Focus Magazine January 2024 by Fielding Graduate University

FOCUS |

faculty

alumni

staff

trustees

& friends of fielding

-2

for students

4 1 97

1974

2024

January 2024

FOCUS

January 2024

INSIDE THIS ISSUE 19

LEADERSHIP FOR CHANGE ALUMS HELPING THE NEXT GENERATION OF NAVAJO CHILDREN

NAVAJO EDUCATION CONFERENCE

THREE EARN RISE AWARDS, HONORABLE MENTIONS

OXFORD MEETS FIELDING

THANK YOU FOR YOUR SUPPORT

FOUNDERS CIRCLE

IN THE NEWS

SCHOOLS AND PROGRAMS

FIELDING AUTHORS IN PRINT

MASTER'S AND CERTIFICATE GRADUATES

WALKING SHIELD PROVIDES PROGRAMS TO INDIGENOUS COMMUNITIES

DOCTORAL GRADUATES

A LETTER FROM THE PRESIDENT

TRUSTEE SPOTLIGHT

President Katrina S. Rogers, PhD Managing Editor Kaylin R. Staten Editor Carol Warner Art Director Rob Grayson, Boone Graphics

CELEBRATE FIELDING'S 50TH ANNIVERSARY

Graphic Design Studio B at Boone Graphics FOCUS is published by Fielding Graduate University 2020 De la Vina Street Santa Barbara, CA 93105 FIELDING.EDU Please send reader responses to communications@fielding.edu About the Cover: Fielding has moved forward since 1974 – and will continue to do so through transformative scholarship and practice for years to come. This is Commemorative Issue 1 of 2. © 2024 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.

ISI FELLOWS' RESEARCH

LEADERSHIP STARTS WITH YOU FROM FIELDING UNIVERSITY PRESS

MEDIA PSYCHOLOGY PROGRAM LOOKS TOWARD THE FUTURE

FIELDING GRADUATE UNIVERSITY | Fielding.edu

A LETTER FROM THE PRESIDENT Human beings have contradictory responses to change. First, the sweep of human history demonstrates that we are extraordinarily capable of swift and significant adaptability, whether it be to environmental conditions or societal demands. Examples abound, such as ancient water systems built to deliver distant resources to the world’s first urban centers or the ability to marshal resources to address immediate threats such as pandemics and wars. Paradoxically, we dislike change. Even good change can make us feel anxious and uncertain. Often, change sparks resistance. In our minds, our context is static; then it changes. This is a false understanding of the places where we live and work. Change is happening all the time; nothing is static. I left my hometown at 18 and return every few years, which serves to reinforce that the place I remember in my mind’s eye and heart has moved and changed, as I have. Some consider this disappointing. Yet, we are not insects caught in amber like some geologic timepiece. Honestly, would you want to be the same person you were at 18, never learning from all that has happened in your life? Organizations function much the same. Having worked at Fielding for 18 years, I look back and think about my early days and how halcyon they seem – and unchanging. I, too, suffer from this irrational feeling that things are changing now but not then. I will leave it to our psychology colleagues among us to explain this contradiction. As self-aware and lifelong learners, we must resist our own reluctance to move along with new understandings based on the best available research, scholarship, and practice. “Move along” is another way to say that our university is also changing, moving forward into our future. Our actions in the present build our future. As we celebrate our 50th Anniversary this year, we wanted our January issue to highlight the way forward for Fielding. We have a view for our future, much like our founders in 1974, who envisioned a new kind of university: one dedicated to graduate students, adult learners, and innovative learning models

that would maximize autonomy, flexibility, and quality. Building on the work of our intellectual progenitors, the road ahead for Fielding will be to live into our sense of self as a university. This means two things. First, we need to stay attuned to the changes in the external environment that will largely impact graduate education in the coming decade. The most important of these is the rise of the use of artificial intelligence (AI) in knowledge creation. In this, our unique contribution is to ensure that our graduate students are prepared to engage in higher order analysis and relational learning, both of which are human abilities that can be enhanced by AI but not replaced. In addition, our university must pay attention to growing economic and social precarity and do our part to promote opportunity in society by offering affordable and accessible graduate education. Second, we believe that cultivating multiple partners will strengthen our impact on our society generally, and more specifically, promote our vision of graduate education as a vehicle for social action. We currently have many partners, including our most recent affiliation with Rowan Education Partners, a creation of Rowan University. We also have a long-standing partnership with the Navajo Nation, as well as a major National Science Foundation grant that funds the Center for the Advancement of STEM Leadership (CASL) with our partners the University of Virgin Islands, North Carolina A&T, and AAC&U. CASL led to the creation of an affiliate network of HBCUs and tribal colleges, an area of investment that we are committed to over the next decade. As you read this issue, reflect on the ways that your own life is moving forward or perhaps the ways that you want to advance in the coming decade. Like your hometown, you are always changing. The question is how intentional these changes are and what will you do with this life course that you are currently on. With warm regards,

Katrina S. Rogers, PhD President

FOCUS | January 2024

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

Linda Honold, PhD President, Vision in Action Milwaukee, WI, United States

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

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

Patricia Zell, JD, Secretary Partner, Zell & Cox Law Santa Barbara, CA, United States Michael Ali, PhD Chief Digital and Information Officer Omega Engineering Norwalk, CT, United States John Bennett, PhD Professor, Queens University of Charlotte Charlotte, NC, United States Keith Earley, PhD, JD Principal, Earley Interventions, LLC Rockville, MD, United States Zabrina Epps, PhD, MPM Leadership Coach & Advisor Epps Foresight Advisory, LLC Emerging Fellow, Association of Professional Futurists Fellow, Institute for Social Innovation Laurel, MD, United States Tracy Fisher, PhD Director, Center for Social Justice & Civil Liberties Riverside, CA, United States Michael B. Goldstein, JD Managing Director Center for Higher Education Transformation Tyton Partners Washington, D.C., United States Anthony Greene, PhD Faculty Trustee Lumberton, NC, United States Lenneal Henderson, PhD Faculty Trustee Claremont, VI, United States

Katrina S. Rogers, PhD ex officio President, Fielding Graduate University Santa Barbara, CA, United States María Viola Sánchez, PhD Institute for Social Innovation Fellow Westlake Village, CA, United States Connie Shafran, PhD Clinical Psychologist Malibu, CA, United States Nicola Smith, JD Faculty Trustee Berkeley, CA, United States Ivory A. Toldson, PhD Director, Education Innovation and Research at the NAACP Washington, D.C., United States Trustee Emerit Nancy Baker, PhD Karin Bunnell, PhD Michael Goldstein, JD Russ Goodman, MBA Bo Gyllenpalm, PhD Linda Honold, PhD Otto Lee, EdD E. Nancy Markle Fred Phillips, PsyD* Margarita Rosenthal, PhD* Connie Shafran, PhD Nancy Shapiro, PhD *Deceased

FIELDING GRADUATE UNIVERSITY | Fielding.edu

TRUSTEE SPOTLIGHT ANTHONY “AGEE” GREENE, PHD

nthony “AGee” Greene, PhD, is a Faculty Trustee and Clinical Psychology faculty member at Fielding, as well as a licensed clinical psychologist. His clinical and research interests include interpersonal violence, multicultural competence, eco-psychology, and mentoring. His service to Fielding includes being a past Co-Chair of the Senate Leadership Committee, current Faculty Trustee, and member of the Inclusion Council, in addition to many other committees. What originally brought you to Fielding? I first heard of Fielding in 1994 while I was an assistant professor at the University of Florida. Being at a Predominately White Institution (PWI), I was already feeling some incongruence between what was important to me and the values of the department and the institution. I was approaching tenure and feeling disconnected when I saw an ad in The Monitor for a faculty member in this innovative Clinical Psychology program at Fielding. So, I applied. I really felt that Fielding was a place that could offer me a different approach to higher education. I wanted to be a helper to my community through service and wanted to be able to express my Black consciousness as I was doing that. Fielding seemed like a much better fit for me. What are some highlights of serving as the Faculty Trustee on the Board of Trustees? I had the perfect progression of first being introduced to the Senate Leadership Committee, which I co-chaired for a couple of years. Over time, I gained more perspective of what governance at Fielding was like. When I became a Trustee, I was impressed with the constitution and caliber of expertise of the board. These are some of the thought leaders in education and really are abreast in what’s happening in that arena. In the last few years on the board, we have been thinking about the future of Fielding in this current economic and social climate. It's

