Focus Summer 2020: Breakthrough by Fielding Graduate University

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Inside this issue

8 9

FOCUS

Summer 2020

President

Kipnes Fund Award Recipient

Katrina S. Rogers, PhD

Communications Consultant Julia McHugh

Art Director Audrey Ma

FOCUS is published by Fielding Graduate University 2020 De la Vina St. Santa Barbara, CA 93105

FIELDING.EDU Please send reader responses to media@fielding.edu © 2020 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.

a letter from our President

10 Years Teaching Abroad

Marginalized to “Vivified!”

4 5 6

If we are fortunate, sometime over the course of our lives we experience a breakthrough moment. This can take the form of meeting a physical or intellectual challenge, or of removing a barrier for oneself or others.

Board of Trustees

About Fielding

Schools & Programs

Labor Hero Honored

12 14

Your Philanthropic Impact

25 Master’s & Certificate Graduates

Beautiful Lie

Diversity: at Fielding’s Heart

Fielding in the News

Strengthen Resilience

26 Doctoral Graduates

“

Breaking through of barriers is rarely accomplished alone.

”

Years ago, I served on a municipal citizens’ advisory committee that advocated for greater access for people with physical and developmental disabilities. In our first year, we started a “remove the barriers” campaign. A piece of wisdom I took from that campaign is that people with disabilities have tremendous potential and ability – and are only stymied when society places barriers in their way. These barriers can be physical such as a poorly built crosswalk or building. They can also be created through bias and discrimination. Breaking through of barriers is rarely accomplished alone, but can be achieved through collective action. The idea of breakthrough can be a powerful one in a scholarly environment as well. At Fielding, we often discuss the importance of creating and building knowledge. Sometimes, research and practice offer breakthrough insights that change the way we may view a phenomenon or advance our understanding about a particular social issue. Always we are building from knowledge from others who have come before us. That is one of the reasons why graduate programs focus on understanding the literature and scholarship from the past. In like manner, we strive to strengthen and improve the base of knowledge for those who come after us.

This emphasis on the accumulation of knowledge is most readily seen in the public sphere in the natural sciences. As the planet awaits a vaccine for COVID-19, we are witnessing the unfolding of scientists building from previous knowledge to make judgments and devise lines of inquiry that will lead to success for humanity. This same way of thinking is present at Fielding. As graduate educators in the social sciences, we pose the “big questions” around why people behave the way they do, why organizations are structured the way they are, how systems function, all the while studying human beings to understand intrinsic and extrinsic aspects of what it means to be human.

The stories in these pages inspire and challenge. The work of our Fielding community members inspires in that they demonstrate how knowledge creation works, in all its complexity, and serves to make a positive social difference over time. Their words also challenge us to reflect on our personal role in supporting collective research and action that leads to the next breakthrough for ourselves, others we may help, and for the greater society. May you be inspired and challenged in equal measure! With kind regards,

Katrina S. Rogers, PhD

President

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Inside this issue

8 9

FOCUS

Summer 2020

President

Kipnes Fund Award Recipient

Katrina S. Rogers, PhD

Communications Consultant Julia McHugh

Art Director Audrey Ma

FOCUS is published by Fielding Graduate University 2020 De la Vina St. Santa Barbara, CA 93105

a letter from our President

10 Years Teaching Abroad

Marginalized to “Vivified!”

4 5 6

Board of Trustees

About Fielding

Schools & Programs

Labor Hero Honored

12 14

Your Philanthropic Impact

25 Master’s & Certificate Graduates

Beautiful Lie

Diversity: at Fielding’s Heart

Fielding in the News

Strengthen Resilience

26 Doctoral Graduates

“

Breaking through of barriers is rarely accomplished alone.

”

Katrina S. Rogers, PhD

President

About

BREAKTHROUGH | FOCUS Summer 2020

BOA R D o f TRUSTEE S President, Smith Bogart Consulting, Santa Barbara, CA

Gary Wagenheim, PhD Vice Chair

EDUCATING LEADERS, SCHOLARS, AND PRACTITIONERS FOR

Adjunct Professor, Beedie School of Business, Simon Fraser University, Vancouver, BC, Canada

A MORE JUST AND SUSTAINABLE WORLD

Nancy Baker, PhD Treasurer

Diplomate in Forensic Psychology, Half Moon Bay, CA

Patricia Zell, JD Secretary

Partner, Zell & Cox Law, Santa Barbara, CA

Katrina S. Rogers, PhD Ex Officio

President, Fielding Graduate University, Santa Barbara, CA

Dorothy Agger-Gupta, PhD

Faculty Trustee, Victoria, BC, Canada

Michael Ali, PhD

Chief Digital and Information Officer, Omega Engineering, Norwalk, CT

Manley Begay Jr, EdD

Professor, Northern Arizona University, Flagstaff, AZ

TRUSTEE EMERITI Karin Bunnell, PhD Michael B. Goldstein, JD Russ Goodman Bo Gyllenpalm, PhD Linda Honold, PhD Otto Lee, EdD

E. Nancy Markle, PhD Fred Phillips, PsyD* Margarita Rosenthal, PhD* Connie Shafran Nancy Shapiro, PhD

MB Bettencourt

Former CEO and Chair of Imperva, Pleasanton, CA

Keith Earley, PhD, JD

Principal, Earley Interventions, LLC, Rockville, MD

Zabrina Epps, MPM

Welcome New Trustees MB Bettencourt

Senior Council, Cooley LLP, Washington, DC

Russ Goodman, MBA

Michael B. Goldstein, JD

Retired Regional President, Sares-Regis Group, Lake Sherwood, CA Faculty Member, Gainesville, FL

Russell Goodman recently retired as Regional President of the Sares-Regis Group, a commercial real estate development company, and is returning to the Fielding Board after a hiatus. He has held executive positions with Dart Kraft, Inc. and the Voit Companies. A graduate of Stanford University, Goodman also holds a master’s degree in business administration from UCLA’s Anderson School.

Elizabeth A. Hardy, PhD

Anthony Greene, PhD

Clinical Psychologist, Dayton, OH

Judith Katz, EdD

Executive Vice President, The Kaleel Jamison Consulting, Group, Inc., Washington, DC

Elizabeth A. Hardy graduated from Fielding’s Clinical Psychology program in 2011 and is currently adjunct associate professor in the Department of Psychiatry at Wright State University in Dayton, Ohio. An experienced clinician, she has worked with seriously mentally ill people, homeless individuals, and victims of domestic violence.

Maria Sanchez, MA

Connie Shafran, PhD

Student Trustee, Westlake Village, CA

Connie Shafran, PhD

Clinical Psychologist, Malibu, CA

FOR A COMMUNITY OF SCHOLAR-PRACTITIONERS WITH A DISTRIBUTED LEARNING MODEL GROUNDED IN STUDENT-

DRIVEN INQUIRY AND LEADING TO ENHANCED KNOWLEDGE.

ACA DEMIC EXCELLENCE We commit

MB Bettencourt has been CEO of several Silicon Valley companies, including Verity, Coverity, and Imperva. She is on the board of the Sam & Devorah Foundation for Trans Youth, and holds a BA in English from Santa Clara University. Michele and her spouse Karin Bunnell established the Dolores Bunnell Scholarship in honor of Karin’s mother. See an article by Bettencourt on page 12.

Student Trustee, Laurel, MD

MISSION WE PROVIDE EXEMPLARY INTERDISCIPLINARY PROGRAMS

* deceased

John Bennett, PhD

Professor, Queens University of Charlotte, Charlotte, NC

F I E LD I NG

VISION

Karen Smith Bogart, PhD Chair

Connie Shafran is a retired clinical psychologist, child development specialist, and educator. She worked extensively in both the nonprofit sector and in private practice with an emphasis in child and family psychology and a focus on social justice. She received her PhD from Fielding and returns to the Board after a hiatus.

va lue s

to the highest quality scholarship, research, and practice

// COMMUNIT Y We support a collaborative learning environment built on inclusion and mutual respect

DI V ER SIT Y 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

// LE A RNER- CENTERED EDUCATION We create an interactive experience

community

STU D E N TS 981 Women: 77% Men: 23% Age Range: 21–81 Enrollment:

3% 4%

American Indian or Alaska Native Asian

15%

Black or African American

12%

Hispanic or Latino

48%

White

Two or More Races

Race/Ethnicity Unknown1

International Students2

that responds to the interrelated personal and professional lives of our students

// SOCI A L JUSTICE

We commit to advancing equality and justice in our university, and in the local, national, and global communities impacted

// TRA NSFORM ATIONA L LE A RNING We inspire a re-examination of one’s

by our work

world view and underlying assumptions to enable a deeper understanding of self and society

1 Data as reported to the Integrated Postsecondary Education Data System (IPEDS) 2 Grouped together in IPEDs as Race/Ethnicity Unknown, includes non-resident aliens

FACULT Y Total Faculty: 174 Total Staff: 85 Students-to-Faculty:

6:1

About

BREAKTHROUGH | FOCUS Summer 2020

BOA R D o f TRUSTEE S President, Smith Bogart Consulting, Santa Barbara, CA

Gary Wagenheim, PhD Vice Chair

EDUCATING LEADERS, SCHOLARS, AND PRACTITIONERS FOR

Adjunct Professor, Beedie School of Business, Simon Fraser University, Vancouver, BC, Canada

A MORE JUST AND SUSTAINABLE WORLD

Nancy Baker, PhD Treasurer

Diplomate in Forensic Psychology, Half Moon Bay, CA

Patricia Zell, JD Secretary

Partner, Zell & Cox Law, Santa Barbara, CA

Katrina S. Rogers, PhD Ex Officio

President, Fielding Graduate University, Santa Barbara, CA

Dorothy Agger-Gupta, PhD

Faculty Trustee, Victoria, BC, Canada

Michael Ali, PhD

Chief Digital and Information Officer, Omega Engineering, Norwalk, CT

Manley Begay Jr, EdD

Professor, Northern Arizona University, Flagstaff, AZ

TRUSTEE EMERITI Karin Bunnell, PhD Michael B. Goldstein, JD Russ Goodman Bo Gyllenpalm, PhD Linda Honold, PhD Otto Lee, EdD

E. Nancy Markle, PhD Fred Phillips, PsyD* Margarita Rosenthal, PhD* Connie Shafran Nancy Shapiro, PhD

MB Bettencourt

Former CEO and Chair of Imperva, Pleasanton, CA

Keith Earley, PhD, JD

Principal, Earley Interventions, LLC, Rockville, MD

Zabrina Epps, MPM

Welcome New Trustees MB Bettencourt

Senior Council, Cooley LLP, Washington, DC

Russ Goodman, MBA

Michael B. Goldstein, JD

Retired Regional President, Sares-Regis Group, Lake Sherwood, CA Faculty Member, Gainesville, FL

Elizabeth A. Hardy, PhD

Anthony Greene, PhD

Clinical Psychologist, Dayton, OH

Judith Katz, EdD

Executive Vice President, The Kaleel Jamison Consulting, Group, Inc., Washington, DC

Maria Sanchez, MA

Connie Shafran, PhD

Student Trustee, Westlake Village, CA

Connie Shafran, PhD

Clinical Psychologist, Malibu, CA

FOR A COMMUNITY OF SCHOLAR-PRACTITIONERS WITH A DISTRIBUTED LEARNING MODEL GROUNDED IN STUDENT-

DRIVEN INQUIRY AND LEADING TO ENHANCED KNOWLEDGE.

