Focus Magazine January 2022: TIDES

FOCUS for students

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faculty

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alumni

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staff

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trustees

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& friends of fielding

January 2022

FOCUS

January 2022

INSIDE THIS ISSUE 3

A LETTER FROM THE PRESIDENT

President Katrina S. Rogers, PhD Editor Carol Warner Production Manager

BOARD OF TRUSTEES

IN THE NEWS

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TRUSTEE SPOTLIGHT

FIELDING VIRTUAL CONFERENCE 2022

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WE NEED A GOOD STORY

Rob Grayson, Boone Graphics

OSHERSON SCHOLARSHIP

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NEW FIELDING AWARD

Graphic Design Studio B @ Boone Graphics

THANK YOU FOR YOUR SUPPORT

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COMMUNITY, GRACE & COMMITMENT

Focus is published by Fielding Graduate University 2020 De la Vina Street Santa Barbara, CA 93105

© 2022 Fielding Graduate University: all rights reserved. No portion of this publication may be reproduced in any form without prior written permission from Fielding Graduate University.

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Art Director

Please send reader responses to media@fielding.edu

FIELDING AUTHORS IN PRINT

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Elena I. Nicklasson

FIELDING.EDU

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FOUNDERS CIRCLE

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THE DOUVAN ALUMNI AWARD

ABOUT FIELDING

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VACCINE HESITANCY

WRITING PHENOMENOLOGY

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UNIVERSITY LEADER SPOTLIGHT

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THE FUTURE OF NAVAJO EDUCATION

SCHOOLS & PROGRAMS

YOUR PHILANTHROPIC IMPACT

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MASTERS & CERTIFICATE GRADUATES

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DOCTORAL GRADUATES

FIELDING GRADUATE UNIVERSITY | Fielding.edu

A LETTER FROM THE PRESIDENT WELCOME, 2022!

THE CERTAINTY OF TIDES

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reeting a new year can fill us with a mix of joy and excitement, eagerness and trepidation, gratitude and hopefulness, and overwhelming curiosity as we wonder what the coming months will hold for our lives, our work, our plans, and our families.

Recently, though, ushering in a new year has left many of us feeling unmoored and uncertain. We can attribute much of that to the tumultuous pandemic years and the new normal we’ve been forced to face.

Even as I prepared to step boldly into 2022, my look forward was tinged with feelings of uncertainty. That’s when I decided to pause. I reached back to remember a place and time when I felt comforted, and daily life felt certain and sure. It was the Long Island Sound of my youth—the place where I witnessed one of life’s constants: the ocean tides. Churning from their home in the ocean and propelled by gravity, I observed the tides as they rushed up to the coastline—always at 6-hour intervals. Their ebbs and flows were rhythmic and constant. Together with the wind, the force of lingering low tides formed sandbars along the shoreline. For us kids, the sandbars were ideal spots for clamming, chasing horseshoe crabs, and playing bocci ball. But when the tide was high, we knew that it was time to swim or walk along the beach, always searching for driftwood, sea glass, and starfish.

SOCIAL TIDES

research can reveal connections and insights while our practice can touch the lives of others.

Like the powerful and rhythmic ocean tides, this work has a constancy—and there is a common purpose. It is to improve the human condition that runs like a bright thread through the rich tapestry of life.

As you read this edition of FOCUS, I hope that you will take the time to not only reflect on your practice and learning, but also share these reflections with others so that they also may benefit.

At the start of a new year, our tradition has been to gather our Fielding community together in Santa Barbara. Sadly, for the past couple of years, the pandemic has put plans to gather on hold. We have endured hardships, challenges, and plenty of change during this time, individually and collectively. So, as we stride with hope, confidence, and strength through 2022, let us celebrate the love of knowledge and understanding we share in the Fielding community. Over the years, it’s been as constant and certain as the tides.

I am so proud of our students and graduates as they meet the intellectual challenges embodied in their work in the social sciences. I appreciate the faculty and staff for inspiring and supporting the students’ work, and their own.

As social scientists, we observe social tides that influence societal change and our lives as they ebb and flow.

As people and as a society, we continue to respond to circumstances that are complex and ever-changing.

However, in the long sweep of human history, we’ve been here before, and with fewer tools at our disposal.

Wishing you all a joyous and productive year.

This is where Fielding learners and practitioners and graduates are best positioned. We can make a difference within our spheres of influence. Additionally, our

Katrina S. Rogers, PhD President

With kind regards,

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FOCUS | January 2022

BOARD OF TRUSTEES Karen S. Bogart, PhD, Board Chair President, Smith Bogart Consulting Santa Barbara, CA

Russ Goodman, MBA Retired Regional President, Sares-Regis Group Lake Sherwood, CA

Gary Wagenheim, PhD, Vice Chair Adjunct Professor, Beedie School of Business Simon Fraser University Vancouver, BC, Canada

Anthony Greene, PhD Faculty Trustee Gainesville, FL

Nancy Baker, PhD, Treasurer Diplomate in Forensic Psychology Half Moon Bay, CA

Chad Hamill, PhD Fellow, California Institute of the Arts Ventura, CA

Patricia Zell, JD, Secretary Partner, Zell & Cox Law Santa Barbara, CA

Judith Katz, EdD Executive Vice President Emeritus The Kaleel Jamison Consulting Group Washington, D.C.

Dorothy Agger-Gupta, PhD Faculty Trustee Victoria, BC, Canada

Katrina S. Rogers, PhD ex officio President, Fielding Graduate University Santa Barbara, CA

Michael Ali, PhD Chief Digital and Information Officer Omega Engineering Norwalk, CT

Maria Viola Sanchez, MA Student Trustee Westlake Village, CA

Manley Begay, Jr., EdD Professor, Northern Arizona University Flagstaff, AZ John Bennett, PhD Professor, Queens University of Charlotte Charlotte, NC Keith Earley, PhD, JD Principal, Earley Interventions, LLC Rockville, MD Zabrina Epps, MPM Student Trustee Laurel, MD

Michael B. Goldstein, JD Managing Director Center for Higher Education Transformation Tyton Partners Washington, D.C.

Connie Shafran, PhD Clinical Psychologist Malibu, CA Trustee Emeriti Karin Bunnell, PhD Michael B. Goldstein, JD Russ Goodman, MBA Bo Gyllenpalm, PhD Linda Honold, PhD Otto Lee, EdD E. Nancy Markle Fred Phillips, PsyD* Margarita Rosenthal, PhD* Connie Shafran, PhD Nancy Shapiro, PhD

*DECEASED

FIELDING GRADUATE UNIVERSITY | Fielding.edu

TRUSTEE SPOTLIGHT CHAD HAMILL, PHD

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had Hamill recently joined Fielding’s Board of Trustees. An ethnomusicologist, Dr. Hamill’s scholarship is focused on song traditions of the Interior Northwest U.S., including those carried by his Spokane ancestors. He is a faculty member at the Department of Applied Indigenous Studies at Northern Arizona University and serves as a Fellow for Indigenous Arts and Expression at the California Institute of the Arts.

What are some of the research projects you are working on now?

Over the past few years, I’ve been engaging in what I refer to as “performative scholarship,” bringing Indigenous forms of expression into the research process. My primary project, Coyote Made the Rivers, combines songs, storytelling, and visual imagery with research methodologies to tell the story of our sacred rivers in the interior Northwest from the pre-colonial era to the present. After European contact, the rivers were defiled and polluted by industry and dams. The current state of the rivers stems from the same mentality that has led us into the climate crisis (and the increasing probability of the end of the Anthropocene). In general, I’m interested in resisting established models of Western scholarship

by Indigenizing the process, both on paper and in person, when I give presentations. By singing, telling traditional stories, and showing Indigenous forms of visual expression, the research shifts. Standard research methodologies are there, but they are subservient to Indigenous ways of knowing and expressing culture.

What are the highlights of serving on Fielding’s Board of Trustees?

