I Had a Son, He’d Look Like Trayvon: Advocacy Across Generations (Table 4)

Talitha Easterly, Ph. D., Michigan State University

Carmen Gear, M.A., Michigan State University

Teaching an Action-Oriented Approach Towards Psychology of Gender (Table 5)

Jameta Barlow, MPH, North Carolina State University

7:30 AM-8:45 AM ROUNDTABLE CONVERSATIONS

Mentoring Relationships: Sustenance for Women of Color (Table 6)

Anju Davidson, Ph.D., Loyola University Maryland

Nicole Boyd-Douglas, Psy.D., University of Delaware

Mentoring for a Purpose: Generational Dialogue on Teaching for Social Justice (Table 7)

Karen Suyemoto, Ph.D., University of Massachusetts Boston

Grace Kim, Ph.D., Wheelock College

Latinas in Leadership: Generations taking Action (Table 8)

Silvia Mazzula, Ph.D., John Jay College of Criminal Justice

Rebecca Rangel, MPhil, Teachers College, Columbia University

Multiple Minority Identities and Mental Health: Social, Research and Practice Implications (Table 9)

Martha Banks, Ph.D., ABackans DCP, Inc.

Reginald Nettles, Ph.D., Independent Practice

Psychology: One Size Fits All? (Table 10)

Deb Burgard, Ph.D., Independent Practice

Julie Williams, Psy.D., ABPP, Wright State University

Editors Roundtable: JLP and TCP (Roundtable Conversation 11)

Lydia Buki, Ph.D., University of Illinois

Azara Santiago-Rivera, Ph.D., Chicago School of Professional Psychology

Room: Founders II

7:30 AM-8:45 AM ROUNDTABLE CONVERSATIONS Room: Founders III

Developing Postcolonial Research Programs: Restoring and Revitalizing Indigenous Knowledge Relationships (Table 12)

Consuelo Cavalieri, Ph.D., University of St. Thomas

Michelle A. Sam, University of British Columbia

Hearing the Echoes of Our Elders: Transforming Multicultural Engagement in Early Career (Table 13)

Valene Whittaker, M.S.Ed., University of Illinois at Urbana-Champaign

Monique Kulkarni, Ph.D., University of Texas at Austin

Professional is Political: Balancing Scholarship, Practice, and Activism (Table 14)

Jennifer Chain, B.A., University of Oregon

Harpreet Bahia, M.A., University of Oregon



Transforming Advising Relationships with Ethnic Minority Students: (Table 15)

Anne Chan, Ph.D., Independent Practice

Joseph White, Ph.D., University of California-Irvine

Transforming K-12 Education: An Intentional Focus on the Intersection of Culture and Education (Table 16)

Ricky Pope, M.A., Western Michigan University

Vanessa Laurent, M.A., Western Michigan University


Integrating Lifestyle Factors and Self-Compassion in Counseling with Women (Table 17)

Julie Swagerty, M.S., Oklahoma State University

Julie Koch, Ph.D., Oklahoma State University

Colorism in the African American Community: Lessons from Skin Bleachers in Jamaica (Table 18)

Petra Robinson, Ph.D., Rutgers University

Fred Bonner II, Ed.D., Rutgers University

Poesía y Música: Humanities and the Making of a Culturally Responsive Psychologist (Table 19)

Jeffrey Ring, Ph.D., White Memorial Medical Center

Room: Founders IV


Stepping into the Rainbow: Oppression, Coming out, and the African American Community (Table 20)

Rufus Spann, M.S., Howard University

Room: Speakers

Passing the Torch: Seeking & Building Collaborative Multicultural Counseling Mentoring Relationships (Table 21)

Carmen Cruz, Psy.D., Texas Woman’s University Counseling Center

Kimberly Jorgensen, M.A., Texas Woman’s University Counseling Center

Psycho-Cultural/Legal Differences Relevant to Social Justice for Cross-border Tribes in North America (Table 22)

Laurence-Armand French, Ph.D., University of New Hampshire

Prevention in Ounces and Pounds: Identifying Multicultural and Generational Ingredients (Table 23)

Michele Boyer, Ph.D., Indiana State University

Kimber Shelton, Ph.D., Georgia Institute of Technology

Room: Champions I 7:30 AM-8:45 AM ROUNDTABLE CONVERSATIONS

Culture and Language Peer Case Consultations (Table 24)

Natalie Carlos, M.A., California School of Professional Psychology

Ruth Saucedo, B.A., California School of Professional Psychology

Engaging Hard to Reach Populations for Research Success: What Scientists Need to Know (Table 25)

Carlos Pavao, M.P.A., Southeast Regional CAPT

Microaggression Theory and Research: Past, Present, and Future (Table 26)

Derald Wing Sue, Ph.D., Teachers College- Columbia University


Preparing the Next Generation for a Graduate Degree in Psychology (Table 27)

Nabil Hassan El-Ghoroury, Ph.D., American Psychological Association of Graduate Students

Eddy Ameen, Ph.D., American Psychological Association of Graduate Student



Navigating the APPIC Internship Couple’s Match: An Inter-Cultural Couple’s Perspective (Table 28)

David Tirpak, M.Ed., University of South Carolina

Sepideh Soheilian, M.Ed., University of South Carolina

Social Justice Research and Practice: Where are We Now? (Table 29)

Elizabeth Vera, Ph.D., Loyola University Chicago

Suzette Speight, Ph.D., University of Akron

Urban, African American Students and School Success: Creating a Climate of Care (Table 30)

Kathleen Christensen, Arcadia University

Angela Gillem, Ph.D., Arcadia University

Room: Champions II


Building Diversity: When Is it Enough? (Table 31)

Manisha Gupta, M.S., UMass Amherst

Mentoring Diverse Undergraduate Students (Table 32)

Kathryn Ecklund, Ph.D., Azusa Pacific University

Christina Zavalza, B.A., Azusa Pacific University

Intersecting Cultural Identities in Multicultural Competence Training (Table 33)

Muninder K. Ahluwalia, Ph.D., Montclair State University

Rebecca L. Toporek, Ph.D., San Francisco State University

Room: Champions III

Appropriate Therapeutic Responses to Sexual Orientation: Discussion on Practice, Research, and Teaching (Table 34)

Parrish Paul, Ph.D., University of Wisconsin-Madison


Training Bi- and Multi-lingual Therapists to Serve a Linguistically Diverse Society (Table 35)

Amir Mahdavi, M.A., California School of Professional Psychology

Parinaz Nazarizadeh, M.A., California School of Professional Psychology

Multiethnic and Multiracial Identity Development (Table 36)

Anesh Patel, M.A., University of St. Thomas

Jerry Shih, Ph.D., University of Minnesota


White Racial and Ethnic Socialization: From Colorblindness to Anti-racism (Table 37)

Eleonora Bartoli, Ph.D., Arcadia University

Keisha Bentley-Edwards, Ph.D., University of Texas at Austin

Re-visioning Health Psychology: Advancing a Multicultural Framework (Table 38)

Carlota Ocampo, Ph.D., Trinity Washington University

Stacey Baugh, Psy.D., Trinity Washington University

Traditional Hispanic Culture: Pressures and Challenges Women Face (Table 39)

Alicia Lamberghini-West, Psy.D., The School of Professional Psychology at Forest Institute

Room: Champions V



Integrating Cross Generational LGBTQ Mentorship and Clinical Supervision (Table 40)

Heather Johnson, Psy.D., University of Minnesota

Sarra Beckham-Chasnoff, Ph.D., University of Minnesota, Minneapolis

Increasing Students’ Multicultural Competency through Immersion Service Learning (Table 41)


Julie Swagerty, M.S., Oklahoma State University

Feminist Multicultural Supervision Practices: Attending to Power and Diversity with LGBTQ Students (Table 42)

Brittan Davis, M.Ed., Cleveland State University


Campus Experience for Muslim Women Wearing Hijab (Table 43)

Ayse Ciftci, PhD., Purdue University

Lamise Shawahin, B.A.,

Learning to Be a Culturally Competent White Therapist (But Wait . . . We’re Brown) (Table 44)

Rahul Sharma, Psy.D., Chicago School of Professional Psychology

Dipali Bharadwaj, B.A., Illinois School of Professional Psychology

Integrating Diversity into Psychology Practice and Training in a Pediatric Medical Setting (Table 45)

Gia Washington, Ph.D., Baylor College of Medicine

Ashley Butler, Ph.D., Baylor College of Medicine

Difficult Dialogues in Culture-Specific Group Psychotherapy (Table 46)

Kimber Shelton, Ph.D., Georgia Institute of Technology

Mahlet Endale, Ph.D., Georgia Institute of Technology

Room: Champions VI


Claiming Space in the Academy: Empowering First-Generation to College Latinas (Table 47)

Sandra Mattar, Psy.D., Saint Mary’s College of California

Maria Angelica Garcia, Ed.D, Saint Mary’s College of California

Room: Champions VII

Establishing Research Collaborations to Explore the Identity Development of Diverse Early Career Psychologists (Table 48)

Nadia Hasan, Ph.D., Texas A&M University-Corpus Christi

Sara Rieder Bennett, Ph.D., Clemson University

Student Evaluations Ignore Student Learning: The Impact for Minorities Seeking Tenure Track (Table 49)

Liang Tien, Psy.D, Antioch University

Tammera Cooke, Antioch University

Surviving and Thriving in the Ivory Tower and Beyond: Is It Possible? (Table 50)

Anatasia Kim, Ph.D., Wright Institute

Tracy Smith, Psy.D., Wright Institute

9:00 AM-9:15 AM

9:15 AM-10:15 AM

34

DAY 2 WELCOME

KEYNOTE II




Future Focus on the Needs of Transgenders

Phyllis Randolph Frye, JD

Room: Legends IV

This presentation will NOT be “Transgender 101.” Instead, Ms. Frye will offer to this helping profession various ideas on such topics as what restroom to use, the legality of marriages, dealing with probation officers if convicted of a crime, is surgery really necessary for all, and how to advise your nursing home client in the care of its transgender elderly.

Phyllis Randolph Frye is an Eagle Scout, a former member of the Texas A&M Corps of Cadets, a US Army veteran (1LT-RA, 1970-

72), a licensed engineer, a licensed attorney, a father, a grandmother and a lesbian wife. She is the first out transgender judge in the nation.

Now having lived over sixty percent of her life as the woman she always felt herself to be, Phyllis remains on the cutting edge of

LGBTIQ and especially transgender legal and political issues. When the “gay” community was still ignoring or marginalizing the transgender community, Phyllis began the national transgender legal and political movement (thus she is known as being its “Grandmother”) with the six annual transgender law conferences and their grassroots training in the early 1990’s. (Google

“Outsmart Magazine” for August 2012 edition, pages 39 and 41.) Judge Frye is a winner of Lavender Law’s highest honor, the Dan

Bradley Award of 2001. She was honored by Texas A&M University, beginning in 2009, with an annual Diversity Award given in her name.

In 2010 Phyllis was sworn-in as the first out transgender judge in the nation, as a City of Houston Associate Municipal Judge. She retains her senior partnership of Frye, Steidley, Oaks and Benavidez, PLLC, which is an out LGBTIQ-and-straight-allies law firm.

10:15 AM-10:30 AM

10:30 AM-11:45 AM

COFFEE & TEA BREAK

SYMPOSIUM BREAKOUT SESSIONS

Room: Discovery

Conscience, Client Welfare, and the Education of Psychologists (Symp 57) - CE

Kristin A. Hancock, Ph.D., John F. Kennedy University

Armand R. Cerbone, Ph.D., Independent Practice

Louise B. Silverstein, Ph.D., Columbia College, Chicago

Beverly Greene, Ph.D., St. John’s University

Room : Legends II

How are we preparing the next generation of mental health providers to provide services to diverse populations? As we teach students to become multiculturally competent practitioners, can we/should we urge them to expand their knowledge, skills, and attitudes beyond their comfort zone? APA’s Guidelines on Multicultural Education, Training, Research, Practice, and

Organizational Change for Psychologists (APA, 2003) describes such discomfort as an understandable and important part of the education and training process. However, recent challenges to this have surfaced in the form of lawsuits and state legislative efforts regarding a student’s right to refuse elements of this training he or she feels is against his or her sincerely held religious/spiritual beliefs. This symposium explores the current situation with regard to the use of “conscience clause” language and legislation to challenge multicultural education, the philosophical foundations of this debate, and the ramifications of it for the education and training of practitioners. It will also address some of the larger educational and ethical issues involved for mental health professions and, most importantly, the issues for the consumers of mental health services—our clients.


