Insight Magazine by The Chicago School of Professional Psychology

FALL 2007

ISSUE 1

V OLUME 1

THE MAGAZINE FOR ALUMNI AND FRIENDS OF THE CHICAGO SCHOOL OF PROFESSIONAL PSYCHOLOGY

e x t e n d i n g

t h e

REACH of psychology A focus on community-engaged scholarship inspires new strategies for an evolving profession

a u t i s m in t he L at in o c o mm u ni t y pa r t ne r s hip w i t h E r ie Ne i g hb o r h o o d H o u s e C at c h u p w i t h c l a s s m at e s

FALL 20 07 ISSUE 1 V O L UME 1

editorial staff: Judy Beaupre Dave Duke Kelli Langdon Matt Nehmer Contributing Writers: Susan Dodge Ellis Copeland Design: Bates Creative Group Contributing Photographers: Amy Braswell Kelli Langdon Derrick Smith Cover illustration: Jim Frazier

President Michael Horowitz

“

The practice of professional psychology…has moved beyond clinics and schools and hospitals to a whole new variety of settings, roles, and niche practices.

”

Chief Operating Officer and Vice President of Administration and Student Affairs Tamara Rozhon Chief Financial Officer and Vice President of Finance Jeff Keith

Dr. Philinda Hutchings, president of the National Council of Schools and Programs of Professional Psychology Chief Academic Officer and Vice President of Academic Affairs Patricia Breen INSIGHT is published twice annually by the Office of Alumni Relations and Development and the Office of Communications and Public Relations at The Chicago School of Professional Psychology. It is mailed to alumni, faculty, staff, and friends of the school. Address changes and correspondence should be sent to Office of Alumni Relations and Development T he Chicago School of Professional Psychology 325 N. Wells St. Chicago, IL 60610 insight@thechicagoschool.edu 312.410.8988

FALL 2007

IS SUE 1

V OLUME 1

T HE M A G A Z INE FOR A L UMNI A ND F R IEND S OF T HE CHIC AG O S CHO OL OF PROFE S SION A L P S YCHOL O G Y

08 departments 2 President’s Letter 4 On Campus

New space, a new concentration, a new class

FEATURES

8 Faculty

12 Extending the reach of Psychology

Quoted by the media, engaged in dialogue or offering fresh perspectives, faculty share their expertise

A focus on community-engaged scholarship inspires new strategies for an evolving profession

16 A ray of hope

22 Class Notes

Building capacity: a high-impact partnership with Erie Neighborhood House

Catch up on classmates; meet the Distinguished Alumnus of the Year

20 breaking down barriers

25 Last page The Chicago School on the Move

An alumna’s vision: addressing autism in the Latino community

You made an excellent choice –

a Chicago School education Now find the employee of your choice at The Chicago School

• A candidate with extensive theoretical and practical training • Someone able to understand and work with diverse populations • A practitioner engaged in her or his field, community, and world The Office of Career Services is available to help identify outstanding candidates to fill your organizational needs through a variety of employer-focused services. We also offer networking opportunities, professional development seminars, licensure information, and confidential career counseling, along with other programs and resources for alumni as a benefit of your Chicago School degree.

Office of Career Services www.thechicagoschool.edu/content.cfm/career_services p. 312.410.8954 e.career@thechicagoschool.edu

{president’s letter}

nother first for The Chicago School: our new semiannual magazine for alumni and friends. In keeping with our penchant for approaching projects with a vision uniquely our own, INSIGHT magazine seeks to do more than recap recent school activity and highlight alumni accomplishments (although there are plenty of both to fill volumes). We have set our sights on the world of professional psychology, and our focus on the role The Chicago School plays in that world. In this, our debut issue, we take a look at the notion of community-engaged scholarship, which links learning and research with community service. Preparing psychologists to serve the underserved has been a bedrock of our mission from day one; students work toward this goal in their practicum and internship experiences and, as alumni, continue to live the mission in their professional practices. As we have increasingly incorporated community-engaged scholarship into the curriculum, we have found ourselves expanding our ability to fulfill our vision and mission. There has been an evolution. For many years we have benefited from the pioneering community-engaged scholarship of faculty members such as Dr. John Benitez at Erie Neighborhood House, and Dr. Grant White (an alumnus as well) at Mile Square Mental Health Center and the Community Mental Health Council. With the growth in our programs, enrollment and resources, Dr. Michele Nealon-Woods (alumna and faculty) was able to build on this work with ChildServ and model a systematic use of community-engaged scholarship to help us expand our positive impact in our community. As I reflect on The Chicago School community, I can’t help but think of us as one large—and growing—family. We are individuals, professionals, and colleagues with a diverse array of interests and lifetime pursuits, bound by a shared history and mission. It’s important that we stay in touch—even as we are spread across the country. This year, I have enjoyed meeting many of you at our first round of alumni receptions in Washington, D.C., and San Francisco, and look forward to more opportunities in the coming year. INSIGHT magazine will provide us with one more way to stay connected, with each other and with The Chicago School. Let us know what you think. Have a wonderful year!

Michael Horowitz President

INSIGHT MAGAZINE FALL 2007 3

Welcome to the Family

on campus

The Chicago School Here and Now

from around the world, and are making great investments in our campus.” To help accommodate growing enrollment and enhance program quality, this fall witnessed a more than 20 percent increase in the number of department and affiliate faculty from fall 2006. This year also saw the acquisition of more than 22,000 square feet of combined campus space in the Merchandise Mart and on the 10th floor of the main building at 325 N. Wells St.

New Fellowship Funds Student Research

Welcoming a New Class Chicago School Opens Doors to Nearly 600 First-Year Students

wo months after saying goodbye to 370 graduates at its June Commencement, The Chicago School welcomed more than 596 new students this fall, its largest incoming class. Couple this with returning and distance learning students, and the total initial registration head count of 1,327 surpasses last fall’s record of 1,057. “I’ve had the privilege of meeting a number of our new students,” said Chicago School President Michael Horowitz. “They are bright, enthusiastic, and will do us proud as future alumni. Likewise, the quality of all of our programs continues to improve with each new academic year. We’ve added more faculty, are attracting more students

linical Psy.D. student Amber Siler-Knogl is the first recipient of the Leonard Draganowski Memorial Fellowship. Conceived by The Chicago School Alumni Council and funded by The Chicago School, the fellowship serves as a lasting tribute to the memory of Dr. Leonard Draganowski, a beloved Chicago School graduate, teacher, mentor, and friend. The fellowship was designed to fund research and initiatives in support of Dr. Draganowski’s passion for students, diversity, and underserved populations. “I can’t explain the honor it is to receive this award in the name of Dr. Leonard Draganowski, a true leader who served the LGBTQQ [Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning] community,” said SilerKnogl accepting the award. “At The Chicago School he encouraged thinking outside the box and taking a step forward to serve our community as well. I graciously accept this honor.” As part of the fellowship, Siler-Knogl is engaging in scholarly research and professional activities centered on LGBTQQ populations. For her dissertation, she is exploring how “post breakup connectedness” (PBC) appears to be a common theme in the dissolution of romantic lesbian relationships. Her study will also examine the link between PBC and relationship satisfaction. Siler-Knogl was presented the fellowship at the school’s June 15 Commencement ceremony. For more information on how to contribute to the Leonard Draganowski Memorial Fellowship visit www.thechicagoschool.edu/content. cfm/alumni_and_friends or email alumni@ thechicagoschool.edu.

he Clinical Psychology Department hosted The Chicago School’s first “Dissertation Day” this past summer. The event was designed by department faculty to honor an academic tradition where doctoral candidates publicly defended their dissertations to faculty and other members of the academic community, a practice still widely used at major colleges and universities. “This was an exceptional opportunity for younger students to find out what is being done in clinical psychology, and what a dissertation should look like,” said Dr. Chris Leonhard, professor of clinical psychology, who organized the event. “It simultaneously gives our students professional exposure to the larger psychology community.” The day-long event was held at the Merchandise Mart and consisted of 20 successful defenses. It was capped by an afternoon poster session that drew more than 100 people. One of the dissertation defenders was Kristina Kelly, a fourth-year Psy.D. student. “There was a celebratory atmosphere,” she said. “The poster session was an especially good time for everyone participating, because we could finally relax and see what everyone else had been doing for the last two years. Presenting work to the public is something that professional psychologists do as part of the job, so Dissertation Day seemed like good practice for both an individual presentation and a poster.” The department plans to host its second Dissertation Day in June 2008.