It’s been a pleasure to engage with such a passionate and progressive community focused on making the world more equitable, just, and sustainable. Although

I’m relatively new to Fielding, I can’t help but think that the mission and values of the university have never been more critical and relevant than they are right now. The various crises with which we are contending require a paradigmatic shift in human relationships and consciousness. The students and graduates of Fielding are prepared to be the catalysts of change that we, and our future generations, so desperately need.

What do you think the world needs to know about Fielding?

The world should know that the social justice mission and scholar-practitioner model at Fielding, rather than a marketing ploy or sloganeering, is a means by which the Fielding community actively addresses the most pressing and critical issues of our time through an inclusive approach to education that is transformative.

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FOCUS | January 2022

Like a rebellious child, Western science had to kill its parent—myth—before coming into its own. In a world without gods, the wondrous, the fantastical, and the emotive are all reduced to rational explanations of cause-and-effect.

For example, science can explain with precision how The Great Pacific Garbage Patch came to exist: Imagine a jogger, running on the beach in Santa Monica, tosses a water bottle into the

By Marjorie Florestal, PhD student ocean. (Adapted from Great Pacific Garbage in the Human and Organizational Patch, National Geographic.) The bottle hits the Development Program, 2021 HOD California Current, heads south toward Mexico Scholarship Recipient, and author of where it catches the North Equatorial Current, When Death Comes For You: A New which crosses the vast Pacific expanse. It nears World Legal Thriller the Japanese coastline where it is tossed and turned in the wake of the powerful Kuroshiro o many of the world’s creation myths begin with Current. Inexorably, the bottle is drawn to the the ocean. The Haudenosaunee (Iroquois) say gently rolling vortexes of the Eastern and Western Garbage primordial earth was a great ocean inhabited Patches. Over years, the water bottle churns and churns only by the animals. When Sky Woman fell down from into microscopic bits of debris that will exist forever. her home, the sea creatures caught her on their backs.

Realizing she could not go home again, Sky Woman asked Science can give us the facts, but it fails to persuade the for some mud to plant the seeds from her old world in this jogger not to pollute our waters. Only story can do that. new one. Little Toad dove deep into the ocean and returned Perhaps the jogger would be moved by a tragic story about with a mouth full of mud, which the animals spread onto the Albatross who mistakes plastic resin pellets for fish eggs the back of Big Turtle. There, the mud grew and grew until and feeds them to her young. The babies die of starvation it became North America. or ruptured organs. Or maybe we should recount the “ghost fishing” story where the seal gets caught in an abandoned The land was born of the ocean, but how did the ocean plastic fishing net and drowns. These are not “fish tales”— herself come to be? The Tainos—the Good People of the false stories full of boasting and exaggeration. These are the Caribbean who were the first to greet Columbus—have stories that dominate our world. a story about that. In the beginning, there was Yaya, his wife Zuimaco, and their son Yayael. The oceans and rivers An Inuit leader once said that whatever happens in the did not exist. Yayael was envious of his father who held sea affects the land, and what happens on the land affects power over the stars and sky. One day, Yayael decided to the sea. “If you look after the whole system, the whole kill his father. He tried . . . and failed. As punishment, Yaya system looks after you.” (Wired, September, 21, 2021.) We banished his son from the land, sentencing him to wander are caught in a world where land and sea are suffocating the earth without purpose. But, you see, Yayael was a under the weight of our untended garbage. Science willful child. After four long months in exile, he returned cannot fix what is broken because “sick societies have sick and tried to murder his father again. This time, Yaya killed institutions.” (New York Times, September 10, 2021.) We him. Father and mother felt a great sadness they could need a good story to find our way back to wholeness. not explain for they had never before been in the presence Psychologist Carl Jung observed that our gods are not of death. They gathered Yayael’s bones and placed them dead. They have simply become diseases. They show in the in a gourd. One day, Yaya wished to see his son. Zuimaco doctor’s consultation room as an epidemic of depression, retrieved the gourd and turned it upside down. Out rushed anxiety, and other neurotic responses to a world where an ocean full of multi-colored fish. They called these waters humans and Mother Nature are at odds. Myth can lead us the Caribbean Sea. to salvation. These stories do not promise a happy ending, We think of myths as fictional stories antithetical to but they do offer a choice: We can react as Sky Woman science. So what can these creation myths possibly teach us did and plant new seeds to ensure our survival. Or we can about healing the rift between humans and Mother Ocean? follow the footsteps of the rebellious Yayael whose lust for As it turns out, quite a bit. power over the natural world ended with his death.

WE NEED A GOOD STORY

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FIELDING GRADUATE UNIVERSITY | Fielding.edu

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NEW FIELDING AWARD

DR. SALLY PETERSON RESEARCH EXCELLENCE AWARD AIMS TO SUPPORT FACULTY-STUDENT RESEARCH COLLABORATION

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ince its founding, Fielding has devoted all of its resources to enabling adult learners to succeed in their professional lives through personal and intellectual development. One way we accomplish this goal is through faculty-student research collaboration.

Launched this year, the Dr. Sally Peterson Research Excellence Award is an annual award to a facultystudent collaboration whose work appeared in a peerreviewed publication in the previous calendar year.

The award recipients will receive an honorarium, followed by a community announcement.

“Over the years, Dr. Peterson has remained a dedicated alum and supporter. Her unwavering belief in Fielding’s model and our desire to honor her legacy at Fielding inspired the establishment of this award,” says President Katrina S. Rogers.

Dr. Peterson is honored to have a Fielding award named after her: “Fielding changed my life. My mentors told me that I could become a PhD. They instilled confidence in me and offered a framework of how to achieve this goal.” A 1983 graduate of the Clinical Psychology Program, she is among the first Fielding graduates to be licensed as a clinical psychologist in New York. Today, she maintains a private practice in Manhattan with several dedicated clients.

Her dissertation, "The New Dyad: Older Women and Younger Men," investigated 79 dyads consisting of an older woman and a younger man who were at least a generation apart in age. The dissertation findings outlined

emergent changes among couples at the time, including that couples were more relationship-oriented and more inclined to express androgyny. Women and men made similar incomes, and women were often of equal or higher education levels. Dr. Peterson placed advertisements in five magazines to collect data, including New York Magazine and Psychology Today. Her marriage to Michael V. Carlisle, JD, inspired the research. Like many Fielding spouses, Dr. Carlisle was a great support in Dr. Peterson’s doctoral journey.

A mother of five, it took an effort for Dr. Peterson to graduate from Fielding. She had the good fortune to be mentored by our visionary founder, Dr. Frederick Hudson. In response to one of her dissertation drafts, he wrote: “I sincerely admire your good work…However, it will be a major improvement in linking your literature analysis to your statement of the problem, and it should lead to a more manageable study.”

“After raising my children, I pursued a professional career, became financially independent, and established my practice. I am proud of these accomplishments, possible, in part, thanks to Fielding and my family,” shares Dr. Peterson.

When asked to share a pearl of wisdom with current and future students, Dr. Peterson says: “Educational journey is a real fight all the way. It is a great gift to pursue one’s educational dreams. The Fielding model is a compass in this journey, but we have to be our own learners.”

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FOCUS | January 2022

COMMUNITY, GRACE & COMMITMENT

"Since its founding, contributing to social justice has been a major goal of Fielding Graduate University. More recently, diversity, equity and inclusion (DEI) have become the focus of many organizations, including in higher education.

Fielding has made DEI a major strategic goal and seeks to incorporate DEI in our educational fabric. To be successful in doing so, we needed help. We conducted a national search for a chief diversity officer and were fortunate to hire Dr. Allison Davis-White Eyes as Fielding’s Vice President for DEI. Dr. Davis-White Eyes is engaged in developing a common understanding of the terms diversity, equity and inclusion, and exploring, with our faculty, how we can include DEI in our curricula so that every graduate is conversant with DEI and its role in modern society. She shares her insights into the DEI work in the interview with FOCUS. " - Raj Parikh PhD, Interim Provost and Senior Vice President What was the defining moment that led you to a career in the diversity, equity, and inclusion (DEI) space?