• Articulate the issues and conflicts of conscience clause challenges in the education and training of mental health service

providers.

• Understand the context for the tension between faith and science.

• Discuss the feminist perspective on religious privilege and its importance to the education and training of mental health service providers.

Specific Strategies for Facilitating the Academic Success of Minority Students (Symp 58)

Meera Komarraju, Ph.D., Southern Illinois University

Randie C. Chance, M.A., Southern Illinois University

Dustin Nadler, M.A., Southern Illinois University

Thomas A. Vance, Jr., B.A., Southern Illinois University

Room: Legends I



Psychologists in Action: Implementing Best Practices to Reduce Health Disparities (Symp 20) - CE

Felipe Castro, Ph.D., Hispanic Health Disparities Research Center

Lula Beatty, Ph.D., University of Texas, El Paso

Clinton Anderson, Ph.D., American Psychological Association

Room: Champions III

Health disparities persist despite national efforts to eliminate them (AHRQ, 2011). Significant progress has been made in health

•

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• research on developing and identifying interventions and policies with demonstrated effectiveness although it is not clear the extent to which these research developments in are applicable to health disparity populations. Moreover, little progress has been made in translating findings on best practices into real world settings (Collins, 2011; Lenfant, 2003). Presenters will describe ways in which psychologists can be effective change agents in disseminating and implementing proven interventions to improve the health of underserved populations, describing research and programs underway and addressing concerns, barriers, and opportunities.


Identify three abiding issues critical to the cultural adaptation of evidence-based interventions.

Identify national health priority populations and concerns for underserved populations.

Describe dissemination and implementation research and its significance in making healthcare more accessible to patients and communities.

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Culturally Accountable Response to the Psychological Liabilities of Whiteness in the U.S. (Symp 5) - CE

Lele Diamond, M.A., California School of Professional Psychology

Benjamin Neale, M.A., California School of Professional Psychology

Dave Hawkey, M.A., California School of Professional Psychology

Room: Founders I

African American clients often receive treatment from White providers. Yet, social biases, clinical theory and psychometric assessment continue to reflect racial inequality. This symposium offers a contribution to the dialogue regarding this pressing concern. From their perspectives as members of an antiracist cohort of training psychologists, presenters will address the processes of unlearning White-centric racial biases.


Identify psychological characteristics related to the white legacy of slavery and discuss steps they may take in personal and clinical practice to promote a healthy response to this legacy.

Identify the mental health consequences of White and male privilege and understand their impact on a White male therapist’s clinical work.

Explore and respond to risk factors in stereotyped media pertaining to white therapists treating black adolescents.

New Frontiers in Cultural Adaptation Research and Practice (Symp 31) - CE

Guillermo Bernal, Ph.D., University of Puerto Rico

Guerda Nicolas, Ph.D., University of Miami, Coral Gables

Ané Mariñez, Ph.D., University of Chicago

Wei Chin Hwang, Ph.D., Claremont College

Joseph Trimble, Ph.D., Western Washington University

Melanie Domenech Rodriguez, Ph.D., Utah state University

Room: Champions VII

This symposium is based on a forthcoming book from APA press that presents historical, conceptual/theoretical, and empirical evidence that cultural adaptations and evidence-based treatments and practice are two complementary lines of inquiry that form part of a broader context of intervention activities aimed at improving mental health in multicultural populations. The symposium will focus on providing conceptual and methodological tools for investigators and practitioners in the cultural adaption of and evidence based treatments. More specifically, each presenter will address cultural adaptation of evidence-based treatments with specific ethno cultural groups such as Latinos and Latinas, Chinese-Americans, Hatian-Americans, as well as cross-cutting issues of ethics, context, language, and culture.


• Describe two models of cultural adaptations with ethno–cultural groups.

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Assess evidence that supports cultural adaptations of EBT & EBPP.

Identify domains of cultural adaptation for an specific psychotherapy with a particular ethno cultural group.

Trans-Generational Cultural Shame in the Counseling Relationship (Symp 16) - CE

Heejin Kim, Ph.D., Swarthmore College CAPS

David Ramirez, Ph.D., Swarthmore College CAPS


Room: Champions VI

This experiential presentation involving audience participation explores issues related to psychotherapy addressing a client’s struggle to come to terms with bi-racial heritage. Presentation focuses on the cultural heritage of a Korean native female psychologist and male Mexican-American supervisor. It is designed as an experiential in-vivo discussion emphasizing the audience in an exploration of therapeutic cultural sensitivity.

Featuring brief didactic presentation defining generational cultural shame followed by an in-depth case presentation including audio from sessions, the client is a White/Asian bi-racial male who initially expresses hostility in the therapeutic relationship in relation to his and the therapist’s cultural heritage. Impact of individual and group supervision on therapy is considered. Therapist and supervisor will present; audience participation will be facilitated.


• Describe two examples of “generational shame”.

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Identify research findings & limitations related to multi-cultural practice.

Identify cultural identity factors influencing therapeutic relationships.

Exploring Recent Publication Trends in Ethnic Minority and Cross-Cultural Psychology (Symp 45) - CE

Dennis Wendt, M.S., University of Michigan

Teresa LaFromboise, Ph.D., Stanford University

Janet Helms, Ph.D., Boston College

Gordon Hall, Ph.D., University of Oregon

Room: Champions V

This symposium focuses on a study of publication trends in ethnic minority and cross-cultural psychology from 2003-2009. After these results are presented, three seasoned ethnic-minority researchers (Commentators #1, #2, and #3) will comment on the findings and discuss their implications for the current and future status of publishing in ethnic minority psychology, followed by audience discussion.


• summarize recent publication trends in ethnic minority and cross-cultural psychology

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• list top publishing journals and authors of ethnic minority and cross-cultural psychology topics discuss important obstacles and issues pertaining to low publication rates of ethnic minority psychology articles

Above the Smog Line: Faculty Narratives of Critical Pedagogy in Diversity Coursework (Symp 24) - CE

Michelle Maher, Ph.D., Lewis & Clark College

Rose Borunda, Ed.D., Sacramento State University

H. Luis Vargas, Ph.D., California School of Professional Psychology

Room: Champions I

Faculty who teach (multi)cultural studies discuss using critical pedagogy to reach the cultural competencies in graduate psychotherapist and counselor education programs. The first presentation offers three examples of using critical pedagogy when historically-rooted expressions of institutionalized power surface that unequally position students. This next presentation bridges the racial reality gap by offering counselors’-in-training responses to a curriculum that pays tribute to the lives of white historical humanists who acted upon circumstances of gross inequities. Finally, this author provides a model for training that de-mystifies experience and explores relational possibilities for advancing multicultural competence, training and development.

• Recognize challenges of teaching “diversity” coursework amid historically-rooted classroom dynamics of power.

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Use the (missing) history of white humanists as models to reach all students and dismantle institutionalized isms.

Identify how demystification offers relational possibilities that achieve multicultural competencies.

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The Integration of Diversity in Science, Culture and Recruitment across Psychology (Division 45 Symp 61) - CE

Luis A. Vazquez, Ph.D., New Mexico State University

Doug McDonald, Ph.D., University of North Dakota

Jean Lau Chin, Ph.D., Adelphi University

William Cross, Ph.D., University of Denver

Room: Founders IV

This symposium will address the issues related to diversity across STEM areas, successes or the lack of in minority recruitment in psychology, addressing diversity in research methodology in addressing the phenomena of culture, along with exploring the issue of false consciousness in relation to one’s group of acceptance. How diversity is conceptualized in psychology and from the perspective of diverse populations will impact how it will be implemented in science, research methodologies, and in the interpersonal diverse relationships across the disciplines.


Articulate issues of psychology in the STEM fields.

List best practices for the recruitment of diversity in psychology

Recoginize the science of studying culture and the interpersonal experiences of diversity within one’s own culture.



Division 35: APA Guidelines for Psychological Practice: Challenges and Strategies for Aspirationally Ethical Practice (Division

35 Symp 60)

Pam Remer, Ph.D.,

Ruth Fassinger, Ph.D.,

Cynthia de las Fuentes, Ph.D.,

Room: Founders III

Over the past decade, the American Psychological Association (APA) has adopted a series of guidelines to promote more effective psychological practice with diverse groups (e.g., with girls and women; sexual minorities; and people of color and ethnic minorities). These “aspirational guidelines” are supported by, but extend beyond, the APA Ethical Principles and Codes of

Conduct and present challenges to psychologists in how to practice consistently with them. The true success of these guidelines will be the degree to which they are incorporated and implemented into mainstream psychological practice. This program will use a didactically informed interactive format with the goal of identifying challenges and potential solutions for practicing effectively

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• with three sets of these guidelines: Guidelines for Psychological Practice with Girls and Women; Guidelines on Multicultural

Education, Training, Research, Practice, and Organizational Change for Psychologists; and Guidelines for Psychotherapy with

Lesbian, Gay, and Bisexual Clients.


• Identify three important challenges for psychologists of the Guidelines for Psychological Practice with Girls and Women;

Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists; and

Guidelines for Psychotherapy with Lesbian, Gay, and Bisexual Clients.

Name three strategies for meeting the challenges posed by the three Guidelines.

Identify at least two actions they can take in their professional work to implement the three sets of Guidelines.

Seek Advice and Carry On: Speed Mentoring for Graduate Students

Ayse Ciftci, Ph.D., Purdue University

Danelle Stevens-Watkins, Ph.D., Spalding University

Nancy Russo, Ph.D. Arizona State University

Room: Legends IV

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Professional Identity Development Among Asian International Psychologists (Symp 2) - CE

Bong Joo Hwang, Ph.D., The Ohio State University

Hang-Shim Lee, M.A., University of Missouri

Ji-Yeon Lee, Ph.D., University of Texas at Tyler

Maki Obana, Ph.D., Arizona State University

Room: Champions II

It is not uncommon to see international psychologists in academic or practice settings in the U.S., yet their true experiences are not known. This program seeks to throw a light on understanding the development of a confident professional identity among international psychologists. Three international psychologists who work in different capacities will discuss their journey of achieving their professional identity. The challenges they faced (e.g., lack of linguistic and cultural proficiency, lack of role models, and discrimination/bias experiences) as well as positive factors and coping strategies they used will be discussed.


Explain the challenges that international psychologists face.

Portray the positive factors for the development of confident professional identity among international psychologists.

Describe the coping strategies that international psychologists utilize to overcome the challenges in developing their professional identities.

The Presence of Microaggressions in an Academic Setting and their Impact on Clinical Psychology Training (Symp 48) - CE

Natalie Todd, M.S., Pacific Clinics

Nida Mirza, M.S., Stanford PsyD Consortium

Jacqueline Raines, Psy.D., Stanford University

Room: Founders II

The purpose of this symposium is to address the presence of different types of microaggressions in the academic setting. We will discuss how this impacts clinical training for both majority and minority students and consider how to develop strategies to improve graduate school experience for minority students and improve overall multicultural training for all students.


• Operationally define microaggressions, review relevant literature around 3 example populations and explain different ways microaggressions can occur in the academic setting in clinical psychology programs


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Explain the potential impact on professional development

Retell ways to prevent and deal with impact of microaggressions

11:45 AM-1:00 PM LUNCH ON YOUR OWN

1:00 PM-2:15 PM SYMPOSIUM BREAKOUT SESSIONS

Development of a Multicultural Supervisor: Lessons across Context, Roles, and Generations (Symp 26) - CE

Jeanne Manese, Ph.D., University of California, Irvine

Taisha Caldwell, Ph.D., University of California

Frances Diaz, Psy.D., UCI Counseling Center

Room: Champions VI

Development of a multiculturally competent supervisor is an ongoing process that occurs within the rich context of supervisee and supervisor multicultural relationships. In the dynamic landscape of multicultural competency, supervisor development can be influenced through the voices of trainees, models of supervision, and mentorship. This program examines the role of supervisor development from the perspective of a former trainee, the lens of a Training Director, and a vantage point of an “elder” mentor.

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Principles of social justice, supervision models, and ethics will be examined and pathways for development will be discussed.