ACA DEMIC EXCELLENCE We commit

Student Trustee, Laurel, MD

MISSION WE PROVIDE EXEMPLARY INTERDISCIPLINARY PROGRAMS

* deceased

John Bennett, PhD

Professor, Queens University of Charlotte, Charlotte, NC

F I E LD I NG

VISION

Karen Smith Bogart, PhD Chair

va lue s

to the highest quality scholarship, research, and practice

// COMMUNIT Y We support a collaborative learning environment built on inclusion and mutual respect

DI V ER SIT Y 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

// LE A RNER- CENTERED EDUCATION We create an interactive experience

community

STU D E N TS 981 Women: 77% Men: 23% Age Range: 21–81 Enrollment:

3% 4%

American Indian or Alaska Native Asian

15%

Black or African American

12%

Hispanic or Latino

48%

White

Two or More Races

Race/Ethnicity Unknown1

International Students2

that responds to the interrelated personal and professional lives of our students

// SOCI A L JUSTICE

We commit to advancing equality and justice in our university, and in the local, national, and global communities impacted

// TRA NSFORM ATIONA L LE A RNING We inspire a re-examination of one’s

by our work

world view and underlying assumptions to enable a deeper understanding of self and society

1 Data as reported to the Integrated Postsecondary Education Data System (IPEDS) 2 Grouped together in IPEDs as Race/Ethnicity Unknown, includes non-resident aliens

FACULT Y Total Faculty: 174 Total Staff: 85 Students-to-Faculty:

6:1

BREAKTHROUGH | FOCUS Summer 2020

FIELDING GRADUATE UNIVERSITY | Fielding.edu

School of Psychology Doctoral Degrees

PhD, Clinical Psychology Concentrations Forensic Psychology Health Psychology Neuropsychology Social Justice & Diversity

DIVERSITY: at Fielding’s Heart

PhD, Media Psychology Concentrations Brand Psychology & Audience Engagement Positive Psychology & Media Social Impact of Mobile Media & Immersive Technology

Master’s Degrees

MA, Media Psychology

By Chief Diversity Officer Tomás Leal

Certificates

Clinical Psychology, Postbaccalaureate Forensic Psychology Media Psychology (Media Neuroscience or Brand Psychology & Audience Engagement) Neuropsychology, Postdoctoral Respecialization in Clinical Psychology, Postdoctoral

School of Leadership Studies

Centers & Initiatives

Doctoral Degrees

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

EdD, Leadership for Change PhD, Human Development PhD, Infant & Early Childhood Development PhD, Organizational Development & Change Concentrations Community College Leadership for Change Creative Longevity & Wisdom Dual Language Evidence Based Coaching Inclusive Leadership for Social Justice Leadership of Higher Education Systems Media, Technology, & Innovation Organization Development Reflective Practice/Supervision Somatics, Phenomenology, & Communicative Leadership Sustainability Leadership

Master’s Degrees

MA, Infant & Early Childhood Development MA, Organizational Development & Leadership

Certificates

Comprehensive Evidence Based Coaching Evidence Based Coaching for Organization Leadership Organizational Development & Leadership

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 the larger society.

ielding’s founding core purpose – to promote diversity, equity, and inclusion (DEI) – is at the heart of our organization’s vision, mission, and values. DEI is integral to excellence in all aspects of the university – in research, teaching, learning and student services. In fact, making DEI a high priority for faculty and staff will deliver the essential scaffolding for student success. As Chief Diversity Officer, one of my priorities is to support the Fielding community to understand our commitment to DEI, and to equip them with the necessary tools to operationalize this commitment. This includes:

• Disseminate relevant messages to faculty and

staff as guides of how to effectively advocate, initiate, and champion Fielding’s DEI efforts, as well as demonstrate visible and direct support to students.

• Provide educational and learning opportuni-

ties for faculty, staff, students, and alumni to increase their DEI awareness and skill levels, e.g., inclusive behaviors and leadership, race and racism, cultural competence and humility, implicit bias awareness and de-biasing systems, white privilege.

• Engage the community to tell personal stories related to their DEI journeys. Personal stories are a powerful way to create change and broaden the community’s connections on personal and professional levels.

• Distribute the DEI Resource Guide, available

through the Fielding library, which includes books, articles, and videos on a large variety of relevant topics, and encourage the community to contribute material to this living document.

An important catalyst for DEI efforts at Fielding is the Inclusion Council, a dynamic volunteer group of faculty, students, staff, and alumni. These individuals are knowledgeable, passionate, and committed both to their work and to DEI at Fielding. An advisory body to the President and the Provost, the Council works with me (as its chair), to bring forth advice, issues, and concerns to various university entities. They plan and execute programs, dialogues, and panels, and provide guidelines that align DEI with relevant goals of the Strategic Inclusion Plan and other university strategies. In addition, the Building Inclusion Collaborative (BIC) is a collective of faculty, students, staff, and alumni who are committed to DEI and have stepped up to support, plan, participate, and attend programs, events, and dialogues. Fielding’s DEI activities align to larger issues in society, and position the university to be at the forefront of social and ecological justice on the global stage. The scholar-practitioner model allows for groundbreaking research on diverse topics and leading-edge work to create important cultural shifts in the U.S. and globally.

Our students, graduates, and faculty play significant roles as transformational and inclusive innovators in academia, government, NGOs, forprofit organizations, and underserved communities. They make positive impacts by working with underserved communities in India, China, Latin America, and here in the U.S., to name a few. Through all these DEI efforts, we seek value and draw on the differing knowledge, perspectives, experiences, and learning in our community. DEI is indeed integral at Fielding. For more information, visit our updated DEI webpage at Fielding.edu in the “Advantage” section.

Tomás Leal can be reached at tleal@fielding.edu. •

BREAKTHROUGH | FOCUS Summer 2020

FIELDING GRADUATE UNIVERSITY | Fielding.edu

School of Psychology Doctoral Degrees

PhD, Clinical Psychology Concentrations Forensic Psychology Health Psychology Neuropsychology Social Justice & Diversity

DIVERSITY: at Fielding’s Heart

PhD, Media Psychology Concentrations Brand Psychology & Audience Engagement Positive Psychology & Media Social Impact of Mobile Media & Immersive Technology

Master’s Degrees

MA, Media Psychology

By Chief Diversity Officer Tomás Leal

Certificates

School of Leadership Studies

Centers & Initiatives

Doctoral Degrees

Master’s Degrees

MA, Infant & Early Childhood Development MA, Organizational Development & Leadership

Certificates

Comprehensive Evidence Based Coaching Evidence Based Coaching for Organization Leadership Organizational Development & Leadership

• Disseminate relevant messages to faculty and

staff as guides of how to effectively advocate, initiate, and champion Fielding’s DEI efforts, as well as demonstrate visible and direct support to students.

• Provide educational and learning opportuni-

• Distribute the DEI Resource Guide, available

through the Fielding library, which includes books, articles, and videos on a large variety of relevant topics, and encourage the community to contribute material to this living document.

Tomás Leal can be reached at tleal@fielding.edu. •

BREAKTHROUGH | FOCUS Summer 2020

FIELDING GRADUATE UNIVERSITY | Fielding.edu

F rom Marginalized to “Vivified!” Hip-hop songs, documentary films part of student Lugene “Rihki’ Kennebrew Jr.’s culturally responsive pedagogy

Kate McAlpine Kipnes Fund Award Recipient

ate McAlpine, who earned her PhD from Fielding in 2015, was selected in March 2020 to be the third recipient of the Dianne Kipnes Fund for Social Innovation grant. Dr. Charles McClintock, Director of the Institute for Social Innovation, which administers the Award, described her project as “a highly collaborative and innovation project that works toward improving the lives of children throughout East Africa.”

McAlpine has dedicated the last 25 years to protecting children in Tanzania from violence in her role as researcher, strategist, and social entrepreneur. Her dissertation focused on how to enable better physical and emotional protection of children. She currently leads Citizens4Change, a movement of East African citizens who protect children from violence. President Katrina S. Rogers noted that, “Like many graduates of Fielding, McAlpine’s work embodies the purpose of the Kipnes Award for Social Innovation, which is to support research that advances social justice and aligns with the mission of Fielding’s Institute for Social Innovation.”

What would you say is your greatest passion? I’m a “Maximiser” and driven by seeing

to do the right thing. I then theorized how more adults could protect children better. I am now testing this in my work with Citizens4change.net. [Note: “Ujasiri” in Swahili translates into courage, fortitude, or resilience.]

How did you grow at Fielding? I started by

How will this award benefit the work you are doing currently? It will enable us to build

Where do you live and work now? I split my

time between Tanzania and the UK.

good things grow and thrive.

doing a Master’s in Organizational Management and Development back in the early 2000s and was hooked. I transformed at Fielding. The key thing was being able to hold multiple perspectives at one time. Also the relevance of the learning was so powerful – I could actually go and apply what I learnt practically in my work. How would you explain your research? In

Tanzania, many children are victims of violence. Rather than taking the problem seeking stance of looking at abuse or abusers, I explored the worldview of Tanzanians who actually take action to protect children.

What were the findings? I learnt that they have

a specific “Ujasiri mindset” that differentiates them from other people, those who say “it’s none of my business” when they see a child suffer. This mindset is founded in empathy and a moral drive

proof of concept for Citizens 4 Change by catalyzing a critical mass of protectors across East Africa. By using data analytics, we’ll show where they are and how they protect kids, and update in real time.

The Dianne Kipnes Fund for Social Innovation supports projects from alumni of Fielding’s School of Psychology and School of Leadership Studies that demonstrate innovation and collaboration for improving the lives of individuals, organizations, or communities. Projects can consist of research and/or professional practice efforts. Applications are sought annually for projects of up to a two-year duration. •

n 2012, Lugene “Rihki” Kennebrew Jr. saw that the traditional music industry, where he had worked for 25 years, was collapsing. Recognizing that he needed to reinvent himself, he went back to school and began work as a guest educator in Philadelphia schools.

From Kennebrew’s video “VIVIFY Critical Reflection Theory.”