INSIGHT MAGAZINE FALL 2007 5

A Day of Defense

New Clinical Psy.D. Students on Track with Child and Adolescent Psychology

wenty-six of this fall’s incoming class hold the distinction of being the first to represent the new Child and Adolescent (C&A) Track. Housed within the Clinical Psychology Doctoral Program, the enhanced curriculum focuses on children and adolescents and affords specified service learning and practica. The 26 will receive individual mentorship by core faculty while moving through the program as a cohort. “It’s a great feeling knowing that I and the rest of my colleagues are really on the ground floor of a brand new program,” said Krishna Chari of Cedar Falls, Iowa, one of the C&A Track students. “All the professors so far have been extremely accommodating and created a very open atmosphere. It is a comfort to know that I will be spending the next several years in such a nurturing environment.” Michele Nealon-Woods (Psy.D. ’00), chair of the Clinical Psychology Department, believes the program comes at an opportune time and makes sense for the city of Chicago. “There is a chronic lack of mental health services and providers for youth populations in the Chicagoland area,” she said. “This track will meet the direct needs of those living in our own backyards.” According the track architects, the goal is to provide students with a comprehensive experience in the theory, skills, and treatment methods required to be a specialist in the area of child

CAMPUSUPDATE:

Building for the Future

Future Projects

Clinical Psy.D. Program Moves to the Merchandise Mart, New Space Opens at 325 N. Wells St.

Next in line for a complete renovation is the third floor of 325 N. Wells St., the current home to the Offices of Placement and Training, Career Services, and Community Partnerships. Building permits are being filed and drawings are nearing completion to refurbish the entire floor, including the south side, to offer a layout comparable to the rest of the school. The project is expected to be completed in early 2008.

Keeping with the maxim that “campuses are never finished,” The Chicago School’s construction crew kept busy this summer. New space was added in the Merchandise Mart and the north side of the 10th floor at 325 N. Wells St. Meanwhile, plans are moving forward to occupy the remainder of the third floor of the main building in early 2008. Once finished, The Chicago School will incorporate nearly 94,000 square feet of space between both buildings. The school occupied approximately 17,684 square feet of space at its last location in Dearborn Station.

on campus

The Chicago School Here and Now

Join the Conversation: 2007-08 Book of the Year

and adolescent psychology. Students following this track receive a $3,600 fellowship for their first four years of study. “I anticipate it will be a beneficial program,” said Elaine Kandalepas, who comes to the track from Plainfield, Ill. “I think it will give us a head

“I feel that every day I become one step closer to beginning my professional career.” start on how to prepare for a dissertation and allow us to observe our mentors’ work both at the school and at their offsite locations,” she said. “I feel that every day I become one step closer to beginning my professional career.”

racy Kidder’s Mountains Beyond Mountains: The Quest of Dr. Paul Farmer, A Man Who Would Cure the World is The Chicago School’s 2007-2008 Book of the Year. The program was started in 2006 by the Center for Multicultural and Diversity Studies (CMDS) with the intent of inspiring campus-wide discussions on issues central to The Chicago School’s mission. Published in 2003, Mountains Beyond Mountains is Pulitzer Prize-winner Tracy Kidder’s account of the moral and medical crusades of global health advocate Dr. Paul Farmer. It was selected after a call for nominations for a book that speaks to “social and global responsibility” and The Chicago School’s mission of service to underserved populations. “Last year’s Book of the Year, The Intercultural Campus, called on us to look inward at our own commitment to diversity and cultural awareness,” said Dr. Deane Rabe, associate vice president of engagement and student affairs and chair of the Book of the Year Committee. “This year we wanted to look outward; to learn how we can better connect with the larger world and make a greater difference both individually and as a school.”

Merchandise Mart The Mart space serves as the new home to the Clinical Psy.D. Department and was designed with more classrooms, and to accommodate the needs of faculty members who wish to use their offices for psychology practice. It opened in March with more space coming online in October. Located on the 13th floor, it includes six classrooms, 28 faculty and administrative offices, a teaching room for observation and viewing, a reception area, computer room, meeting rooms, and more. The new space is superb,” said Dr. Michael Gaubatz, associate professor of clinical psychology. “Our faculty offices are roomy and conducive to seeing clients comfortably and discreetly. We’re also benefiting, as a program, from the opportunities for informal interactions that being in on one floor in the Mart allows. We bump into each other a lot nowadays.”

INSIGHT MAGAZINE FALL 2007 7

Book of the Year programming will include a variety of co-curricular learning opportunities across different platforms—e.g., colloquia, online, events, poster presentations, etc. CMDS and the Center for International Studies will also incorporate the book’s themes and discussion points into their events throughout the year. Last year’s Book of the Year project included events open to all Chicago School stakeholders—students, faculty, administration, alumni, community partners, advisory board members, trustees, etc.—and the plan is to continue the tradition this year. “Mountains Beyond Mountains is a wonderful book with a strong message,” said Dr. Rabe. “It is sure to spark debate, not to mention be a source of inspiration that one person can make a difference. We encourage all members of our community to read it and look for an opportunity to participate in the year-long discussion.” For more information visit www.thechicago school.edu/content.cfm/boty.

BY THE NUMBERS Serving the Community The following numbers are just a snapshot of how The Chicago School is living its mission of community engagement.

473,600 557 hours of community service provided by Chicago School students in 2007-08

450

external sites used for practica, internships

students completing training placements in the community in fall 2007

students involved as community volunteers through the Office of Community Partnerships

More than 60

alumni supervising or mentoring Chicago School students in community-engaged scholarship activities

A Chicago School

Art Show January 25 – April 30, 2008 Opening Friday, January 25, 2008 5-7:30 p.m. 325 N. Wells St., 4th Floor Chicago, Illinois 60610

Women Empowered Inspiring change in the emerging world By Phil Borges

faculty

BE YOND THE CL A S SROOM

Happiness in Numbers {by dr. ellis Copeland} Chair of the School Psychology Department

ooking for happiness? What if more happiness comes from “we” than from “me”? Martin Seligman, the guru of positive psychology, points out the benefits for families, positive social relationships, and voluntary activities in order to develop “authentic happiness.” Daniel Goleman, author of the best seller Emotional Intelligence, is convinced that “social intelligence” is also vital to our growth as human

beings. He notes that we are “wired to connect” and that these connections have far-reaching impact on our social, emotional, and biological selves. In fact, human relationships appear to spread emotions like a virus spreads germs. Negative emotions can make us sick and positive emotions can make us well. Although we all experience a gamut of emotions in our social lives, we continue to seek social relationships and social support. Without them, we increase the likelihood of all types of ills including a greater risk for psychopathology, and, as abusers know, a greater risk of victimization. We are aware that poverty and distress decrease life satisfaction. However, we can now make the argument that poverty, significant stress, and lack of connection are three major predictors of a breakdown in psychological health. On the positive side, the benefits of social support include psychological well-being, joy, achievement, and a sense of control. When we foster community, we increase satisfaction and courage to think about the future. Community members are more open-minded and express greater optimism than persons who are more isolated. As interpersonal skills increase, other assets increase as well; such as faith, hope, a positive work ethic, initiative, and honesty. What does the research on positive enhancement of children demonstrate? Children and young adults who are way ahead of the curve are those who can adapt to change, are connected with others, conscientious in their relationships, can demonstrate empathy, and possess social competence. This means that children and young adults with these skills socially engage, help one another, have empathy for others, value diversity, maintain good health, and are more likely to succeed in school than those who do not. Further, children and young adults who are low in these skills are more likely to use illicit drugs, have multiple sexual partners, engage in violence, be diagnosed as depressed, and be at far greater risk for suicide than those with higher social skills. It is not surprising that kids seek social engagement. Research clearly demonstrates that one of the key reasons that youth join the Boy Scouts is for social engagement. Research