• Increased knowledge of the factors influencing development of a multicultural supervisor

Identify and examine the influences of a trainee, models of supervision, and mentoring supervisor development

Understand the importance of incorporating principles of social justice, multicultural models of supervision, and ethical consideration across time in multicultural supervisor development

Confronting Health Disparities in Black Communities: Provocative Research and Interventions Aimed at Addressing this

Punlic Health Crisis (University of Houston Symp 62) - CE

Ezemenari Obasi, Ph.D., University of Houston

M. Nicole Coleman, Ph.D., University of Houston

Consuelo Arbona, Ph.D., University of Houston

Room: Founders IV

Healthy People 2010 identified 6 key health areas that account for more than 80% of the difference in death rates among minority and non-minority populations -- 1) cardiovascular diseases; 2) cancer; 3) substance abuse/dependency; 4) diabetes; 5) homicide, suicide, and unintentional injury; and 6) infant mortality and low birth weight (Giles et al., 2004). The risk factors for incidence, morbidity, and mortality rates for these negative health outcomes are often greater for African Americans in comparison to

European Americans (CDC, 2005). The confluence of disparate health care access, environmental stressors, and differences in coping strategies contribute to starkly contrasting patterns of health (Mays, Cochran, & Barnes, 2007). Yet, identifying mechanisms with the capacity to explain and eliminate health disparities impacting the African American community are grossly understudied.

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This symposium is designed to facilitate multidisciplinary collaborations between scientists and practitioners in cutting-edge work that have direct implications for the African American community.


• Recognize suicide ideation and attempts can be better understood and subsequently reduced in the African American

community.

Recognize social determinants of health have a direct bearing on addictions and health disparities in the African

American community.

Understand how culturally-informed treatment programs can be established to reduce risky sexual behaviors among

African American women.

Making a Quantitative Program More Multicultural (Symp 56) - CE

Kurt F. Geisinger, Ph.D., University of Nebraska, Lincoln

Betty Jean Usher-Tate, M.A., University of Nebraska, Lincoln

HyeSun Lee, M.A., University of Nebraska, Lincoln

Sara E. Gonzalez Rodriquez, B.S., University of Nebraska, Lincoln

Room: Founders III

Professor Kurt F. Geisinger is the Director of Buros Center for Testing. In the repertoire of classes he offers in Quantitative,

Qualitative and Psychometric Methods (QQPM) program at the University of Nebraska Lincoln (UNL) is a course entitled

“Testing Members of Special Populations.” This course fulfills the diversity course requirement of the QQPM program because it focuses on the models involved with testing people who are not the norm in the United States. Diversity and increased multiculturalism in the QQPM program is strengthened by the program’s outreach to international students and students from around the United States. Students admitted to the program enter with different backgrounds and interests. It is recognized that who you learn with is as important as who you learn from. Students are also supported in research efforts that investigate testing issues relevant to cultural or linguistic diversity.




• Discuss the issues of psychometric methods within a multicultural competent framework and explain the importance of

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• developing new resources that aid professionals in the selection and use of tests across cultures and languages.

Recognize the importance of increasing diversity within an exceedingly quantitative program of study.

Recognize the importance of developing a cadre of graduates who are sensitive to issues of multiculturalism and diversity that influence suitable/effective interpretations and impact.

Myth of the Cultural Mosaic: Exploring Racial Microaggressions at a Canadian University (Symp 55) - CE

Lisa B. Spanierman, Ph.D., McGill University

Sara Houshmand, B. Sc. Hon. Psychology Specialist, McGill University

Gauthamie Poolokasingham, B. Sc. Spec. Hon. Psychology, McGill University

Sela Kleiman, B Sc. Psychology Specialist, B. Commerce Specialist,

D. Anthony Clark, Ph.D.

Derald Wing Sue, Ph.D., Teachers College - Columbia University

Room: Speakers

Canadian identity is firmly rooted in its 40-year multiculturalism policy, which was designed to celebrate Canada’s cultural diversity and ensure equality of opportunity in economic, social, cultural, and political life. Subsequently, Canadians generally claim that racism does not exist in Canada and instead is an issue “south of the border.” Linked to this denial, the term “racism” often is perceived as accusatory. As a consequence, there is little room for discussion of racial issues, even at institutions of higher education. Because critical race scholars have documented prevalent societal inequities and explained that Canada’s celebrated

“cultural mosaic” is a myth, dialogues about racial issues are warranted. Sue and colleagues’ (2007) racial microaggressions theory, which highlights the unintentional nature of everyday racism, offers a less threatening approach to initiate dialogue. Few studies have addressed racial microaggressions in Canada. Therefore, this symposium will “transform multicultural psychology” by engaging in a transnational dialogue about the nature of racial microaggressions in North America.


• Understand the nature and expressions of racial microaggressions in Canadian universities.

• Learn about various factors that contribute to students’ coping and resilience in the face of racial

microaggressions.

• Learn various strategies for improving campus climate and fostering difficult dialogues on predominantly

White Canadian campuses.

When LGBT and Race/Ethnicity Meet Within, Which One is More Important? (Symp 15) - CE

Mark Pope, Ed.D., University of Missouri at Saint Louis

Y. Barry Chung, Ph.D., Indiana University

Beverly Greene, Ph.D., ABPP, St. Johns University

Vic Muñoz, Ed.D., Wells College



Room: Founders II

Typically, theorists and researchers examine race/ethnicity, sexual orientation, and gender identity separately, rather than examining the intersections between them. In this symposium, an intergenerational panel of psychologists who are both LGBT and represent diverse race and ethnic backgrounds will discuss their complex negotiation between their two sometimes divergent cultures. This negotiation often presents a host of psychological tensions for the individual. The panel will discuss the manner in which they have navigated their multiple and layered identities.


• Identify the primary issues that LGBT psychologists of non-dominant race/ethnicity in the US face in their professional

work.

• Identify the primary issues that LGBT psychologists of non-dominant race/ethnicity in the US face in their personal lives.

• Recognize the tensions that LGBT psychologists of non-dominant race/ethnicity in the US face as they negotiate their sometimes divergent cultures.

Academic Aunties: Integrating Seventh Generation Thinking in the Training of Future Professionals (Symp 44) - CE

Leah Arndt, Ph.D., University of Wisconsin Milwaukee

Shannon Chavez-Korell, Ph.D., University of Wisconsin Milwaukee

Lisa Grayshield, Ph.D., New Mexico State University

Amileah Davis, B.S.S.W., New Mexico State University

Anita Mihecoby, M.A., New Mexico State University


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Room: Champions VII

This symposium will present mentoring as one method of incorporating seventh generation concepts into the training of future scholar-practitioners. The mentor-protégé archetype is incorporated in various Tribal traditions and can be observed in some familial relationships (such as that between an aunt and her niece). The presenters have experienced a near re-creation of these relationships while implementing Tribal Participatory Research, Community Based Participatory Research, and Indigenous Ways of Knowing. Doctoral-level scholars and their trainees will present reflections on how these experiences shaped their professional identities, career progression, and cultural selves.


• Become familiar with the relevance of seventh generation thinking to research, academic, and training environments.

Increase knowledge of the methods of integrating seventh generation concepts via examples from three research methodologies.

Increase knowledge of the importance of mentoring in the training of students.

Immigration at the Crossroads: Setting Directions for Practice, Education, and Research (Symp 18) - CE


Usha Tummala-Narra, Ph.D., Boston College

Michael Zárate, Ph.D., University of Texas at El Paso

Room: Champions V

This symposium is based on the APA Presidential Task Force on Immigration Report: Crossroads: The Psychology of Immigration in the New Century. Reflecting the report, this symposium provides an account of what is known and what needs to be known about immigrant adults (including older adults), children and adolescents, and families. It directs attention to the fact that evidence in the field is flawed for a variety of reasons. More importantly, each of the three presentations provides clear guidelines to frame research, practice, education, and policy agendas.


• Identify sources of stress and resilience that impact immigrants’ mental health and assess advocacy needs regarding research and policy.

• Identify sources of stress and resilience in immigrant youth’s academic and social experiences in the context of educational

systems

• Assess the quality and usefulness of existing immigration focused research and identify specific methodologies, issues, and topics for practitioners, researchers, and educators

Does the Teacher Really Know? : Investigating Instructor Competence in Cross-Cultural Psychology Courses (Symp 21) - CE

Theodore Burnes, Ph.D., California School for Professional Psychology

Sheena Turner, M.A., California School of Professional Psychology

Jeremy Simpkin, B.A., Antioch University

Gregor Sakisian, Ph.D., Antioch University

Sylvie Taylor, Ph.D., Antioch University

Room: Champions III

This symposium will address domains of the Instructor Preparation for Diversity Education in Mental Health and Social Services study (IP-DEMHSS). Researchers in this study are currently actively recruiting participants who identify as an instructor of a course focused on diversity and multicultural psychology and/or counseling in graduate-level programs. A power analysis results in 281 participants needed to maximize results. Participants were asked to complete a questionnaire with various questions about their preparation to teach the course, the instructor’s content knowledge to teach various domains of the course, areas of specific content included in the course, methods of how the course was designed, materials used to facilitate learning (e.g., textbooks), and the methods used to evaluate student learning within the course. The researchers recruited using listserves in professional organizations (e.g., APA divisions, division listserves in AAMFT). Portions of the data will be discussed in respective presentations

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• of this symposium to increase trainee and instructor learning of working with diverse clients.


• Identify and discuss two current pedagogical phenomena related to teaching multicultural courses in graduate psychology programs that are in need of further research.

Identify and discuss two domains of preparation necessary for multicultural course instruction.

Identify and discuss two theoretical perspectives useful to multicultural course instruction that enable trainees to understand intersectionality of multiple, sociocultural identities.

Enhancing Multicultural Supervision: Recommendations from Supervisor and Supervisee Experiences of Critical Incidents

(Symp 19) - CE

Jeanne Steffen, Ph.D., University of Idaho

Christina Low, M.S., Washington State University

Monika Parikh, Ed.M., Washington State University



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Francesca Shipp, M.S., Washington State University

Brian McNeill, Ph.D., Washington State University

Room: Champions II

This symposium provides a generational perspective on enhancing multicultural supervision in practice.


• Provide at least three developmentally appropriate strategies a supervisor might utilize to provide culturally appropriate supervision to Level I, Level II and Level III supervisees

Provide at least one strategy to improve effective supervision to supervisees who encounter explicit questions regarding aspects of their cultural background during contacts with clients

Provide at least one strategy to improve effective supervision to supervisees who encounter racial or other comments that undermine social justice.

The Case for comprehensive Psychological screening in Immigration and Customs Enforcement (ICE) detention facilities

(Symp 4) - CE

Claudette Antuña, Psy.D. Candidate, Sammamish Consulting and Counseling Services

Philip Gibson, Ph.D, Washington School of Professional Psychology

G.Andrew Benjamin, J.D., Ph.D., ABPP, University of Washington

Room: Champions I

U.S. Immigration and Customs Enforcement (ICE) performs medical and mental health screenings for 25-30 detainees daily at the Northwest Detention Center (NWDC) in Tacoma, WA. Currently medical and mental health screening and intake takes place within a reported thirty minutes. This means that individuals fleeing persecution and torture in their homeland, victims of domestic violence, individuals taking care of at risk populations such as children or elderly, etc. are all processed in the same manner. Current screening procedures do not detect serious psychological impairment. Amongst the most egregious: Borderline

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Intellectual Functioning and Mental Retardation. Psychological disorders are prevalent along the Psychotic Spectrum, while

Posttraumatic Stress Disorder is the most common disorder evident.


Describe the state of mental health screening within ICE detention facilities.

Evaluate the failures of screening and the consequences thereof.

Compare possible solutions to the status quo

Improving the Quality of Life of Latino/Hispanic Gay, Lesbian, Bisexual, and Questioning (GLBQ) Adolescents and their

Families (Symp 53) - CE

Monique Jiménez, Psy.D., Carlos Albizu University

Room: Founders I

This symposium will present information about the Latino/Hispanic gay, lesbian, bisexual, and questioning (GLBQ) adolescents and their families including cultural factors that may impact the healthy development of the GLBQ youth. It will also address how these factors may impact the family dynamics and relationships among the members of the family.


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List and describe psychosocial and cultural factors impacting Latino/Hispanic GLBQ adolescents and their families

List and describe the coming out stages

Discuss effective therapeutic interventions geared to strengthen the youth self-identity and improve the family interactions.