There is no one defining factor, rather there were several, and they would take a book—which I am actually planning to write. Each incident, event, story, and individual caused an awakening for me in different ways. As a woman of color in the U.S., my own lived experience has provided multiple defining moments, both in what I experienced, but more

importantly, what others have experienced and what I witnessed. To bear witness to an injustice is a very powerful thing, and to act after bearing witness even more so. I have always had a strong desire for fairness, justice, and for the elimination of violence against humanity. This is human rights work and, in my mind, DEI work is central to Human Rights.

What are common misconceptions about the DEI work in higher education? How can we address these misconceptions and communicate more effectively?

We often simplify the DEI work. Some people make it about counting people instead of making people count. DEI is much more nuanced and subtle: it is rooted in power, positionality, voice, representation, and recognition. How do we create a community where we value every human?

How can we ensure that the most vulnerable among us are tended to in a way that honors their humanity and provides opportunity and access? Today, we are seeing a movement toward using the concept of JEDI: justice, equity, diversity, and inclusion. This notion brings forth a discussion about the role of justice and ethics and is a more comprehensive approach. There needs to be a greater understanding regarding DEI as an ethos that seeks to elevate the humanity of all people.

In order to get us to develop a greater understanding of DEI, we need to be able to communicate clearly and articulate both the challenges and the promise of working together. As with all good communication, this requires trust-building and truth-telling. These are not easy by any stretch, especially in today’s extreme politically-divisive culture. It is our role as educators, students, staff, alumni,

FIELDING GRADUATE UNIVERSITY | Fielding.edu

and concerned community members to be committed to the ideals of our nation, which is a pluralistic democracy, and to ground ourselves in what that means and how we collectively build the kind of world we wish to live in.

What has helped you become a leader in the academic DEI space, and what advice would you have for others who want to set off in a similar direction?

You need to stay grounded and practice emotional intelligence. DEI work is challenging because it involves addressing historical and personal trauma. As DEI leaders, our role is to bring about understanding, healing, and transformation.

If you are doing DEI work in higher education, it helps to understand how the academy works and how its structures have been created. We are working within feudal systems that are hundreds of years old; change will not happen as quickly as some of us would like. I highlight this because, if we do not recognize that this is a journey we are taking together, we may fall into defeatism that change is not happening fast enough. We have to keep our “eyes on the prize” and keep moving forward with new and different strategies that address the constantly-changing landscape and contexts we find ourselves in at any given moment.

A good DEI leader possesses a flexible skill-set that uses transformational leadership, situational leadership, and servant leadership as its top three tools. For those who are interested in pursuing this as a line of employment, I think

you need to ask yourself this simple question: Is DEI for you a “career”or a “calling”? If you answer with the latter, then I would say you are definitely the right fit for such a pursuit.

What are the most critical changes that we as scholars-practitioners must make to move the needle in antiracism work in the U.S. and globally?

First, we need to embrace a true love for humanity, across the world, despite political affiliations, race, gender, ability, class, religion, color, or size. We have to be able to embrace that within ourselves and toward others.

Otherwise, our work is inauthentic and is not rooted in radical love—which is really about seeing the humanity in everyone and recognizing that we all exist within the bounds of the human condition. Second, we need to be authentic in how we address issues with truth-telling and and deep-listening. Third, we need to be courageous enough to speak to and with one another across our lines of perceived, or sometimes very real, differences. Last, we must have empathy and grace for one another, and we have to have the capacity to see the light in one another. It is here that we make a connection to one another that can lift each other out of the veils of ignorance that sometimes cloud our perceptions, understandings, and judgments.

This is how we move forward.

What should we pay attention to in 2022?

We should pay attention to our hearts, minds, and souls in 2022. We have all been impacted by the past year and a half. Many of us are subconsciously in a state of grief.

We are grieving the life we had pre-pandemic, perhaps grieving for family loss, or the loss of our lives as we knew them prior. We are grieving the fact that we can no longer hide from our racism, climate issues, and economic woes.

The pandemic has revealed that, instead of cosmetic existential threats, we have real ones and they are formidable. Depending on how we respond and what we do as a collective, in solidarity, and with our higher angels in mind, I do believe, “we shall overcome.”

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2021 RECIPIENTS OF THE DOUVAN ALUMNI AWARD FOR HUMAN DEVELOPMENT AND SOCIAL JUSTICE

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he Douvan Alumni Award for Human Development and Social Justice is given to Fielding doctoral graduates from the School of Leadership Studies ( formerly the School of Human and Organizational Development and the School of Educational Leadership for Change) who reflect the scholarship of beloved Fielding faculty member, the late Dr. Libby Douvan, in the areas of: feminist scholarship and practice; human development; and support for those on the margins of society.

PROJECT: Trades Win: Career Exploration through Storytelling

Trades Win Project trains people aged 16-35 who are blind or visually impaired on how to interview and document the stories of other blind individuals working in a variety of careers. Students have learned the art of interviewing and telling their own stories, and they are now learning how to create podcasts, produce videos and documentaries, and write for publication. The project emerged when two of the Center’s Youth Program Coordinators, who are blind, were exploring ways to keep students engaged remotely during Covid-19.

Since they had video and podcasting experience, they thought they might teach students audio/video production skills by helping them capture each other’s stories. Learning the art of storytelling will help students grow comfortable talking about themselves and could help them explore their identities as persons with disabilities.

Dr. Kane is Executive Director for U.S. Programs at Polus Center for Social and Economic Development, Inc., where she has volunteered and worked since graduating from Fielding. Its mission is to create opportunities for persons with disabilities and members of other vulnerable groups. The Center designs and implements community-based programs for people with disabilities, conflict survivors, refugees, and people with barriers to employment in the U.S. and worldwide.

Dr. Kane shared: “Libby Douvan was my mentor, an experience that changed the course of my life and career. With her guidance, I turned the focus of my research to adolescence, and I explored how traditional education may or may not support the whole person. I became fascinated by progressive educational alternatives, and my dissertation included surveying students across various school settings to determine the social efficacy of action learning vs. standardized testing.”

Alumni may sign up to receive updates on funding opportunities and university news at alumn.fielding.edu.

Theresa E. Kane, PhD (HOD 1996)

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Theresa A. Southam, PhD (ODC 2020)

Melissa Michaels, EdD (ELC 2006)

PROJECT: The Croning of Older Women: Leading Major Projects with Crone-Informed Senses, Imagination, and Thought

PROJECT: Golden Girls Global Go to School

Dr. Southam is a Fellow at Fielding’s Institute for Social Innovation. Leaders who may have negatively identified with the word “crone” as hag or witch, activating attitudes related to misogyny, sexism, and ageism (Rikke, 2019), including persecution and murder, may be surprised to know that women leaders are showing resurged interest in becoming a crone. “Croning” can be a project of selfdefinition and personal empowerment whereby the crone archetype is activated and acknowledged (Lewis McCabe, 2004). The purpose of the project survey, the Life Situations questionnaire, is to understand the difference between leading with and leading without crone consciousness.

In the second phase of this study, the nature of crone generativity (Morselli & Passini, 2015) and crones’ capacities as leaders (Castillo & Trinh, 2019) will be explored among women over the age of 55 who have been actively engaged in crone development for at least one year.

Collaborators in this research include alumni organizations of the University of Massachusetts (Amherst), Royal Roads University (Victoria, British Columbia, Canada), and Fielding Graduate University (Santa Barbara, California), as well as several not-forprofit organizations, including Crones Counsel, the Third Age Network, Lifetime Learning Centre and the Osher Lifelong Learning Institutes.

Dr. Southam shared: “This research is indebted to academics like Libby Douvan. Building on Douvan’s work and that of other feminist scholars, my research project recognizes the unique contributions of older women’s leadership in their communities, families, and work. This research unearths some dark aspects of our culture while at the same time raising women whose healing, creations, and leadership have remained unknown. Conscious aging and generativity are powerful concepts in this research and are subjects that I feel Elizabeth Douvan would have embraced.”