INSIGHT MAGAZINE FALL 2007 9

also clearly identifies that young adolescents join gangs for the same social engagement. A major component of both sets of research is the strength of the relationships that come with being a member of a community. We may rightly ask how we can foster positive social engagement. A decade ago, Michael Gurian wrote in The Wonder of Boys that “boys need a tribe.” To be shaped into exceptional men, boys need three families: the nuclear family, the extended family, and the culture and community. Sen. Hillary Clinton includes girls as well as boys, making a similar argument in It Takes a Village. While I concur with both Clinton and Gurian, one thing more is needed. How does the child/adolescent/young adult make the transition to want to be a villager/member of the tribe when he or she dominantly sees the tribe failing; for

example, a struggling public school system, a country ineptly responding to the tragedy of Katrina, and confidence in democracy and government at a dismal level. Yet, it appears that our youth are reacting in a positive rather than negative way. Volunteerism and civic engagement rates for both adults and youth are increasing. At The Chicago School, “service learning” is being implemented, and the reaction has been surprising. Instead of complaining about another requirement, our graduate students are asking for more opportunities. As Goleman predicted, we do appear to be “wired to connect,” and the resulting positive emotions appear to be taking us away from the “me” society that often wanted mom, dad, institutions, government, etc. to fix things, to an “us” society that truly believes we can be an exceptional “tribe.”

F acu l ty I n the N ews Dr. Michael Barr, director of corporate education and consulting services, was interviewed on Chicago Public Radio. The topic was the relationship between employee productivity and winning the Super Bowl (Feb. 2). Dr. Ellis Copeland, chair of the School Psychology Department, was mentioned in an article published by The News Leader of Staunton, Va. The topic of the story was students coping with stress in the wake of the Virginia Tech tragedy (April 22). Dr. Copeland also spoke with Clear Channel Radio in response to the campus shooting. He discussed the topic of “Trends in Social and Emotional Development of Children” on the World Talk Radio program KidsDadsMoms (Aug. 21). Finally, he was quoted in a Chicago Sun-Times story about back-toschool anxiety (Aug 30).

Dr. Nancy Davis, chair of online and blended tracks, spoke with members of the Bosnian press on issues of diversity. Organized by the U.S. Department of State, the interview covered such topics as diversity in the workplace, in Chicago, and in America (April). She also co-wrote her first book, Fire Under My Feet: A Memoir of God’s Power in Panama. Published in spring 2007, it tells the story of Fr. Leo Mahon, a Chicago clergyman, and his journey to bring faith and community to Panama. Dr. Todd Dubose, assistant professor of clinical psychology, was quoted in an Associated Press story titled “Grieving Process Especially Difficult for Military Families” (Feb. 10). He was quoted in another AP story titled “Father Turns Grief Over Son’s Death in Iraq to Advocacy for War (Sept. 15).

Dr. Michael Horowitz, president of The Chicago School, was interviewed by WBBM (CBS 2) for a story about reading warning signs of dangerous behavior at work. Dr. Horowitz was also quoted—along with third-year Business Psychology student Katie Schoenhofer and Dr. Steve Nakisher (Psy.D. ’96)—in an APA Monitor on Psychology story about The Chicago School’s involvement in Peer Development for Emotional Intelligence program (June). Dr. Deane Rabe, associate vice president of engagement and student affairs, was quoted in the January 2007 edition of Monitor on Psychology on the topic of Psy.D. programs and internships. He also appeared on WMAQ (NBC 5) speaking on the “psychology of Cubs fans” (Sept. 19).

Dr. Michael Smith, associate professor of clinical psychology, was quoted in the February edition of Chicago Parent. The topic of the story was learning through play. Dr. Jennifer Thompson, Chair of the Business Psychology Departments, was quoted in a story published by Forbes. com with Dr. Nancy Davis on the leadership attributes of television character Tony Soprano. (June 6) Dr. Gary Walls, professor of clinical psychology, was quoted in a Chicago Sun-Times story about home owners dealing with disappointment with the appraisal process (May 11).

BE YOND THE CL A S SROOM

leven years ago then First Lady Hillary Clinton started a national dialogue with her book It Takes a Village: And Other Lessons Children Teach Us. In the book she focused on how communities outside the traditional family circle affect the well-being of children. It is a conversation that continues today and is constantly evolving, with new communities forming and new issues such as immigration and gentrification surfacing. We asked four members of the Clinical Psychology Department faculty for their views on the issue of community: Drs. Tiffany Keller, Kin Kong, Bianka Hardin (Psy.D. ’00), and Michael Smith. All specialize in child and adolescent psychology.

DR . K i n Ko ng

DR .Ti ffany K e ller

How much does our community shape who we are? Dr. Keller: When I look over the history of our field, which I think somewhat mirrors the history of the culture at large, you see our field going from really looking at individual differences and trying to compare and contrast people to looking at the context of the human being. So I like the notion of ‘it takes a village’ because for me, it’s a form of context, and context is so important. Every single one of us, we all have our histories, we have our immediate

Dr. Kong: It is evident to me that the child depends on everybody. If there is an issue within any component of the child’s system, then it’s not an ideal system to support a child’s growth. If the mom is sick, the kid is going to feel it. If the parent has problems, the kid is going to feel it. If the school system is not working, well, then the kid is going to feel it. If there’s some sort of domestic violence at home

between the parents, obviously that impacts the children; or if the community is poor or struggling with diversity issues, struggling with conflicts and tension, that’s going to impact the children. If the school is poor and has inadequate resources, the teacher is not well trained, that’s going to impact; so I mean ‘it takes a village’ because of each of these components. Dr. Hardin: I think the community really shapes who we are. We are social beings born into a community receiving messages on a daily basis about who we are. Socialization impacts how we feel about ourselves and others and the world. I think the world plays a major role in children’s lives, their identity, how they feel about their schooling, and what they want to be when they grow up. That’s why it’s important that psychologists are out in the community interacting with the important networks that are in children’s lives. Dr. Smith: To add to that, there is no way you can be a child psychologist and not interact with these multiple

DR . M i chae l Sm ith

Q&A

families, we have our extended families, we have the people we interact with occupationally, educationally. Those all shape who we are. It’s important to understand each other, to communicate with each other. It captures a part of each of our experience that’s so valuable. In each community the more people talk about these things the better, because if you give people a chance to talk about ‘this is where I come from,’ ‘this is what’s important to me,’ and you make it in a place where people can share their experiences; it doesn’t have to be competitive. It can be just a way to understand. People thrive in those kinds of environments.