1:15 PM-3:15 PM ROUNDTABLE DIFFICULT DIALOGUES & SKILL BUILDING WORKSHOPS

Faculty Multicultural Competence (Roundtable Difficult Dialogue 7)


Kimberly Burdine, M.S., Oklahoma State University

Room: Legends IV

Training programs, trainers, and trainees have been encouraged to acquire the knowledge, awareness, and skills that demonstrate their multicultural competence (Winterowd, Adams, Miville, & Mintz, 2009). Research has pointed toward training programs

(Ponterotto, Alexander & Grieger, 1995; Pope-Davis, Liu, Nevitt, & Toporek, 2000); multicultural counseling courses (Kim

& Lyons, 2003; Malott, 2010); and supervision (Inman, 2006) as contributing toward students’ acquisition of multicultural counseling competencies. Yet, no one seems to want to address the very real concern of whether or not faculty are actually competent in this area themselves. In this difficult dialogue, targeted toward students and faculty alike, we will: (1) discuss the importance and relevance of faculty multicultural competence; (2) share our own experiences and challenges as instructors ourselves; (3) invite participants to ask questions, share their insight and experiences, and (4) as a group, try to come to a consensus on how faculty can better prepare themselves to be multiculturally competent instructors.


When Religious and Professional Values Collide: Student Resistance to LGBTQ-Affirmative Training (Roundtable Difficult

Dialogue 8)

Amy L. Reynolds, Ph.D., University at Buffalo

Roger L. Worthington, Ph.D., University of Missori

Room: Legends V

In this advanced (informed) difficult dialogue, participants will deliberate about how counseling training programs can maintain anti-heteronormative professional training standards while simultaneously adhering to constitutional protections regarding religious nondiscrimination. The dialogue will be structured by the use of the following online resources: (a) The US Appeals

Court decisions for the Wade (2012) and Keeton (2011) cases; (b) Mintz et al. (2009). Special Issue of The Counseling Psychologist,

Counseling Psychology Model Training Values Statement Addressing Diversity; (c) APA Task Force on Appropriate Therapeutic

Responses to Sexual Orientation. (2009); (d) APA (2012). Guidelines for psychological practice with lesbian, gay, and bisexual clients; and (e) APA (2007). Resolution on Religious, Religion-Based and/or Religion-Derived Prejudice. The focus of this dialogue session will be on the appropriate management of situations when students enrolled in counseling training programs exhibit or express heteronormative viewpoints that may detrimentally affect their competent professional functioning. (Note: Resources will be posted in advance of the conference on a document sharing platform).

Engaging and Transcending: Sharing Power in Training Relationships (Roundtable Difficult Dialogue 5)

Riddhi Sandil, Ph.D., Teachers College, Columbia University

Ellen Greenwald, Ph.D., University of Texas at Dallas

Carmen Cruz, Psy. D., Texas Woman’s University

Room: Legends IV

Using a relational cultural feminist perspective, three psychologists will explore what it means to be a “socially just” supervisor and instructor in this difficult dialogue session. Using the “One Down, One Up” exercise, an activity designed to examine one’s experiences of oppression and privilege, the facilitators will guide participants in raising awareness and understanding of personal power in the current training environment of counseling psychology. While being mindful of personal safety and disclosure, participants will be encouraged to dialogue about how they view the “sharing” of knowledge and power, as opposed to the current academic patriarchal system of “imparting” information. This difficult dialogue session can also benefit current psychology trainees by raising awareness of the power differences that often accompany role shifts when one transitions from trainee to trainer. Lastly, the presenters will solicit feedback from participants on how to integrate equity, social justice, and empowerment in psychology graduate training environments.

Expanding the Big Four Ethnic Minority Groups to Include Middle Eastern/Arab Americans (Roundtable Difficult Dialogue 6)

Germine Awad, Ph.D., University of Texas at Austin

Kevin Cokley, Ph.D., University of Texas at Austin

Room: Legends IV

The impact of 9/11 on the level of discrimination experienced by individuals of Middle Eastern descent has been well documented in the literature (e.g., Awad, 2010; Ibish, 2002; Moradi & Hasan, 2004). According to U.S. Census racial categorization, this ethnic group is currently classified as White. Many individuals of Middle Eastern/Arab descent believe that the “White” racial group designation does not accurately capture their experiences that tend to be more similar to other recognized ethnic minority groups in the U.S. (e.g., African Americans, Latinos, Asian Americans). In a survey relating to Middle Eastern/Arab American identity, 82% of survey respondents chose a non-white racial designation (Awad, 2010). This dialogue will include a conversation about the ramifications of expanding the current system of racial categorization to include Middle Eastern/Arab Americans. We will discuss some of the objections to expanding the ethnic minority group categories to include this group. Furthermore, we will engage in a larger discussion about what it means to be an ethnic minority.

Experiential Approaches to Building Race Awareness in Supervisees (SBW 33) - CE

Jeanette Madkins, Ph.D., Texas A&M University

James Deegear, Ph.D., Texas A&M University

Room: Legends VI

This workshop will focus on the use of an experiential training model used by the presenters with pre-doctoral interns to increase

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• their awareness of race dynamics with their counseling clients.


• Describe the value of an insight-oriented experiential approach to multicultural training for pre-doctoral interns

Identify key components of creating safe spaces for dialogue and experiential training processes regarding race

Identify three experiential oriented techniques to increase trainee’s levels of self-awareness

Demonstrate an ability to assess trainee’s openness and willingness to take risks in interpersonal connection to explore race awareness



From Multicultural to Intersectional: Bringing Individual-level Multiple Identities to Group-level Processes (SBW 14) - CE

Wendi Williams, Ph.D., Long Island University - Brooklyn

Simone Rahotep, Ph.D., University of California- Los Angeles

Santhi Periasamy, Ph.D., Independent Practice

Room: Legends III

Collins (2000) theory of intersectionality was initially developed to address the complexity of identity and systemic and overlapping consequences of multiple identities among Black women. She purports that systems of race, social class, gender, sexuality, nation, and age form mutually constructing features of social organization which shape the experiences of individuals and others’

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• experience of them.


• Be introduced to the Collins (2000) theory of intersectionality.

Engage in intersection-mapping, a developmental exercise to assist individuals’ multiple identity knowledge and awareness.

Participate in and provide an intersectionality analysis of a group process.

Learn of process applications for implementation in educational and community context and assessment for self and client readiness for change/engagement.

Talking about Race with Transracial Adoptive Families: Engaging in Difficult Dialogues (SBW 35) - CE

Suzanne Engelberg, Ph.D., Independent Practice

Room: Legends VII

As the number of white people adopting children of color increases, there is an increased need for psychologists with skills to help these families navigate the challenges they face in our white racist society. This workshop will review some of these challenges, as well as techniques therapists can use to help families begin to address the issues. The workshop will also help therapists understand their own reluctance to discuss these topics with transracial adoptive families and give specific suggestions on what to

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• say and how to say it. The first part of the workshop will be didactic; the second part will include a presenter-led demonstration and opportunities to practice the new skills in small group role-plays.


Explain how racism impacts transracial adoptive families

Explain difficulties transracial adoptive families and their therapists have addressing racial issues

Describe ways therapists can facilitate transracial adoptive families’ conversations about race

Culturally-Informed Treatment for African American Women with Histories of Abuse and Suicidality (SBW 8) - CE

Nadine Kaslow, Ph.D., Emory University School of Medicine

Telsie Davis, Ph.D., Emory University School of Medicine

Room: Legends II

Both intimate partner violence (IPV) and suicidal behavior are significant public health concerns for African American women.

This workshop will review these two public health conditions and the link between IPV and suicide attempts in this population.

Attention will be paid to interventions for both IPV and suicidal behavior that set the stage for our work. The majority of the workshop will focus on providing instruction on the theory and implementation of the Grady Nia Project (Nia). Nia is a culturally competent empowerment group intervention based on the Theory of Triadic Influence (intrapersonal, social and situational, and cultural and environmental streams of influence), Afrocentric Theory, and Black Feminism/Womanism. It is designed to reduce risk factors and enhance protective factors associated with suicidal behavior among African American women in abusive partnerships. Instruction will include detail discussion of the 10-session Nia treatment manual. There will be an in-depth review of the strategies for treatment engagement and culturally-informed intervention techniques unique to this program. In addition,

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• we will review the ways in which participation in Nia is associated with positive changes on culturally-relevant constructs, such as ethnic/racial identity, spiritual-well being, religious coping, and religious involvement.


Understand the link between intimate partner violence and suicidal behavior in the African American community

Effectively assess abused and suicidal African American women

Conduct efficacious, culturally competent, and gender-sensitive interventions for African American women with abuse and suicidal ideation


1:00 PM-3:15 PM SKILL-BUILDING WORKSHOPS

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Beyond Trayvon: Exposure to Violence and Critical Treatment Issues Among African-American Youth (SBW 4) - CE

BraVada Garrett-Akinsanya, Ph.D., LP, Brakins Consulting & Psychological Services

Room: Discovery B

This workshop will explore treatment issues involved in assisting African American youth who experience chronic exposure to violence. Using clinical vignettes and experiential exercises, this workshop will explore: (1) socio-cultural contributors to violence

(including protective/risk factors); (2) types of violence and their effects; and (3) promising treatment approaches for prevention and intervention on both individual and systemic levels. Clinical strategies with implications for the involvement of parents, schools, and criminal justice systems will be taught.


Identify socio-cultural contributors to violence (including protective/risk factors)

Learn types of violence and their effects

Develop knowledge and skills in implementing promising treatment approaches for prevention and intervention on both individual and systemic level

Culturally Responsive Therapy with Ethnic Minorities in the US and Beyond (SBW 7) - CE

Desiree Seponski, Ph.D., University of Houston

Maegan Carnew, B.S., University of Houston-Clear Lake

Michael Hung, B.A., University of Houston-Clear Lake

Purva Patel, B.A., University of Houston-Clear Lake

Danita Austin, B.A., University of Houston-Clear Lake

Room: Legends I

Studies have shown that culturally responsive therapy produces better clinical outcomes for minority clients (e.g. Carlson et al.,

2004; Seponski & Lewis, 2011). This presentation explains the theoretical tenets of culturally responsive therapy, discusses the ethnic and cultural backgrounds of Black, Asian American, and Asian Indian American groups in the United States, and provides case illustrations on how culturally responsive therapies have been conducted with ethnic minorities in previous studies and those conducted by the presenters. The concepts of cultural sensitivity, competence, and responsiveness will be defined, ways to provide culturally responsive therapy will be described, challenges with culturally responsive therapy practices will be discussed, clinical impasses due to lack of responsively will be delineated, and guiding questions for culturally responsive practitioners will be posed. Finally, ways to create a cultural advisory board will be explored and methods to actively apply culturally responsive therapy

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• practice will be brainstormed.


• Summarize basic research findings on culturally responsive therapy with minority clients and build cultural competence with Asian, Asian Indian, and African American populations

Recognize differences between cultural sensitivity, competence, and responsiveness

Utilize research findings on culturally responsive therapy to inform your own practice and create a cultural advisory board

Friday, 3:15 PM-3:45 PM

Friday, 3:45 PM-5:15 PM

COFFEE, TEA, & SNACK BREAK

TOWN HALL & CLOSING CEREMONY

Room: Discovery



2013 NMCS Distinguished Elders

Guillermo Bernal, Ph.D.

, is Professor of Psychology and Director of the Institute for

Psychological Research at the University of Puerto Rico-

UPR, Río Piedras. Dr. Bernal received his bachelor’s degree from the University of Miami, and master’s and doctorate degrees from the University of Massachusetts/

Amherst. In 1978 he joined the faculty at the University of California, San Francisco. After promotion to

Associate Professor, he moved to Puerto Rico to pursue engagement with a “Latin American psychology, from within Latin America.” Since 1986 he has been faculty in the Department of Psychology at the University of

Puerto Rico.

Dr. Bernal has taught hundreds of undergraduate and graduate students in theory, practice, and research courses. More importantly, over his career, Dr. Bernal developed and implemented developmental mentoring programs. To promote the education of undergraduate students, Dr. Bernal sought NIMH funding through the Career Opportunities in

Research Education and Training. The Career Opportunities in Research (COR) program began in 1989 and continues at present. Over two hundred (200) students have participated in the COR program. Many of these have gone on to professional careers, and most have pursued higher education. From 1997 to 2002 he was the Principal Investigator

(PI) for the Career Opportunities in Research High School Research Training for Hispanics, an NIMH-funded grant.