Dr. Michaels is the Founder and Director of SomaSource Educational Programs, Golden Girls Global, and Golden Bridge. For the past 34 years, she has worked at the intersection of somatics, youth development, social justice, and rites of passage. What began as a process that helped her unwind her extreme trauma and move into creative leadership has evolved into a time-tested process for growing healthy humans in the community. Her team created body-centered, rite-of-passage processes for hundreds of young people from the largest favela in Brazil to college campuses across the United States, from refugee settlements in East Africa to the United Nations.

Golden Girls Global grew out of the experiences of over 30 women working with girls in silos around the world. These women’s longing for collective education and alliance seeded this initiative. The project supports coming-of-age girl circles. It creates educational and entrepreneurial opportunities for marginalized young leaders who want to make positive pathways for themselves and future femaleidentified leaders.

Part of the Golden Girls Global initiative is working closely with core leaders to support the well-being and education of next-generation leaders in their communities around the world. Together, they form a strong community, a movement of girls going to school and actualizing their dreams. They recognize the power and dignity of who they are regardless of what they eat for lunch and where they come from. They realize that there are no limits to where they can go.

Dr. Michaels shared: “With great respect for the spirit of this award, I write. Libby Douvan was a pioneer and humanitarian in her work as a scholar-practitioner. Our work with hundreds of young women coming of age in highly diverse and challenging environments mirrors Dr. Douvan’s devotion. We are a global team of emerging feminist leaders dedicated to growing generations of embodied, educated, and empowered young women who can transform their communities from the inside out.”

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TWO THINGS TO UNDERSTAND ABOUT VACCINE HESITANCY

By Monica Robbins, Doctoral Candidate, Media Psychology Program

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hen I started researching the psychology of conspiracy theories about four years ago, I would have had a difficult time imagining the topic would become central to public discourse at this moment. 2017 seems like a very long time ago, and so many of the shifts we’ve experienced revolve around our media choices and how those choices influence our behavior. With the advent of the Covid-19 pandemic, our media choices began framing our views on matters of public health: quarantine, masks, social distancing, and now vaccinations. When thousands of people die because they have eschewed sound medical advice to get vaccinated in favor of home remedies and horse medicine, it becomes a psychologist’s charge to understand the factors influencing this behavior, including media choices.

So many of us are scratching our heads and wondering why people have opted out of vaccinations, so I thought I should share a few insights I’ve gleaned from a deep dive into the literature.

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Vaccine hesitancy is nothing new. Imagine the following scenario: an epidemic is ravaging the population. The disease, if it doesn’t prove lethal, leaves lingering health effects in those infected. The pathogen in question is spread across international borders from afar. After a rigorous vaccination campaign, the rates of infection plummet, but an ardent movement of anti-vaccinationists emerges, claiming that mandatory vaccines are an “intrusion [into] their privacy and bodily integrity,” as well as a conspiratorial assault on the working class by societal elites. Alternative medicine luminaries dismiss receiving vaccinations as a dangerous undertaking. The year was 1830. If these themes seem familiar, it is because the Covid-19 pandemic has provided modern society with the unfortunate opportunity to confront these boogeymen from the era of Smallpox: a poorly understood disease, doubts surrounding the validity of vaccine science, varying social

norms about health behaviors, the influence of misinformation.

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The same media outlets popularizing vaccine hesitancy are also exacerbating the erosion of trust in the institutions that underpin our societies, including agencies like the CDC and WHO. Who do we place our trust in when it comes to caring for our health? Do we trust governmental health agencies, or do we trust someone with a similar ideology to ours who has positioned himself as a “health expert” on social media?

That probably depends on where we get our information on current events. Two different news networks can have dramatically different spins on the same information, creating a competing set of narratives. The media content you choose to consume shapes your mindset for the long term. Make those choices consciously.

If there is any good news to be gleaned from the collision of Covid-19 and the Internet, it’s that human traits are fundamentally the same as they were in the late 1700s.

This means the research we are doing now on behavioral traits, media consumption, and health behavior will hopefully be applicable in future global health crises, even if it’s another two hundred years from now.

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WRITING PHENOMENOLOGY

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hitney Strohmayr, PhD, is the inaugural recipient of The Valerie Bentz Endowed Scholarship for Mindful Inquiry and Transformative Phenomenology. Established in 2017, the Valerie Bentz Endowment aims to support the phenomenological research tradition at Fielding via student scholarships and educational opportunities for the Fielding community and beyond.

As Dr. Strohmayr was completing her dissertation in 2021, she had a chapter published in a volume titled Deathworlds to Lifeworlds (De Gruyter). In this interview she shares how surrendering to her intuition helped her arrive at her dissertation research topic.

How did you get to collaborate on the volume Deathworlds to Lifeworlds?

As a student in the Writing Phenomenology course, I was invited to participate in the Collaboration among Strangers Participatory Action Research project led by faculty member Dr. Valerie Bentz and alum Dr. Jim Marlatt. I wrote a series of eight protocols focused on the phenomenon of unraveling. In addition to the protocols, we also wrote about the experience of collaborating with strangers and shared those experiences with fellow student colleagues. My co-author, Dr. David Jones, and I decided our phenomena paired well. We collaborated to write the chapter, "Grief and Unraveling in Romantic WeRelationships."

What is the focus of your dissertation, and how did you arrive at it?

The title of my dissertation is "Women’s Experiences of Intuition: A Phenomenological Exploration." The purpose of my research was to give voice to women’s

experiences and add to a growing body of research that recognizes intuition as a valuable source of knowing and Being. I applied Husserlian (eidetic) and Schutzian (lifeworld) phenomenology to explore how women experience intuition and discover its essence, essential structure, and lifeworld structures.

I spent several months working on a different dissertation topic, but I could not get it to take shape. When I finally surrendered to what wanted to be written through me, intuition emerged. I followed my intuition throughout my research journey, which yielded incredible synchronicities, innumerable Cosmic gifts, wonder, humility, and reverence.

What do you look forward to in 2022?

I look forward to the continued pursuit of phenomenology.

I owe a debt of gratitude to Dr. Valerie Bentz for instilling in me a love for phenomenology, not only as a methodology but also as a philosophy and way of experiencing the world. I look forward to returning to my research and writing about intriguing findings that emerged beyond the research questions I attended to in my dissertation. I want to continue exploring women’s experiences by blending eidetic, lifeworld, and feminist phenomenology. I also look forward to collaborative writing projects with colleagues.

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FOCUS | January 2022

UNIVERSITY LEADER SPOTLIGHT Meet Kathy D. Geller, PhD, Director of the Human and Organization Development Programs

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magine a world where people are committed to the process of transforming their “taken for granted frames of reference (meaning perspectives, habits of mind, mindsets) to make them more inclusive, discriminating, open, emotionally capable of change, and reflective.”

(Mezirow, 2000, p. 7.) Consider that in such a world, conversations evolve as dialogues focused on exploring the different perspectives of those participating; understanding is sought through self–reflection and other-exploration to discover what is known from the diverse life experiences emerging from each participant’s family of origin, gender identity, race, ethnicity, religion, and life experiences; and conflicting views emerge to be understood rather than to be countered. This is the context for the professional work that Kathy Geller, PhD, and 2004 graduate of the Human and Organizational Systems Program, has been doing since her doctoral journey at Fielding (HOS, 2004).

After finishing her coursework, Kathy joined a British bank focused on Asia, Africa, and the Middle East, as Global Head of Management Development and Chief Learning Architect, drawing upon the pedagogical base of

Mezirow’s Transformative Learning Theory, and critical thinking theory espoused by Stephen Brookfield and bell hooks, to inform a scaffolded leadership development approach that involved frontline supervisors, middle and senior managers, and executives in reflective discourse, inquiry to support a critical view of circumstances, and reflection on action. The learning was designed to enhance the understanding of the longer-term impacts of choices and actions, and build recognition of the inherent complexity of their world.

Returning to the United States after 10 years in Hong Kong, Kuwait and Malaysia, Kathy joined the Human Resources team at Stanford University as Director (then Associate Vice President) for Learning and Organization Effectiveness. Joining a small team that was delivering a range of training courses to the 20,000 staff members, Kathy again drew from the tenets of transformative learning theory to focus on building organizations’ capability for organizational, managerial, and personal effectiveness.