given me a sense of organizational change that I would not have had If I didn’t serve on the board. How are you continuing both your scholarship and your practice? I am in the process of applying for licensure in North Carolina and continuing some level of clinical practice. Right now, I am immersed in the mentoring and teaching realm, which overlaps nicely with my research interests. A research team and I have implemented a peer mentorship program at Fielding. We are analyzing some of the data for the first two years to see how it impacts connection, attrition, and retention in the program. I’m also working on an interpersonal violence assessment and intervention longitudinal study with a child abuse and neglect research team exploring how exposure to violence impacts identity development. I’m also interested in health and multicultural psychology at the intersection of culture, coping with disease and access to care. I continue to explore ways to make inclusion more real on the ground here at Fielding, and the shared value of social justice is not perfectly manifested, but we maintain a commitment to evolving. That has helped me feel that I can continue to grow and belong here. What do you think the world needs to know about Fielding? Fielding is a place where we learn traditional and nontraditional things in traditional and non-traditional ways. We have an openness to varied ways of learning, which produces rigorous training and nourishes independent thought and new perspectives. I think that there are opportunities embedded in this model. There is an opportunity for perfect congruence between the students’ learning needs and the values of the institutional partners.

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

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

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

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

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

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

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

and leading to enhanced knowledge.

ENROLLMENT: 1146 WOMEN MEN

20%

AGE RANGE:

80%

21 -84

*Based on Fall 2023 enrollment data.

AMERICAN INDIAN OR ALASKA NATIVE

ASIAN

4% 18%

BLACK OR AFRICAN AMERICAN HAWAIIAN OR PACIFIC ISLANDER

0% 12%

HISPANIC OR LATINO

48%

WHITE MULTI - ETHNIC

U.S. NONRESIDENT

UNKNOWN

TRANSFORMATIONAL LEARNING

INTERNATIONAL STUDENTS*

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

FACULTY: 169

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

STAFF: 81

STUDENT TO FACULTY RATIO: 10:1

FIELDING CELEBRATES 50TH ANNIVERSARY

Since 1974, Fielding Graduate University has been on the cutting edge of the social sciences, from its early adoption of the distributed-learning model to its focus on adult learning. 2024 is our 50th Anniversary year, and our community has moved Fielding forward for five decades – and will continue to do so through transformative scholarship and practice for years to come. As we look toward 2024 and the future, please join us for in-person, virtual, and hybrid events. Visit https://50.fielding.edu for the most up-to-date events and for more information.

WAYS TO GET INVOLVED •

Attend an in-person or virtual 50th Anniversary-sponsored event.

•

Volunteer to help at an event or continue the 2023 volunteerism pledge for Ecological/Social Justice Service into 2024.

•

Plan your own events and add the 50th Anniversary theme to them! Help us spread the word about events, Fielding’s story, and more during 2024.

•

Email communications@fielding.edu to share your Fielding story with us!

Graduate education is a vehicle for social action.

•

Give a financial contribution to Fielding at www.fielding.edu/giving.

- President Katrina S. Rogers, PhD

FOCUS | January 2024

ALUMS MOVE THEIR SCHOLARSHIP, PRACTICE FORWARD WITH ISI FELLOWS RESEARCH

JANE FENG, PHD

SYLVIE PLANTE, PHD

ACH YEAR, FIELDING’S INSTITUTE FOR SOCIAL INNOVATION ANNOUNCES ITS ISI FELLOWS SLATE.

This program offers Fielding alums an academic partner to continue their professional work, apply for external funding, and publicize their projects. ISI Fellows have oneyear appointments with renewal contingent on progress and future plans. First-time and continuing ISI Fellows are expanding their scholarship and international practices for the 2023-2024 cycle. “Their work spans a wide range of content, from leadership and mental health to diversity, equity, and inclusion,” said Charles McClintock, PhD, Director of the Institute for Social Innovation. “ISI Fellows continue to pursue their research and professional development projects under the aegis of ISI, where they have support for seeking external funding, developing continuing education certificates, and public citation of their publications, conference presentations, and blogs. For the 12th year, Fielding continues to invest in its alums to support their innovative and game-changing work.” Megan Brubaker, PhD (Clinical Psychology, ‘20) is currently researching what Two-Spirit means to Alaskan natives. She aims to qualitatively understand how they capture individual identity and inform clinical understanding and treatment interventions. “I always had this idea that as I was approaching licensure, that I wanted to become licensed in Alaska

BRAM DUFFEE, PHD, EMT-P

MEGAN BRUBAKER, PHD

and California,” Dr. Brubaker said. “It’s very tough work because we live in a rural community, and there’s nobody for miles. No one is available to do testing, or people have to be put on a waiting list for a year out. My mission has always been to serve Alaskan communities. Alaska has traditionally masculine workforces, sports, and an overall culture. Two-Spirit ideologies present a way for Alaskan natives to move away from their Westernization of the nonbinary and LGBTQIA+ and root them in their own spirituality and culture.” Through her research, Dr. Brubaker discovered a lack of scholarly articles and resources pertaining to this intersectional community. In her current study, she aims to work with Indigenous populations to identify more cultural elements and their mental health needs. Bram Duffee, PhD, EMT-P (Human Development, ‘22) is doing a research study that focuses on conflict between emergency medical services (EMS) personnel and their supervisors. “I want to improve how first responders communicate with one another and with patients because minimal training exists in this area,” Dr. Duffee said. “Decisionmaking, conflict communication, and interpersonal communication are vital skills. As a paramedic myself, I also see what is needed on a regular basis. My dissertation, research within the ISI Fellows program, journal articles, and other works focus on sharing the message of how using communication skills can help emergency patients both mentally and physically.”

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Dr. Duffee is a vocal advocate for addressing the healthcare disparities that stem from communication problems. He is active with his teaching, writing, and podcasting. This includes his work hosting a vlog and podcast named "EMS Research with Professor Bram.” Recently, Dr. Duffee and faculty member Four Arrows, AKA Don Trent Jacobs, PhD, EdD, co-wrote the book, Hypnotic Communication in Medical Settings: For LifeSaving and Therapeutic Outcomes. Sylvie Plante, PhD (MA in Organizational Management and Development, ‘11), used her scholarship at Fielding to hone her research and consulting expertise in Canada in the fields of organizational development and digital transformation. Her case study as an ISI Fellow develops a process model that shows how social capital and boundary-spanning are used in cross-sector partnerships to design collaboration spaces for innovation. “I realized that Fielding has this commitment to continuing relationships past your graduation date,” Dr. Plante said. “Fielding has a different, collective sense of engagement for continued learning and belonging, which is a model for community of practice in general. I’m still considered a member of the community so many years later. I also want to continue to build more of a balance between my practitioner self and my scholarly self for more knowledge and credibility. The ISI Fellows program gives me the context, support, and community to share the experience with. It pushes me to finish what I have started.”

The ISI Fellows’ work continues. Jane Feng, PhD (Human and Organizational Development, ‘15), an OD scholarpractitioner in China, has been an ISI Fellow for several years. Her ISI work is a multi-year change project with a China-based Western Multinational Corporations (MNC) by applying seeing, thinking, and reframing as a way of intervention. The work integrates the Western OD roots with the Chinese way of thinking. In addition, Dr. Feng received the 2023 OD Network Award for Outstanding Article of the Year for her work on applying the Taoist way of thinking in dialogic consulting. “At Fielding, one key learning was that after earning a PhD, you need to create knowledge,” Dr. Feng said. “Attending the graduation ceremony was a profound moment for me. I asked myself what knowledge I was going to create. I really appreciate the ISI Fellows program because it provides a community to which I belong. Also, it pushes me forward, since I need to submit an annual report to make sure I am doing the work to sustain the fellowship. Kurt Lewin once said, ‘No research without action. No action without research.’ Each year, I work with the client on some issues – whether similar or different – that create a research base to generate action. The resulting action provides data for the next round of research. It’s a cyclical process, my project continues that way." For the full list of ISI Fellows and their work, visit fielding.edu/centers-and-initiatives/institute-for-socialinnovation/institute-for-social-innovation-fellows.