The program spanned 10 years, during which the 24 participating students all gained college admission and program evaluation demonstrated higher benefit to low-income participants. In the graduate education realm, Dr. Bernal served as the PI for an NIMH-sponsored Minority Research Infrastructure Support Program that spanned from 1992 through

2008 and served 167 students. In addition to these programs, Dr. Bernal was an investigator in the Latino Research

Program Project grant (1997-2002) that served to provide mentorship opportunities to young investigators, particularly new faculty. These mentorship activities are supported in Dr. Bernal’s exemplary modeling in the conduct of research.

Dr. Bernal has published over 150 journal articles, reports, book chapters, and seven books in his career. His contributions are stead fast over the years, increasing in impact over the course of his career. A substantial number of Dr. Bernal’s publications are in Spanish (37 articles/chapters and four books) showing a commitment to broad dissemination of his contributions to research, theory, and practice within and outside of Latin America.

In the Psychology Department at the University of Puerto Rico he served as founder and director for the Centro

Universitario de Servicios y Estudios Psicológicos from 1992 to 2008. In 2008, part of CUSEP grew into the Instituto de Investigación Psicológica, a university-level center to promote psychological research for which Dr. Bernal serves as director. His current research is in the efficacy of psychological treatments of depression in adolescents (funded by

NIMH) and in the cultural adaptation of evidence-based interventions.

Dr. Bernal is a Fellow of APA division 45, 12, and 27 and is a member of division 43 and 29. He has served, among many other positions, as President of the Society for the Psychological Study of Ethnic Minorities (division 45), Chair of the Evidence-Based Task Force of the Asociación de Psicólogos de Puerto Rico, and Treasurer and later Vice-President for Central America and the Caribbean for the Sociedad Interamericana de Psicología. Additionally, Dr. Bernal has served on the editorial board of 16 journals and served as Associate Editor for Research of Family Process (2006-2012).

Dr. Bernal was born in Cuba in 1949, the son of Jorge Bernal and María Elena Martínez. He was the second of four children. His family of origin immigrated to the United States in 1960. He has lived in San Juan, Puerto Rico since

1986.


Rosie Phillips Bingham, Ph.D.

, is a leader in her community, on her campus, and in the field of psychology. She was born in Mississippi, but has spent most of her life in Memphis, Tennessee. She began her pursuit of higher education at Elmhurst College in Illinois where she studied sociology and education and hasn’t looked back since. She ultimately received her doctorate from The Ohio State University in counseling psychology. She began her career at the

University of Florida, but eventually returned to the University of Memphis where she has worked for the past 26 years as both an administrator and professor. Dr. Bingham is currently the Vice President for Student Affairs at the University of Memphis and is also a professor in Counseling, Educational

Psychology, and Research.

Her commitment to her campus and her community is evident through her involvement as a member of the Board of

Directors of the Baptist Women’s Hospital, the Leadership Academy, and as past Chair of the Board of Directors for the Women’s Foundation for a Greater Memphis. On her campus, she was co-founder of Black Scholars Unlimited at the University of Memphis. Her commitment to students of color on her campus and the women and children of

Memphis is evident in so much of what she has done and how much she has given.

Dr. Bingham is national leader in the field of psychology. She currently serves on the Board of Directors of the

American Psychological Association and on the Council of Student Affairs for the Association of Public and Land

Grant Universities. She holds a diplomate (ABPP) in Counseling Psychology and has served as president of the

Association of University and College Counseling Center Directors, the International Association of Counseling

Services, and the Society of Counseling Psychology of the American Psychological Association. Rosie Phillips Bingham is also a founder and organizer, along with Drs. Lisa Porche-Burke, Derald Wing Sue, and Melba Vasquez, of the

National Multicultural Conference and Summit of the American Psychological Association, and was the Summit’s keynote speaker in 2007.

As a scholar, Dr. Bingham serves on the editorial boards of In Session for the Journal of Clinical Psychology and

Journal of Career Assessment, The NASPA Journal, is a past member of the editorial boards of the Journal of College

Student Development, the Journal of Counseling and Development, and The Counseling Psychologist, and is co-editor of the book, Career Counseling and African Americans (2001) with Walsh, Brown, and Ward. Her primary scholarly focus is on multicultural vocational psychology and she actively purses advocacy in the area of inclusion.

Dr. Bingham is the recipient of numerous awards including the Woman of the Year Award from the Society of

Counseling Psychology-Section for the Advancement of Women, The Society for the Psychological Study of Ethnic

Minority Issues Charles and Shirley Thomas Award, the National Multicultural Conference and Summit Dalmas A.

Taylor Award, the American Psychological Association Society of Counseling Psychology Lifetime Achievement in

Mentoring Presidential Citation; and the Teachers College Winter Roundtable Janet E. Helms Award for Mentoring.

Bingham also holds Fellowship Status in the American Psychological Association’s Society of Counseling Psychology-

Division 17, The Society for General Psychology- Division 1, and the Society for the Psychology of Women – Division

35.

As a scholar, Dr. Bingham has authored or co-authored over 35 publications and made over 80 presentations at local, regional, or national conferences. Her involvement in various professional associations is so broad and extensive that it is almost too much to count. Her leadership on issues affecting people of color, women, and other groups experiencing oppression has been foundational to the area of multicultural counseling. Her mentorship and support of colleagues at all levels of their careers has been both influential and inspirational. Her leadership and commitment within Division

17, within APA, and within higher education and the field of psychology have contributed greatly to campuses and a profession more able and open to embracing multiculturalism.


Robert T. Carter, Ph.D.

, is Professor of Psychology and Education in the Department of Counseling and Clinical Psychology at Teachers College,

Columbia University. Since his work as a counselor and founder of a career and counseling center in New York City in the early 1970s, Dr. Carter has made a lifelong commitment to issues of race, culture, and social justice. Dr.

Carter is known internationally for his analyses of race, racial identity and culture to psychotherapy, forensic issues, organizational development, mental health disparities, and educational equity.

Dr. Carter has published more than 90 journal articles and book chapters and has authored or edited 7 books. His most notable works are his major contribution article “Racism and psychological injury: Recognizing and assessing race-based traumatic stress” in “The Counseling Psychologist” and his books “The influence of race and racial identity in the psychotherapy process and Racial identity development theory: Applications to individuals, groups and organizations” (with Thompson).

His two volume edited reference set, “Handbook of racial-cultural psychology and counseling: Theory and Research (Vol 1)” and

“Training and practice (Vol 2)” have also made significant contributions to the understanding of race and culture in the field of multicultural psychology. He co-authored, with D. Sue, J.M.Casas, M.J. Fouad, A. Levy, M. Jensen, T. Fromboise, J. Manese, J. Ponterotto, and J. Vasques-Natall, Multicultural Counseling Competencies: Individual Professional and

Organizational Development, was the series editor for the Discussions from the Roundtable- The Counseling Psychologists and the Roundtable Book Series on Multicultural Psychology and Education, and co-editor for the special issue of the Teachers College Record on Multicultural Education. His most recent contribution is his development of The

Race Based Traumatic Stress Symptom Scale, which measures the psychological stress reactions of racism. This tool will undoubtedly assist practitioners to include issues of race in case conceptualization and treatment as well as lawyers when assessing the emotional impact of targets of racial discrimination who lodge racial discrimination claims. As a researcher and scholar, Dr. Carter truly continues to “stand convention wisdom on its head and elevates race to the position of prominence it deserves to occupy” (Carter, 1995).

Throughout his career, Dr. Carter has served many leadership roles that attest to his commitment and devotion to the field of multicultural psychology. He was the first Black Editor for The Counseling Psychologist and was recognized by Sage Publication for making the journal the second highest impact journal in applied Psychology. He also served as Director of the Teachers College Winter Roundtable on Cross-Cultural Psychology and Education for more than a decade and was recognized by Columbia University in recognition of outstanding service. Dr. Carter has also served on the editorial boards of The Counseling Psychologist, Journal of Counseling and Development, Journal of Counseling

Psychology, and Journal of Multicultural Counseling and Development. He has also been a fierce advocate on issues of race and culture by servicing as an expert witness and organizational consultant throughout his career. Dr. Carter has received numerous awards and is a Fellow of Divisions 17 and 45 of the American Psychological Association and former

Chair of the Fellowship Committee for Division 17.


Lillian Comas-Díaz, Ph.D.

, is a clinical psychologist in full-time private practice and a clinical professor in the George Washington University

Department of Psychiatry and Behavioral Sciences.

Dr. Comas-Díaz has devoted her professional psychological life to issues of diversity. Throughout her journey, she developed a Latino community mental health center in Connecticut in the 1970s; was a faculty member at Yale University Psychiatry

Department; became the director of the Yale

University Hispanic Clinic; directed the American

Psychological Office of Ethnic Minority Affairs; and co-founded the Transcultural Mental Health Institute.

As a clinician, scholar, and activist, Lillian has participated in fact-finding delegations investigating human right abuses in Chile, the former Soviet Union, and South

Africa.

She is the recipient of numerous national awards for distinguished contributions to professional psychology, psychological services to culturally diverse individuals, feminist psychology, and social justice.

Dr. Comas-Díaz has been very active in organized psychology. Her APA service has included the Council of

Representatives, Division 45 (its first Treasurer), Committee on Women in Psychology, Committee on International

Relations in Psychology (Chair), Community of Psychologists in Independent Practice (President), Division 35 (Chair of

International Women’s committee), and Publications and Communications Board (member), among others.

Dr. Comas-Díaz is interested in reconciling liberation psychology, multiculturalism, and feminism. The author of over a hundred publications, her writings focus on cultural mental health, ethnic minority psychology, multiculturalism, feminism, social class, bioculture, and spirituality.

Dr. Comas-Díaz’s recent publications include “Multicultural Care: A Clinician’s Guide to Cultural Competence (2012),

“Women Psychotherapists: Journeys in Healing” (with M. Weiner, 2011), and “WomanSoul: The Inner Life of Women’s

Spirituality” (with C. Rayburn, 2008).

Dr. Comas-Díaz is the founding editor of “Cultural Diversity and Mental Health;” and of “Cultural Diversity and

Ethnic Minority Psychology,” the official journal of Division 45. In addition, she serves on several editorial boards and is an associate editor of the “American Psychologist.”


William E. Cross, Jr., Ph.D.

, is one of

America’s leading theorists and researchers on black identity development in particular, and racialethnic identity development in general. His text,

Shades of Black (Temple University Press, 1991) is a classic in the field. In 1963 Bill graduated from the

University of Denver with a BA in psychology. He attended Roosevelt University for MA level studies in clinical psychology and after completing all course requirements and a clinical internship, he worked for two years at a state mental hospital. Although he never completed the MA degree, his exposure to clinical psychology explains his lifelong focus on process and developmental stages. Bill was sweptup by the Black Consciousness Movement of the

1960s and 1970s. Subsequently, he constructed Nigrescence Theory to explicate the identity change process linked to social movement dynamics. The Cross Model became “the” template for scholars fashioning similar models on Native

American Identity, Women’s Identity, Gay-Lesbian Identity, and Asian American Identity, etc. Dr. Cross completed his doctorate at Princeton University, where his life long friend, Badi G. Foster, helped Bill forge a connection between psychology and African American Studies. His first academic appointment with the African Studies and Research

Center [Cornell University] combined black studies and psychology. Bill entered Cornell as a psychologist, and after 20 years of immersion in interdisciplinary Black Studies, left the Africana Center transformed into a Cultural

Psychologist. While at Cornell [1973-1994], Dr. Cross wrote Shades of Black, which voiced his challenge to the Black

Self-Hatred thesis, presented a major revision of the original Negro-to-Black Identity Change Model, and outlined a two-factor theory of self-concept structure (SC = PI + RGO). In 1994, he left Cornell to take a position at Pennsylvania

State University, where his career was revitalized. Peony Fhagen-Smith – a graduate student at Penn State – turned

Bill’s perspective toward a lifespan perspective, a focus recently revisited in an expanded work co-authored with Tuere

Binta Cross, his daughter. At Penn State, Bill formed a research team consisting of Beverly Vandiver, Frank Worrell,

Kevin Cokley, and Peony Fhagen-Smith. Together they designed, tested, and validated the Cross-Racial-Identity-Scale

[CRIS], one of the most important and exemplary measures used by Division 45 scholars. Terrell Jones, also from

Penn State, introduced Bill to the Summer Institute for Intercultural Communication (SIIC), founded by Janet and

Milton Bennett. Since 1998, Bill and Terrell have co-taught a one-week session at SIIC on racial-cultural identity development. After leaving Penn State, Bill took a position at UMass-Amherst from 1996-1999, where he worked in the

Doctoral Program in Social Justice Education. Between 2000 and 2008 Bill was part of the Doctoral Program in Social-

Personality Psychology, at the Graduate Center, City University of New York, and at one point he also coordinated the

GC Program in Africana Studies. Working along side Michelle Fine, Kay Deaux, Tracey Revenson, Colette Daiute, and

Robert Reid- Pharr, Bill’s work in the early 2000s became more progressive and openly radical. Bill’s conceptualization of racial-cultural identity enactments in everyday life evolved while at CUNY. In 2001 Dr. Cross was named

Distinguished Psychologist by the Association of Black Psychologists; in 2009 he received the Social Justice Education

Award at the Winter Roundtable, Teachers College, and also in 2009, The William E. Cross, Jr., Lectures Series was created as part of the Annual Conference on Cross-Cultural Issues in Counseling and Education, sponsored by the

Counseling Education Program at Georgia Southern State University. Recently Dr. Cross was elected President-Elect for Division 45 of the American Psychological Association, where he follows in the footsteps of Robert Sellers, Justin

McDonald, and Luis Vasquez.