When the opportunity to join a faculty team for a growing Doctorate in Education with a focus on

Sustainable Leadership for Social Change emerged, Kathy drew from her studies on social justice and transformational leadership to inform her transformative learning approach to course design and hybrid teaching delivery. Under her leadership, this EdD program was recognized as the Carnegie Project’s 2019 EdD Program of the Year.

Eleven years later, believing that her Fielding education has greatly influenced her access to a world of opportunities, Kathy returned to Fielding as Program Director where she again draws on the tenets of Transformative Learning Theory to support these unique and special doctoral programs.

FIELDING GRADUATE UNIVERSITY | Fielding.edu

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THE FUTURE OF NAVAJO EDUCATION

FIELDING UNIVERSITY PRESS PUBLISHES A VOLUME FEATURING PROMINENT NAVAJO LEADERS AND SCHOLARS

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he Future of Navajo Education offers a number of case studies illustrating efforts by the Navajo Nation to boost the career prospects of their students. Some of these academic programs feature a focus on organizational change while living in harmony with the natural world and the universe. Others emphasize social responsibility and community service, in accordance with the philosophy of Navajo culture.

The volume builds on presentations at four Navajo Education Conferences that were collaboratively sponsored by Fielding and the Office of Navajo Nation Scholarship and Financial Assistance (ONNSFA).

Manley Begay, EdD, a citizen of the Navajo Nation, Fielding Trustee, and professor at Northern Arizona University, wrote about the volume: “This first-of-a-kind book brings forth the voices and visions of Navajo professionals and leaders about the importance of education in the future of the Navajo Nation. This work demonstrates how a special partnership between Fielding Graduate University and the Navajo Nation produced a guide of sorts for others to learn from.”

Rose Graham, a citizen of the Navajo Nation, Department Manager, ONNSFA, shared:

“This book on Navajo education for the future is long overdue. This topic often escapes broad academic attention. This book shows the dynamic and innovative ways that Navajo educators used resources available to them in their communities and the work outside the Navajo Nation to propose organization change in their areas of expertise. This book includes scholarly research that fosters social responsibility and community service in accordance with the education philosophy of the Navajo.”

Rose Graham (left) with Barbara Mink, EdD (right)

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FOCUS | January 2022

FIELDING AUTHORS IN PRINT Fielding Faculty Emeritus Jean Pierre Isbouts, D.Litt, co-authored Mapping America (2021)

Fielding faculty member Valerie Malhotra Bentz, PhD, alum James Marlatt, PhD, and student Carol Estrada, MA, coedited Handbook of Transformative Phenomenology (2021)

Fielding faculty members Richard P. Appelbaum, PhD, Frederick Steier, PhD, & alum Paul Stillman, PhD, co-edited Perspectives on Research, Policy, and Practice (2021)

Student Erinn Cameron contributed to Mental Health Among Higher Education Faculty, Administrators and Graduate Students (2021)

Alum Cliff Hurst, PhD, co-edited Wit & Wisdom: Inspiration for Living Fully (2021)

FIELDING GRADUATE UNIVERSITY | Fielding.edu

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NEW SERVICE FOR STUDENTS!

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o help students achieve their educational goals as we continue to live in the pandemic, SOAR Student Assistance Program is a one-stop shop for assistance inside of the classroom and out. SOAR gives enrolled students and their families 24/7 direct access to a global network of professionals and a wide range of resources to help balance school and life.

Through the SOAR Student Assistance Program, Fielding students now have access to clinicians, life coaches, financial and legal experts, and school/life specialists 24/7. We see SOAR contributing to our students’ learning success by providing diverse forms of support. We hope to address academic challenges, emotional challenges, and life questions, as well as provide legal, financial, and various other types of consultation. We hope these key support systems will result in greater student retention and promote the timely completion of programs.

Alma Boutin-Martinez, PhD, Associate Provost for Teaching, Learning & Assessment

FIVE THINGS YOU NEED TO KNOW ABOUT SOAR 1. Complimentary – No cost to students or family members 2. 24/7 Access – Services are available day or night 3. Confidential – All contact is private and confidential 4. Open to family members – Any family member can use the SOAR program 5. Easy to use – Access SOAR your way, by phone, email, or online 800.932.0034 TEXT TO 858.ACI.2094 OR SOAR@ACISPECIALTYBENEFITS.COM

IN THE NEWS Dr. Jean-Pierre Isbouts took a group of Fielding alums, trustees, and friends on a learning journey to Egypt. Thanks to trips like this, we continue to grow our supporter base and fund research at Fielding.

Fielding Media Psychology faculty member Karen Shackleford, PhD, receives the Distinguished Scientific Contributions Award from the Society for Media Psychology and Technology (Division 46) of the American Psychological Association. This award recognizes Dr. Shackleford’s outstanding scientific contributions to the field.

Fielding faculty member Jenny Edwards, PhD, contributes to a publication for the National Center for Biotechnology Information titled “Mental health interventions by lay counselors: a systematic review and metaanalysis.” The researchers investigate community-based mental health interventions in low- and middle-income countries.

Clinical Psychology alum and active participant of Fielding’s SPCL community, Evelyn Beck, PhD, receives the Honorary Doctorate from the University of Music and Performing Arts Vienna.

FIELDING VIRTUAL CONFERENCE 2022 Global Leading and Learning: Co-creating an Equitable Future Diversity, Equity, and Inclusion in the 21st century Presented by the Fielding Alumni Association

May 2022 Registration opens in January 2022.

Join us for our brand new immersive virtual conference experience!

Sponsorship opportunities are available. Contact Director of Alumni Relations Hilary Lyn for more information: alumnirelations@fielding.edu.

Feedback from last year's virtual conference: I haven't participated in many events with Fielding for a number of years, but I have always considered Fielding my go-to place for being able to get grounded with thought-provoking, lifeenhancing discussions and to be in the presence of a supportive, brilliant community of friends.

You put together the perfect event to highlight these strengths of the community experience, and I am so grateful for the opportunity to attend virtually. The Fielding event was just what I needed to start regrouping and moving forward with a new chapter.

-Fielding HOD 1996 alum

FIELDING GRADUATE UNIVERSITY | Fielding.edu

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LOUIS AND ADELE OSHERSON SCHOLARSHIP FACULTY EMERITUS SAM OSHERSON, PHD, HELPS STUDENTS ACCESS ADDITIONAL SCHOLARSHIP FUNDING

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am Osherson, PhD, and his brother, Dan Osherson, PhD, established the Louis and Adele Osherson Fellowship at Fielding in honor of their parents. The Fellowship made it possible for established professionals to further their graduate education by attending Fielding’s National Session in January, including travel, hotel, and meal costs. Over the years, many school counselors, social workers, writers, journalists, and even some lawyers and judges applied, providing a stream of intelligent, committed Fellows who came to Fielding and sampled our graduate education experience.

Due to Covid-19, in-person gatherings and National Sessions at Fielding became virtual. We are still uncertain about the future of conferencing and in-person learning. Rising student debt and the difficulties that many students have in financing their graduate education inspired the decision to convert the Louis and Adele Osherson Fellowship to a multi-year scholarship for doctoral students in the Fielding Clinical Psychology Program. The Scholarship is intended to support a single parent with primary custodial responsibility for a child or children.

Clinical Psychology faculty member Marilyn Freimuth, PhD, helped transition the fellowship award program to scholarship. She shares: “The revising of the Louis and Adele Osherson Fellowship to be a direct source of support for Clinical Psychology doctoral students could not be more timely; this kind of financial support for their education will allow recipients to attend more to what is most important— their ongoing development as an entry level psychologist.”

Even though he is retired now, Dr. Sam Osherson maintains a strong connection with Fielding and cares deeply for our students. “My relationship with Fielding has been one of the high points of my career. Fielding students are a special breed: creative, committed, courageous in working toward their goals, and I love hearing from students and alums and following their accomplishments. I am pleased to supports them in their efforts with this scholarship,” says Dr. Osherson.