Today, he is at Fielding completing a doctoral dissertation that aligns music with digital education and virtual learning. His wife Pamela also attended Fielding, graduating in 2015. How did you go from record producer to doctoral student? Initially, I pursued a law degree

specializing in artist intellectual property, earning an associate degree from Harcum College and a bachelor’s from Cheyney University. Throughout that process, I also worked in Philadelphia schools. I realized I could use my skills as a film composer, songwriter, and arranger to write songs that engage my students with their lessons. This was so transformative and rewarding that I reversed my course, and obtained a Master of Education from Lincoln University. What is the focus of your dissertation? I

wanted to expand the genres of educational

music and culturally responsive, virtual learning. The format was inspired by Dr. A.D. Carson’s 2017 groundbreaking, 34-song hip hop dissertation, “Owing My Masters.” “AKILI: Vivifying the Natural Genius within Neo-Indigenous Scholars” is a scholarly, virtual learning, culturally responsive, prosodic pedagogy for middle school to graduate students. Grounded in action research and critical race theory, the pedagogy synthesizes culturally responsive learning, music, and African-centered principles. It includes more than 50 songs in hip-hop and other genres, a two-part short documentary film, and a 200-page written section. How has Fielding impacted your work?

Fielding professors opened my eyes to the sociological and philosophical theories behind what I had been doing, so I could shape it into formal pedagogy. I was also able to produce a scholarly response to the crisis America is facing right now. It’s all going online, which is the perfect place to launch AKILI VIVIFY’s platform. Dr. Lenneal Henderson, my dissertation chair, says that I am a kind of griot – the West African storytellers, musicians, and poets who keep their oral history alive. I guess I’m a digital griot. The older scholars call me “Boss Bard.” A bard as in a composer, singer, or declaimer of epic or heroic verse. How do students respond? The songs started

out as attention-getters because students were not connecting with the content. One of my greatest

experiences was to walk into a lunchroom to see and hear 300 kids singing along with the songs. How do the films integrate into your dissertation? Part one analyzes how to write

educational songs grounded in psycho-socio theories. Part two is titled “Critical Reflection Theory” and features footage from the first days of COVID-19. Various extreme social and racial interactions are captured. “AKILI” is Swahili for mindfulness, and “VIVIFY” means “to enliven.” I am livening minds and transforming lives from marginalized to VIVIFIED!

Find out more at Akilivivify.com •

BREAKTHROUGH | FOCUS Summer 2020

FIELDING GRADUATE UNIVERSITY | Fielding.edu

F rom Marginalized to “Vivified!” Hip-hop songs, documentary films part of student Lugene “Rihki’ Kennebrew Jr.’s culturally responsive pedagogy

Kate McAlpine Kipnes Fund Award Recipient

What would you say is your greatest passion? I’m a “Maximiser” and driven by seeing

How did you grow at Fielding? I started by

How will this award benefit the work you are doing currently? It will enable us to build

Where do you live and work now? I split my

time between Tanzania and the UK.

good things grow and thrive.

What were the findings? I learnt that they have

From Kennebrew’s video “VIVIFY Critical Reflection Theory.”

wanted to expand the genres of educational

out as attention-getters because students were not connecting with the content. One of my greatest

experiences was to walk into a lunchroom to see and hear 300 kids singing along with the songs. How do the films integrate into your dissertation? Part one analyzes how to write

Find out more at Akilivivify.com •

BREAKTHROUGH | FOCUS Summer 2020

FIELDING GRADUATE UNIVERSITY | Fielding.edu

L A BOR HERO HONORED

Like Mother, Like Daughter

UFW founder and labor hero Dolores Huerta receives Social Transformation Medal

“Y

ou can make a difference, but you have to speak up and you have to be ready to sacrifice,” said 89-year-old American labor hero Dolores Huerta, who received the Marie Fielder Center’s Medal for Social Transformation during Fielding’s 2019 Winter Session. Huerta addressed questions about immigration, climate change, civil and women’s rights, the fight for educational justice, and more posed by a panel of local activists in front of an audience of more than 200 during the free event at the Hilton Santa Barbara Beachfront Resort. Huerta has spent her life advocating for social justice, primarily farmworkers’ rights, and in 1963 cofounded the United Farm Workers of America (UFW) with Cesar Chavez. She remains active in the Dolores Huerta Foundation, which recruits and trains activists in rural, agricultural areas in California’s Central Valley. Fielding President Katrina S. Rogers’ opening included the reminder that the event is “an opportunity to reflect that justice is worked for and towards by each and every generation.” Marianne Partridge, editor in chief of Santa

Barbara’s weekly Independent, spoke of their aim to give “a voice to the voiceless” and the power of the arts to make those voices be heard.

In introducing Santa Barbara-born, first-generation poet Miguel Cruz, Partridge said, “His poems call out to all of us to listen and to hear, which is, I believe, a continuation of the work of Dolores Huerta and those who stood with her.” Cruz gave powerful spoken word performances of his works “Three Generations Plus Change” and “Welcome to AmeriKKKa.” Huerta also urged attendees to organize to become involved and get engaged. “When we say sacrifice, it’s not a lot, just time,” she said. “Give some of your time to be able to go out there and make a difference.”

Panelists (l to r) were Santa Maria teacher Eunice Gonzalez, the daughter of farmworkers and recent MA Brown University graduate; Marcos Vargas, Fund for Santa Barbara executive director; and Eva Catalan, Future Leaders of America youth organizer. Top Right: Dr. Orlando Taylor presents Delores Huerta with her medal.

Huerta received the Social Transformation Medal from Dr. Orlando Taylor, director of Fielding’s Marie Fielder Center, which is named for an influential African-American educator and social justice champion who helped found Fielding 46 years ago. Huerta created UFW’s rallying cry, “si se puede” (“yes, it can be done”), which was echoed by the standing-room only crowd at the evening’s end.

Fielding thanks event sponsors Santa Barbara Independent, McCune Foundation, Fund for Santa Barbara, Santa Barbara Foundation, and MaryFrances Winters. •

The Marie Fielder Center’s Medal for Social Transformation is given to individuals who have made significant contributions in social advocacy/activism, research, leadership, education, and/or public service. Past recipients include:

•

Yvon Chouinard, Patagonia founder

•

Nicola Smith, JD, Fielding leadership doctoral faculty

•

Patricia Gurin, PhD, University of Michigan Distinguished University Professor

•

Gary Orfield, PhD, UCLA Distinguished Research Professor

•

Walter Bumphus, president of the American Association of Community Colleges

Jennifer Billeci and Katie Daubenmire Receive Fielding Degrees 20 Years Apart

atie Daubenmire was in middle school when her mother Jennifer Billeci entered the Organization Management Development program at Fielding, earning a master’s degree in 2008. In 2018, Katie received her own Fielding master’s degree in Organizational Development and Leadership. “I joke that I must not have scarred her too badly during that time,” says Jennifer in a Zoom interview from her home in Woodland, California. “I remember Mom being really busy between her job and school,” Katie laughs from Bend, Oregon. “I thought it was really cool that she could get her master’s degree remotely.”

undergrad. They have three daughters, all born within five-and-a-half years, and Katie is the youngest. The family lived in the East Bay in Northern California. Jennifer began to work part-time at St. Mary’s College in nearby Moraga as a program assistant in Student Disability Services. “With my parttime job and the girls being older, it seemed a good time to continue my education. I began at Fielding in January 2007,” says Jennifer. But her part-time job quickly moved to fulltime, which led to her “really having my hands full,” she recalls.

Jennifer first heard about Fielding from her husband Bob.

After graduating from Fielding in August 2008, she continued at Saint Mary’s, becoming director of the department. In 2015, Billeci left to become director of the Student Disability Center at UC Davis.

“After we got married, I took a break from work to have kids. I kept my fingers in by working with Bob on organizational development projects,” she says. “An independent consultant, he has high profile business clients all over the world.”

“Fielding solidified and formalized the work I had been doing with Bob,” she says. “To work in higher education, they want to see a certain level of education. What you have achieved makes a difference. My time at Fielding made that difference.”

They met at San Francisco State University when he was a graduate student in Industrial/Organizational Psychology and she was a psychology

Katie also graduated from San Francisco State, in psychology and holistic health, and has traveled extensively, including a year living in

Australia. She worked in property management, sales, career counseling, and with her father as a training facilitator. For her master’s project, she integrated meditation into a system to track and achieve goals. “It just clicked as what I wanted to do: to help people achieve and feel more fulfilled in their lives by using practical methods alongside meditation,” says Katie. Once she began research on possible graduate programs, Fielding emerged as a good fit. “I loved being able to work in my own space, at my own pace, whenever I wanted, and the flexibility to focus on exactly what I want,” she says. Katie plans to return to Fielding in Spring 2021 to pursue her PhD in the Human Development program. “I’m in the process of applying and writing all the pieces now,” she reports. “I think that’s great,” says Jennifer. The Fielding tradition continues in this motherdaughter duo. •

BREAKTHROUGH | FOCUS Summer 2020

FIELDING GRADUATE UNIVERSITY | Fielding.edu

L A BOR HERO HONORED

Like Mother, Like Daughter

UFW founder and labor hero Dolores Huerta receives Social Transformation Medal

“Y

Barbara’s weekly Independent, spoke of their aim to give “a voice to the voiceless” and the power of the arts to make those voices be heard.

Fielding thanks event sponsors Santa Barbara Independent, McCune Foundation, Fund for Santa Barbara, Santa Barbara Foundation, and MaryFrances Winters. •

•

Yvon Chouinard, Patagonia founder

•

Nicola Smith, JD, Fielding leadership doctoral faculty

•

Patricia Gurin, PhD, University of Michigan Distinguished University Professor

•

Gary Orfield, PhD, UCLA Distinguished Research Professor

•

Walter Bumphus, president of the American Association of Community Colleges

Jennifer Billeci and Katie Daubenmire Receive Fielding Degrees 20 Years Apart

Jennifer first heard about Fielding from her husband Bob.

They met at San Francisco State University when he was a graduate student in Industrial/Organizational Psychology and she was a psychology

Katie also graduated from San Francisco State, in psychology and holistic health, and has traveled extensively, including a year living in

BREAKTHROUGH | FOCUS Summer 2020

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Michele Bettencourt’s

my paradoxical

Beaut iful Lie

breakthrough

Alum had to embrace her trauma as a whistleblower to forge a new career path Fielding Trustee’s Film Documents Transition

n early 2017, Michele Bettencourt was CEO of Imperva, a cybersecurity software and service company in Silicon Valley. It was a tough year, as she had lost her father and was preparing to step down from her job. Another momentous change was also taking place. Michele was making the transition from male to nonbinary female, from Anthony to Michele. Bettencourt, the first Fielding board member who is transgender, says that she always identified as part male and part female. “I felt in the middle, and for years it was a massive struggle,” she says. “I had a life with kids, a wife, and a successful career in Silicon Valley. I was pretty good at keeping the secret, but had reached a point where I could no longer.”