For a brief period Bill lived in Henderson, NV; where he accepted a position at the University of Nevada-Las Vegas in

Counselor Education. Recently, Bill and his wife Dawn moved to Colorado, where their daughter works and lives. Bill did not stay “retired” very long, and currently he coordinates the Higher Education Program in the Morgridge College of Education at the University of Denver, which is to say his career has come full-circle, as he has returned to the university where he obtained his undergraduate degree.


Beverly Greene, Ph.D., ABPP

, is a Professor of Psychology at St. John’s University, and a practicing clinical psychologist. Dr. Greene is a Fellow of APA and 8 of its divisions (9, 12, 29, 35, 42, 44, 45, &

56), a Diplomate in Clinical Psychology (American

Board of Professional Psychology), and Fellow of the

Academy of Clinical Psychology.

She has served on the editorial boards of many scholarly journals and is the author of over one hundred publications in the psychological literature that have made longstanding pioneering contributions to the development of greater understandings of the intersections of race, gender, and sexual orientation and multiple identity paradigms. That work has also forcefully advocated for the greater integration of psychological practice and social justice.

Her focus on the psychologies of socially marginalized group members include African Americans, women, women of color, sexual minorities, and LGBT people of color. Ten of her publications have received national awards for making significant contributions to the psychological literature. She is a four time recipient of the Women of Color

Psychologies Publication Award (1991, 1995, 2000, 2011-Association for Women in Psychology), 3 time recipient of the

Psychotherapy with Women Research Award (1995, 1996, 2000-for two papers-APA Division 35), and twice recipient of the Distinguished Publication Award (1995, 2000, Association for Women in Psychology).

She is the recipient of over 28 national awards that include APA’s 2009 Award for Distinguished Senior Career

Contributions to Psychology in the Public Interest, The Society for the Psychology of Women’s 2008 Carolyn Wood

Sherif Award, The Society for Clinical Psychology’s 2006 Florence Halpern award for Distinguished Professional

Contributions to Clinical Psychology and its 2005 Stanley Sue Award for Distinguished Professional Contributions to

Diversity in Clinical Psychology.

Dr. Greene was the founding coeditor of the American Psychological Association Division 44 book series Psychological

Perspectives on Lesbian, Gay, and Bisexual Issues. At the August 2011 meeting of the American Psychological

Association, she received a Presidential Citation for her many important contributions to psychology. Her most recent publication is A Minyan of Women: Family Dynamics, Jewish Identity and Psychotherapy Practice (2010, Routledge).


Kristin A. Hancock, Ph.D.

, received her BA from University of California at Berkeley in 1970, her MS from California State University, Hayward in 1975, and her PhD from the California School of

Professional Psychology in Berkeley in 1978. She has been a clinical supervisor and consulting psychologist at Project Eden Drug and Alcohol Prevention,

Education, and Counseling Program in Hayward, CA, and, since 1992, has taught at the John F Kennedy

University, where she now serves as a Professor of

Psychology and teaches classes in Adult Psychotherapy,

Ethical and Legal Issues in Professional Psychology, and Gay, Lesbian, Bisexual, and Transgender Issues in

Psychology, among others.

Dr. Hancock has been active in professional groups for many years, providing outstanding leadership in many domains that involve the social justice concerns of women and sexual minorities. She became the first woman to chair the

Association of Gay Psychologists and the first woman to be elected president when the Association became APA’s

Division 44 (now the Society for Psychological Study of Lesbian, Gay, Bisexual, and Transgender Issues). In all the organizations that she led, Kris fought for gender parity. It is in part due to her efforts that the policy of gender parity has been enshrined in Division 44’s Bylaws. In addition, she served Division 44 for six years in the APA Council of

Representatives, most ably representing the Division’s concerns in Council.

On top of Dr. Hancock’s devoted service to APA’s Division 44, she has also amassed a remarkable record of contributions to many other aspects of APA’s governance structure. Dr. Hancock has chaired APA’s Board for the

Advancement of Psychology in the Public Interest, its Board of Professional Affairs, its Committee on Professional

Practice and Standards, Committee on Women in Psychology, and its Committee on Lesbian, Gay, Bisexual, and

Transgender Concerns (CLGBTC). She is past chair of the Association of Lesbian and Gay Psychologists, Past

President of APA Division 44, and served for six years on APA’s Council of Representatives.

Dr. Hancock is probably best known today for her work on APA’s Guidelines for Psychotherapy with Lesbian, Gay, and

Bisexual Clients. She chaired the Task Force that created these guidelines, and in that role, she coauthored them. More than that, she saw to it that they would set the standard for all Guideline efforts to follow, and she worked tirelessly to shepherd them through the governance structure. She has also been involved in their revision to ensure that they remain up to date. These Guidelines have been enormously useful, both here in the United States and abroad, where they have been adapted for use by professional groups in a number of other countries. They set a standard that improves professional practice with lesbian, gay, and bisexual clients and that is also mindful of the intersection of sexual orientation issues with those relevant to ethnic, racial, and gender concerns. Dr. Hancock also assisted in the review of APA’s Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change which were adopted by APA in 2000, and the Guidelines for Psychological Practice with Girls and Women which were adopted by

APA in 2007.

In recognition of her contributions to the science and profession, she became a Fellow of American Psychological

Association (APA) in 1996. In 2008, APA’s Division 35 (Society for the Psychology of Women) gave her its Laura

Brown Award in recognition of her work with lesbian and bisexual women’s issues. She has also received awards from the National Council of Professional Schools of Psychology and APA’s Division 44 (Society for Psychological Study of

Lesbian, Gay, Bisexual, and Transgender Issues) for her work on issues related to sexual orientation.


Jean Lau Chin, Ed.D.

, is Professor at Adelphi

University. Dr. Chin has had a distinguished career as an educator, administrator, psychologist, and scholar for more than 35 years. She was Dean at the Derner Institute for Advanced Psychological

Studies at Adelphi University in New York and the

Systemwide Dean of California School of Professional

Psychology at Alliant International University in

California in which she was the chief academic officer of undergraduate and graduate programs in psychology. Prior to her leadership in academia, she was the Executive Director of a community health center serving the Asian American communities in

Massachusetts, the Co-Director of a child guidance clinic and Regional Director of a managed care company.

As one of the first Asian American (or Chinese American) psychologists in the U.S., she went on to be first in many of the roles she took. She was the first Asian American to be licensed as a clinical psychologist in Massachusetts in

1973, and received her doctorate in psychology from Teachers College, Columbia University at a time when few Asians entered this field. She was the first psychologist to run the mental health clinic and community health center in

Massachusetts, and the first Asian dean at both universities. As a psychologist, she has trained many psychologists and health care professionals. As a scholar, her extensive publications include 12 books, many journal articles and over 200 professional talks in the areas of leadership, diversity and cultural competence; clinical training; Asian American and women’s issues; health and mental health. Her most recent books include: Diversity in Mind and in Action (2009),

The Psychology of Prejudice and Discrimination (2009), and Women and Leadership: Transforming Visions and

Diverse Voices (2007). She also published Learning from My Mother’s Voice—an oral history of her mother about the

Chinese-American immigration experience (2005). She began researching diversity and leadership and women and leadership when there was little attention to this topic in the field of leadership, and has used her research as a tool for advocacy for equity and social justice. She was recently designated as a Fulbright Specialist for her expertise in this area.

She has served in many leadership positions on national, state and local boards on women’s issues, eliminating mental health and health disparities, cultural competence, and is currently on the boards of ERASE Racism, and Nassau

County Mental Health Association, and the National Asian Pacific American Families Against Substance Abuse. She wrote the policy brief on Culturally Competent Care in Massachusetts: Where are we? in 2000, and was a member of the New England Summit Health Care Reform Roundtable with Hillary Rodham Clinton in 1993. She is currently

President of the Division of Women’s Issues, New York State Psychological Association, and a past President of the

Society for the Study of Ethnic Minorities, the American Psychological Association. In these roles, she has promoted coalition building and grassroots advocacy to impact national policy and services for mental health and substance abuse, access to care for underserved, low income Asian American communities, and diversity and leadership.

Among her many awards for her leadership and work are: Outstanding Executive Director Award in 1991 from the

Massachusetts League of Community Health Centers, promoting the integration of primary health care and behavioral health; Women Who Care Award from Women in Philanthropy in 1991 for her extensive advocacy and community work promoting access to care, particularly for Asian immigrants and refugees; Distinguished Contribution Award from the Asian American Psychological Association in 2001; 24th Annual Symposium of Eminent Women in Psychology

(2002); and the Nassau County Executive’s 2009 Women of Distinction Award.


Diane J. Willis, Ph.D.,

is Professor Emeritus,

Department of Pediatrics, University of Oklahoma

Health Sciences Center (OUHSC). For 23 years, she served as the Director of Psychological Services and

Training at the Child Study Center at OUHSC. She is a voting member of the Kiowa Tribe of Oklahoma.

Diane was on the first Division 12 Ad Hoc Committee on Affirmative Action & Equal Opportunity in 1975, out of which the Section on Ethnic Minority Issues was proposed and developed. Dr. Willis is a pastpresident of Divisions 12, 29, and 37, and Sections

1, 4, and 5 of Division 12. Diane is currently the incoming president of section 6, American Indian,

Alaska Native, Indigenous Women’s section of

Division 35. While President of the Society of

Clinical Child Psychology, she initiated an Education Committee out of which came the Hilton Head Conference on

Training in Clinical Child Psychology. The conference proceedings were published and are still used today to guide training in this field. During her tenure as President of the Society of Clinical Psychology, an award was established honoring outstanding ethnic minority psychologists and a Council Slate was developed composed solely of ethnic minority professionals.

Dr. Willis is the founding editor of The Journal of Pediatric Psychology and was editor of The Journal of Clinical Child

Psychology. Upon assuming the editorship of the latter journal, she expanded the editorial board and made it a peerreviewed journal. Dr. Willis is the co-editor of four books and has over 68 published articles and chapters. She has received numerous awards throughout her career, among them the Nicholas Hobbs Award for Child Advocacy (Division

37), the Distinguished Professional Contributions to Clinical Psychology Award (Division 12), and the Distinguished

Psychologist Award from the Oklahoma Psychological Association.

Her professional career has been devoted to education and training of psychologists and development of new service models for meeting the mental health needs of culturally diverse and difficult-to-serve populations (e.g., developmentally disabled, children who have been abused and neglected, and children exposed to prenatal substance abuse). She has been an advocate for children’s access to mental health care. She also was an advocate in the 1970s for children who were maltreated—working to establish a Child Protection Committee at University of Oklahoma

Children’s Hospital and established the Parents’ Assistance Center to provide treatment for parents who maltreated their children. These programs were the first of their kind in the State and among the first in the nation. Her research, program development, and advocacy were recognized by appointment to the U.S. Advisory Committee on Child Abuse and Neglect in the 1990s. Dr. Willis’ concern and advocacy for children who are disadvantaged, maltreated, and from minority cultures has been a driving force throughout her career in teaching, research, and clinical practice. Her many students who have followed her path and now work in these fields attest to her mentoring and role modeling for their careers.

In her retirement, Dr. Willis has continued to consult at a rural Indian mental health clinic she established 10 years ago. She has provided training and technical assistance to tribes in across the country in the area of Head Start. She was appointed by Secretary of DHHS Donna Shalala to the Secretary’s Advisory Committee on Research in Head

Start, and was appointed to a technical work group on an EHS Infant Mental Health project which was coordinated by

Zero to Three. She also served on Berry Brazelton’s Advisory Committee in Indian Country. She remains active and committed to furthering the development and provision of mental health services to underserved populations.