Photo: Sam Osherson, PhD

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FOCUS | January 2022

THANK YOU FOR YOUR SUPPORT WE ARE GRATEFUL FOR YOUR SUPPORT OF OUR STUDENTS, ALUMNI, AND THE UNIVERSITY AS A WHOLE. THE FOLLOWING LIST IN ALPHABETICAL ORDER REFLECTS ALL CONTRIBUTIONS AND PLEDGES RECEIVED FROM MARCH 21 - OCTOBER 31, 2021. CONTACT ELENA NICKLASSON AT GIVING@FIELDING.EDU WITH ANY QUESTIONS, CORRECTIONS OR FEEDBACK. Phyllis Acadia Betsy Allen Julie Anding & Lisa Kornetsky Richard Appelbaum & Karen Shapiro Carrie Arnold Patricia Arredondo Sandy Asch Nancy Baker & Cathy Hauer John L. Bennett & Eric T. Johnson Valerie Bentz Muriel Berg Karen & Zac Bogart Romagne Boucher Alma Boutin-Martinez Sara Brown Renee Bunnell & RSF Social Finance Chalintorn Burian Tony Byers Connie Corley Carolyn Dahl Anna DiStefano & Deborah Karoff Marine Dumas Kathryn Eaker Keith Earley Dino Ferrare Marles Finos Ron and Elise Forbes Heidi Forbes Öste Janet Fortier Cynthia & Joel Freeman Kathy Geller Dawn George Lon Glover Russ & Donna Goodman Anthony Greene Leland & Kay Greenwald Marc Hanlan Harley-Davidson Foundation Inc.

Kimberly & Don Harrison Sherry & Robert L. Hatcher Sharon Hawley Stephen Haymes Lenneal & Joyce Henderson Linda & Reynolds Honold Shirley Hoover William Huffaker & Darin Severns John & Anna Hunnell Mary Ann & Jim Jacobson Kerul Kassel Zieva & Marc Konvisser Sanford Lefkowitz William Lindberg Mary Lofy Tracy Long Susan Love Hilary Lyn Abigail Lynam Paige & Don Marrs Barbara Mather Charles McClintock & Carol Wilburn Kathleen McNulty Virginia Merwin Carol Muller Adair Nagata Elena I. Nicklasson Beverly Palmer Sally Peterson & Michael V. Carlisle Linda Powell June Price Marilyn Price-Mitchell Joan Read Rebecca Reese Leesa Riviere Katrina S. Rogers & William A. Cherry Neil Romanosky Judith Rose Kara Rosenberg

Barry Rubin Maria Viola Sanchez Kesiah Scully Pearl Seidman Lillian Simmons Joanne Smikle Nicola Smith Marie Sonnet & Robert Berklich Charles Spearman Beatrice Spector Deborah Strohmayr Anna Szabados Amy Taylor Mary Jean Vignone Gary Wagenheim Linda Watkins Darlene Wheeler Dennis White Prema Windokun Marylou Witz Irene Won Marjorie Woo

Honorary and memorial gifts acknowledge important people in our lives and in the Fielding community In Honor of

Don Bushnell, PhD, Founder of the HOD Program Barbara Mink, EdD Family of Lenneal Henderson Fielding Graduate University Fielding Students

In Memory of

My very special friend Dee Dolores Bunnell Susan Cortez Libby Douvan, PhD Nanine Ewing, PhD

William Friedman, PhD Harry Hamrich Patricia Hodges, PhD Eleanor Komet, PhD Lee Mahon, EdD Jack & Harriett Savage Charlie Seashore, PhD Charlie & Edie Seashore Thank you all for your contributions and support of the Fielding community!

FIELDING GRADUATE UNIVERSITY | Fielding.edu

FOUNDERS CIRCLE BEQUESTS & OTHER PLANNED GIFTS WE THANK THOSE WHO HAVE GENEROUSLY DESIGNATED FIELDING IN THEIR WILLS OR HAVE MADE A PLANNED GIFT TO ENSURE FIELDING’S FUTURE. Anonymous Pauline Albert Natalie Ammarell Peggy Azad Nancy Lynn Baker John L. Bennett Valerie Bentz Dorothy Billington* Marvin & Linda Branch Lynn Bursten Don D. Bushnell Christine Clark Kelly Clark Anna DiStefano D’Ann Downey Nanine Ewing* Jeff Frakes Leola Furman Kathy Geller

Tracy Gibbons John Gladfelter* Michael Goldstein Sharon Hawley-Crum Linda Honold Roberta Jensen Anne Kratz Diana Kunkel and Trish Cleary Sarah N. MacDougall Paige & Don Marrs Barbara A. Mather Charles McClintock & Carol Wilburn Sara Miller McCune Pamela S. Meyer Eileen Morgan Donald Mroz & Susan Lapine Christi Olson Wendy Overend Marilyn Price-Mitchell

Kathleen Randolph Katrina S. Rogers Rochelle Santopoalo Paul and Nancy Shaw Andrea L. Shields Judith Silverstein James E. Skibo Nicola Smith Carol Sommerfield Ted J. Takamura Roland* & Charlotte Troike Pam Van Dyke Marjorie Woo Patricia Zell *Deceased

FOUNDERS CIRCLE MEMBERSHIP BENEFITS: • Free Fielding publications annually • Updates directly from the University Leadership Team • Invitations to special events at the university • Recognition opportunities THE FLEXIBILITY OF A PLANNED GIFT: • You are free to alter your plans at any time.

• You can structure your gift in different ways: a specific amount of money, piece of property, or percentage of your estate.

• You retain control over your assets should you need them during your lifetime.

Contact Elena Nicklasson, Director of Development, about how you can make an impact at Fielding through a planned gift: 805.898.2926 or giving@fielding.edu.

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VALUES ACADEMIC EXCELLENCE We commit to the highest quality scholarship, research, and practice.

COMMUNITY We support a collaborative learning environment built on inclusion and mutual respect.

ABOUT FIELDING VISION Educating leaders, scholars, and practitioners for a more just and sustainable world.

MISSION We provide exemplary interdisciplinary programs for a community of scholar-practitioners with a distributed learning model grounded in student-driven inquiry

DIVERSITY We commit to having a faculty, staff, and student body that is diverse and inclusive. We embrace and celebrate the wisdom, knowledge, and experiences of our diverse community.

and leading to enhanced knowledge.

ENROLLMENT:

981

WOMEN MEN

23%

AGE RANGE:

77%

21 -81

LEARNER-CENTERED EDUCATION We create an interactive experience that responds to the interrelated personal and professional lives of our students.

SOCIAL JUSTICE We commit to advancing equality and justice in our university, and in the local, national, and global communities impacted by our work.

AMERICAN INDIAN OR ALASKA NATIVE

3%

ASIAN

3% 15%

BLACK OR AFRICAN AMERICAN 0%

HAWAIIAN OR PACIFIC ISLANDER

12%

HISPANIC OR LATINO

48%

WHITE 6%

TWO OR MORE RACES

3%

RACE/ETHNICITY UNKNOWN*

1%

NON - RESIDENT ALIEN

TRANSFORMATIONAL LEARNING

INTERNATIONAL STUDENTS*

We inspire a re-examination of one’s world view and underlying assumptions to enable a deeper understanding of self and society.

FACULTY:

174 STAFF: 84 STUDENT TO FACULTY RATIO:

8%

6:1

*Grouped together in IPEDS as Race/ Ethnicity Unknown. Aggregated data based on census data as reported to Integrated Postsecondary Education Data System (IPEDS).

FIELDING GRADUATE UNIVERSITY | Fielding.edu

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SCHOOLS AND PROGRAMS SCHOOL OF LEADERSHIP STUDIES

SCHOOL OF PSYCHOLOGY

CENTERS AND INITIATIVES

DOCTORAL DEGREES EdD, Leadership for Change

DOCTORAL DEGREES

The Institute for Social Innovation helps individuals, nonprofits, businesses, and government organizations create effective, efficient, sustainable and just solutions to social problems via research, leadership, and organizational development.