By Rebecca Stafford, PhD “My last year as president and CEO was very messy for me,” she recalls. “I was becoming unhinged. I had formed a production company and we began to capture footage of my life. We had no idea where it would end up.” They ended up documenting not only her personal life, but her efforts to continue as Imperva’s CEO and her eventual departure.

Bettencourt had dropped out of Santa Clara University (SCU) to work in the burgeoning high-tech industry, eventually becoming CEO at companies including Verity, Coverity, and, in 2014, Imperva. She returned to SCU in 2006 to earn a BA in English. By 2017, both Imperva and Bettencourt were struggling.

Nonetheless, a single act of moral conviction cost me both four years of scholarship and my career. But it led me to places I never expected.

While editing footage, she had a realization. “I wanted to put an honest and authentic portrayal of what it is to go through this. People who do are often sideswiped by their own emotions and by being in a work environment. I accurately portray that, and also my desire to be an agent of change.” The resulting documentary, “Beautiful Lie,” had its world debut at the London International Motion Picture Awards in May 2019. The North American debut at the New Hope Film Festival, where it was nominated in both Biography and LGBTQ categories, and won the LGBTQ Spirit Award.

Cover image for Michele’s new album “New Normal”

n my pre-August 2011 doctoral journey, my world was just as I had persistently prayed it would be for my scholarly work. My fourth year of scholarship was marked by all the traditional makings of a textbook classic dissertation: a committee, defined field of study, organization of study, focused research question, and solid literature review.

Michele serves on the boards of both Fielding and the Sam & Devorah Foundation, and also released “New Normal,” a collection of original songs. She and Karin Bunnell, a former Fielding graduate and trustee, recently celebrated 26 years of marriage. “This year has been the best year yet,” Michele says. But she reports that societal norms in business make it difficult for transgender people to find jobs, especially at top levels.

Inopportunely, my research topic – investigating public leaders involved in politicized public-private organizational environments – was, in fact, about my employers. I chose to stand my moral ground and reported both fiscal infractions and a political bribe I had witnessed. Quite predictably, the ensuing retaliation was ruthlessly painful, a violation of trust, a betrayal of what it meant to be a public leader, and a servant of the people.

“I think we are 30 years away from transgender individuals running public companies,” she says. “Today, it is only somewhat accepted to have someone who is gay run one. Remember when Tim Cook took over Apple? All the questions were about if his gayness was going to affect the company.” For now, Michele says she’s landed. “I feel great about myself and more natural as Michele as I did as Anthony. Then I was known as ‘AB.’ Now I’m ‘MB.’ But I’m not hung up on pronouns, I’m just happy to be me.” •

I vividly remember the morning I met with the district attorney and his staunchly suited local and federal entourage. I mustered the courage to put on a brave face in hopes of distracting them from my trembling voice. Then I set into motion events that cost me something most priceless, while not irreplaceable, of all: what I would come to know as my biopsychosocial wellbeing and post-traumatic growth. With this single selfless action, I was stigmatized a “whistleblower” and bequeathed the ensuing employer retaliation against those who dare to tell the truth. Fortuitously, at this critical juncture in my advancement to candidacy, my scholarship

was supported by an institution that understood human nature’s oftentimes disruptive disposition when their student’s family, career, and scholarship suddenly collide. I remain deeply indebted to my compassionate committee at Fielding who continually asked me the hard questions and talked me down from the proverbial ledge. Their unconditional encouragement and support carried me during that period of life-altering defeats and triumphs. After two years of painful growth, discovery, and humility, a shift in my myopically held perception of the whistleblower experience occurred. That pivotal recognition was the accelerant for my personal healing as much as it was an opportunity to explore the journeys of others like myself. I never expected that their stories would not only validate and inspire my own personal growth, but also forge a new career path. It is the unique culture of Fielding that appreciates the power of pivoting during the most unpredictable circumstances that led to my eventual embracement of a once unimaginable dissertation topic: whistleblowing with employer retaliation. Admittedly, while the concept of suffering and growth is superficially a self-contradictory proposition, my recognition of this paradox in my personal life made manifest my

embracement of the opportunity to give voice to those silenced by the same fear and stigma that once held me “stuck in time” in my traumatic past. My shattering breakthrough has led me to a new career path. I have committed to help destigmatize whistleblowers, and to support their ability to break through, survive, and yes, even thrive despite the inevitable backlash. •

BREAKTHROUGH | FOCUS Summer 2020

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Michele Bettencourt’s

my paradoxical

Beaut iful Lie

breakthrough

Alum had to embrace her trauma as a whistleblower to forge a new career path Fielding Trustee’s Film Documents Transition

Nonetheless, a single act of moral conviction cost me both four years of scholarship and my career. But it led me to places I never expected.

Cover image for Michele’s new album “New Normal”

IN T HE N E WS

5 / 2 02 0 12 / 2 019

4 / 2 02 0

Fielding alumnus Henry Fowler is appointed to the five-member Navajo Nation Board of Education as the Diné culture and language specialist.

Intelligent.com names Fielding’s as the “Best Media Psychology Program” in their rankings of online programs.

In an American Psychological Association cover story, faculty Jerri Lynn Hogg discusses how parents can approach their children’s screen time.

Faculty Connie Corley launches podcast series “Love Goes Viral” to promote resilience during the COVID-19 global upheaval.

3 / 2 02 0

Fielding president Katrina S. Rogers discusses her book, coedited by William Flores, “Democracy, Civic Engagement, and Citizenship in Higher Education” with alum Howard Fox on his podcast on SuccessInsightPodcast.com.

Alum Steven Hassan appears on Slate.com and in the Los Angeles Times to discuss his latest book, “The Cult of Trump,” and his experiences as a former cult member.

Fielding Faces

COVID-19

FIELDING GRADUATE UNIVERSITY | Fielding.edu

FIELDnotes webinar “Resilience During COVID19: Reflections for 21st Century Living” is hosted by President Katrina S. Rogers and features faculty Connie Corley and Institute for

Social Innovation Fellow Marie Sonnet, the authors

of “Resilience” (Fielding University Press); faculty Tiffany Field; and HOD doctoral student Ann Townsend. Addressed are personal and family resilience during times of uncertainty, collective resilience for response and action, and sectoral resilience for change. (See related article on pages 16-17).

Fielding continues to rely on the guidance of the Centers for Disease Control and the State of California regarding social distancing, working from home, and in-person gatherings. For updates, visit the News & Media section on Fielding.edu.

IECD doctoral student Anselm Chibuike Anyoha publishes “The Biafran Conscriptors,” a memoir of the Nigerian-Biafra Civil War as seen through the eyes of a child.

A two-part webinar organized by the Office of Alumni Relations, “Thoughts in the Time of Corona – Voices from Fielding Graduate University,” is hosted by faculty members David Blake Willis and Frederick Steier and features a panel who share perspectives, experiences, and research. See Fielding’s YouTube channel for on-demand video.

Fielding’s new #AloneTogether campaign features photos of Fielding faculty, staff, alumni, and trustees paired with words of encouragement, wisdom, humor, and inspiration.

Part 1 focuses on the current situation, self-care, and care for others. Alumni Randy Bell and Michelle Tierney; faculty Debra Bendell Estroff, Four Arrows, and Pamela Rutledge; and PhD candidate Linda Zhang (at left),

reporting from Shanghai, China, are featured.

Website College Deliberately ranks Fielding in the top ten colleges nationally that emphasize leadership.

Faculty Pamela Rutledge is quoted in MIT Review story that details the unexpected stress experienced by introverts who now have to work from home, and is interviewed by both Insider and Ladders.com about why certain movies are popular during the coronavirus pandemic.

Part 2 examines the realities of life during the COVID-19 crisis. Participants are alumni

Fielding debuts an updated Diversity webpage which now outlines overarching goals, provides Inclusion Council background, features a photo gallery from Fielding DEI events, and more. Visit the “Advantage” section at Fielding.edu.

Dominique Eugene, Liz Lennon, and Christopher A. Womack; and faculty Richard Appelbaum, Jenene Woods Craig, Tiffany Field, April HarrisBritt and Jerri Lynn Hogg.

#FieldingForward raises $10,000 in March thanks to trustees, faculty

members, staff, and alumni. The social media campaign to support students during COVID-19 continues; donors of $100+ receive a stylish Fielding fleece. Contact giving@fielding.edu or 805.898.4022.

IN T HE N E WS

5 / 2 02 0 12 / 2 019

4 / 2 02 0

Fielding alumnus Henry Fowler is appointed to the five-member Navajo Nation Board of Education as the Diné culture and language specialist.

Intelligent.com names Fielding’s as the “Best Media Psychology Program” in their rankings of online programs.

In an American Psychological Association cover story, faculty Jerri Lynn Hogg discusses how parents can approach their children’s screen time.

Faculty Connie Corley launches podcast series “Love Goes Viral” to promote resilience during the COVID-19 global upheaval.

3 / 2 02 0

Alum Steven Hassan appears on Slate.com and in the Los Angeles Times to discuss his latest book, “The Cult of Trump,” and his experiences as a former cult member.

Fielding Faces

COVID-19

FIELDING GRADUATE UNIVERSITY | Fielding.edu

FIELDnotes webinar “Resilience During COVID19: Reflections for 21st Century Living” is hosted by President Katrina S. Rogers and features faculty Connie Corley and Institute for

Social Innovation Fellow Marie Sonnet, the authors

IECD doctoral student Anselm Chibuike Anyoha publishes “The Biafran Conscriptors,” a memoir of the Nigerian-Biafra Civil War as seen through the eyes of a child.

Fielding’s new #AloneTogether campaign features photos of Fielding faculty, staff, alumni, and trustees paired with words of encouragement, wisdom, humor, and inspiration.

reporting from Shanghai, China, are featured.

Website College Deliberately ranks Fielding in the top ten colleges nationally that emphasize leadership.

Part 2 examines the realities of life during the COVID-19 crisis. Participants are alumni

Dominique Eugene, Liz Lennon, and Christopher A. Womack; and faculty Richard Appelbaum, Jenene Woods Craig, Tiffany Field, April HarrisBritt and Jerri Lynn Hogg.

#FieldingForward raises $10,000 in March thanks to trustees, faculty

members, staff, and alumni. The social media campaign to support students during COVID-19 continues; donors of $100+ receive a stylish Fielding fleece. Contact giving@fielding.edu or 805.898.4022.

BREAKTHROUGH | FOCUS Summer 2020

FIELDING GRADUATE UNIVERSITY | Fielding.edu

10 WAYS

RE SILIENCE IN CH A LLENGING TIME S

to Strengthen Resilience

Fielding schola rs sha re a diverse set of f indings By Alum Marie Sonnet, PhD and Faculty Connie Corley, PhD

esilience is a component of breaking through, whether breaking through a structural barrier, a state of mind, or an individual circumstance. As societies across the globe tackle the challenges of 21st century phenomena, such as pandemics and climate change, and grapple with forces like technological change and globalization, resilience has become a vital collective characteristic.

in studying and building resilience, scholars, educators, and practitioners must experience deeper understanding and engage with more evidence across a range of applications. Applying resilience in practice calls for detailing what it means, how it is observed and assessed, where it is applied, if or why it offers value, and how it can be strengthened. These were the goals of the monograph.