DR . B i anka H ard i n

faculty

What about children who come from seemingly ideal family units and strong communities who suffer from depression or other mental health issues? Dr. Keller: The easy answer could be that there is something wrong with the system somewhere, and the child who goes astray is just the mouthpiece for the struggle. That’s one way of looking at it; and maybe it’s not just the immediate family, but maybe it’s a larger system, and the child is the voice. For example, I do school and intervention work that started as a girl-focused program. A lot of parents were saying, ‘our girls are coming home broken-hearted every day, having so many struggles at school with their friends, they can’t concentrate.’ Well, what was not getting voiced were the problems with the boys; and there was, unfortunately, one accidental death followed by two suicides in this community. This is a very positive, very connected community. And we saw this in my intervention program as a problem in a much larger system, not the school system, not the family system in particular, a much larger cultural system that doesn’t give boys a place to get in touch with their emotional

experiences and needs in a way that girls are able to do that much more—reach out for help and talk through their problems. These boys felt very isolated and alone in their pain, and the worst of all consequences came from that. We saw it as a largely systemic problem with these beautiful families and these beautiful boys who were athletic, who were bright. It wasn’t a family problem, it was a larger cultural problem; and so then we wanted to address the cultural need by saying okay, let’s build a program for boys that gives them a venue to talk about their emotional needs and a safe place, but still understands the rules of being boys and why it is so hard for them to talk that way. What about parents who choose to uproot their children from one community to another? What are the challenges? How does this affect the child? Dr. Hardin: When I worked in Hoffman Estates [a suburb northwest of Chicago], there were a lot of families that moved there from the city. The parents voiced the reason for moving there was to create a better life for their children—meaning better school systems, perhaps safer neighborhoods. They had a vision for improvement. The challenges that they had when they got out to that community were numerous in that there weren’t as many social systems set up to support the families in that particular suburb. I’ve heard that about a lot of different suburbs,

because there’s a stereotype that those type of services aren’t needed in that community. One of the unfortunate things about people who moved to Hoffman Estates was that some didn’t realize there wasn’t public transportation. So they would have challenges in getting a job, because in the city they could have a job in a lot of different locations and rely on public transportation, whereas in that particular city it wasn’t in place. Looking at the infrastructure, or lack of it, is really important. It may create a sense of isolation, because the ability to connect and go to your place of worship, to go to a medical facility, to go to work, etc., is not there. This was what I felt was really important about the job that we had in the community; finding out what services are needed, reaching out, going into the community, connecting with the systems in place already, and getting the word out. I think there are so many services that families don’t know about. Finding a support system is also very important and connecting with the schools. I have found that the schools are a great place of support. Parents that are more involved in the school system, research has shown their children do better academically because of this involvement. How about immigrants who move from one culture to another? Dr. Smith: I’ve actually done some interviews and supervised a couple of dissertations looking at resilience in

immigrants. I think the theme that has come up, especially for immigrants, is how resilient they are. And in some ways, kids are easier to tap into and to make those kinds of shifts than adults, because they carry around fewer wacky ideas in their head. They have had less time to form these ideas. So in some ways, kids are remarkably resilient. When working with immigrant populations having a difficult time adjusting, I use a similar clinical approach as with children. You emphasize the positives; help them find areas of hope; to see the opportunity in change. Find meaning for why the change occurred; to not lose how exciting and fun it is. In general, emphasize and talk about those experiences as well as issues such as home sickness. Dr. Hardin: It takes a lot of resilience to navigate the systems. It’s important to make sure we’re looking at those challenges; to help schools see that people’s individual cultures are strengths. I think that’s important for children to do as well, because there is a pressure to conform and be more like the community you’re moving into, and maybe even brush away your unique strengths or your unique cultural identity. To ask what is it about your culture that you really like, what are you really good at? I think focusing on that really builds the resiliency. Have an idea for faculty Q&A? Email insight@thechicagoschool.edu.

INSIGHT MAGAZINE FALL 2007 11

systems. I think that we all try to convey to our students the importance of attempting to do this. The fancy term is ‘primary prevention level,’ but it means to be impacting the systems in the community prior to the adolescents and kids coming up and experiencing difficulty.

{by susan dodge and judy beaupre} INSIGHT MAGAZINE FALL 2007 13

e x t endin g

t he

REACH o f psych o l o g y

Flashback: 1972, Chicago, Illinois. Psychologist Bob Hartley sits in his Michigan Avenue office, seeing one stereotypical client after another—clients with exaggerated portrayals of countless psychoses and phobias. The psychoanalysis that Hartley dispenses is predictable, neatly packaged into a 9-to-5 suit-and-tie work day and, for the sake of his prime-time audience, comical. You’ve come a long way, doctor. In the 35 years since The Bob Newhart Show made its CBS debut, the field of professional psychology has undergone a steady and purposeful metamorphosis. Private practice remains a respected career path for many licensed psychologists but, as new areas of specialization have emerged, so too have the venues in which psychology is practiced multiplied. “The practice of professional psychology has expanded monumentally in recent years,” says Dr. Philinda Hutchings, president of the National Council of Schools and Programs of Professional Psychology (NCSPP). “It has moved beyond clinics and schools and

hospitals to a whole new variety of settings, roles, and niche practices.” Examples abound as professionals list the many intersections between psychology and other areas of work and study. Human services—particularly those provided by nonprofit agencies—increasingly employ the skills of psychologists in meeting the needs of underserved populations who look to their organizations for help in navigating the obstacles of everyday life. Domestic abuse, depression and anxiety, trauma, child abuse and neglect, and dealing with the effects of poverty and immigration status are just a few of the issues that psychology professionals deal with in their work with social service agencies. Their clinical

expertise complements the skills traditionally provided by social workers in community settings. A case in point is Lawrence Hall Youth Services, where a number of Chicago School students complete practicum, internship, fellowship and volunteer experiences. A nonprofit child welfare agency that provides a full continuum of residential and day treatment services to at-risk youth and families, Lawrence Hall is a roll-up-your-shirtsleeves environment that bears little resemblance to the affluent button-down environment depicted on 1970s network television. Yet the outcomes that Newhart’s character pursued are not so different: mentally healthy individuals, equipped to face life’s challenges.

“ In most cases, it is easier for the

teens in therapy to relate to college students in their 20s than therapists who might be much older than they are”

Eve Thompson walks and talks with a Lawrence Hall client.

Students Learn By Doing Eve Thompson, a fourth-year Psy. D. student at The Chicago School, walks once a week with a Chicago teenager living in a Lawrence Hall group home, talking about his life. He is only 17 but has been a ward of the state of Illinois for years after turning in his mother to authorities for abuse. He’s been in six Chicago high schools, and lived in many residential group homes, before finally coming to live in Chicago’s Lincoln Square neighborhood at Lawrence Hall. “I’m trying to just be flexible and be there for him, going for walks and talking,” said Thompson, 25. “It’s tough because so many of these kids have been through multiple placements and many different therapists, and we’re trying to help them take their experiences and make them stronger.” Thompson is one of hundreds of Chicago School students who

are working in local social service agencies as part of the school’s emphasis on making a difference in the community. The students are having a broad impact in a variety of ways: providing therapy to teens and families, doing research to help make agencies more efficient, training staff members, and helping understaffed agencies reach more clients. They are walking proof of the changing face of professional psychology. Dr. Orson Morrison, vice president of clinical services at Lawrence Hall and a Chicago School alumnus, sees the difference that a student can make. “In most cases, it is easier for the teens in therapy to relate to college students in their 20s than therapists who might be much older than they are,” he said. “Social services can be an emotionally draining profession, so the energy and zing that the students have infused into the program has been really important.” The Vail Model Coincidentally, a pivotal point in psychology’s broadening scope came just a year after The Bob Newhart Show began airing. The Vail Conference on Professional Training in Psychology, convened in 1973, produced the concept of the practitioner-scholar model of clinical psychology—known as the Vail Model. An alternative to research-focused doctoral education that psychologists

traditionally received at that time, the new Doctor of Psychology (Psy.D.) degree emphasized explicit training in clinical practice. The goal was to produce highly trained professionals, similar to programs in medicine, dentistry, and law. Today, three decades later, the American Psychological Association (APA) accredits 56 Psy.D. programs across the country including 17 university programs and 23 in university professional schools. However, a majority of Psy.D. graduates (82 percent) are produced by 16 independent institutions of professional psychology. In recent years, The Chicago School—the largest producer of Psy.D. graduates in the country—has expanded its offerings to include several master’s-level programs, which take the Vail Model a step farther. Their focus is similar to that of the parent Psy.D. program in that students are immersed in the community beginning in the first semester, working with underserved populations, and helping social service agencies improve their services. The continuing expansion has produced a trickle-down effect, preparing highly qualified practitioners to work in different kinds of positions. Despite the increased focus on the practitioner-scholar model, NCSPP’s Dr. Hutchings says that training methods have been slow to follow the expanding presence of psychologists in all segments of life.