2013 NMCS

Distinguished Ancestors

The Distinguished Ancestors Award, instituted at the 2007 National Multicultural Conference and Summit, recognizes deceased psychologists for their professional contributions in multicultural psychology through research, practice, training, and/or social advocacy. The Coordinators of the 2013 NMCS are pleased to honor the enduring contributions and legacy that the following individuals have made to the field of multicultural psychology. These individuals and their life’s work will never be forgotten.

George Albee, Ph.D.

Previous Ancestors Recognized

Alan K. Malyon, Ph.D.

Donald Atkinson, Ph.D.

Carolyn Attneave, Ph.D.

Martha Bernal, Ph.D.

Betty Berzon, Ph.D.

Toy Caldwell-Colbert, Ph.D.

Kenneth Bancroft Clark, Ph.D.

Mamie Phipps Clark, Ph.D.

Henry P. David, Ph.D.

Ursula Delworth, Ph.D.

Robert V. Guthrie, Ph.D.

Asa Grant Hilliard, III, Ph.D.

Evelyn Caldwell Hooker, Ph.D.

Reginald L. Jones, Ph.D.

Harriette Pipes McAdoo, Ph.D.

Naomi Meara, Ph.D.

Gerald Vincent Mohatt, Ph.D.

Patrick Okura, Ph.D.

Carolyn Payton, Ph.D.

George I. Sanchez, Ph.D.

Royce “Roy” W. Scrivner, Ph.D.

Eve Kosofsky Sedgwick, Ph.D.

Adrienne Smith, Ph.D.

Jeffrey S. Tanaka, Ph.D.

Dalmas Taylor, Ph.D.

Star Vega, Ph.D.

Logan Wright, Ph.D.

John Anderson, Ph.D.

September 17, 2012

John Anderson served as the APA Senior Director of the Office on AIDS beginning in 1994. He was also a clinical psychologist who maintained a private practice in Washington, D.C. since 1986 in which he specialized in individual, couple, family, and hypnosis psychotherapies for people living with, and affected by HIV/

AIDS, cancer, and other chronic, life-threatening illnesses. During his tenure at

APA, he shaped and strengthened the sustainability of the HOPE, Behavioral and

Social Science Volunteer, and Cyber Mentor programs and the Tabano and Endof-Life projects. He was awarded more the $14 million in federal funding from such agencies as the Substance Abuse and Mental Health Services Administration,

Centers for Disease Control and Prevention, and National Institutes of Health.

Through his leadership, the Office on AIDS and its programs have trained tens of thousands of mental health professionals about HIV and mental health. He was also a co-author and editor of six APA-published books and staffed such APA working groups as those on Assisted Suicide and End of Life Decisions through which ground-breaking, internet based educational programs were developed and hosted by the APA Office on Continuing Education in Psychology. His innovations in cutting-edge approaches and interventions for HIV made him a nationally and internationally known vanguard in the community.


Georgia Babladelis, Ph.D.

May 28, 2009

Georgia Babladelis was born on January 30, 1931 in Michigan, the daughter of

Greek immigrant parents. She received her undergraduate degree in psychology from the University of Michigan, her master’s degree from the University of

California, Berkeley, and her doctorate in psychology from the University of

Colorado in 1960. She is regarded as a leader in the field of psychology of women. One of her early career goals was to bring research on gender to a more international audience, while later, noting the large number of women returning to school at her university, she began investigating their academic experiences. A strong advocate for advancing women’s position in academe, as well as promoting the emerging feminist scholarship on women’s lives, she helped establish the

Women’s Studies Program and created the first Psychology of Women course at her institution, the California State College, Hayward (now California State University,

East Bay). She also helped establish nursing programs at her school, and her contributions were recognized posthumously by the establishment of the Georgia

Babladelis Fund in Nursing. Continuing her interest in international interests, she served as the U.S. director of research for the United Nations Educational, Scientific and Cultural Organization in the early 1980s, which allowed her to travel around the world in the service of women’s rights. Dr. Babladelis was the founding editor of the Psychology of Women Quarterly, the official journal of APA’s Division 35 (Society for the Psychology of Women), and the co-author of several well-regarded personality textbooks. At the APA centennial celebration in 1992, she was honored as one of the 100 outstanding women in psychology.

Alfredo Castaneda, Ph.D.

1981

Alfredo Castaneda is known as the first Mexican-American psychologist to hold a

Ph.D. in the U.S., as well as the first to become a full professor. He was born in

1923, a native of San Francisco, educated though his undergraduate degree at San

Francisco State College and earned his doctorate at Ohio State University in 1952.

He joined the faculty at Stanford in 1972 as one of the first tenured Chicano faculty members. He also taught at the University of Toronto, Queens College of the City

University of New York, the University of Texas, and the University of California at Irvine. His work that brought him national recognition was a psychological integration of the concepts of personality, culture, democracy, and diversity. He studied the influence of culture on education and learning, authoring and coauthoring several books, including Cultural Democracy, Bicognitive Development and Education (1974). He was an outstanding combination of scientist, trained in its techniques, paradigms, and rigor, who also was acutely aware that the human object of science is more important than science. Castaneda founded the National

Latina/o Psychological Association and served on the editorial boards of the Journal of Experimental Psychology and Child Development.


Bruce R. Fretz, Ph.D.

July 17, 2012

Bruce Fretz was born in a small town in Pennsylvania on June 28, 1939 to a German family whose ancestors had lived in that area for seven generations. He earned his Ph.D. in 1965 from Ohio State University, followed by beginning his career at the University of Maryland. He grew to become a central figure in counseling psychology whose primary contributions have been through his scholarship, directing the counseling psychology program at the University of Maryland, representing counseling psychology in a number of professional positions, serving as editor of The Counseling Psychologist, and serving as the president of APA

Division 17 (Society of Counseling Psychology). For many people, he has served as an exemplary role model of what it means to be a counseling psychologist. He held major offices and positions that enabled him to both protect and strengthen counseling psychology, including chair of the APA Education and Training Board, member of the APA Council of Representatives and the Mid-Atlantic Regional

Committee of the American Board of Professional Psychology, and president of the

National Register of Health Service Providers in Psychology. Within counseling psychology, he made countless contributions. He served on the Division 17 Executive Committee for more than 20 years. During his presidency, he promoted diversity in its many forms within Division 17. He was one of the founders of the Council of Counseling Psychology Training Programs, which has been a key, if not the key, organization aimed at supporting and enhancing graduate training in counseling psychology. During his career he conducted seminal research on nonverbal behavior in counseling in the 1960s, and the major textbook on counseling psychology which he co-authored with Charles Gelso is a required text in most counseling psychology doctoral programs. In his

Legacies interview with Clara Hill published in The Counseling Psychologist in 2000, he described the infusion of multiculturalism as one of the most important recent developments in counseling psychology. He said, “when you look back over that in the last decade, the amount of research that is being done as compared to conceptual pieces being written is just phenomenal,” which he found very promising. He considered the diversity of our society and its unevenness to be one of the social facts of greatest current importance for counseling psychologists. He was a strong supporter of multiculturalism throughout his career, as was the doctoral program at the University of Maryland which he directed.

Xiaojia Ge, Ph.D.

August 26, 2009

Xiaojia Ge was born in Beijing, China, on October 24, 1954. He completed just six years of grade school before the Cultural Revolution halted his education, and he spent the next 11 years working as a coal miner and a machinist. His later performance on a university entrance exam allowed him to earn his bachelor’s and master’s degrees in history in China, after which he came to the United States and earned his doctorate from Iowa State University in 1990. He accepted faculty positions at the University of California, Davis in 1995 and the University of

Minnesota in 2007. He made seminal contributions to the study of adolescence and developmental psychopathology, including work on the psychosocial correlates of early puberty, the development of depression, and linkages between genetic factors and family dynamics. He was the lead author of several highly cited articles which were published in Developmental Psychology. The National Council for

Family Research recognized him for his outstanding article combining theory and research entitled, “The Developmental Interface between Nature and Nurture:

A Mutual Influence Model of Child Antisocial Behavior and Parent Behavior.”

He collaborated with colleagues from around the world and was a founding member of the Asian Caucus within the

Society for Research in Child Development. He also actively mentored numerous graduate students and junior faculty through the Family Research Consortium sponsored by the National Institutes of Health.


Norine G. Johnson, Ph.D

.

November 19, 2011

Norine Johnson was born in Indiana in 1935. She completed her undergraduate work at De Pauw University where she became aware of gender discrimination and began her advocacy to end it. She learned there were higher standards for female applicants than there were for male applicants and that scholarships were only available to men. She became a vice-president of the university senate and worked to change the more egregious rules. She received her Ph.D. in 1972 from

Wayne State University, and soon thereafter became the director of psychology at Kennedy Memorial Hospital for Children. Under her leadership, the staff grew from one master’s level position to 35 staff. She had changed many hospital policies to make them more child and family friendly and had developed internship positions that earned a national reputation. She later filled positions at the Boston

University Medical School, Massachusetts School of Professional Psychology, and

Boston College. As her children grew older, Dr. Johnson got involved in organized psychology, serving as the first woman president in 50 years of the Massachusetts

Psychological Association, on the APA Council of Representatives, president of

APA Division 35 (Society for the Psychology of Women), and finally the ninth woman president of the American

Psychological Association. Her 2001 Presidential Initiative was “Psychology Builds a Healthy World,” which resulted in a co-authored 2003 book, Psychology Builds a Healthy World: Opportunities for Research and Practice. She also cochaired an earlier Presidential Task Force on Adolescent Girls, which had as its focus the strength and resiliency of girls rather than the negative stereotypes of them so common in the media. That project resulted in two books: a trade book for girls and their parents and a scholarly volume. During her career she received many awards and honors, including the Karl F. Heiser APA Presidential Award for Advocacy, the APA Committee on Women in Psychology’s Distinguished

Leader for Women in Psychology Award, the APA Division 29 Distinguished Psychologist Award for Contributions to

Psychotherapy and Psychology, and the APA Division 42 Distinguished Psychologist of the Year Award.

Frank Kameny, Ph.D.

October 11, 2011

Frank Kameny, who died at the age of 86, was one of the leading figures of the gay rights movement in Washington, DC and the nation. His homosexuality led to his discharge from a federal government job more than half a century ago, but he lived to see his years of determined advocacy rewarded through the success of many of his campaigns, such as being elected the first openly gay member of the DC Council, and through his ultimate welcome by a political establishment that had rejected him. Through his efforts over the years, he deserved to be known as one of the fathers of the shift from the policy of “don’t ask, don’t tell.” When he enlisted in the Army during World War II, he reported that, “They asked, I didn’t tell.” In what appears to be one great triumph of his often lonely, uphill advocacy struggle, the protest signs he once carried in front of the White House were put on display in the Smithsonian Institution as part of our U.S. history. Dr. Kameny is generally credited with originating the slogan “Gay is Good.” Throughout his career, he worked tirelessly to increase the acceptance of gay people in mainstream American society and to recognize their rights. He made his own sexual orientation plain, and he won attention and respect by his campaign and election as DC’s non-voting delegate to Congress 40 years ago. In

2008, he gave a stirring account at the meeting of the American Psychiatric Association of the events leading up to the removal of homosexuality from the DSM. His remarks, entitled “How It All Started,” were published in the Journal of Gay and Lesbian Mental Health in 2009. Out for Good, a history of the gay rights movement in the U.S., made

Dr. Kameny the central figure in several chapters, and one of the books co-authors called him an “authentic hero” of

American culture.


Lawrence “Larry” A. Kurdek, Ph.D.

June 11, 2009

Larry Kurdek is recognized as one of the world’s leading social science researchers on lesbian and gay committed relationships. He was born in a Polish neighborhood on the south side of Chicago on October 10, 1951. He completed his Ph.D. at the

University of Illinois, Chicago in 1976 and began teaching as an assistant professor at Wright State University that same year. He was promoted to Professor in 1984.