To examine this, in 2019 we coedited the monograph, Resilience: Navigat-

The authors explore adaptation and growth experiences of social actors within the boundaries of particular ecosystems and problems – cultural, socioeconomic, geographic, organizational, political, and communal. They offer a scan of how the properties of resilient people and systems work, increasing our awareness of the complexity and variety of the resilience concept.

ing the Challenges of Modern Life, published by Fielding University Press.

Six articles by ten authors use original academic research to analyze and discuss core aspects of resilience in practice, deepening our understanding of a profound and promising human attribute and promoting more research for evidence-based applications. The authors examine resilience ranging from an adaptive individual response to change and adversity, to organizational and community responses that can foster sustainability, yet innovate, and generate shared learning opportunities. Being “resilient” has become an everyday adjective. To be effective

In Resilience and Vulnerability in Aging Holocaust Survivors and their Descendants,

Zieva Dauber Konvisser

describes resilience across generations in response to searing trauma endured during the Holocaust.

Rebecca Stafford and Andrea Meier , authors of

Trajectories of Resilience for Whistleblower Psychological Trauma, discuss the resilience and recovery from trauma experienced by

whistleblowers, noting that roughly 50 to 60 percent of Americans are exposed to some kind of significant, traumatizing stressor in their lifetimes. (See related article on page 15.) Trisha Gentle wrote

Voices of Women: Oppression and Resilience, which examines the resilience of women who have experienced abuse and oppression.

Marie Sonnet’s Employeebuilt Organizational Resilience Capacity: Getting to Specific Beliefs and Behaviors,

explores organizational resilience capacity as a strategic asset employees use as they work together to create a “storehouse of capabilities.”

Ecotones: How Intersectional Differences Spur Adaptation and Resilience, written by

Pearl L. Seidman , details

the experience of cultural connectors who foster resilience “at the edges” of a Korean American community in Maryland.

How older adults and former gang members build bridges to community resilience through a storysharing process is detailed in Cruzando Puentes/Cross-

ing Bridges: Building Resilience through Communitas, a

collaboration by Connie

Corley, David Blake Willis, Diyana Dobberteen, and Eliza von Baeyer.

Collectively, the authors discuss resilience as both a valuable capacity to be fostered in preparation for change and adversity, and as an activated capability for growth in complex, and even dire, circumstances. The dynamics of resilience vary from individual work (Gentle; Stafford & Meier), in families (Konvisser), in organizations (Sonnet), and in communities (Corley, Willis, Dobberteen, & von Baeyer; Seidman). While resilience is most often presented as a positive characteristic, there are different findings as well. One paradox of resilience is that it is often most visible amid tension, turbulence, and trauma. Another is that it proliferates as the result of adversity. Yet another is that resilience can reside in persistent forces and entities with corrupt, biased, or evil intent. Seidman observes: “Without tension there is no reason to adapt or build adaptive potential. Tension was a trigger for individual and collective elasticity—in behavior, ways of seeing, social networks, and innovation.” She acknowledges that growth depends on friction invokes viewing resilient human systems as complex, adaptive, socioecological systems. All provoke profound human responses. Kon-

No matter what the starting point, we can all seek to strengthen our personal and collective resilience.

visser summarizes: “While they do not forget their traumatic experiences, many survivors are able to integrate and own the painful emotions of their situation, make them part of their story, and live with them in a productive way.” There is enormous power in such a capability.

1. What stories do we have about times we’ve faced and endured adversity? Let’s share those. 2. What relationships have we built across boundaries that we can rely on now? Reach out.

Gentle observes in her study of oppressed women: “There was a consistent surfacing of coping, understanding, adaptation, and even healing that demonstrates resilience.” Corley et al. find in Los Angeles that “…the yearnings and struggles of diasporic communities commemorate historical memory, power, and resistance that have cultural identity at the core of the changes we witness over time – reflections of ethnicity, race, and gender in particular eras.” Konvisser concludes, “While each experience is unique, by bringing forth and understanding some of the common qualities and sources of strength that help people cope with the tragedy and uncertainty and survive the long-term impacts of extreme prolonged trauma, we provide valuable insights and evidence for the traumatized individuals themselves; for their families, friends, and communities supporting their recovery.” •

3. Who is good at what, no matter their title or role? Find and use the expertise among us. 4. What opportunities, previously unseen or unthinkable, are now visible? Focus resources there. 5. What bottlenecks and barriers now seem arbitrary and unnecessary? Let’s remove those. 6. What is the data telling us? Acting on facts reduces fear and frees energy for action. Coauthors Connie Corley (top) and Marie Sonnet (bottom), and their new book (middle).

7. Who and what are the most candid, reliable sources? Expect and reward honesty. 8. What is our mission, even if it is quickly adapting? State our prime purpose and focus on that. 9. Who is accountable? Take ownership of what is within our control. 10. What are our values? Let’s act based on our shared values, as families, organizations, and nations.

BREAKTHROUGH | FOCUS Summer 2020

FIELDING GRADUATE UNIVERSITY | Fielding.edu

10 WAYS

RE SILIENCE IN CH A LLENGING TIME S

to Strengthen Resilience

Fielding schola rs sha re a diverse set of f indings By Alum Marie Sonnet, PhD and Faculty Connie Corley, PhD

To examine this, in 2019 we coedited the monograph, Resilience: Navigat-

ing the Challenges of Modern Life, published by Fielding University Press.

In Resilience and Vulnerability in Aging Holocaust Survivors and their Descendants,

Zieva Dauber Konvisser

describes resilience across generations in response to searing trauma endured during the Holocaust.

Rebecca Stafford and Andrea Meier , authors of

Trajectories of Resilience for Whistleblower Psychological Trauma, discuss the resilience and recovery from trauma experienced by

Voices of Women: Oppression and Resilience, which examines the resilience of women who have experienced abuse and oppression.

Marie Sonnet’s Employeebuilt Organizational Resilience Capacity: Getting to Specific Beliefs and Behaviors,

explores organizational resilience capacity as a strategic asset employees use as they work together to create a “storehouse of capabilities.”

Ecotones: How Intersectional Differences Spur Adaptation and Resilience, written by

Pearl L. Seidman , details

the experience of cultural connectors who foster resilience “at the edges” of a Korean American community in Maryland.

How older adults and former gang members build bridges to community resilience through a storysharing process is detailed in Cruzando Puentes/Cross-

ing Bridges: Building Resilience through Communitas, a

collaboration by Connie

Corley, David Blake Willis, Diyana Dobberteen, and Eliza von Baeyer.

No matter what the starting point, we can all seek to strengthen our personal and collective resilience.

1. What stories do we have about times we’ve faced and endured adversity? Let’s share those. 2. What relationships have we built across boundaries that we can rely on now? Reach out.

BREAKTHROUGH | FOCUS Summer 2020

Inspired to Contribute Fielding Director of Human Resources Dino Ferrare on being both donor and employee Q: Do you remember your first gift to a charity, and what inspired it?

Ref lections of a “Good Witch” Faculty Ruthellen Josselson, PhD, on teaching psychotherapy in China Ruthellen Josselson discovered that her students in China revered her as an “honored teacher” who should be seated on a golden throne.

eflecting on ten years of teaching psychotherapy in China, Ruthellen Josselson recalls many times she became aware that she and her Chinese students held radically different assumptions about life, relationships, and psychotherapy.

That’s not surprising, Josselson says, given the authority-based Chinese educational system. “They’re stuffed with information and expected to memorize it. They took years to recognize how they could learn while working under our form of supervision.”

“I came to love my students, and am grateful that they led me to discover new things about myself, my Western mind, and what is universally human,” recalls Josselson, a member of Fielding’s clinical psychology faculty.

In her new book, “Narrative and Cultural Humility: Reflections of a ‘Good Witch’ Teaching Psychotherapy in China,” that will be published by Oxford University Press later this year, Josselson tells many stories about how differences between foundational cultural assumptions were apparent in most interactions.

In 2008, working through the Irvin D. Yalom Institute of Psychotherapy, she and Dr. Molyn Leszcz went to Beijing to train Chinese psychotherapists in Yalom’s interpersonally focused group therapy. For ten years, they each spent two weeks leading trainings in China, then supervised students and their therapy groups online the rest of the year. “I was told these students were therapists, and assumed they had been trained in basic practices, including reflection under supervision on the therapy process,” she says. “But therapy, in their experience, was largely about being kind and giving advice. Our reflective approach to learning was unfamiliar to them. They thought we would simply tell them if they were right or wrong.”

The “good witch” in the title derives from one of the startling differences of (mis)understanding during the process groups that she led, that students both observed and participated in. “Students experienced enormous personal growth. The permission to express one’s own feelings allowed for intense and powerful change,” she recalls. “But they all weren’t necessarily able to connect their transformative personal changes to the complex mechanisms of psychotherapy.” Instead, word got around that Josselson was a “good witch” who could do magic.

“I worked against that, but was not always successful,” she recalls. “I thought I was teaching one thing, but when they couldn’t understand it, they viewed it as magic. I had a hard time appreciating an iconophilic culture.” Still, a great many of the one thousand people she taught over the years did learn and come to value the interpersonal approach to group therapy. More than 80 became certified group therapists within the Yalom Institute and then supervisors of others. Josselson cites cultural humility as the key to understanding. “There are things we can’t really reflect on until we come into contact with those who have different ways of thinking,” she says. “I had the privilege to get to know these people in great depth over time, and they got to know me. It was the most amazing professional experience I’ve ever had, and life-changing for me and for them.” •

A: My best guess is that it was putting change in that big red Salvation Army kettle during the Christmas season when I was a youngster. I grew up in upstate New York, so the volunteer ringing that bell not only was donating their time, but was braving some serious winter chill to support the cause. To this day, when I see someone giving of themselves in this way, their dedication and humility touches my heart. Q: What scholarships and funds have you contributed to at Fielding, and why?

A: I donate to the Marie Fielder Center for Democracy, Leadership, and Education because I was inspired by what I learned about Dr. Fielder in the Center’s Impact Report. I had not heard of her work, and was amazed at how Dr. Fielder’s accomplishments changed the educational landscape, not only in California but beyond. I contribute to help ensure that her legacy will continue to serve as an inspiration for others. I also donate each month to the Advancement Scholarship, which supports our students. I see that their passion for the university’s mission, vision, and values reflect my own, and I want to contribute to their success. Fielding students, faculty, and staff all want to make a positive difference in the world. We all do it in our unique ways. I’m happy to be able to contribute as an employee and as a donor. Q: Has working at Fielding changed you professionally or personally, and how?