FOCUS | January 2024

INFANT AND EARLY CHILDHOOD DEVELOPMENT PROGRAM PROVIDES UNDERSTANDING, EVIDENCE - BASED CURRICULUM AND PRACTICE Submitted By Dr. Lorraine Ehlers-Flint, Dr. Christy Gliniak, Dr. Adrienne L. Edwards-Bianchi, and Dr. Jenene W. Craig

The Infant and Early Childhood Development (IECD) program fills a unique and unmet need in education, clinical work, and advocacy in Infant Mental Health (IMH) and in developmental assessment and intervention of infants and children and their families. The design of the IECD program blends an otherwise unavailable DIR® (Developmental, Individual Differences, and Relationship-based) approach with more widely-offered Infant Mental Health education and Reflective Practice training, giving students a more broad-based understanding of the field along with the most up-to-date, evidence-based discoveries and trends in the field.

FACULTY PERSPECTIVE LORRAINE EHLERSFLINT, PHD: Licensed Clinical Psychologist, seasoned DIR® trainer and practitioner, international (Argentina) faculty, original faculty alongside program developers Drs. Stanley Greenspan and Serena Wieder. For Dr. Ehlers-Flint, it is necessary to uphold the tenets of IMH and DIR® through a commitment to relationships that value varied viewpoints, active listening, and intentional participation. The interdisciplinary nature of IECD fosters collaboration among faculty and students, facilitating the discovery of shared meaning and creating a learning process fueled by curiosity and openness. In addition, IECD prioritizes JEDI principles and embraces diversity by recognizing individual differences with respect and sensitivity. Dr. Ehlers-Flint, a native of Argentina, finds it meaningful to assist ESL students in navigating higher learning in their nonnative language. Moreover, she offers support and guidance to students dealing with life stressors that could impact their ability to meet the demands of doctoral-level competencies.

FIELDING GRADUATE UNIVERSITY | Fielding.edu

CHRISTY GLINIAK, PHD: Licensed Neonatal Occupational Therapist, 2022 graduate of the program, international (Canada) faculty. For Dr. Gliniak, the uniquely constructed curriculum specializing in infant and early childhood development, collaborative care frameworks, and a global perspective was a perfect fit to advance her clinical practice deeply rooted in neonatal care. Fielding's innovative approach to distributed learning allowed her to pursue her terminal degree despite facing barriers like military duty stations, dependents, rural or international residence, and foreign citizenship. Since graduation, Dr. Gliniack has achieved success in independent and collaborative research, authorship in journal and book publications, invitations to national advocacy groups, and career shifts into leadership, research, and academe, all opportunities she attributes to the IECD credentials. ADRIENNE L. EDWARDS-BIANCHI, PHD: Certified Family Life Educator, Board member of the S.C. IMH Association. Areas of scholarly expertise include qualitative methods, IMH, racial socialization, and parenting. For Dr. Edwards-Bianchi, the IECD program truly embodies and implements the scholarpractitioner model of Fielding by helping students bridge theory with research and draw linkages between course content and applied experiences. Working in the IECD program allows her to teach and mentor a diverse group of students from around the world. She has opportunities to co-create knowledge with students and guide them in a process of self-discovery while helping them learn how to conduct culturally-responsive, doctorallevel research. As a new member of core faculty, Dr. Edwards-Bianchi is excited about collaborating with colleagues to generate translational research for enhancing the wellbeing of children with developmental disorders and their families. JENENE W. CRAIG. PHD: Program Director for IECD. Seasoned academic leader, licensed neonatal occupational therapist, one of the first two graduates of the program. For Dr. Craig, serving as program director is a full-circle moment. As one of the early students in the program, prior to IECD finding its home at Fielding, she learned and gained insight from both Dr. Greenspan and Dr. Weider and their visions for the program. Although very content in her previous academic leadership role, she feels a debt of gratitude for being invited back to Fielding to lead the program. To her, the students and faculty speak for themselves for the excellent and transformative change that takes place as part of this program.

SUMMARY Recent trends in child development assessment and interventions have positioned IECD as an academic forerunner, with a focus on diversity, social justice, facultystudent collaboration, and practice approaches within an Infant and Early Childhood and Mental Health (IECMH) framework. This program’s innovative approach sets a precedent in higher education by emphasizing the importance of embracing complexity, fostering synergy, and adopting an interprofessional perspective in scholarship, research, and leadership.

FOCUS | January 2024

HUMAN DEVELOPMENT DOCTORAL STUDENT WHITNEY BREER RELEASES LEADERSHIP STARTS WITH YOU

WHITNEY BREER

ublished through Fielding University Press, the business novel Leadership Starts with You: A Leader's Quest for Leadership Excellence, penned by international executive coach, motivational speaker, and current Fielding Human Development doctoral student Whitney Breer, highlights modern leadership. It encapsulates the theory of leadership excellence in a compelling story about a fictional character named Kathleen Battlefield.

are normally traced back to their personal value systems. If people stopped judging others, treated others with more kindness, and reached out to people with compassion, the world would be a better place. This mindset helps me as a coach and an organizational consultant when I am called to mediate and resolve conflict in teams. It's always heartbreaking when I meet disengaged, angry, frustrated employees. It takes a lot of work to heal those hurts, which could have been prevented in the first place."

Breer's own career and leadership journeys have been anything but linear. After obtaining her pre-med undergraduate degree, she planned to become a medical doctor. She worked in research, development, and other sectors for a while, and eventually, she discovered that her purpose and passion in life lay elsewhere.

Her focus on compassion and positive psychology eventually led her to fulfill a lifelong dream of writing a book. Through her work, she has witnessed the power of authentic, positive leadership, so she decided to craft a business novel.

Over time, she moved to Germany and Japan – and then back to Germany. She earned several master's degrees and completed various coaching certifications. Her journey in life has been enriched by her role as the mother of twin boys, who are now in their mid-20s. She started her Human Development doctoral journey at Fielding in January 2022. In 2010, during the global economic recession, Breer left her job to become an independent consultant. Today, she is a top organizational consultant, keynote speaker, trainer, and coach with over 25 years of global experience. She specializes in leadership development, change management, resiliency, and non-violent communication. One of the central themes of her work is compassion. "Compassion is not sympathy – it's empathy,” Breer said. “It's about stepping back and not judging a person or labeling them and, instead, trying to understand what drives their behavior and the needs behind their actions. For example, when I see people frustrated, sad, or angry, I wonder what's driving that behavior. So, what do they need? These needs

Leadership Starts with You introduces the PRISM model and ways readers can implement the model in their daily lives as leaders. Breer's approach weaves the model and elements of storytelling. Ultimately, Breer hopes that Leadership Starts with You will resonate with leaders – regardless of their specific walks of life or leadership track. She aims to achieve her personal and professional goals through her purpose statement: "My energy and positive mindset have a ripple effect on those around me and inspire them to create the change they want to have in their lives." Leadership Starts with You is now available in print and e-book formats on Amazon and other booksellers.

FIELDING GRADUATE UNIVERSITY | Fielding.edu

MEDIA PSYCHOLOGY PROGRAM LOOKS TOWARD AN EMERGING FIELD, FUTURE

ielding’s Media Psychology program constantly looks to the future.

Patrick Sweeney, PhD, Media Psychology program faculty, works with colleagues and students to address up-and-coming industry and world issues and analyze media effects. Dr. Sweeney earned his PhD in social/personality psychology at the Graduate Center at City University of New York. Through his doctoral program and other work, he discovered the intersection of psychology and media studies. While his broad focus areas are social psychology, social justice, and media and technology, his passion is analyzing and using media for social change. “My early research looked at representations of Islam and American identity in news media,” Dr. Sweeney said. “I studied how those identities are represented and constructed in media and how people talk about them. I also have researched how psychology as a discipline has constructed social identities or categories, such as race, gender, sexual orientation, and other areas. I’m passionate about methods and pedagogy of methods, particularly qualitative methods.” Much of Dr. Sweeney’s individual and collaborative research centers on social media effects.