responsibility, and the confidence that they have the ability to be leaders in the community,” Dr. Rabe said. “They learn who the important stakeholders are in the community as well as the issues the community faces.” A Collaborative Profession While The Chicago School strives to position itself as a leader in an evolving profession, it is not alone. There is growing recognition that the field must be one of increasing collaboration and that the opportunities for integration into other professions are seemingly endless. “There are more opportunities today—and I believe will be for the future—for psychologists to collaborate with persons of other professional backgrounds in community agencies, health care systems, business organizations, legal systems, education institutions, and the design of technology and information systems,” said Dr. Paul Nelson, who recently retired

as deputy executive director of APA’s education directorate. “Historically, clinical psychologists collaborated with psychiatrists and social workers,” he added. “Today, psychologists must be prepared to work with professionals from all branches of medicine as well as with members of the nursing, dental, physical therapy, and health care administration professions.” Statistics confirm Dr. Nelson’s observations. A 2003 APA survey of new doctorates in practice fields revealed that only 7 percent opened independent practices. More than half were employed in hospitals and other human service settings, while 31 percent went into educational institutions and 12 percent into business settings. There is little doubt that the need for mental health care professionals will continue to grow. The National Institute of Mental Health reports that one in four Americans will suffer from a mental health issue, but less than 7 percent will receive the help they

Orson Morrison (Psy.D.’03) meets with Chicago School practicum students at Lawrence Hall.

need. Worse, the World Health Organization found in 2004 that barely half of Americans with the most severe mental health problems are treated. The majority of the untreated are members of particularly vulnerable groups: ethnic minorities, at-risk children and adolescents, the aging, and recent immigrants. The Chicago School realizes that the best way to have an impact on such underserved populations is to build the capacity of the agencies that can provide them with direct services. For example, students work with Heartland Alliance for Human Needs and Human Rights, helping staff with therapy and case management work, and with ChildServ, a nonprofit child well-being organization, to help restructure the treatment environment at three adolescent group homes. “Because the students are young and new in the field, they bring a different energy and excitement to the work that is infectious,” said Karen Batia, Heartland Alliance’s chief clinical officer. Staff members are able to show students what day-to-day work is like at their institution, while students share their academic and research-oriented training with the staff.” Others in the profession are taking note of The Chicago School’s approach as well. “What The Chicago School is doing is cutting edge and innovative,” said Dr. Julia Silva, APA’s training program director for its ACT—Adults and Children Together—Against Violence program. “It’s fabulous because it’s not just an individual approach to a problem or a community-based approach, but more of a combined approach that creates opportunities for psychologists to be more relevant in society.”

INSIGHT MAGAZINE FALL 2007 15

“This is where The Chicago School stands out,” she added. “It is preparing students for new settings and roles—training the next generation of psychologists.” The Chicago School defines its unique approach as “communityengaged scholarship” and, in the process, is shattering the stereotype of the office-bound psychologist. It strives to connect students’ experiences and research activities with community services to improve the way agencies operate. Students, in turn, learn more about how social service agencies function, and the role psychologists can play in improving people’s lives and communities through a combination of activism, education, and advocacy. “We want to be more than a Band-Aid,” explained Jill Glenn, director of community partnerships at The Chicago School. “Many colleges have students involved in community service projects that end when the semester ends. But community-engaged scholarship is about building capacity.” That capacity-building involves identifying the needs that social service agencies have, developing programs that meet those needs, and then training the staff to implement the programs, Glenn adds. “We haven’t just provided services to clients who are being served at the time we’re there; we’ve increased the agency’s capacity to meet needs of clients for years to come,” she said. Dr. Deane Rabe, associate vice president of engagement and student affairs, has been instrumental in developing The Chicago School’s approach to communityengaged scholarship as a way of ensuring the best implementation of the practitioner-scholar model. “This approach gives students a deep sense of social and civic

It’s called the “Sunshine Room,” a place where youths at Erie Neighborhood House, some as young as 3 years old, go for help. Cut into the room’s pale-blue west wall, above the scattered toys and games, is a two-way mirror. On its other side is a darkened room where future child psychologists sit, watch, and learn.

A R ay of

or 20 hours a week the room is alive with activity. It is the place where children who have trouble coping in the classroom get the one-on-one therapeutic attention they need. With them are two specially-trained teachers and at least one graduate student. The Sunshine Room didn’t exist four years ago, nor, for that matter, did dedicated mental health services at Erie, which has been serving the Chicago community for nearly 140 years. Twelve years ago there was a limited support structure at Erie for children affected by trauma, behavioral issues, and other disorders. Some of the youths were sent to the organization’s sole social worker. There was no early

intervention, no prescreening for mental health difficulties. Teachers did the best they could. Things changed in 1995. A three-year grant called the “Multicultural Partnership” led to a chain of events that brought Erie together with The Chicago School of Professional Psychology. While the grant’s funding ended in 1998, the bond between service agency and school did not. “Our formal partnership with Erie was about to fold in 1999,” said Dr. John Benitez, a veteran Chicago School professor and site supervisor at Erie. “I give credit to the school for keeping the spirit of the partnership alive.”

INSIGHT MAGAZINE FALL 2007 17

Psy.D. student Mickey Fitzpatrick at work in the Sunshine Room.

What began as a small training site start-up has flourished into one of the school’s most successful partnerships. Many sites may take on one or two Chicago School students; Erie is home to seven this year. All together, more than 70 students have gone through the Erie practicum experience since the mid ‘90s, working directly with more than 1,400 children. Dozens more have gotten involved with the organization through volunteer work and programs such as READS. Dr. Elizabeth Yelen (Psy.D. ‘03) can trace The Chicago School/Erie

as a settlement house in 1870 has become one of the most comprehensive service agencies in Chicago. All parties agree that by partnering with other organizations Erie has the means to offer more and better services than ever before. By hiring psychology professionals it represents an acknowledgement of the growing need in this area and the expansion of the profession outside college classrooms and private offices. Ric Estrada is Erie’s executive director. He came to the organization in 1997 just as the partnership was blossoming.

“We use play therapy to attempt to teach the kids that

life can be nurturing, secure, and predictable.” story nearly to its beginning. She arrived at the site as a student in 1997 when the program was still nascent. Dr. Benitez served as her site supervisor. Now they are colleagues as Dr. Yelen was eventually hired as Erie’s first staff psychologist. “It’s a hard place to leave,” she said. “The work can be sad, stressful, and hard on the soul, but it makes you feel you are doing something helpful.” Erie’s history is long and constantly evolving. What began

“There have been some dramatic changes in my 10 years here,” he said. “Not only in the expansion of what we offer but changing the mindset.” Two full-time clinicians have been hired at Erie since Estrada’s arrival. Following Dr. Yelen was Dr. Nancy Luna, who serves as a bilingual psychologist at the Erie Charter School. “It brings a whole new level of professional advice to the organization,” he said of both of them. “When we sit down and talk about

planning for the organization, we have a new area to consider…the overall mental health and welfare of people.” Back in the Sunshine Room the little wooden chairs are empty. The children have come and gone. The Play-Doh and puzzles are packed away beneath a window that delivers sunlight to the room. In the past, Chicago School students would first just observe from the two-way mirror. They are now an immediate fixture inside the room, using their training to help children who are overstimulated by contact with poverty, gangs, immigration issues, domestic violence, and loss. “It’s different that I expected,” said Mary Collins, a third-year Psy.D. student who is in her second week at Erie. “It’s not just observing. I didn’t know we would get a chance to work with the children right away.” Dr. Yelen thinks the one-on-one attention makes a difference. “We use play therapy to attempt to teach the kids that life can be nurturing, secure, and predictable,” she said. “Hopefully it enhances their self-esteem.” According to Dr. Benitez, this approach helps the students and therapists attempt to respond to

Erie children engaged in play therapy with Chicago School student Keri Israelski.

are mutual. Not only is it a place for children to get the attention they need, it also serves as a laboratory for Chicago School student research. According to Dr. Benitez, at least seven dissertations have come from the Erie experience. “Students do in-class support, psychological batteries, and consultation with teachers and parents,” said Dr. Yelen. “One of the things we try to teach is they [the students] are always assessing.” One of the students who made the most of his time at Erie is Yoendry Torres, a fourth-year clinical doctoral student. While doing his practicum at the charter school he observed behavior, interviewed parents and teachers, and conducted assessments all while using his bilingual skills. “I’ve been able to see how difficult it is to work with an underserved population,” he said. “Part of the challenge is that a lot of the children are very needy. It’s sometimes hard to end a case as the child gets attached. It opened several opportunities for me and gave me an area for my dissertation.”