PhD, Human Development PhD, Organizational Development & Change

PhD, Clinical Psychology Concentrations Forensic Psychology

Concentrations

Health Psychology

Community College Leadership for Change

Social Justice & Diversity

Creative Longevity & Wisdom

Neuropsychology

Dual Language

PhD, Infant & Early Childhood Development

Evidence Based Coaching

Concentrations

Inclusive Leadership for Social Justice

Developmental, Individual Differences, Relationships (DIR®)

Leadership of Higher Education Systems Media, Technology & Innovation Organizational Development Somatics, Phenomenology & Communicative Leadership Sustainability Leadership MASTER’S DEGREE MA, Organizational Development & Leadership CERTIFICATE Evidence Based Coaching

Reflective Practice & Supervision PhD, Media Psychology Concentrations Brand Psychology & Audience Engagement Positive Psychology Social Impact of Mobile Media & Immersive Technology MASTER’S DEGREE MA, Media Psychology CERTIFICATES Clinical Psychology, Postbaccalaureate Media Psychology (Media Neuroscience or BrandPsychology & Audience Engagement) Neuropsychology Specialization Training Program Respecialization in Clinical Psychology, Postdoctoral

The Marie Fielder Center for Democracy, Leadership, and Education is a multidisciplinary research and advocacy center aimed at advancing diversity and inclusion throughout society.

The Alonso Center for Psychodynamic Studies aims to expand the application of psychodynamic ideas, treatments, and principles both within the Fielding community and in the larger society.

24

FOCUS | January 2022

YOUR PHILANTHROPIC IMPACT

Human and Organizational Development doctoral students Heather Mahardi and Leesa Riviere are the recipients of Fielding’s National Session Poster Award, generously supported by our donors. Their research project, Gender Digital Divide & Globalization, continues to receive accolades in the international academic community.

Jennifer Smith, Infant & Early Childhood Development Program doctoral student is a recipient of the LaNelle & Dennis Ford Scholarship “My research focuses on working toward developing a culturally-responsive assessment of early social-emotional growth for Arabic-speaking populations. Early intervention is vital for improving outcomes for social-emotional difficulties such as those that accompany autism. The scholarship will support my dissertation research, including purchasing assessment tools for my partners in research at the Palestinian Child Institute in the West Bank of Palestine. I see my research as vital work: there is a shortage of research and resources for this population in the Arab world. Thank you for partnering with me to work toward equity for children across the world.”

Meisam Zamanabadi is a Media Psychology doctoral student and a recipient of the Fielding Graduate University Scholarship: “The purpose of my research is to study the effects of fake news on media teamwork during elections times. I appreciate your help and emphasize that your support has multiplied my motivation to work harder on this research.”

FIELDING GRADUATE UNIVERSITY | Fielding.edu

MASTER’S AND CERTIFICATES GRADUATES

MARCH 16 – OCTOBER 10, 2021 SCHOOL OF LEADERSHIP STUDIES Master of Arts in Organizational Development & Leadership Patricia Coelho East Julie Hammar Kimberly Angela Howland Catherine Lynn Meyers Clare Ross Anna Schweihs Mariaelena Pilon Welch Certificate in Comprehensive Evidence Based Coaching Kathryn Baxter Lauren Bowsher Tyra Corona Julie Hammar Kimberly Angela Howland Laura Koehn Keili Marble Steele Mark McKee Laura Ann Mitchell Ramesh B. Sarabu Molly Schlemer Helen Tauscher Certificate in Evidence Based Coaching for Organization Leadership Cathy Molitoriss Certificate in Organizational Development & Leadership Jacqueline C. Adonis Erika Michelle Tan

SCHOOL OF PSYCHOLOGY Master of Arts in Media Psychology Rhianna Forde Bryan Odom Michelle E. O'Grady

Certificate in Media Psychology with an emphasis in Brand Psychology & Audience Management Heath Farley Pablo Antonio Morales Certificate in Media Psychology with an emphasis in Media Neuroscience Savanna J. McKellar Rawaa Milner Certificate in Neuropsychology Specialization Valisha Terry Nicole Marie Vienna Postbaccalaureate Certificate in Clinical Psychology Amanda Abbie-Hall Martin Ajayi Casey Altomaro Shabria Amos Janelle B. Bailey Alisha Ballin Autumn Banks Michael Bruce Becker Hinda Burstein Nadine T. Cepeda Michelle Crallie Savannah M. Cranmer Dustin Delcoure Ashley Kelley Dorsey Zaneta J. Evans Stephanie Firestone Brittni Fleming Xaviera Gadpaille Taronda Jones Teresa T. Juarez Robert Luciano Desiree Jeanine McCulloch Melissa L. Micka Belinda S. Miller Lindsey M. Pitts Aysia Rivera Ashima Saigal LaTanya Tolan Courtney Welsh Chelsea Wessel Sloan Justine Wills Daniela M. Zbona Certificate of Respecialization in Clinical Psychology Hedy Kober

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26

FOCUS | January 2022

Denise Rotatori, PhD Human-Machine Collaboration in Financial Services during the Fourth Industrial Revolution: A Case Study John Houston Sim, PhD Making Sense of the Future: How Generative Images of Change Emerge from a Visioning Event

SCHOOL OF LEADERSHIP STUDIES

Jonathan Feffer, PhD The Relationship Between Organizational Culture and Organizational Innovation

LEADERSHIP FOR CHANGE

Lisa Christine MelodyMackey, PhD Adverse Childhood Experiences, Special Education, and the Role of Resilience in the Life Course

Lester Earl Johnson, EdD Hip Hop 4 Change: Reverse Engineering an Academic System for African American Students Debbie Irene Opland, EdD Adopting Indigenous Worldview to Achieve Peace through Self-Understanding HUMAN DEVELOPMENT

Barry Louis Rubin, PhD Pivotal Development Events in the Lives of Emotionally Mature Leaders: A Psychodynamic Perspective

Jennifer E. Decker, PhD Middle-Aged Women Who Injure Themselves Exercising and Their Relationship with Body Image: A Phenomenological Study

Sarah Clements Wallis, PhD An Exploration of the Mission and Practice of StudentCentered Graduate Education

David Robert Jones, PhD Banal Creativity: Using Foucauldian Discourse Analysis to Reveal Mechanisms that Exclude Racialized, Gendered, and Disabled Creators

Kimberly Dianne Cantergiani, PhD Necessity is the Mother of Invention: A Study of Single Mothers' Experiences With Entrepreneurship

Michael Anthony Tachovsky, PhD Environmental Dead Zones: The Socioeconomic Impacts of Contaminated Neighborhoods HUMAN & ORGANIZATIONAL SYSTEMS Ora G. Chowbay, PhD The Impact of Neoliberalism on Mass Incarceration in the United States Valerie L. Clark, PhD Collaborative Empathic Relationships: Keys to Patient Safety

ORGANIZATIONAL DEVELOPMENT & CHANGE

Lisa Raquel Elliott, PhD Going Beyond Tools of Logic and Reason: Organizational Leaders Who Self-Report a Spiritual Transformation and the Stories They Tell Jamie Lynn Gairo, PhD The Influence of a Leader's Implicit Mindset on their Perception of Employee Behavior Neil Romanosky, PhD Exploring the Dynamics of Organizational Identity and Innovation: A Multi-Site Study

SCHOOL OF PSYCHOLOGY INFANT & EARLY CHILDHOOD DEVELOPMENT WITH AN EMPHASIS IN MENTAL HEALTH & DEVELOPMENTAL DISORDERS Anastasia An-Fu Inez Abbott, PhD Teacher Emotions and Perspectives on Implementation of SocialEmotional Curricula Patricia A. Dallas, PhD The Experience of Early Childhood Teachers Who Work with Children with Special Needs and/or Behavioral Challenges in Nature and Outdoor Preschools: A Phenomenological Study Karen Marie Harris, PhD A Study of Empathic Responses in Preschool-Age Children Using a Kind Test Method and EmQue Test Scores Christine J. Hogan-Henk, PhD A Comprehensive Case Study Analysis of Emotion Regulation, Co-Regulation, Surgency, Effortful Control, and Parent-Child Interactive Imaginative Play, Reflected in Family Functioning When One Child is Experiencing a Neurodevelopmental Disorder of Relating and Communicating Genevieve Keating, PhD Do Children in Australia Benefit From Chiropractic Care?