“Traditionally, we used to send out surveys or interview people about a topic," he said. “We still use those methods, but I continue to look at social media postings in my research. You get this unobtrusive observation in a sense. You see naturally occurring conversations happening without intervening in them. As methodologists, we think about how we ask questions. Can that influence what people will say? “Media does not just reflect people’s attitudes or beliefs, but it also plays a role in constructing or shaping it. It can set the agenda for societal conversations and shift the terms of debate. It can influence how people make sense of the world and think about themselves. Media also connects people, allowing us to share information and to organize. We have seen that recently with the Black Lives Matter and Me, Too movements, as well as others. We continue to leverage legacy media but increasingly communicate through social media.” While current and emerging media and technology have positive psychology uses, Dr. Sweeney thinks that we should proceed with some caution. “With these constantly evolving new forms of media, we don’t have long-standing ethical norms like we do with previous media and technologies,” Dr. Sweeney said. “We also must think about

PATRICK SWEENEY, PHD

peoples’ shifting expectations of what is public versus what is private, especially as our personal lives are represented online. Big data and AI can sometimes reproduce existing biases because AI is trained on data from the past, which can include historical and current injustices. The field is constantly growing and relevant as social worlds are increasingly mediated.” Fielding continues to construct paths forward with emerging technologies and media. Fielding offers the only Media Psychology doctoral program, but the need for media psychologists continues to grow. “Fielding is responsive to what is changing in the world,” Dr. Sweeney said. “We’re adaptive and flexible. Fielding has this historical connection to the creation of the field of media psychology but isn’t stuck in the past. We are constantly evolving. That is what really allows us to be on the cutting edge.”

FOCUS | January 2024

IN THE NEWS Service Year. Read stories and get involved in 2024: www.fielding. edu/about/office-of-the-president/ sustainability-advisory-council/ social-ecological-justice-serviceyear-at-fielding

Psychology and Technology) at the 2023 APA conference in Washington D.C., in August 2023.

PRESIDENT ROGERS’ FIRESIDE CHAT VIDEO: ARTIFICIAL INTELLIGENCE President Katrina S. Rogers, PhD, sat down with alum Anita Perez Ferguson, PhD (HOD, ‘10) to give her remarks on AI and what it means for Fielding – and the world at large. Watch the video on our YouTube channel: youtube.com/@FieldingEdu FIELDING ALUM TAHLIA BRAGG EARNS PRESTIGIOUS APA AWARD

PROVOST WILLIAMS DELIVERS KEYNOTE AT APA CONFERENCE Fielding Provost and Senior Vice President Wendi S. Williams, PhD, delivered a strong keynote address at the annual American Psychological Association (APA) 2023 conference in Washington D.C., in August 2023. Provost Williams’ presentation was titled “On Refusal and Recovery: What Black Women Teach US About Reclaiming Our Wellness in Our Work."

Fielding clinical psychology alum and the founding president of the Black Student Association Tahlia Bragg, PhD (Clinical Psychology, ‘23), received the Foremothers Mentorship Award, presented by American Psychological Association’s Div. 35, Section I (The Psychology of Black Women).

MEDIA PSYCHOLOGY FACULTY KAREN SHACKLEFORD, PHD, AND ALUM DON GRANT, PHD, NAMED APA FELLOWS ECOLOGICAL/SOCIAL JUSTICE SERVICE YEAR 2023 In 2023, Fielding commemorated its Ecological and Social Justice

Fielding Media Psychology Faculty Dr. Karen Shackleford and Media Psychology alum Dr. Don Grant ('14) were named APA Fellows and Fellows of Div. 46 (Society for Media

APRIL HARRIS-BRITT, PHD, ELECTED TO APA’S BOARD OF PROFESSIONAL AFFAIRS Faculty member and clinical psychologist April Harris-Britt, PhD, has been elected to serve a three-year term on the Board for APA’s Board of Professional Affairs (BPA).

ERINN CAMERON, PHD

KRISTINE JACQUIN, PHD

FIONA TREND-CUNNINGHAM

JANINE RAY

FOUR RECEIVE 2023 DR. SALLY PETERSON RESEARCH EXCELLENCE AWARD Fielding Clinical Psychology faculty member Kristine Jacquin, PhD, and students Erinn Cameron, Janine Ray, and Fiona Trend-Cunningham, were the recipients of the 2023 Dr. Sally Peterson Research Excellence Award for their research published in the journal Trends in Psychology.

FIELDING GRADUATE UNIVERSITY | Fielding.edu

FIELDING, PARTNERS COMMEMORATE JUNETEENTH From June 18-23, 2023, the Fielding community, Pacifica Graduate Institute, Pacifica Alumni Association, and other partners came together to commemorate African American and Black history and contributions. Events included: Juneteenth SB: Nourishing the People; For the Love of Black People: Historical Exhibit; Fielding’s Black Student Association’s film screening of “Back to Natural” with a panel discussion; the Juneteenth Remembrance and Reflection panel discussion; and Santa Barbara City College’s The Umoja Mural Film and Discussion.

AMY TAYLOR, PHD, NAMED RUTHELLEN JOSSELSON CHAIR Amy Taylor, PhD, Director of the Alonso Center for Psychodynamic Studies and Clinical Psychology faculty member, was recently appointed to the prestigious role as the inaugural Ruthellen Josselson Chair in Qualitative Inquiry.

DOCTORAL STUDENT NAMED TO FORBES 50 OVER 50

FIELDING SUPPORTS PACIFIC PRIDE FESTIVAL Fielding supported the 2023 Pacific Pride Festival, “Pride at the Beach,” in September in Santa Barbara with a sponsor booth. The annual event celebrates the local, national, and worldwide LGBTQIA+ communities.

Susan Armiger, Fielding Graduate University doctoral student and CEO of Walnut Creek, CA nonprofit Catalight, was named to the 2023 Forbes “50 Over 50” List of notable women. Learn more in our Newsroom: fielding.edu/news

FOCUS | January 2024

FIELDING AUTHORS IN PRINT

Faculty Emerit Jean-Pierre Isbouts, DLitt, authored The Fractured Kingdom (Church Publishing, 2023).

Faculty member Frederick Steier, PhD, co-edited Humberto Maturana: Reflections on Bringing Forth Worlds (Imprint Academic, 2023).

Faculty member Frederick Steier, PhD, co-edited Mary Catherine Bateson: Compositions in Living Cybernetics (Imprint Academic, 2023).

Yvonne Pepin-Wakefield, PhD (HOD, ‘74) released the memoir book series, Babe in the Woods (Pepin Enterprises, 2021-2023).

Steve Olson, EdD, (Educational Leadership and Change, ‘11) authored Lessons in Leadership: A Storied Approach (Yairus Publishing House, 2023).

Jeanne Anne Craig, PhD (Human Development alum), authored The Teacher’s School Conference Playbook: New Ways to Work with Parents for Kids’ Success (Self-published, 2022).

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Alums Randal Joy Thompson, PhD (HOD, ‘14) and Kathleen A. Curran, PhD (HOD, ‘20), along with Devin P. Singh, edited Reimagining Leadership on the Commons (Emerald Publishing Limited, 2021).

Audrey Stempel, PhD (Psychology with an Emphasis in Clinical Psychology, ‘06) authored Conversations in My Office: Talking About Parenting in Plain Language (Self-published, 2022).

Chris Batcheller, MA (Applied Media Psychology, ‘22) authored Dad’s Divorce Guide: The Practical and Essential Guide for Men Getting Divorced and Successful Co-Parenting (CheckSix Creative Studio, 2023).

Faculty member Four Arrows (Don Trent Jacobs) and Bram Duffee, PhD (Human Development, ‘22, Human Organizational Systems, ‘12), co-authored Hypnotic Communication in Emergency Medical Settings (Routledge, 2023).

Ilene C. Wasserman, PhD (HOD, ‘04) wrote “Profound Simplicity: Lessons Learned from Ed Schein on Rituals That Sustain and Nurture Relationships” for the Journal of Applied Behavioral Science, June 2023.

Audrey Stempel, PhD (Psychology with an Emphasis in Clinical Psychology, ‘06) authored the children’s book Rescued by Love: A Dog’s Journey (Maine Authors Publishing, 2023).