Estrada agrees that Erie’s targeted population has a lot to offer Chicago School students. “We feel that we’ve been a good partner,” he said. “Most specifically helping the students understand the nuances of working with the growing Latino population, which I believe is going to be a great benefit for them as they move forward in their careers.” As for the future of the partnership, there is no lack of ideas. Dr. Benitez’s “to do” list includes packaging all dissertation research conducted by students at Erie into a published book, providing more support for Latinos going through the immigration process, and doing more pre-screening for children as they enter the Erie network. His dream is to someday start a community clinic run by Erie and The Chicago School. Estrada would also like to see the partnership grow. In particular, he would like to draw on the school’s communityengaged scholarship approach to help improve their services. “We would like to look at whether programs have evolved wisely based on the best practices

and best research,” he said. “We like to think so, but we would rather go through the academic process of analyzing that together—with The Chicago School and some of our own internal leaders—to look at our youth programs, look at our adult education, look at our charter school, our programs, like the Sunshine Initiative, to figure out if what we do is best.” Additionally, Estrada sees the potential of having more of his staff receive formal training at The Chicago School in the form of master’s and doctoral study. As for Dr. Yelen, she sees opportunity with expanding the partnership to reach more children. She also has a vision for more adult and parenting programs and eventually teaching Chicago School courses onsite at Erie. She added, “We could use another Sunshine Room.” For more information about The Chicago School’s community engagement projects email news@ thechicagoschool.edu.

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the child through understanding his or her attachment difficulties. They use play and one-on-one attention in a theoretical perspective. For instance, if a kid is withdrawn or scared, students are trained to let the child come to them to be reassuring. If a child is having a tantrum and/or if previous abuse is evident, the approach is to coddle him or her, which provides a calming atmosphere. “We don’t just address behavior without attempting to understand the meaning behind the behavior,” he said. A state grant helps keep the Sunshine Room going. Evidence is strong that the program would never have started in 2004 without the psychology support structure that was already in place at Erie. “It’s pretty hard for me to believe that we would have ever gotten the sunshine initiative off the ground if not for The Chicago School of Professional Psychology,” said Estrada. “We probably have the only publicly-funded pre-K therapeutic classroom in the city.” The Sunshine Room’s benefits, along with those of Erie as a whole,

Breaking Down

Barr Autism and the

The black X’s across the calendar page and the accompanying hand-drawn frowning faces said it all. Eight-year-old Andres wanted nothing more to do with Lorna Luz Sanchez’ computer training program.

Latino boy who had struggled his entire life with autism, Andres had been referred to Program Avance! with the hope that he and his parents could work together to improve both his academic and behavioral skills. But the first session, a one-on-one after-school meeting with Dr. Sanchez, had not gone well. “He refused to complete the pre-test and, by crossing out the days on the calendar and drawing ‘frownie faces,’ he let us know that

he didn’t want to come back,” Dr. Sanchez, a 2006 graduate of The Chicago School’s Clinical Psy.D. program, remembers. “I knew that we had to find out why.” Program Avance!, which grew out of Dr. Sanchez’ dissertation work and was developed with the help of a $35,000 grant she received from the Illinois Department of Commerce and Economic Opportunity (DCEO), is geared specifically to the needs of Hispanic children who have been diagnosed with an autism

spectrum disorder. It is a bilingual computer training program that guides children through activities designed to improve their reading and social-emotional skills, while also providing parents with valuable education and training. Very little research has been done on Hispanic children with autism, Dr. Sanchez explains. Although she learned a great deal about autism treatment during her Chicago School classes and her internship at Illinois Masonic Hospital, she became determined to apply what she knew to her own Hispanic population. She explored the barriers to diagnosis and treatment that faced Latino families in her dissertation, and then applied for a grant to allow her to put her findings into action.

Latino community

Lorna Luz Sanchez (Psy.D.’06)

The result is a program that served more than 60 Latino families in its first year. Housed in the Department of Disability and Human Development Family Clinic at the University of Illinois at Chicago, Program Avance! has provided dozens of children between the ages of 2 and 13 with access to a highly structured, computer-based learning environment. It is an environment created to accommodate the needs of visual learners and those who do not respond effectively to traditional education. The software programs that Dr. Sanchez chose rely heavily on repetition and continual reinforcement, elements that have proved effective with children with autism. “One of the software programs was designed by the father of an

autistic child, so it responds very effectively to the unique needs of children with this disability,” she said. Andres, who loves computers, benefited greatly during his time in the program once Dr. Sanchez found ways to engage him. During follow-up conversations with his parents, the reason behind Andres’ outbursts became apparent. Having never before been exposed to extra-curricular activities, he had an after-school routine that revolved around cartoons. Coming to Program Avance! meant he was missing his shows. A largely non-verbal child unable to express his feelings effectively, he reacted to the change in routine with emotional outbursts that frequently characterize children

autism diagnosis and treatment in the Clinical Psychology doctoral program, but by developing specialized degree and certificate programs in Applied Behavior Analysis, the only evidence-based treatment currently used for the treatment of autism. In speaking about Program Avance!, Dr. Sanchez emphasizes the challenges of evaluating a program like this, pointing to the fact that the evaluation instruments that came with the treatment plans didn’t always provide the needed information. “We observed clinical gains that didn’t translate into the pre- and post-tests. It was more complicated to capture the benefits that came from this program than I could have imagined,” she says, adding that more work needs to be done to establish the efficacy of treatments like the ones offered by Program Avance! Response to the program, by both referring agencies and parents, has been positive. Referrals have streamed in from Children’s Memorial Hospital, Northwestern Medical Center and Illinois Masonic. Parents, too, have expressed their gratitude and support for a program that was targeted to their children— Latinos with autism—and was free of charge. “One mother came in every time with a home-cooked meal for me,” Dr. Sanchez says. “It was the way she could express her gratitude for what we were doing for her child.” Although the DCEO grant that funded the project development has expired, Program Avance! will continue to be offered at the UIC Family Clinic. Funding has been assumed by the Autism Program of Illinois, a network of resources for autism spectrum disorders.

INSIGHT MAGAZINE FALL 2007 21

iers

with this disability. The answer: taping his cartoons for later viewings, and teaching his parents to use a schedule. “Soon he was coming in, completing his work and counting the number of things he accomplished. Everyday he would mark a day off the calendar and shout, ‘I did it!’,” Dr. Sanchez recalls. Technology is at the heart of Program Avance! In addition to touch-screen tablet computers and interactive software that emphasizes repetition, concrete learning examples, and sight-reading, video-modeling is used to teach children appropriate behavior. “They can watch a video, and then practice acting out appropriate behaviors themselves, without having to interact with people,” she explains, adding that it is an ideal method for working with children who are non-verbal and who have trouble with feelings. Dr. Sanchez hopes soon to add another software program, which teaches feelings by showing recognizable personalities, such as Harry Potter, playing out different emotions. “We feel that technology is the future for working with autism,” she adds. Program Avance! is one example of an alumna who has used her Chicago School education to address the growing need for professional psychologists who are at the forefront of current research in the field. As a Psy.D. student who initially thought she wanted to specialize in treating post-traumatic stress disorder, she realized during her internship that she was more drawn to the needs of autistic children. Reported cases of autism spectrum disorders are increasing annually, and The Chicago School has responded not only by boosting the emphasis on

class notes

S TAY CONNECTED, GE T IN VOLV ED

Clinical Psychology

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Paul Fauteck (Psy.D. ’89) worked in the Department of Forensic Clinical Services of the Circuit Court of Cook County from 1987 – 2000 after retiring from a position as a senior staff psychologist. He continued his private clinical and forensic practice until the end of 2006. Dr. Fauteck is currently busy promoting his book, Going Straight: An Ex-convict/Psychologist Tells Why and How and lecturing offender groups. For more information, visit www.going-straight.com. Dr. Fauteck is also seeking to publish a novel, Snakeshot, this fall.

psychological effects of trauma for victims of UXO (unexploded ordnance). She is a film critic and journalist for a weekly nationally syndicated public radio show based in San Francisco, Calif. In 2004, she co-wrote a book for professionals on child sexual abuse. She moved to Carrboro, N.C., this fall to attend The Center for Documentary Studies at Duke University.