A: Working at Fielding has been a stretch and a challenge. I have not worked with so many bright and talented employees before. I learn here every single day, which is not something that many people can say about their workplace. The Fielding community provides me with opportunities for personal and professional growth that may not have been available to me working elsewhere. I’m grateful for the opportunity to work here.

DEVELOPMENT

PAYING IT FORWARD Faculty Joan Read, PhD, Shares her Giving Philosophy Joan Read, a member of the doctoral faculty in Clinical Psychology, has also been a long-term supporter of Fielding, particularly to the Patricia M. Hodges Scholarship in Psychology. “I am impressed with the difference it makes, especially for those who are the first to receive an advanced degree in their family,” she says. “Pat was a generous person and would appreciate knowing there is a scholarship in her name at Fielding.” The award, created by Hodges’ family members, is given to single parent Clinical Psychology doctoral students who have begun their dissertation. Read was the first to go to college and receive a graduate degree among the four siblings in her family. She credits the scholarships she received for these accomplishments. “I am paying it forward,” she said. “I also support the organizations that are the most salient in my life. I contribute to a no-kill shelter. My daughter had a health challenge, and I give to the medical research focused on that issue.” When Read joined Fielding 34 years ago, Dr. Hodges became her mentor and close friend. A widow with three children, Dr. Hodges went on to pursue a doctoral degree to improve opportunities for her family. “She had an appreciation of what single mothers had to overcome to improve life for their families,” said Read. “An investment in education, especially for women, can support the entire family. The impact of advanced education is much greater than just on the person receiving the education.” Read received training in a humanistic tradition in psychology at Georgia State University. When she learned about Fielding’s relational model in educating students, she knew she wanted to teach here. “Unlike a traditional brick-and-mortar program, I have opportunities to pursue my professional interests and teach in those disciplines,” she notes. For example, she has an interest in studying the brain and, thanks to Fielding, was able to participate in a three-year postdoctoral program in psychopharmacology. “I am marrying brain and social psychology. It is encouraging to see how neuroscience affects behavior, which is a leap forward in putting body and mind together.”

Employees can contribute monthly to their favorite scholarship at Fielding through a payroll deduction program. If you wish to contribute to a Fielding Fund or arrange for monthly, quarterly or annual gifts, please visit Fielding.edu/Giving or contact giving@fielding.edu to get started. Thank you for your consideration.

BREAKTHROUGH | FOCUS Summer 2020

Inspired to Contribute Fielding Director of Human Resources Dino Ferrare on being both donor and employee Q: Do you remember your first gift to a charity, and what inspired it?

DEVELOPMENT

BREAKTHROUGH | FOCUS Summer 2020

DEVELOPMENT

Your Philanthropic Impact Advancement Scholarship Highlighted Established in 2016 by the Board of Trustees, the Advancement Scholarship supports students universitywide to get them to the finishing line in their doctoral journey.

Hear from Two Past Recipients...

FACTS & FIGURES

Every gift to this scholarship is split 90/10, of which 90% goes to the scholarship fund, and 10% supports the scholarship endowment. With the endowment fund, this scholarship will be available to Fielding students in perpetuity.

Contributions: $41,000 Awarded: $31,000 Scholarship Recipients: 8

5 Reasons to Support Fielding

d a H g n i d l ie

In 2019

SCHOLARSHIP PROGRAMS

SCHOLARSHIPS AWARDED THROUGH DONOR FUNDED SCHOLARSHIPS

UNIQUE INDIVIDUALS AWARDED THROUGH DONOR FUNDED SCHOLARSHIPS PATRICK McNABB “This award is personal

since I am at the end of my doctoral journey, and I am the first doctorate in my family. It reminds me of when I started my associate degree many years ago, also thanks to a generous scholarship. I had no idea that I would go so far academically. I have been able to achieve heights that I had not dared to dream of. Thank you.”

DEBRA OPLAND “I am deeply appreciative for this scholarship and I am thankful for Fielding’s international efforts to seek social and ecological justice for marginalized populations. The scholarship grants me the financial freedom to pursue the dream of completing research for my dissertation: “Ichimani Wá’wala, A Journey to Achieve Peace through Self-Understanding When Indigenous Wisdom is Applied to Enculturation and Education for Humanity.”

1 2 3 4 5

YOUR GIFT MAKES A DIFFERENCE. Quality education is expensive. Scholarships make education possible for many who would not otherwise have the opportunity to pursue their goals, and have their voices heard.

FIELDING’S MISSION MATTERS. Your gift supports Fielding’s innovative approach to education, and its longstanding mission.

INSIGHTS INTO FIELDING. Your annual contribution gives you access to Fielding news, publications, and updates on the funds and scholarships you support at the university.

TAX BENEFITS IN CANADA AND U.S. Your charitable contribution to Fielding is tax-deductible. There are many ways you can make a gift to Fielding, while also benefitting from it.

ENCOURAGE THE HEART. Your generous gift to Fielding impacts the lives of our students and faculty. Through the collective generosity of gifts of any size, our benefactors are truly making a difference for faculty and students, for Fielding, and for the global society we serve.

For ways to give to Fielding, visit Giving.Fielding.edu Questions? Do not hesitate to reach out to Katie in the Office of Development at giving@fielding.edu or 805.898.4022.

BREAKTHROUGH | FOCUS Summer 2020

DEVELOPMENT

Hear from Two Past Recipients...

FACTS & FIGURES

Contributions: $41,000 Awarded: $31,000 Scholarship Recipients: 8

5 Reasons to Support Fielding

d a H g n i d l ie

In 2019

SCHOLARSHIP PROGRAMS

SCHOLARSHIPS AWARDED THROUGH DONOR FUNDED SCHOLARSHIPS

UNIQUE INDIVIDUALS AWARDED THROUGH DONOR FUNDED SCHOLARSHIPS PATRICK McNABB “This award is personal

1 2 3 4 5

FIELDING’S MISSION MATTERS. Your gift supports Fielding’s innovative approach to education, and its longstanding mission.

INSIGHTS INTO FIELDING. Your annual contribution gives you access to Fielding news, publications, and updates on the funds and scholarships you support at the university.

TAX BENEFITS IN CANADA AND U.S. Your charitable contribution to Fielding is tax-deductible. There are many ways you can make a gift to Fielding, while also benefitting from it.

For ways to give to Fielding, visit Giving.Fielding.edu Questions? Do not hesitate to reach out to Katie in the Office of Development at giving@fielding.edu or 805.898.4022.

FIELDING GRADUATE UNIVERSITY | Fielding.edu

DEVELOPMENT

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 October 20, 2019 to April 15, 2020. Contact Elena Nicklasson at Giving@Fielding.edu with any questions, corrections or feedback.

Akin Abioye Marty Aden Niels & Dorothy Agger-Gupta Kymberly Akouris Pauline Albert Suzanne Ames Anonymous Julie Anding & Lisa Kornetsky Amy Andrews Dorothy Andrews Michael Andrews Patricia Arredondo Czarina Azzam Nicole Badrinath Peter Barnett Ana Barrio Manley Begay Suzanne Begin John Bennett Valerie Bentz Muriel Berg Philip Bergey Scheherezade Black Karen Bogart Alma Boutin-Martinez Ardith Bowman Lisa Bradley-Mitchell Cheryl Brown Bonnie Buckner Barton Buechner Karin Bunnell & MB Bettencourt Joseph Bush Lindsay Cahn Dave Caplan Peri Chickering Kelly Clark Wayne Clark Claude Cloutier Kathryn Coates Richard Colfax Kayla Conrad Mary Couvillion

Lawrence Cozzens Brooke Criswell Tonia Crittenden Price Cusolito Elisheva Dan Byron Darby Janet de Merode Tara Devine Tiffanie Dillard Anna DiStefano & Deborah Karoff Daniel Distelhorst Josephine Doherty Linda Downes Sanford Drob Marine Dumas Linda Durnell Keith Earley Susan Eddington Jessica Emick-Seibert April Fallon & Rao Gogineni Mike Felix Dino Ferrare Tiffany Field Ben Folkman Linda Ford Melody Fortenberry Julie Fotheringham Wendy Fraser Nancy Frawley Marilyn Freimuth Tom Frew Jacqueline Fulcher Jose Garcia Scott Garner Kathy Geller Tracy Gibbons Susan Goldberg Michael & Jinny Goldstein Susan Good Russell & Donna Goodman John Gore Jay Grant Joshua Green Anthony Greene

Paul Gunser Lisa Hall Elisabeth Hand April Harris-Britt Harley-Davidson Motor Company Kimberly & Don Harrison Anne Hatcher Berenberg Sherry & Robert Hatcher Kathy Hauck Laura Hauser Raymond Hawkins Karl Hebenstreit Mary Henderson Seymour Hersh Marian Higgins Jerri Lynn Hogg Daniel Holland Linda & Reynolds Honold Rosanna Horton Bill Huffaker Clifford Hurst William Husson Kae Hutchison Nick & Hanneke Isbouts Kristine Jacquin Martha Jones Ruthellen Josselson Kerul Kassel Judith Katz & David Levine Eve Kedar Gwen Kennedy D’Arcy King Cindy Kinn Dianne & Irv Kipnes Eleanor Komet Zieva Konvisser Marti Kranzberg Berit Lakey James Lazarus Tomás Leal Jr. Judy Lee Kevin LeGrand Maureen Leupold Marsha Lewin

Cassandra Lindell Susan Love Katherine Lui Abigail Lynam Sierra Lynch Sarah MacDougall Laura Markos Paige & Don Marrs Barbara Mather Justin Mather Karen Mather Jeanne McCrea Sonya McCrea McCune Foundation Katherine McGraw Irene McHenry William McKendrick Drumm McNaughton Suzan McVicker Michelle Mehta Rosa Mercado Spivey Weston Milliken Hilary Molina Berrien Moore Emily Moore Montecito Bank & Trust Eileen (Morgan) Morgan Elizabeth Murphy William Nelson Lynn Newman Elena Nicklasson Courtney Norris Mshinda Nyofu Akane Ogren Carl Oliver Alayne Ormerod Beverly Palley Jenne Palmer Wayne Patterson Nicky Petersen Sally Peterson Shirley Peterson Carmen Pulido Joan Read Rebecca Reese

Thomas Ringe Marjeta Ritchie Julius Robins Katrina S. Rogers & William Cherry Frank Rojas Kara Rosenberg Starshine Roshell Peg Rubley Kjell & Janice Rudestam Kimberly Rust Christopher Sample Santa Barbara Foundation Rochelle Santopoalo Lori Schneider Judith Schoenholtz-Read Pearl Seidman Nancie Senet Daniel Sewell Karen Shackleford Constance Shafran Martha Sherman Edna Silvernail Judy Silverstein Lillian Simmons Cherie Sion David Slaughter Nicola Smith Monique Snowden Carol Sommerfield Marie Sonnet Charles Spearman Anthony Spina Rebecca Stafford Timothy Stanton Terry Steg Neal Stehly Denise Stephens Judith Stevens-Long & Larry Severance Ted Takamura Amy Taylor Orlando Taylor Elvira Teller Charity Thomann