Kimberly Harrison, PhD (Clinical Psychology, ‘15) and her daughter Katherine Chapman (current Clinical Psychology PhD student) authored a chapter in The Virtual Group Therapy Circle: Advances in Online Group Theory and Practice (Routledge, 2023). Fielding faculty member Ruthellen Josselson, PhD, and former Fielding faculty member Judith Schoenholtz-Reed, PhD, also contributed a chapter.

Faculty member Jennifer Bacon, PhD, authored These Black Kids: Culturally Responsive Poetry and the Lived Experience of African American Adolescent Girls (University Scholars Press, 2023).

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JOHN CASTILLO, PHD

WALKING SHIELD PROVIDES VITAL PROGRAMS, SERVICES TO INDIGENOUS COMMUNITIES

ne organization is changing lives in Indigenous communities under the leadership of alum John Castillo, PhD (Human Organizational Systems, ‘00). Dr. Castillo is the Executive Director of Walking Shield based in Costa Mesa, CA, which aims to improve the quality of life for Native American families through programs that provide shelter, healthcare, community development support, educational assistance, employment development, and humanitarian aid. Dr. Castillo believes in a shared vision for collaboration and collective impact. This mentality led to his dissertation and thus a successful initiative to increase Native American numbers on the United States Census in 2000. Urban Native American centers in California lost vital funding after the 1990 census numbers did not accurately reflect the Indigenous segments of the population. Dr. Castillo, who was Executive Director of the Southern California Indian Center at the time, banded with other organizations to build census numbers and regain the funding. Partnerships are essential to Walking Shield’s mission and collaborative spirit. Walking Shield’s College Access Program strives to remove the many barriers that Native Americans face when pursuing a postsecondary degree. It started out with a small two-year grant of $40,000 from Edison in 1995. Since then, many other corporations, foundations, and tribes have joined in this effort. As a result, Walking Shield has given out $2.5 million in scholarships and another $500,000 in wraparound services. “We believe that education is a pathway out of poverty and strive for that,” Dr. Castillo said. “Now, we have over 130 Native people with graduate degrees. Some have their PhDs, some are lawyers, some are going through medical school. Many of them returned to their tribes on the reservations to

help their communities. Other graduates have worked for Native American organizations. The impact has been great.” In addition, Walking Shield partners with the U.S. Department of Defense through $15 million of infrastructure and $7 million on healthcare programs on reservations. The housing relocation program, for example, allows Air Force base homes to be moved to reservations for individuals and families in need. This program also led to changes in the housing relocation amendment, which now encompasses all military installations in all 50 states, which Dr. Castillo and others worked on with Sen. John McCain. Since then, Walking Shield has collaborated on the movement of 1,235 homes onto 15 reservations. Walking Shield also provides vision-care clinics, a birth-tofive program for families, and other programs and services benefiting Indigenous communities. The impact of Walking Shield can be seen from vantage points across the entire nation, and the goal is to make the path better for the next generation – no matter what challenges may arise. “It's a circle versus a linear pattern, and everything's interrelated for us as Native people,” he said. “Everything is related to the earth, to us, to each other. Our mission is to improve the quality of life on reservations and offer services to our communities. We want to build those foundations for the young people and increase their worth, confidence, and self-esteem so leadership continues to come up the ranks. We really must start at the very beginning of life by giving them a good start so unemployment rates, substance abuse, suicide, and violence rates will all decrease. We will build those pillars of strength early on in life, which is important to Walking Shield and for me personally.” Learn more at walkingshield.org.

FIELDING GRADUATE UNIVERSITY | Fielding.edu

LEADERSHIP FOR CHANGE ALUMS HELPING THE NEXT GENERATION OF NAVAJO CHILDREN

wo alums of Fielding’s Leadership for Change doctoral program are improving the lives of the next generation of Navajo children.

Rolanda Billy, EdD (Leadership for Change, ‘23) is currently the Director of Educational Services within the Navajo Head Start Program in New Mexico. As a Navajo, she chose to focus her dissertation on an area of study in which she could blend her early childhood education expertise with helping others. Through her dissertation, current research, and job role, she aims to enhance culturally relevant education for Navajo head-start children. “I wanted to research this because there isn’t a lot of information out there on cultural relevancy within curricula and certainly not defined by an Indigenous worldview perspective,” she said. “There were limited numbers of scholarly writing and research related to curricula, and often, the researcher wasn’t an Indigenous person. We have greatly benefited from studies of Navajo language. I just wasn’t seeing anything from a teacher’s perspective, who greatly influence children, which was needed here on the Nation.” Dr. Billy delved into defining cultural relevancy with teachers, in addition to providing more support for Navajo language learning for preschoolers. She discovered that teachers wanted to apply a learning model that set them and the students up for success over time, but they also lacked the necessary materials to teach students the Navajo language in a hands-on, engaging way. Currently, Dr. Billy and others are revising data and creating collective measures. In addition, Viola Hoskie, EdD (Leadership for Change, ‘23)’s dissertation centered on cultivating grit, mindset, and self-efficacy in preadolescent elementary students. As a Diné woman and fifth grade teacher at a public school in northwest New Mexico,

she wanted to acknowledge Indigenous wisdom and knowledge for the Navajo Nation to thrive and contribute to the strong foundations from their ancestors, cheiis, and shimasanis. “My study on growth mindset, grit, and self-efficacy was inspired by shicheii, my grandfather,” Dr. Hoskie said. “Since I could remember, he always stressed the importance of grit and believing in one’s ability. When I reflect back to how I learned new skills, I remembered my grandparents emphasizing belief in oneself and having a strong work ethic. I wanted to afford these same teachings that got me through difficult challenges to my students, some of whom struggle with adversities found on the Navajo Nation. “My hope is that my students learn the importance of having a growth mindset, grit, and self-efficacy, and that they use these skills to continue growing academically and mentally. My greater hope is that they teach future generations these important constructs. Anything is possible with a strong mind and the belief that nothing can stand in your way.”

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NAVAJO EDUCATION CONFERENCE, COMMENCEMENT ROOTED IN PHILOSOPHY, TRADITIONS OF NAVAJO NATION The 7th Annual Navajo Education Conference in June 2023 at the Navajo Nation Museum in Window Rock, Arizona highlighted the partnership between Fielding and its Navajo Nation partners. Partners included Fielding Graduate University, the Navajo Nation, the Navajo Nation Department of Diné Education, the Office of Navajo Scholarship and Financial Assistance (ONNSFA), and Navajo Nation Teacher Education Consortium. “We are always proud that Fielding Graduate University partners with the Navajo Nation to provide an opportunity for Navajo educators and leaders to earn an advanced degree without uprooting them from their communities where they live, work, and serve,” said Barbara Mink, EdD, Program Director, School of Leadership Studies. Each session provided evidence-based research and outcomes specific to the Navajo Nation and was grounded

in the educational philosophy and cultural traditions of the Navajo people, Sa’ah Naaghai Bik’eh Hozhoo. Additionally, EdD graduates in the Leadership for Change doctoral program took the stage at a commencement ceremony on June 10.

ALUM RELEASES NEW BOOK, 'NUT TREE' Submitted By Dr. Diane Zimmerman

Diane Power Zimmerman, PhD, (HOD, 1998) enrolled in the doctoral program at Fielding to become a writer. After writing five books on educational leadership over the past twelve years, Zimmerman decided to shift genres and write about the history of her family business, Nut Tree: From a California Ranch to a Design, Food, and Hospitality Icon. The book weaves a complex story drawing from history, business, design, food, hospitality, and memoir. In retrospect, the knowledge gleaned from her doctoral research about organizational development informed her writing. Through her research, she discovered why the restaurant first opened as a woman-run business called a “tearoom;” or how the Chinese Exclusion act of 1882 led to her grandfather’s hiring of only San Francisco-based Chinese cooks and chefs.

While exploring themes of hospitality, Zimmerman reflected on an organizational paradox: whereby the termination of an employee turned into a gift. Her family’s commitment to excellence led her to the conclusion that excellence has no disguises; it was dishonest, in the guise of kindness, to lower standards. When organizations invest in thorough training, they can hold employees accountable for success. To summarize, when leaders set high standards, invest in training, and hold others accountable, they can say goodbye with dignity and honesty. Clear, honest feedback helps the employee know how to make more fulfilling career choices. In conclusion, after completing the book, Dr. Zimmerman realized that her motivation to study organizational development came from my early work in the family business and that the book is a tribute to all she learned at Fielding.