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Tammy (Speck) Bopp (Psy.D. ’93) has been working for the state of Hawaii for the last 15 years, 11 of which were spent serving infants and toddlers in early intervention.

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Arleen Cromwell (Psy.D. ’91) is currently working in rural Utah where she supervises a community mental health/substance abuse center.

Joan Widdifield (Psy.D. ’92) is directing/ producing a documentary, Epilogue of War (working title). Since 2001, she has been advising an NGO in Vietnam about the

al u mni pr o f i l e :

Steven Nakisher (Psy.D. ’96) co-founded a new consulting business, Cornerpiece Consulting, in Chicago. Read about it at www. cornerpiececonsulting.com.

Charles Barringer (Psy.D. ’97) is working for the United Nations Department of Peacekeeping Operations as the chief staff counselor with

the Mission in Liberia, Africa. He has been in Liberia for two years and expects to be rotated to Sudan or New York in the near future.

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Marcy Rubin (Psy.D. ’99) has hosted a medical segment in psychology on the cable show Health and Lifestyle Weekly. She is also working on a new television show based on the book she is currently writing, Love and Marriage.

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Ingrid (Duerme) Hansen (Psy.D. ’01) lives in upstate New York where she is employed in full-time practice, specializing in neuropsychological evaluations (pediatric, adolescent, and adult) and cognitive rehabilitation therapy. | Avytal Izaak (Psy.D. ’01) established a part-time private practice in 2003. She was recently hired as supervising psychologist at St. Luke’s-Roosevelt Hospital in New York City, working in the Adult Outpatient Clinic. | Daniel Klein (Psy.D. ’01) operates a full-time private practice in suburban Detroit, Mich., specializing in children, adolescents, and families. He was recently quoted in

Meet the 2007 Distinguished Alumnus of the Year: Dr. Richard Macur Brousil (Psy.D. ’91) “He embodies a servant leader,” are the words Dr. Cynthia Langtiw (Psy.D. ’05) uses to describe Richard Macur Brousil, Psy.D. The two work together at Mount Sinai Children’s Hospital, stationed in Lawndale, one of Chicago’s most at-risk neighborhoods. Dr. Macur Brousil began his career as a psychologist at Mount Sinai in 1991, the same year he graduated from The Chicago School. He’s been there ever since. It was at Mount Sinai where Dr. Macur Brousil helped pioneer programs for child and adolescent behavioral health. One of them is Under the Rainbow, which provides for diagnosis, treatment, and prevention of child abuse and neglect. In addition, he has created and implemented training programs at Mount Sinai for third-year doctoral-level psychology externs. “What we do here at Mount Sinai is very much in line with what The Chicago School teaches,” said Dr. Macur Brousil reflecting that many of his externs are Chicago School students. “We are in a sense learning from one another.” Sixteen years after walking across the stage to get his diploma, Dr. Macur Brousil was back at The Chicago School’s Commencement this

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Pamela Niesluchowski (Psy.D. ’02) is working as the clinical training director at the Juniper Center, a group private practice in Park Ridge, Ill. She is also an adjunct faculty member at Oakton Community College, a Chicago School writing consultant, and volunteer at the Chicago Women’s Health Center. | George Viney (Psy.D. ’02) is currently working as a therapist at the Penny Lane Center in Los Angeles, Calif., and has a private practice. He recently presented a paper, “Sapienza Poetica: Giambattista Vic’s Answer to Our Times” at the Nature and Human Nature conference in Santa Barbara, Calif. He is currently translating a Spanish book, On Eros and Psyche, while completing a manuscript of poetry, The Wedding of Eros and Psyche: An Initiatory Unfolding of Poetry Concerning Love. Dr. Viney also works as a professional magician, storyteller, and comedy stage hypnotist. He recently recorded

a storytelling CD, The Psyche’s Initiation into the Mysteries of Love: An Evening of Story and Soulful Lecturing. | Marc Weinstein (Psy.D. ’02) is currently in private practice in Lutherville, a suburb of Baltimore, Md., where he has built a thriving general practice with a specialty in marital/couples psychotherapy. Dr. Weinstein serves as an adjunct faculty member of Villa Julie College and as a board member of the Jewish Big Brother and Big Sister League of Baltimore.

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Laura Fisher (Psy.D. ’03) lives in Boston, Mass., and works as the diagnostic clinic director at the National Autism Center in Randolph, Mass. She is currently co-authoring a chapter for a book, Behavioral Interventions for Children with ASD in the Schools. | Jennifer Panning (Psy.D. ’03) recently relocated her private practice in Evanston, Ill., to a newly rehabbed suite. She works with adults, adolescents, and college students, specializing in the treatment of eating and mood disorders. This past spring she launched her website, www.drjenniferpanning.com.

past June; this time to receive the 2007 Distinguished Alumnus of the Year Award. He spoke at the ceremony about the values of teamwork, respect, and understanding of patients, and the resilience of the human psyche to heal. His story about helping a young girl cope with the death of her mother proved to be particularly moving. “Patients that we see are people that do have a hunger for healing,” he said. “Sometimes they need us to help by using the strategies that we have. Sometimes we need to just get out of the way. We are not the people to fix others, but the people that are able to help others to heal themselves.” The Distinguished Alumna/Alumnus of the Year award is bestowed each year by The Chicago School Alumni Council. Recipients are recognized for a number of distinctions including professional achievements that demonstrate a benefit to the field of psychology; scholarly and humanitarian efforts that represent exemplary contributions in helping to improve the quality of life for clients; service to society as demonstrated by volunteer activities; and recognition by state, national, and/or international organizations for one’s abilities as a leader. For more information or to learn how to nominate a Chicago School graduate for the award visit www.thechicagoschool.edu/content.cfm/alumni_award.

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After passing the EPPP in May 2006, Lori Bolnick (Psy.D. ’04) joined Behavioral Psychology Associates, a private practice in the northwest suburbs of Chicago. She specializes in pediatric health psychology and LD/ADHD evaluations. Dr. Bolnick has also been conducting workshops on teaching coping skills to children in suburban schools. In addition to her professional work, she helps her husband and brother who jointly started a portable storage franchise in the Chicagoland area. | Robin Green-Milgrom (Psy.D. ’04) is a women’s health researcher as well as the project director/co-principal investigator of the NIH/NIA’s “Study of Women’s Health Across the Nation (SWAN).” She is a full-time faculty member at Albert Einstein College of Medicine, Ob/Gyn Department and Women’s Health, Division of Reproductive Endocrinology and Infertility in New York.

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Cynthia Langtiw (Psy.D. ’05) recently joined The Chicago School’s Clinical Counseling Department as an affiliate faculty member. She is also working at Mt. Sinai Children’s Hospital in the Child and Adolescent Behavioral Health program, supervising externs. | Christopher Menard (M.A. ’05) is continuing work in a post-doc position at his internship site, UIUC Psychological Services Center, located in Champaign, Ill. | Jennifer Thompson (Psy.D. ’05) is currently a clinical psychologist at Mt. Sinai Children’s Hospital’s Child and Adolescent Behavioral Health Clinic in Chicago, Ill. Concurrently, she works as a mental health consultant for Gads Hill Center Head Start, also in Chicago. Additionally, Dr. Thompson is an adjunct professor at National-Louis University in Wheeling, Ill.