Ann Townsend Sue Treppenhauer Regina Tuma Union Bank Paul Van Almkerk Connie Veazey Richard Versen Mary Jean Vignone Maria Viola Sanchez Joan Vitello Virginia VonReichbauer Susan Wageman Gary Wagenheim Ericka Waidley Kenneth Walker Steven Wallis Bonnie Wall-Lievsay Mary Warren Peter Ways Nancy Weisman Karen Wermuth Neil Wermuth Darlene Wheeler Dennis White Prema Windokun Mary-Frances Winters Christopher Womack Wanda Wong Tim Yamasaki Regina Yando Patricia Zell Tracy Zemansky

Honorary and memorial gifts acknowledge important people in our lives and in the Fielding community IN H ONOR OF

Suzanne Begin Trisha Berg Don Bushnell CMM Institute Fielding Alumni Lorraine Crockford Margie Gonzales Sherry Hatcher Hilary Molina Ayumi Nishii Katrina S. Rogers Argentine Saunders Craig

IN MEMORY OF

Marie Fielder Buddy Fischer LaNelle & Dennis Ford Susan Gunser Patricia Hodges Hallock Hoffman Lee Mahon Stephen Ruffins Charlie & Edie Seashore Evan Weisman Nancy Wermuth Francke Elizabeth Wilson

FOUNDERS CIRCLE BEQUESTS & OTHER PLANNED GIFTS

Fielding thanks 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 Marvin & Linda Branch Juanita Brown 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 & Trish Cleary Sarah N. MacDougall Paige & Don Marrs Barbara A. Mather Charles McClintock & Carol Wilburn

Sara Miller McCune Pamela S. Meyer Mary Lou Michael Eileen Morgan Donald Mroz & Susan Lapine Christi Olson Wendy Overend Marilyn Price-Mitchell Kathleen Randolph Katrina S. Rogers Rochelle Santopoalo Paul & 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 We welcome Donald Mroz & Susan Lapine, and Rochelle Santopoalo to the Circle.

FO UND ERS CI RCLE MEMBERS HIP BENEF ITS : • Free Fielding publication annually • Updates directly from the University Leadership Team • Invitations to special events at the university • Recognition opportunities

T HE FLEXI B I LI T Y O F A PLANNED G IF T: • 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. CO NTACT ELENA NI C K LASS ON, DIRECTOR OF D EV ELO P M ENT, A B O UT HOW YOU CAN MAK E AN I M PACT AT FI ELD I NG THROU G H A PLANNED G IF T: 8 05 . 898 . 2926 O R GI VING @ F IELDING .EDU

FIELDING GRADUATE UNIVERSITY | Fielding.edu

DEVELOPMENT

Thank You

Honorary and memorial gifts acknowledge important people in our lives and in the Fielding community IN H ONOR OF

Suzanne Begin Trisha Berg Don Bushnell CMM Institute Fielding Alumni Lorraine Crockford Margie Gonzales Sherry Hatcher Hilary Molina Ayumi Nishii Katrina S. Rogers Argentine Saunders Craig

IN MEMORY OF

Marie Fielder Buddy Fischer LaNelle & Dennis Ford Susan Gunser Patricia Hodges Hallock Hoffman Lee Mahon Stephen Ruffins Charlie & Edie Seashore Evan Weisman Nancy Wermuth Francke Elizabeth Wilson

FOUNDERS CIRCLE BEQUESTS & OTHER PLANNED GIFTS

BREAKTHROUGH | FOCUS Summer 2020

DEVELOPMENT NEWS

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Alum & Trustee Makes Gift to Clinical Psychology

ane Rogers, recipient of the Stephen Ruffins Memorial Scholarship, remembers its namesake. “Dr. Ruffins was one of my heroes at Fielding, as he demonstrated how persistence and a high level of expertise are some of the ingredients that help one to meet their life challenges. Keeping alive his memory and presence in the Psychodynamic orientation and the Clinical Psychology program validates how much he was admired and valued here. Thank you for making this one of the most meaningful experiences during my time at Fielding.”

linical Psychology students raised $6,350 for the Magic Feet Scholarship, which helps offset the costs of attending a national session. Magic Feet trophies were awarded to Ray Hawkins, PhD, and his Hawk’s Nest for raising the most funds, and to Minnesota ProSem for the most creative auction basket.

Master’s & Certificates

Graduates November 2, 2019 – April 30, 2020

SCHOOL OF LEADERSHIP STUDIES MASTER OF ARTS IN ORGANIZATIONAL DEVELOPMENT & LEADERSHIP Penelope A. Bustamante Melanie J. Dyer Galen S. Maness Renay H. Henderson Nies Deborah Wyss Nadgele Zephir

ith heartfelt gratitude, the Clinical Psychology program thanks Fielding alumna and trustee Elizabeth A. Hardy, PhD ‘11 and her husband Mr. Rick Omlor for their generous contribution of $50,000. The donation is to support the Clinical Psychology program during the current COVID-19 crisis. “During these times of extraordinary acts of kindness and support, it is a pleasure to accept such a gift on behalf of our Clinical Psychology program,” stated Katrina S. Rogers, Fielding President. “Societal circumstances have elevated the critical need for quality mental health professionals. As one of the largest APA-accredited clinical programs in the country, Fielding faculty fulfill our mission every day to place trained clinicians in all sectors of society. We are proud of this work, and are gratified by the support of Dr. Hardy and Mr. Omlor.” Dr. Hardy and Mr. Omlor previously endowed the Dr. Sherry L. Hatcher Honorary Scholarship Fund, a prestigious merit-based endowed scholarship in honor of Dr. Hardy’s mentor at Fielding. Dr. Hatcher shared: “Dr. Elizabeth Hardy is one of the most talented graduates I have had the honor to mentor in our Clinical Psychology program. She is a brilliant scholar, a dedicated practitioner and a truly lovely person. Dr. Hardy and her husband, Mr. Rick Omlor, are uncommonly generous people. They regularly support education projects of enormous benefit to students and both are involved in wide-ranging community service. We at Fielding are so fortunate to be part of their amazing friendship circle.”

CERTIFICATE IN ORGANIZATIONAL DEVELOPMENT & LEADERSHIP Aisha Allen Gregory A. Buschman Patsy A. Delaire-Guthrie Denis R. Lynch, II William R. Reiher Cherie A. Wheatley CERTIFICATE IN EVIDENCE BASED COACHING FOR ORGANIZATION LEADERSHIP Jill Altman Kin Yuk Chung Sydney W. Knight Carol G. Neslund Deborah Wyss CERTIFICATE IN COMPREHENSIVE EVIDENCE BASED COACHING Nedra A. Anderson Danielle Bane Nicolas Bourdin Natalie J. Clayton Zenobia R. Gaither Sara M. Gupta Debra Hamilton Lisa B. Perlman Kelly Pincus Kristen K. Ryan Allison B. Sargent Karen Strating

SCHOOL OF PSYCHOLOGY MASTER OF ARTS IN MEDIA PSYCHOLOGY Krystal Da Breo Myleen B. Cabauatan Dalton J. Geil Xena R. Montoya Perry Reed Christopher B. Sample MASTER OF ARTS IN INFANT & EARLY CHILDHOOD DEVELOPMENT WITH AN EMPHASIS IN MENTAL HEALTH Zoey J. Helgesen Kristyn E. Jorgenson Charmaine C. Tidmarsh POSTBACCALAUREATE CERTIFICATE IN CLINICAL PSYCHOLOGY Muhammad Abubakar Taylor S. Bucher Holly R. Bearden Shekina Barber Sarah J. Chernoff Darius Davis II Shannon M. Detone Divina M. Fernandez Teresa Q. Harris Janelle R. Hightower Dunn Quinn Johnson

Molly F. Kapel Polina N. Kats-Kariyanakatte Terry J. Kerler Temima D. Kermaier Yuval J. Kernerman Tiffani A. Knoop Colleen M. Kocik Sarah D. Long Jennifer Malloy Diosselina S. Martinez Kelsey McNulty-Kowal Chelsea K. Osman Naomi Pankratz Amanda M. Peterson Janine M. Ray Angela M. Schlenther Aaron F. Scholes Matthew R. Stoker Tynan Wilson CERTIFICATE IN CLINICAL NEUROPSYCHOLOGY Stephen E. Francis James E. Taylor Kendra L. Sherwood CERTIFICATE IN MEDIA PSYCHOLOGY WITH AN EMPHASIS IN BRAND PSYCHOLOGY & AUDIENCE MANAGEMENT Carol Hirashima

BREAKTHROUGH | FOCUS Summer 2020

DEVELOPMENT NEWS

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Alum & Trustee Makes Gift to Clinical Psychology

Master’s & Certificates

Graduates November 2, 2019 – April 30, 2020

SCHOOL OF LEADERSHIP STUDIES MASTER OF ARTS IN ORGANIZATIONAL DEVELOPMENT & LEADERSHIP Penelope A. Bustamante Melanie J. Dyer Galen S. Maness Renay H. Henderson Nies Deborah Wyss Nadgele Zephir

BREAKTHROUGH | FOCUS Summer 2020

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Celina L. Jones, PhD

Doctoral Graduates

Muslim Millennials and Cultured Meat Consumption: An Exploratory Elicitation Study

Katie E. LeMaire, PhD

The Age of the Online Adjunct: Teaching Remotely and Faculty Engagement

Lisa S. Negrini, PhD

Understanding Faculty Resistance to Change in Adopting Online Degree Programs

November 2, 2019 – April 30, 2020 SCHOOL OF LEADERSHIP STUDIES LEADERSHIP FOR CHANGE

Akin Abioye, EdD

The Black Panther Party’s Tools for Liberatory Education: Lessons from the Oakland Community School

Sharon R. Calhoun, EdD

So, They Said You Weren’t College Material

Kimberly J. Diorio, EdD Make It or Break It: An Autoethnographic Study of a New High School Principal Dorothy Johnson-Speight, EdD Voices of Bereaved Formerly Incarcerated Mothers Whose Child was Murdered During the Mother’s Incarceration: Their Experiences with Penal Policies, Procedures, and Practices Then and Their Recommendations Now as Agents for Change Angela Langham-Moore, EdD

Evaluation of a Teacher Induction Program and Supplemental Services

Judith Orloff, EdD

Using Nonduality to Ameliorate Early Childhood Trauma: An Autoethnography

Kristina L. Wagner, EdD Co-Created Learning in Coaching Jeanlee Weeks Parker, EdD