FIELDING GRADUATE UNIVERSITY | Fielding.edu

ONE ALUM, TWO STUDENTS RECEIVE PRESTIGIOUS RISE AWARD, HONORABLE MENTIONS

n May 2023, three members of the Fielding community were recognized with prestigious Researching Injustice and Social Equality (RISE) Awards. The RISE Award aims to cultivate psychological science research in fields related to socially and economically underrepresented and international populations.

RISE AWARD Monica Echols, MPA Post-Baccalaureate Clinical Psychology Certificate (Alum ‘21) Research: Some Ethnoracial Groups are More Likely Than Others to Experience Impacts from Microaggressions This study examined whether certain ethnoracial groups (i.e., African American, Asian American, Indigenous American, Hispanic/ Latinx, mixed race/ethnicity, White) were more likely than others to experience impacts from microaggressions. The results demonstrated that African American participants reported more impacts from racial microaggressions than participants from other ethnoracial groups.

HONORABLE MENTION

HONORABLE MENTION La’ Toya Broughton Janelle Bailey Current Student, Post-Baccalaureate Current Student, Post-Baccalaureate Clinical Psychology Certificate Research: Desistance from Adolescent Cyberaggression is Associated with Guilt about Cyberbehavior This study examined the relationship between desistance from adolescent cyberaggression and feelings of regret, disappointment, and guilt. Results indicated a relationship between age of desistance from cyberaggression and disappointment, guilt, and regret, with regret as the strongest predictor. Those who desist reported more guilt compared to those who do not.

Clinical Psychology Certificate

Research: Ethnoracial Identity Predicts Identification of Racial and Cultural Microaggressions Limited research compares perceptions of microaggressions between groups, examining whether ethnoracial identity predicted the identification of microaggressions. There was a significant multivariate main effect and three significant between-subjects effects. In general, BIPOC individuals were more likely than white participants to view social interactions as involving microaggressions that cause harm.

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OXFORD MEETS FIELDING: ALUMS PRESENT RESEARCH CENTERED ON HISTORY’S EVOLUTION TOWARD SOCIAL JUSTICE Submitted by Dr. Loretta Hobbs and Dr. Ruth Edwards

build a present-day narrative that states that human history evolves toward justice, even though humans experience troubled times and divided societies along the way, and they made five assertions:

LORETTA HOBBS, PHD

RUTH EDWARDS, PHD

ielding’s doctoral alums Loretta Hobbs, PhD (‘13) and Ruth Edwards, PhD (‘08) were invited to present at the Oxford International Roundtable Symposium on Literature in July 2023.

They chose literature that is allegorical to our presentday world with powerful mirroring and messages about social change, power, privilege, oppression, resistance, resilience, how we humans treat “the other” and how love can be a driver that catalyzes humanity. The All Souls Trilogy, written by historian and scholar Deborah Harkness, creates a fantasy world of present-day nonhuman creatures that live alongside humans, yet stay under their radar. The creature world mirrors human social tensions based on race, gender, sexual orientation, religion, and more. They even debate the impact of global warming. At the story’s core are star-crossed lovers with different genetic makeups, whose government forbids their relationship and seeks to punish them. Until a mere 57 years ago in 1967, it was illegal in Virginia to marry or mix romantically with someone of a different race, until the U.S. Supreme Court overturned those laws. Dr. Edwards and Dr. Hobbs used this fanciful mirror to

• History supports the postulate Dr. Martin Luther King, Jr. propagated that the moral arc of our universe is long but bends toward justice • Human evolution toward justice depends upon cultivating a spirit of us and we, rather than they or them • Literature has long been a fellow traveler in the evolution of modern social progress and at times a catalyst that helps us see ourselves and others • Social progress does not unfold on its own, it requires our steadfast help • Love in its many forms can propel human social progress by being a powerful driver for understanding, acceptance, and appreciation of “the other and otherness”

Hope is often thought of as little more than a wish, although hope is essential, even practical, for humanity to exist. Love is a social force that moves humans forward. Universal love enables us to view each other as human beings instead of “the other.” It is fundamental that we learn to act in the love that enables us to move in hope toward acceptance and coexistence. In The Psychology of Love, the Cleveland Clinic describes eight types of love humans experience:

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Eros – Romantic, Passionate Love (Of the Body); Philia – Affectionate, Friendly Love; Storge – Unconditional, Familial Love; Agape – Selfless, Universal Love; Ludus – Playful, Flirtatious Love; Pragma – Committed, Long-Lasting Love; and Philautia – Self Love. Each facilitates our connections to meaningful relationships. Like hope and faith, love is one of the three essential virtues of humanity most often attributed to the world’s great religions. We know derailments will repeat. Making silence heard by giving it a voice and bringing the invisibilized back into the public domain are fundamental tasks of solidarity in reaching a higher degree of social integration (Herzog, 2018). Some will break with old ways to bring about a new world order, though ensuring the survival of all may not be everyone’s plan. Some will want to maintain power over others, similar to what is happening across the globe today. A critical mass is needed to champion groundbreaking change and move humanity forward. Even in the best of circumstances, however, there will be oppositional forces. So, why promote a narrative now about social justice, hopefulness, and love, during a period when forces of authoritarianism are peaking around the world, and many are listening and acting on its draw? Because history is replete with lessons about how to address destructiveness. Because our choices are progress, regression, or stagnation. Because social justice will not occur by magic or happenstance. It needs our help.

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THANK YOU FOR YOUR SUPPORT WE ARE GRATEFUL FOR YOUR SUPPORT OF OUR STUDENTS, ALUMS, AND THE UNIVERSITY AS A WHOLE. The following list reflects all contributions, and pledges received from May 1 through October 22, 2023. Contact giving@fielding.edu with questions, corrections, or feedback. Betsy Allen Cheryl E. Allison Natalie Ammarell Julie M. Anding & Lisa Kornetsky Richard Appelbaum & Karen Shapiro Avenues of the World, Inc. John L. Bennett & Eric T. Johnson Karen S. Bogart & Zac Smith Alma Boutin-Martinez Linda Bream Bradley & Susan Brown Karin Bunnell & MB Bettencourt Joseph & Janet Bush Elizabeth Clark Anna DiStefano & Deborah Karoff Daniel & Elsa Distelhorst Patricia Dowey Keith Earley Kathleen D. Edwards Dino M. Ferrare Tiffany Field Cynthia & Joel Freeman Kathy D. Geller Tracy C. Gibbons Anthony F. Greene Marc Hanlan Sharon Hawley-Crum Nancy Holley Linda Honold Michael P. Horne William Huffaker & Darin Severns Jean-Pierre Isbouts & Cathie Labrador Roberta Jensen Maxine Junge Kerul Kassel Toni Knott Zieva & Marc Konvisser Lois LaShell & Alan Guskin Jacqueline B. Lynch Louis Marucci Charles McClintock & Carol Wilburn Elizabeth Myers

Elena I. Nicklasson Ahmed Noor Susan M. Osborn Wendy Overend Wayne Patterson Kim Pearce Marilyn Price-Mitchell Joan B. Read Leesa M. Riviere Katrina S. Rogers Ken & Jo Saxon Kesiah Scully Pearl Seidman Bryn Sharpe Robert Silverman Ted & Kay Stern Mary Tomback Lynne Valek Marjorie Woo Sharna Wood Andrea Zintz Honorary and memorial gifts acknowledge important people in our lives and in the Fielding community. In Honor of Dorothy Agger-Gupta, PhD Katrina S. Rogers, PhD Keystone Group (Shanghai) Inc. Alumni Association In Memory of Don D. Bushnell, PhD William (Bill) Cherry, PhD Miriam Kassel Jack and Harriett Savage Charlie Seashore, PhD Dori Pelz-Sherman, PhD

FIELDING GRADUATE UNIVERSITY | Fielding.edu

FOUNDERS CIRCLE Bequests & Other Planned Gifts We thank those who have generously designated Fielding in their wills or have made a planned gift to ensure Fielding’s future.