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Jessica Sage (Psy.D. ’06) is working in Tucson, Ariz., for Southern Arizona Mental Health Corporation as the Crisis Follow Up and CPS Urgent Response Team department manager.

Clinical PsychologyApplied Behavior Analysis

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Mary Davis (M.A. ’07) is currently studying for the Behavior Analyst Certification Board Exam. She is also beginning a position as a behavior analyst/consultant for the state of Illinois, working for various agencies who service adults with developmental disabilities.

Clinical PsychologyCounseling

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Julianna L. Wesolowski (M.A. ’06) is working as program supervisor/infant mental health counselor for the Chicago Safe Start program at Family Focus Englewood.

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Rebecca Bensfield (M.A. ’07) works for Pillars Community, a community health facility in the south suburbs of Chicago. | Nicole Cain (M.A. ’07) will attend The Southwest College of Naturopathic Medicine and Health Sciences, in Tempe, Ariz., to pursue a medical degree. | Benjamin Smith (M.A. ’07) has recently been promoted to intake coordinator at Chicago’s St. Joseph Hospital Department of Psychiatry. Previously, he served as a mental health counselor.

Forensic Psychology

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Catherine Le Moine (M.A. ’05) is the behavior treatment director of a unit of 35 adult males with dual diagnoses at the Southern Wisconsin Center, a state institution for the developmentally disabled and mentally ill. She is preparing to take the NCE. | Stacy O’Connell (M.A. ’05) is now working as an executive recruiter in the insurance industry for Jacobson Executive Search.

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Layla Deller (M.A. ’06) is a clinical therapist with civilly detained and committed sex offenders at the Florida Civil Commitment Center. | As the assistant director of education at Huntington Learning Center

INSIGHT MAGAZINE FALL 2007 23

The Detroit News on children’s understanding of death as it pertained to the release of the final Harry Potter book.

class notes

S TAY CONNECTED, GE T IN VOLV ED

N o v e m b er 1 , 2 0 0 7 Discussion Panel Regarding Professional Identity N o v e m b er 9 , 2 0 0 7 Alumni Council Meeting D ece m b er 7, 2 0 0 7 New York Alumni and Friends Reception J an u ary 2 4 , 2 0 0 8 Lecture Series Title: “Starting from Scratch: The Psychology of the Beginning” First lecture: Dr. Richard Shweder, “Rethinking Cultural Psychology… and the “Enlightenment” Along the Way: A Personal Story.” 6:30-8 p.m. Chicago Cultural Center, Washington Room, 5th Floor J an u ary 2 5 , 2 0 0 8 Art Show Opening: Women Empowered Phil Borges F e b r u ary 8 , 2 0 0 8 Local Alumni and Friends Reception (North Suburbs) March 1 4 , 2 0 0 8 Local Alumni and Friends Reception (West Suburbs) May 1 6 , 2 0 0 8 Art Show Opening Artist: Gavin Tun J u ne 1 3 , 2 0 0 8 Commencement Civic Opera House 1 – 4 p.m.

For more information contact: Wm. David Duke Jr. (M.A.‘07) Assistant Director of Alumni Relations P: 312.410.8988 Email: wduke@thechicagoschool.edu

in St. Louis, Courtney Murphey (M.A. ’06) works with developmentally disabled children and children with behavior disorders. She plans to take the LPC exam in the coming months.

07|

Starting a clinical psychology Ph.D. program at the Illinois Institute of Technology’s Institute of Psychology, Rebekah Carmichael (M.A. ’07) is specializing in rehabilitation psychology. She is also working at the Chicago Children’s Advocacy Center as a Spanish interpreter for forensic child sexual abuse interviews. | Beth Fallon (M.A. ’07) is working part time as a mitigation specialist for the Cook County Public Defender’s Office. She also owns an all-natural dog and cat supply store, Urbanimal. | Brandy Herriott (M.A. ’07) moved to Terre Haute, Ind., in August 2007 to begin a doctoral program in clinical psychology at Indiana State University. | Kelly McBean (M.A. ’07) began work as a team leader at Adapt of Illinois’ North Aurora Care Center where she is responsible for group/individual therapy sessions, developing/supervising treatment plans, intake evaluations/assessments, crisis intervention, and clinical supervision for chronic and severely mentally ill adults. | Megan O’Grady (M.A. ’07) works for the health department at Howard R. Young Correctional Institution in Wilmington, Del. Her job entails everything from intake to DOC evaluations for work release/parole hearings for inmates. | Tyree Reaves (M.A. ’07) is working at Deerfield Correctional Center in Capron, Va., in a specialized unit established to meet the needs of the male geriatric population. The PBS television network recently completed

a documentary about this facility. | Kelly Ross (M.A. ’07) passed her NCE on August 11, 2007. | Spending her summer in Minnesota as a wilderness therapist, Meghan Rowland (M.A. ’07) has been working/living on the Superior Hiking Trail helping small groups of adolescents who live on the trail for 45 days as part of the camp. Rowland will move to Oregon, hoping to begin a clinical psychology Ph.D. program in fall 2008. | Garrett Seward (M.A. ’07) and Brandon Heiple (M.A. ’07) both are working with the New Start program in Houston, TX, as rehabilitation clinicians. They provide mental health services to ex-offenders after they are released from incarceration. | Hillary Sinnott (M.A. ’07) recently began working as a substance abuse counselor at the Illinois Youth Center, a medium-level correctional facility for adolescent males, in St. Charles. | At the Illinois Youth Center – Chicago, Ryan Trudeau (M.A. ’07) is providing substance abuse treatment and mental health services to juveniles. He is currently working toward becoming a certified alcohol and drug counselor (CADC).

Industrial Organizational Psychology

04|

Emily Trolley (M.A. ’04) currently works at Getty Images, handling training and development for their Chicago and Los Angeles offices. She is also an affiliate professor at The Chicago School, teaching training and development.

06|

Dawgelene Sangster (M.A. ’06) is the global IT manager and PMO training lead for Diamond Management and Technology Consultants. She also chairs the Women’s Forum and focuses on developing programs on situational leadership and appreciative inquiry for women and other minorities in the firm.

07|

Allison Mauch (M.A. ’07) began working for Raytheon in the Human Resources Leadership Development Program at the end of July. Her first assignment is in Dallas. | Jeremy Wicks (M.A. ’07) co-founded a new consulting business, Cornerpiece Consulting, in Chicago. Read about it at www.cornerpieceonsulting.com.

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The Chicago School on the Move Since 1979, The Chicago Schoolâ&#x20AC;&#x2122;s main site has had four locations. Can you match the photos to the years we called each building home?

1980-1986

325 North Wells Street (and Merchandise Mart)

Dearborn Station, corner of Polk and Plymouth streets (47 West Polk Street and 806 South Plymouth Court)

1986-2004

2004-Present

Fine Arts Building, 410 South Michigan Avenue

YMCA Building, 30 West Chicago Avenue A.2004-present B.1980-1986 C.1986-2004 D.1979

1979

Thank you, Class of 2007. The Chicago School’s most recent graduating class kicked off a new tradition at its June 15 Commencement exercises by presenting the first-ever class gift to the school— a gift that will have a permanent presence in future graduation processionals. Amy Given, (M.A. ’07), presented the ceremonial mace—emblazoned with The Chicago School logo and bearing inscriptions of our four values—to President Michael Horowitz.

“We are proud to be the first class to present a gift to the school, in appreciation for the education we have received and the paths we have forged—with your help—to our new careers,” Given said. Carried by the faculty marshal, the mace will lead the academic processional at all future Chicago School commencements. Between ceremonies, it is displayed in the sixth-floor library, along with an plaque bearing the names of the Class of 2007 donors.

For more news, visit www.thechicagoschool.edu/content.cfm/all_current_news.

325 North Wells Street Chicago, IL 60610