He helped to craft the APA’s Resolution on Sexual Orientation on Marriage, in which APA committed itself to “take a leadership role in opposing all discrimination in legal benefits, rights, and privileges against same-sex couples,” as well as the APA

Resolution on Sexual Orientation, Parents, and Children which opposed “any discrimination based upon sexual orientation in matters of adoption, child custody and visitation, foster care, and reproductive health services.” Over his career, he published dozens of important empirical and theoretical articles and chapters about gay and lesbian couples. Among other findings, his research demonstrated that the factors predicting relationship satisfaction, commitment, and stability are remarkably similar for both same-sex cohabitating couples and heterosexual married couples. His work was featured prominently in amicus briefs that the APA filed in court cases challenging marriage laws in New Jersey, Connecticut, California, Iowa, and elsewhere. Larry was also a great lover of dogs, and later in his career pursued research on the emotional bonds between people and their dogs in which he documented similarities between the attachments people form with their dogs and those they form with other humans.

Robert G. “Bob” Malgady, Ph.D.

July 31, 2011

Robert Malgady was born in Newark, New Jersey on September 14, 1949. He obtained his bachelor’s degree in psychology from Rutgers University in 1971 and his doctorate in psychology/statistics from the University of Tennessee in 1975. He began his career at the Center for Research in Human Development at the State

University of New York, and later served as the Associate Director of the Hispanic

Research Center at Fordham University, Senior Research Associate at both Cornell-

Weill Medical College and Fordham University at Lincoln Center, Visiting Professor at Memorial Sloan-Kettering Cancer Center in New York City, Professor at New

York University, and Professor of Educational Administration and Leadership at

Touro College. While he was well-known as a teacher, mentor, administrator, and researcher, his strongest contribution to psychology was in the development of culturally sensitive assessment and treatment modalities. He served on a number of editorial boards including Cultural Diversity and Ethnic Minority Psychology and Psychological Assessment and had a multitude of publications in the areas of cultural diversity and sensitivity, as well as quantitative research. He was also a successful grant writer and obtained large sums for such grants as “Culture and Behavior in Psychodiagnosis of Puerto

Ricans,” “Language and Ethnic Factors Influencing the DSM-IV Diagnostic Process,” and “Hero/Heroine Cuento

Therapy for Hispanic Youngsters.” One sign of his impact on the field is the inclusion of his work in the guidelines for the provision of culturally competent mental health services by APA and the U.S. Surgeon General’s guidelines for working with culturally diverse individuals.


Carlos Albizu Miranda, Ph.D.

October 6, 1984

Carlos Albizu Miranda was born in Ponce, the second largest city in Puerto Rico, on September 16, 1920. His family moved to New York City where he received his primary and secondary education, then returned to Puerto Rico to earn his undergraduate degree in 1943. He joined the U.S. Army at the beginning of World

War II and served overseas, later using the G.I. Bill to earn his master’s degree from the University of Minnesota and his doctorate from Purdue University. He is one of the first Hispanics to earn a Ph.D. in psychology in the U.S. and the first Hispanic educator to have a North American University renamed in his honor. After his internship in 1960, he returned to Puerto Rico to teach at the University of Puerto

Rico and maintain a private practice. He became concerned at the lack of graduate programs in Puerto Rico and the lack of training models sensitive to the needs and sociocultural characteristics of Hispanic clients. In 1966, he left the University and established the first independent professional school of psychology in North

America, modeled after similar institutes in Europe. In 1980, he moved to Miami and opened a sister campus. On January 1, 2000, the two-campus institution was renamed “Carlos Albizu University” in honor of his work. He was also the first president of the National Hispanic

Psychological Association, a Fellow of APA, and served on the Committee of Professional and Scientific Conduct and

Ethics. In 1980, he received the APF Award for the Development of Psychology Education in Puerto Rico and the

Caribbean.

Carol L. Nagy (formerly Jacklin), Ph.D.

August 8, 2011

Carol Louise Nagy (formerly Carol Jacklin) grew up in Chicago, earned her master’s degree in psychology from the University of Connecticut, and her Ph.D. in developmental psychology from Brown University in 1972. She sought a way, through her professional life, to remove the second-class status for women in the

U.S., and she played a key role in bringing critical perspectives on gender into the field of developmental psychology. She became a researcher in the psychology department at Stanford University in order to collaborate with Eleanor Maccoby, and their highly acclaimed and influential book, The Psychology of Sex Differences, published in 1974 became a classic. The book was featured on the front page of the New York Times Book Review and became a required text in numerous classes around the country. She also helped start the Center for Research on Women at

Stanford, then became the first women tenured full professor in psychology at the

University of Southern California where she later became the first woman Dean of Social Sciences and Communication. In 1995, she became the Dean of Arts and Sciences at the College of William and Mary, where she instituted a number of significant changes in the university’s approach to hiring women and minorities, as well as putting women’s pay on par with men’s. She also used her expertise in a broader arena, testifying on behalf of defendants in sex bias cases against major companies such as AT&T and for women seeking admission to male-only institutions such as the Virginia

Military Institute and the Citadel. She passed away at the age of 72.


Ena Vasquez Nuttall, Ed.D.

October 20, 2011

Dr. Nuttall has been remembered as an inspiring leader, multicultural psychology pioneer, dedicated bilingual school psychologist, and advocate. Born in 1937 and raised in Puerto Rico, she received her bachelor’s degree from the University of

Puerto Rico, her master’s degree in psychology from Radcliffe College, and her

Ed.D. in Counseling and School Psychology from Boston University. As a professor, she founded the first doctoral program in school psychology in Massachusetts at the

University of Massachusetts-Amherst and the second one at Northeastern University in Boston. She lead both through NASP and APA-accreditation and later served as Assistant Dean of Multicultural Education at Northeastern before retiring as

Professor Emeritus in 2009. She was an early champion of education in cultural diversity and published her first article in the area in 1970, a time when these ideas were not widely accepted. She also served on many boards and committees within

APA including the Children, Youth and Families Committee, the Committee on

Accreditation, and the Training and Education Group of the Commission on

Ethnic Minority Recruitment, Retention, and Training in Psychology (CEMRRAT), which she also chaired. She served as the only psychologist on the National Academy of Sciences’ Institute of Medicine committee on Institutional and Policy Level Strategies for Increasing the Diversity in the U.S. Health Care Industry, whose report was released in 2004. Dr. Nuttall published numerous journal articles and book chapters on multicultural issues, and she also served on several journal editorial boards including School Psychology Quarterly, School Psychology

Review, American Journal of Counseling and Development, Journal of Counselor Education and Supervision, and

Journal of Applied School Psychology.

Agnes N. O’Connell, Ph.D.

June 6, 2011

Agnes O’Connell was a psychology professor at Montclair State University for more than 25 years, eventually become the University President. She was an expert and pioneer in the psychology of women, and was honored at Montclair with the

Distinguished Scholar Award. She produced numerous scholarly publications, including an award winning series of books—Models of Achievement: Reflections of Eminent Women in Psychology. These books also resulted in many professional presentations at the APA annual convention. The book she co-authored with

Nancy Felipe Russo, Women in Psychology: A Bio-Bibliographic Sourcebook, is considered unique as the first bio-bibliographic sourcebook on historical and contemporary women in psychology. It documents, preserves, and makes visible the diversity and excellence of women’s contributions to the discipline. It features the rich contributions of 36 women, 14 born between 1847 and 1900, 8 born between 1901 and 1915, and 14 born between 1916 and 1945. All have made education, career development, major contributions and achievements, and the interaction between her personal life and professional life. She also chaired eight National Task Forces for the APA—Society for the Psychology of Women

(Division 35).

significant contributions to psychological theories or methods. Biographical sketches of eight to twelve pages cover each subject’s family background,


Gerald “Jerry” L. Stone, Ph.D.

April 14, 2011

Gerald Stone was born in Los Angeles, held a B.A. from UCLA, a Master of

Divinity from Princeton University, and a Ph.D. from Michigan State University in 1972. A former resident of Iowa City and professor of counseling psychology at the University of Iowa, Dr. Stone was a teacher to many, a mentor to all, and a recognized leader in his field. He directed the Counseling Service at the University of Iowa for over 20 years, pursuing “tough love” therapy while embracing diversity and a multicultural approach. In 2001, he received the Lifetime Achievement

Award from the Association for University and College Counseling Center Directors

(AUCCCD), which is the highest honor given by the organization to counseling center directors who have served in distinguished careers with roles including administration, clinical service delivery, research, publishing, professional service, and teaching and supervision. He also served as Editor of the Journal of Counseling

Psychology, President of APA Division 17 (Society of Counseling Psychology), Chair of the Council of Counseling Psychology Training Programs, Chair of the AUCCCD

Training Task Force, and was a very prolific researcher and writer in counseling psychology. He passed away at the age of 69.

Aaronette M. White, Ph.D.

August 2012

Aaronette White, born in 1961 in St. Louis Missouri, was a dynamic, activist, feminist psychologist. She acquired a wealth of knowledge and experience through years spent traveling and working around the world. While completing her master’s degree at Washington University, she began working with women and reading about women’s issues. She observed that one of the reasons that the imbalance of power between men and women was maintained was because women kept their experiences of sexual assault and rape private. Ultimately, the 1992 Tyson rape case prompted Dr. White to speak out about her own experience of rape and led her to become an anti-rape activist and declared feminist. She subsequently made important research contributions to understanding and mobilizing anti-rape advocacy in Black communities. She earned her Ph.D. in 1988 from Washington

University, taught at Pennsylvania State University, had additional affiliations at

Harvard University, the Missouri Institute of Mental Health, the University of the

Western Cape in South Africa, and the University of Amsterdam, and became a professor of social psychology at the University of California, Santa Cruz in

2008. She is perhaps best known for her book Ain’t I a Feminist? African American Men Speak Out on Fatherhood,

Friendship, Forgiveness, and Freedom. She also edited the book African Americans Doing Feminism: Putting Theory into Everyday Practice and was working on two other books based on her year teaching and conducting research in

Ethiopia on a Fulbright scholarship.


Joe Yamamoto, M.D., Ph.D.

May 24, 2009

Joe Yamamoto suffered many discriminations during his career, including being forcibly placed in a World War II relocation camp. He managed to survive the camp, go to college, study medicine, and eventually become a psychiatrist. He taught psychiatry on the faculties of the University of Oklahoma, the University of

Southern California, and the University of California at Los Angeles. His research in the late 1960s and 1970s documented the obstacles facing ethnic minorities in gaining effective mental health services. His advocacy for the impact of culture in mental health and critiques of the quality of care for ethnic minority populations stimulated an entire generation of researchers and practitioners concerned with disparities in mental health. His hundreds of academic presentations and papers enriched our understanding of cross-cultural and cross-cultural mental health issues.

He also served on the Board of Directors for the Pacific/Asian American Mental

Health Research Center in Chicago and later was an active participant in the

National Research Center in Asian American Mental Health.

Elisabeth Young-Bruehl, Ph.D.

December 1, 2011

Elisabeth Young-Bruehl, a longtime Fellow of the New York Institute for the Humanities at NYU, was widely known and respected as a philosopher, psychoanalyst, biographer, and scholar. She authored over a dozen books, including seminar biographies of Hannah Arendt and Anna Freud. Her book The Anatomy of Prejudices won the Association of American Publishers’ prize for the Best Book in Psychology in 1996. In this prize-winning book, she examined four strains of bigotry—racism, sexism, anti-Semitism, and homophobia—arguing that each had a distinct cause. The book on prejudices will be followed by one entitled Childism:

Understanding and Preventing Prejudice Against Children, which will be published posthumously. This book argues the America’s systemic failure to spare its children from abuse, neglect, and educational privation is born of a deeply ingrained cultural prejudice against them. Born on March 3, 1946, she grew up in Maryland and

Delaware. She attended Sarah Lawrence College to study poetry, left there for

New York City and the counterculture movement of the 1960s, and finished her undergraduate studies as The New School, where she also earned her Ph.D. in 1974 with Hannah Arendt and her mentor and dissertation advisor. She taught for many years at Wesleyan University and

Haverford College, then after psychoanalytic training in Connecticut and Philadelphia, she practiced in Philadelphia and later New York City. In 2001, she moved to Toronto and was a member of the Toronto Psychoanalytic Society and co-founder with her spouse Christine Dunbar of Caversham Productions, a company that makes psychoanalytic educational materials.

Note: We acknowledge and appreciate the many obituaries and other professional articles from which we borrowed liberally to develop these brief biographies.


NOTES:


NOTES:


NOTES:


Thomas Kubiszyn M. Nicole Coleman Frederick G. Lopez Milena Keller-Margulis

Consuelo Arbona Eremanari M. Obasi Samuel McQuillin Roberta L. Nutt

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