Anonymous Pauline Albert Natalie Ammarell Peggy Azad Nancy Lynn Baker John L. Bennett Valerie Bentz Dorothy Billington* Marvin & Linda Branch Lynn Bursten Don D. Bushnell* Christine Clark Kelly Clark Anna DiStefano D’Ann Downey Nanine Ewing* Jeff Frakes Leola Furman Kathy Geller Tracy Gibbons John Gladfelter* Michael Goldstein Sharon Hawley-Crum Linda Honold Roberta Jensen Anne Kratz Diana Kunkel and Trish Cleary Sarah N. MacDougall

Paige & Don Marrs Barbara A. Mather Charles McClintock & Carol Wilburn Sara Miller McCune Pamela S. Meyer Eileen Morgan Donald Mroz & Susan Lapine Christi Olson Wendy Overend Marilyn Price-Mitchell Kathleen Randolph Katrina S. Rogers Rochelle Santopoalo Paul and Nancy Shaw Andrea L. Shields Judith Silverstein James E. Skibo Nicola Smith Carol Sommerfield Ted J. Takamura Roland* & Charlotte Troike Pam Van Dyke Marjorie Woo Patricia Zell *Deceased

Founders Circle Membership Benefits: • • • •

Free Fielding publication annually Updates directly from the University Leadership Team Invitations to special events at the university Recognition opportunities

The Flexibility Of A Planned Gift: • You are free to alter your plans at any time. • You can structure your gift in different ways: a specific amount of money, piece of property, or percentage of your estate. • You retain control over your assets should you need them during your lifetime. CONTACT ELENA NICKLASSON, DIRECTOR OF DEVELOPMENT, ABOUT HOW YOU CAN MAKE AN IMPACT AT FIELDING THROUGH A PLANNED GIFT: 805.898.2926 OR GIVING@FIELDING.EDU.

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SCHOOLS AND PROGRAMS SCHOOL OF LEADERSHIP STUDIES

SCHOOL OF PSYCHOLOGY

CENTERS AND INITIATIVES

DOCTORAL DEGREES EdD, Leadership for Change PhD, Human Development PhD, Organizational Development & Change

DOCTORAL DEGREES PhD, Clinical Psychology

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

Concentrations Coaching Community College Leadership for Change Creative Longevity & Wisdom Dual Language Inclusive Leadership for Social Justice Leadership of Higher Education Systems Media, Technology, & Innovation Organizational Development Somatics, Phenomenology, & Communicative Leadership Sustainability Leadership MASTER’S DEGREE MA, Organization Development & Leadership CERTIFICATE Evidence Based Coaching

Concentrations Forensic Psychology Health Psychology Neuropsychology Social Justice & Diversity PhD, Infant and Early Childhood Development Concentrations Developmental, Individual Differences, Relationships (DIR®) Reflective Practice & Supervision PhD, Media & Technology Concentrations Positive Psychology & Media Psychology & Audience Engagement Social Media Research PhD Psychology MASTER’S DEGREE MA, Applied Media Psychology MA, Infant, Child, & Family Mental Health & Development CERTIFICATES Clinical Psychology, Postbaccalaureate Media Psychology (with optional emphases in Media Neuroscience or Brand Psychology & Audience Engagement) Neuropsychology Specialization Training Program Respecialization in Clinical Psychology, Postdoctoral

The Marie Fielder Center for Democracy, Leadership, and Education is a multidisciplinary research and advocacy center aimed at advancing diversity and inclusion throughout society. The Alonso Center for Psychodynamic Studies aims to expand the application of psychodynamic ideas, treatments, and principles both within the Fielding community and the larger society.

FIELDING GRADUATE UNIVERSITY | Fielding.edu

MASTER’S AND CERTIFICATE GRADUATES MAY 1, 2023 - OCTOBER 31, 2023 SCHOOL OF LEADERSHIP STUDIES Master of Education Marc D. Gordon Master of Arts in Human Development Matthew W. Fowler Richard Girard-Domena Georgina Hagan Molly Ann Millard Master of Arts in Organizational Development & Change Elena Akhmetova Dwayne Kamal Brown Melanie Kay Buchleiter Jorge Gutierrez Greg Falcon Hardt Rachel S. Hudson Janet Ruth Nelson Sevda Zekiye Raghib Eric Rodriguez Master of Arts in Organization Development & Leadership Shauna Betof Ross Philip Crowley Sara Huron Marie-Laure Pearman Thavivanh Phonsavath Cori Leigh Rico Kimberly Wade Certificate in Evidence Based Coaching Yolanda Anderson Patrick Michael Boze Taj Johnson Chiu Melinda Crowell Christina Diaz Terry J. Kerler William Knapp Pamela Michele Leggett-Robinson

Hilary S. Lyn April M. Lynch Chad Manifold Anthony Montgomery Meghan O'Hara Moriarty Gerrard Gabrielle Perrin Cynthia Eileen Winston-Proctor Jessica Elizabeth Yocum Lara Zauner

SCHOOL OF PSYCHOLOGY Master of Arts in Applied Media Psychology Heath Farley Samantha Brooke Green Nikki Marie Wyss Master of Arts in Infant & Early Childhood Development with an emphasis in Mental Health & Developmental Disorders Denise Matsuyama Lai Sarah Muir Luciana C. Oliveira Louise Sawyer Julie Torok-Mangasarian Elizabeth West Master of Arts in Psychology Joke Coker Colleen M. Kocik Sheila Turner Master of Arts in Psychology with an emphasis in Clinical Psychology Holly Rummel Bearden Leticia Melanie Berg Karen Margaret Catney Aimee D'Errico Jessie Jenson Katherine Adair Roberts Lydia Marie Stetson Patricia Bianca Alcala Torres

Master of Arts in Psychology with an emphasis in Media Psychology Brandon Jason Smith Certificate in Neuropsychology Specialization Jessica Dluzynski-Coldicott Lauren Ann Dwyer Kathleen Patricia Hurley Erin Marie McDonough Aaron Montgomery Aixa Negron Claire Oxtoby Joanna Yahoudai Postbaccalaureate Certificate in Clinical Psychology Rose Arguello Balderas Fonette Benjamin-Thompson Auritela Burgos Kelley Carey Cassandra Covo Elaine De Julio Heavin Tranae Jernigan Joohee Jerome Paul Andrew Kanish Jenna Mischelle Martinez Dominique Desiree Soto Mark Summers Katelyn Tortora Certificate of Respecialization in Clinical Psychology Margarita M. Cossuto

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DOCTORAL GRADUATES MAY 1, 2023 - OCTOBER 31, 2023 SCHOOL OF LEADERSHIP STUDIES EDUCATION WITH AN EMPHASIS IN LEADERSHIP FOR CHANGE Elizabeth M. Cooke If You Think You Can or Can't, You're Right: A Study of College Student SelfEfficacy Building Through the UCSB Promise Scholars Program. Daniel Garcia Teaching Virtually During COVID-19 School Closures: Perceptions of Teachers and Service Providers. Viola J. Hoskie Shattering the Glass Ceiling: Cultivating Grit, Growth Mindset, and Self-Efficacy in Pre-Adolescent Elementary Students. Deborah Johnson The Racial Trauma of Black Males Participating in Intramural, Collegiate and Professional Tennis. Elizabeth Velarde Historias De Liderazgo: Understanding the Experiences of Latina Nonprofit Leaders Through Testimonios and Platica. HUMAN & ORGANIZATIONAL SYSTEMS Sarah Frances Evans Meaning-Making as a Pathway to Leadership Resilience During Organizational Change. Cheryl Lynne Jefferson Page Finding Joy Among African American Women Veterans.

Natalie Dais Murray Employee Experiences of Role Disruption Due to Digital Transformation. Candace Erica Pérez Heteromelas: A Critical Discourse Analysis of Heterotopia, Obstetric Racism and Black Women's Reproductive Health. Dennis Larry Ray The Evolution of Calling: A Grounded Theory Study of How Evangelical Protestant Clergy Voluntarily Exit the Ministry in Midlife. ORGANIZATIONAL DEVELOPMENT & CHANGE Colleen Cuddy Integration and Team Effectiveness: An Exploration of the Process of Integration in an Interdisciplinary Academic Stemm Team.