Exploring Accreditation Priorities: A Study on Why a Major Accrediting Body for Public Schools is Ignoring Indoor Air Pollution in Classrooms

Dionne L. Williams, EdD

Thinking Outside the Data Box: Reviving the Humanistic Dimension in Education by Restoring the Stressed and Burned-Out Teacher: An Autoethnographic Study

Aftan T. Wright, EdD

The Autoethnography of a Marginalized Black Special Education Student Earning a College Degree HUMAN & ORGANIZATIONAL SYSTEMS

Kathy Adelman, PhD

Conditions and Factors Influencing Nonprofit Board Engagement: A Qualitative Study of a Board of Directors

Rahmin S. Bender, PhD

Design Thinking as an Effective Method for Driving Innovative Solutions to Wicked Problems

Mary Dugbartey, PhD

Leading Healthcare Workers with Humanness Intelligence

Floren L. Sempel, PhD

Julia G. Stoll, PhD

Brynne G. Schroeder, PhD

The Role of Perspective-Taking in Promoting College Success ORGANIZATIONAL DEVELOPMENT & CHANGE

Isabella T. Allan, PhD Creating Capacity for Co-Regulation and Empathy: A Quantitative Study of Toddlers with a History of Substance Exposure and Their Adoptive Parents Robert E. Lucius, PhD

Implementation of a Social Emotional Learning Program with Adaptations and Strategies to Meet the Needs of Children with Disabilities

Sandra Mohabir-McKinley, PhD Interactions on Silent Mode: The Influence of Parental Smartphone Use on Infants

When Negative Feedback Works: Exploring the Influence of Organizational in Positive Outcomes from Negative Feedback

Francisco J. Rojas, PhD Mindfulness as a New Parenting Model to Scaffold Children Against Risks of Media Exposure

HUMAN DEVELOPMENT

Theresa A. Southam, PhD

Dibendu Ghosh, PhD

Pathways Through Which Income Affects Joint Attention

Pat McBride, PhD

INFANT & EARLY CHILDHOOD DEVELOPMENT WITH EMPHASIS IN MENTAL HEALTH & DEVELOPMENTAL DISORDERS

Parents, Children, and an End to Child Labour: Is Conditional Cash Transfer (CCT) the Solution? Unbroken Continuity: Emerging Adults Forge Continuing Bonds on Social Media Sites Created by Loved Ones who are Now Deceased

PSYCHOLOGY WITH AN EMPHASIS IN MEDIA PSYCHOLOGY

Crystal D. Connors, PhD

What Does the Selfie Say? A Comparison of Viewers’ Perceptions of Sexy Selfies Versus Non-Sexy Selfies

Susan J. Eddington, PhD Media Representations of Black Women: Progress, Regression or the Status Quo? Martha R. Gray, PhD Grieving Among Friends: Using Social Media During the First Year of Grieving Edgar Roman, PhD

Finding Meaning in Celebrity Sneaker Consumption Experiences: A Narrative Identity Exploration PSYCHOLOGY WITH AN EMPHASIS IN CLINICAL PSYCHOLOGY

Lisa A. Bolshin, PhD Tunnel Vision: A Novel Investigation of the Effect of Depression on Field of View Danielle Y. Drake, PhD

Spiritual Creativity Among African Americans

Sharon Gainforth, PhD

Adverse and Protective Effects of Experience on Cognitive Function in Immigrant Children

Terry Gomez, PhD

Examining the Relationship Between Parent Reported Satisfaction with the Parent-Child Relationship and Use of Virtual Visitation

Laura Palmer, PhD

Lâmurulum A. Saï, PhD

Teachers’ Emotional Experiences in the Classroom: A Phenomenological Study of Preschool Teachers’ Emotion Construction

How Do Seventh-Day Adventist (SDA) Young Adults Make Meaning in their Spiritual Experience When their Sexual Expression is Guided by SDA Doctrine? A Phenomenographic Study of Sex, Spirit, and Self

SCHOOL OF PSYCHOLOGY

Sara A. Clancey, PhD

Coparenting Supports in Trauma Treatment: Innovating Clinical Interventions for Young Children and Their Families

Turning Points: A Qualitative Exploration into the Life Story Narratives of Leadership Coaching Practitioners

27,000 Sunrises: Everyday Contributions of Grateful and Giving Age 70 + Adults

Climate Surprise and Organizational DecisionMaking for Sustainability: From the Lens of Paradox Theory to a Theory Synthesis

Haleh Farahbod, PhD

Elizabeth B. Fong, PhD

Scott H. Glass, PhD

Personality and Executive Function as Mediators in the Relationship Between Adverse Childhood Experiences and Adherence with Health Behaviors

Ana R. Pina Trancoso, PhD

The Relation of Inner Speech to Burnout and Engagement in Health-Promoting Behavior

Rhonda D. Wolkins, PhD

The Operationalization and Measurement of Childhood Physical Abuse: An Examination of the Relationship of Researcher and Subjective Definitions of Childhood Physical Abuse and Adult Psychopathology

BREAKTHROUGH | FOCUS Summer 2020

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Celina L. Jones, PhD

Doctoral Graduates

Muslim Millennials and Cultured Meat Consumption: An Exploratory Elicitation Study

Katie E. LeMaire, PhD

The Age of the Online Adjunct: Teaching Remotely and Faculty Engagement

Lisa S. Negrini, PhD

Understanding Faculty Resistance to Change in Adopting Online Degree Programs

November 2, 2019 – April 30, 2020 SCHOOL OF LEADERSHIP STUDIES LEADERSHIP FOR CHANGE

Akin Abioye, EdD

The Black Panther Party’s Tools for Liberatory Education: Lessons from the Oakland Community School

Sharon R. Calhoun, EdD

So, They Said You Weren’t College Material

Evaluation of a Teacher Induction Program and Supplemental Services

Judith Orloff, EdD

Using Nonduality to Ameliorate Early Childhood Trauma: An Autoethnography

Kristina L. Wagner, EdD Co-Created Learning in Coaching Jeanlee Weeks Parker, EdD

Exploring Accreditation Priorities: A Study on Why a Major Accrediting Body for Public Schools is Ignoring Indoor Air Pollution in Classrooms

Dionne L. Williams, EdD

Thinking Outside the Data Box: Reviving the Humanistic Dimension in Education by Restoring the Stressed and Burned-Out Teacher: An Autoethnographic Study

Aftan T. Wright, EdD

The Autoethnography of a Marginalized Black Special Education Student Earning a College Degree HUMAN & ORGANIZATIONAL SYSTEMS

Kathy Adelman, PhD

Conditions and Factors Influencing Nonprofit Board Engagement: A Qualitative Study of a Board of Directors

Rahmin S. Bender, PhD

Design Thinking as an Effective Method for Driving Innovative Solutions to Wicked Problems

Mary Dugbartey, PhD

Leading Healthcare Workers with Humanness Intelligence

Floren L. Sempel, PhD

Julia G. Stoll, PhD

Brynne G. Schroeder, PhD

The Role of Perspective-Taking in Promoting College Success ORGANIZATIONAL DEVELOPMENT & CHANGE

Isabella T. Allan, PhD Creating Capacity for Co-Regulation and Empathy: A Quantitative Study of Toddlers with a History of Substance Exposure and Their Adoptive Parents Robert E. Lucius, PhD

Implementation of a Social Emotional Learning Program with Adaptations and Strategies to Meet the Needs of Children with Disabilities

Sandra Mohabir-McKinley, PhD Interactions on Silent Mode: The Influence of Parental Smartphone Use on Infants

When Negative Feedback Works: Exploring the Influence of Organizational in Positive Outcomes from Negative Feedback

Francisco J. Rojas, PhD Mindfulness as a New Parenting Model to Scaffold Children Against Risks of Media Exposure

HUMAN DEVELOPMENT

Theresa A. Southam, PhD

Dibendu Ghosh, PhD

Pathways Through Which Income Affects Joint Attention

Pat McBride, PhD

INFANT & EARLY CHILDHOOD DEVELOPMENT WITH EMPHASIS IN MENTAL HEALTH & DEVELOPMENTAL DISORDERS

PSYCHOLOGY WITH AN EMPHASIS IN MEDIA PSYCHOLOGY

Crystal D. Connors, PhD

What Does the Selfie Say? A Comparison of Viewers’ Perceptions of Sexy Selfies Versus Non-Sexy Selfies

Finding Meaning in Celebrity Sneaker Consumption Experiences: A Narrative Identity Exploration PSYCHOLOGY WITH AN EMPHASIS IN CLINICAL PSYCHOLOGY

Lisa A. Bolshin, PhD Tunnel Vision: A Novel Investigation of the Effect of Depression on Field of View Danielle Y. Drake, PhD

Spiritual Creativity Among African Americans

Sharon Gainforth, PhD

Adverse and Protective Effects of Experience on Cognitive Function in Immigrant Children

Terry Gomez, PhD

Examining the Relationship Between Parent Reported Satisfaction with the Parent-Child Relationship and Use of Virtual Visitation

Laura Palmer, PhD

Lâmurulum A. Saï, PhD

Teachers’ Emotional Experiences in the Classroom: A Phenomenological Study of Preschool Teachers’ Emotion Construction

How Do Seventh-Day Adventist (SDA) Young Adults Make Meaning in their Spiritual Experience When their Sexual Expression is Guided by SDA Doctrine? A Phenomenographic Study of Sex, Spirit, and Self

SCHOOL OF PSYCHOLOGY

Sara A. Clancey, PhD

Coparenting Supports in Trauma Treatment: Innovating Clinical Interventions for Young Children and Their Families

Turning Points: A Qualitative Exploration into the Life Story Narratives of Leadership Coaching Practitioners

27,000 Sunrises: Everyday Contributions of Grateful and Giving Age 70 + Adults

Climate Surprise and Organizational DecisionMaking for Sustainability: From the Lens of Paradox Theory to a Theory Synthesis

Haleh Farahbod, PhD

Elizabeth B. Fong, PhD

Scott H. Glass, PhD

Personality and Executive Function as Mediators in the Relationship Between Adverse Childhood Experiences and Adherence with Health Behaviors

Ana R. Pina Trancoso, PhD

The Relation of Inner Speech to Burnout and Engagement in Health-Promoting Behavior

Rhonda D. Wolkins, PhD

The Operationalization and Measurement of Childhood Physical Abuse: An Examination of the Relationship of Researcher and Subjective Definitions of Childhood Physical Abuse and Adult Psychopathology

2020 De la Vina St. Santa Barbara, CA 93105 Fielding.edu

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Focus Summer 2020: Breakthrough

Articles inside

What bottlenecks and barriers now seem arbitrary and unnecessary? Let’s remove those

Who and what are the most candid, reliable sources? Expect and reward honesty

What relationships have we built across boundaries that we can rely on now? Reach out

Who is good at what, no matter their title or role? Find and use the expertise among us