Hadas Keppel, PhD The Effects of a Thought Field Therapy Stress Reduction Protocol on the Stress and Empathy Levels of Parents of Children with Autism Spectrum Disorder Julie McIsaac, PhD "What Were You Thinking?"

Using Technology to Enhance Mentalization Capacity among Fathers: A Phenomenological Study Minnie Mossop, PhD A Sequential Explanatory Mixed-Methods Study of Caring with Caring: An Evaluation of a Tailored Early Childhood Mental Health Professional Development Program Sharmila D. QuenimHerr, PhD The Efficacy of the Tomatis® Method in Remediating Auditory Processing Disorder in Children Susan Beatrice Rosen, PhD Family Child Care Providers' Engagement with Professional Development: A MixedMethods Study of Providers' Well-Being and the Impact of Professional Development Virginia A. Spielmann, PhD Duality not Dichotomy: Defining and Establishing the Role of Professional Reflection in an Interdisciplinary Team of Allied Health Professionals Mimi T. Thuong, PhD Parental Ethnotheories of Children's Play on Child Development and ParentChild Relationship: A Phenomenological Study Of Vietnamese Parents Carolyn Tunmore, PhD The Lived Experience of Parents with Children Diagnosed with Autism Spectrum Disorder

Amy Zier, PhD Factors Associated With Referral for an Occupational Therapy Evaluation in Children 3 to 10 Years of Age Presenting With Sensory Processing Differences PSYCHOLOGY WITH AN EMPHASIS IN CLINICAL PSYCHOLOGY Le'Marus P. Alston, PhD Barriers to HIV Prevention: The Role of Relationship Closeness in HIV Risk Behaviors and Prejudicial Attitudes Czarina V. Azzam, PhD Self-compassion as a Moderator of the Relationship between Obsessive-compulsive Disorder Severity and Domainspecific Disability Tamara Suzette Bailey, PhD Moderating Effects of the Valence of Social Interaction on the Dysfunctional Consequences of Perseverative Cognition: An Ecological Study in Major Depression and Social Anxiety Disorder Michelle L. Bancroft, PhD Autism Spectrum Disorder (ASD) and Sleep Problems in Children: The Predictive Power of Internalizing, Externalizing, and Adaptive Behavior Zarien Atavia Colson, PhD Peer Mentoring in Psychology Doctoral Programs: An Examination of Academic Progression and Self-Efficacy Erica A. Davies, PhD The Relationship Between Parental Self-report of Aggression and Parental Report of Child Aggression in Middle Childhood as Moderated by Gender of the Child and Parental Gender Role Beliefs Sarah Melissa Detrick, PhD Self-Care Ethics Knowledge and Self-Care Practices: Clinical and Counseling Psychology Doctoral Students in Early and Late Phases of Training

FIELDING GRADUATE UNIVERSITY | Fielding.edu 27 Yelina Fernandez, PhD Psychologist Burnout and Jane B. Rogers, PhD Juror Decisions in a Rape Trial Psychologist Collaborative Adult Attention Deficit Involving Autism Spectrum Behaviors Disorder: Examination Disorder of Effort Testing and Katrina Mae La Mar, PhD Executive Functions in Ally Alena Frankovich, PhD Mental Healthcare Barriers Neuropsychological Assessment Moderating Effects and Facilitators Experienced of Narcissism on the

by Homeless Women with Kimberly L. Rust, PhD Relationship between Gender Serious Mental Illness Developmental and Child Role Conflict and Violence Maltreatment Effects on Kenna Lee Laporte, PhD Concordance of Child, Jared J. Gonzales, PhD Differentiation of Amnestic Caregiver, and Teacher Ratings The Impact of Self-Reported Mild Cognitive Impairment, of Child Psychopathology Depression, Anxiety, Alzheimer's Disease, and Traumatic Stress and Vascular Dementia Through Heather Carroll Tompkins, Utilization of Immature the Use of Semantic Clustering PhD Defense Mechanisms on Moral Injury and the Military Lana Mae Leeper, PhD Bariatric Surgery Outcomes Spouse: Recognizing Injury in Meta-analysis of Blood Oxygen a Forgotten Population Marie Helene M. Gosselin, Level Dependent Signaling in PhD Schizophrenia PSYCHOLOGY WITH AN An Exploration of the EMPHASIS IN MEDIA Amanda Michele Manzella, Relationships among Early PSCYHOLOGY PhD Maladaptive Schemas, David A. Caplan, PhD Running Away and Suicidality Alexithymia and Pain Related Film Stories and Empathy: Do as Maladaptive Coping Outcomes in Irritable Bowel Prosocial Characters Make an Associated with Depression Syndrome Symptomatology Predictive of Audience More Empathetic?

Rupinder Kaur Heer, PhD Alcohol Use Disorder Amanda Nugent Divine, PhD Acculturation is Negatively Celebrity Influence and Alessandro Metta, PhD Associated with Depression Mental Illness A Phenomenological Study and Diabetes and Moderated of Clinicians' Experiences

by Interviewer-ascribed Skin Joanna Ippolita Phyllis in the Process of Assessing Color in Latinx Immigrant Hesketh, PhD Malingering Why I Need That: How Andrew R. Hull, PhD Identity-Based-Relationships Amber D. Moreland, PhD Life Satisfaction: A between Viewer, Film and The Relationship of Gender Moderating Factor between Product Can Lead to Purchase Role Conflict, Psychological Personality Disorders and Behaviour Wellbeing, Help-Seeking Violent Offending in an Attitudes, and PTSD Symptom Jessica Housand, PhD Incarcerated Sample Severity Among Male Veterans Effect of the Covid-19 Falesa Ann Ivory-Horton, PhD Pandemic on Psychological Intentions of Men in Same-sex Stephanie A. Olson, PhD Stress and Usage Behavior Strain and Personality Traits Relationships to Seek Help for Users of a VR App with Predict Reactive Physical for Abuse: The Influence of Dynamic Interactive Content Aggression and Severity Religiosity on Minority Stress of Injury in the General Doni Joszef, PhD Debra Lee Johnson, PhD Population Music Fan Identity and WellChildhood Physical Abuse and Being Adult Male Sex Offender Victim Ineke M. Olsthoorn, PhD The Association between Sleep Kerri Lemoie, PhD Choice: The Mediating Role of Disturbance and Cognition Early Maladaptive Schemas Determinants of Behavioral in Pediatric Brain Tumor Intention to Use a SelfJessica J. Krumins, PhD Survivors Sovereign Identity Digital Primary Care Physician Wallet: Extending the UTAUT Jessica Lee Piller, PhD Factors as Moderators of with Trustworthiness An Investigation of the Relationship between Dispositional Mindfulness and Angela Patterson, PhD Psychologist Burnout and the Attention Network Test Psychologist Collaboration Screening Faith: The Impact Interactions and Vigilance or Lone Wolf Versus Top of Media and Technology on - Executive and Arousal Dog: How Primary Care the Faith Development of Components (ANTI-Vea) Physician Factors Moderate Adolescents and Young Adults the Relationship between

2020 DE LA VINA STREET SANTA BARBARA, CA 93105 FIELDING.EDU

NETWORK AND CONNECT WITH OVER 6,000 ALUMNI WORLDWIDE BY BECOMING A MEMBER OF THE FIELDING ALUMNI ASSOCIATION! OPEN TO ALUMNI, STUDENTS, AND FACULTY.

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Begin taking advantage of your benefits today!

Visit alumni.fielding.edu For more information, contact Director of Alumni Relations Hilary Lyn at alumnirelations@fielding.edu.