Leslie Marie Belt The Invisible Victim: A Study of Sexual Harassment and Sexual Assault of Female Spouses of Military Members. Javier Borrayo, Jr. Predictors of Anxiety Among First, Second, and Third Generation Latinx Adolescents. Erinn C. Cameron Stigma, Female Identity, and Cannabis Use for Women With Chronic Pain. Jennifer Ann Cherry Burnout and Compassion Fatigue: The Protective Role of Resilience in Pediatric Mental Health Clinicians Serving Medicaid Recipients. Taylor Sue Clark Creative Work During a COVID-19 Lockdown.

Timothy John Duggan Inflection Points and Forming a Leadership Identity: The Identity Work of Women Leaders in Organizations.

Yoika Danielly A Case of Mistaken Identity: Intrinsic Spiritual Orientation and Allocentrism as Predictors of Transcendence.

Endya Rivers Exploring Leader Behaviors: Rapport Building in Leader-Member vs. Leader -Customer Relationships in Government Services Consulting Firms.

Shanae' A. Fletcher Posttraumatic Growth Following Treatment of Trauma-Exposed Veterans and Service Members.

Benetta Thornton Perspectives and Experiences of Inclusion and Exclusion of African American Female Service Members.

James Randol Gilooly The Effect of Victim Compliance and Gender on Perceptions About Sexual Harassment.

HUMAN DEVELOPMENT

CLINICAL PSYCHOLOGY

Jennifer R. Gruba Military Sexual Assault: Perpetrator Within the Chain of Command as a Barrier to Reporting.

Ratchaanon Michel Alexander How Do Societal Restrictions Build a False Sense of Self in Those With Diminishing Abilities? (An Authoethnography).

Courtney Jennifer Lauren Andrysiak Re-entry Women's Perseverance in "Navigating Potholes" While Completing a Doctorate in Counseling and Clinical Psychology.

Patrice Antoinette Thomas Psychopathy Moderates the Relationship Between Nonverbal Abstract Reasoning and Aggression in an Adult Male Sex Offender Sample.

SCHOOL OF PSYCHOLOGY

FIELDING GRADUATE UNIVERSITY | Fielding.edu

Samantha L. Hemingway Effects of Neuroimaging on Juror Decisions in a Capital Trial. Fred I. Imuentinyan, Jr. Symbolic Racism and Social Dominance Orientation Across Generations, Gender, and Race. Tracie S. Lee Attunement and Relationship Quality in Couple Relationships. Sarah G. Lowell PTSD Symptoms, Physical Activity, and Posttraumatic Growth. Kenneth Michael Loya The Influence of Mentalization and Male Gender Role Conflict on Sexual Aggression. Laura M. Luna The Impact of Acculturation on Healthcare Access and Utilization in Latino Children With Autism Spectrum Disorder. Sherri McKittrick Comparing Risk for Targeted Violence Between Millennial and Generation X School Shooters. Shana Renee Midgette An Evaluation of Child Protective Services Workers' Personal Values, Religious Beliefs, and Their Relationship to Child Abuse Allegations. Melody Montano The Maternal Guilt of Working Latina Mothers.

Differences Between University Students from China and India. Ellie C. Peskosky Juror Decisions for Military Veterans With Posttraumatic Stress Disorder. Corlisha Shanese Presley Carrying the Weight of the World: Exploring Racial Stress, General Stress Obligation to Help, and Emotion Control as Predictors of the Relationship Between Depression and the Strong Black Woman Schema. Leilani Rena Puentes Functional Neurological Symptom Disorders, Dissociation, and Impairments of Attention: A Psychoneurobiological Perspective. Sonia Syed Rehman Muslim Identity and Experiences With Discrimination in American Muslim Youth. Samantha Marie Reiman Loss of Intimacy and Missing a Partner Predict Romantic Breakup Distress. Nicky W. Rodriguez Self-Efficacy and Resilience Factors in Combat Veterans. Jessica Salmonsen Development and Evaluation of a Webinar to Reduce Stigma Toward People With Serious Mental Illness.

Madeline Kay Nelson Association Between Dark Triad Personalities and Organizational Citizenship Behavior.

Chanelle Stephanie Salonia A Pilot Study of Peer Support Groups for Individuals with OCD on a Waitlist for Treatment: A Mixed Methods Study.

Deborah Tova Friedman Okin Biculturalism, Anxiety, and Openness:

Cara Louise Santa Maria My Decision, My Way Out, My

Time: An Existential-Hermeneutic Phenomenological Inquiry Into the Psychological Experience of Medical Aid in Dying. Alexandria Marie Santry-Raptis The Role of Belongingness, Racial Identity, and Bicultural Competence as Mediators in the Relationship Between Racial Socialization and Psychological Adjustment in African American College Students. Heather Lacy Sorensen Social Cognitive Processing Among Subclinical Borderline Personality Disorder: The Impact of Trauma and Attachment. Mursal Srosh Rejection Sensitivity Predict Breakup Stress. Joy Tajes Travel as One Path to Creativity. Shaina Lee Townsend Deployment and Trauma: The Role of Communication in Female Service Members and Veteran's and Their Partner's Relationship Satisfaction. Sherri L. Tschida Cannabis-Based Treatments For Chronic Pain Management in Veterans. Thais Coutinho Varzoni Religiosity and Spirituality as a Mediator of Perceived Social Support in Couples With Fertility Issues. Leah K. Wachtel Investigating the Applicability of a New Technology Acceptance Model and the Impact of Treatment Barriers on the Use of Telemental Health Services for Substance Use Disorders.

FOCUS | January 2024

Alisa C. Wiles The Life of Ioseb Jughashvili and His Evolution Into the Dictator Joseph Stalin: A Psychobiographical Study.

and Education in the Cayman Islands: An Exploration of Early Childhood Educators Developmentally Appropriate Beliefs and Sensitive Caregiving Practices.

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

Elizabeth Sherman Autoethnography on Autistic Agency: An Autistic-Led and Autistic-Driven Transition Process to Full-Time Academia.

Anselm Chibuike Anyoha The Role of the Pediatrician in the SocialEmotional Development of Infants: Using Social-Emotional Targeted Anticipatory Guidance To Enhance Dyad Relationship Practices. Aretha Malaika Marni Cooper A Description of Mother-Child Play in Saint Lucia and an Exploration of its Associations With Toddler Expressive Language. Marta Elena Huerta Parenting Stress and Parent Participation in Treatment for Young Children With or at Risk for Developmental Disability: Does Parent Participation Mediate the Relationship Between Parenting Stress and Child Outcome?

PSYCHOLOGY Tenisha Delilah Warner Silent Sufferers: The Relationship Between Shame and Female Sexual Dysfunction and the Moderating Effect of Relationship Satisfaction. PSYCHOLOGY WITH AN EMPHASIS IN MEDIA PSYCHOLOGY Dorothy LaVone Andrews The Algorithmic Link Between Auto Insurance Pricing and Unfair Discrimination. Aprill Marie Baker-Griffin Mobile Dating Apps and Black Women: Coping With Sexual Racism and Finding Hope.

Stacy McNeal The Pain of Birth: A Qualitative Study on Primipara Mothers, Labor Pain and Meaning-Making.

Brady L. Burkett Understanding the Role Peak Experiences With Music Can Have in Personal Transformation.

Shannon Seymour An Examination of Early Childhood Care

Alton Candelario Carswell Underrepresented Writer Identity

Affiliation and Intergroup Experiences Within Hollywood Television Writing. Holly Nichols Collins Exercisers' Experience of Belongingness, Personal Growth and Mental Health Benefits in a Virtual Exercise Program. Amber Horan Media and Romance: The Relationship Between the Content People View and Their Romantic Beliefs and Behaviors. Karrol Ann Jordan Pizzagate: A Grounded Theory Content Analysis of Microblogging and Creating Meaning Through Sociolinguistics. Edwin Orin Personality and Elite Performance in Competitive Esports. Perry Reed Is ChatGPT Creative? Cognitive-Affective Responses to AI-Generated Stories. Monica J. Robbins Modeling Relationships Between News Preferences, Conspiracy Beliefs and COVID-19 Vaccine Hesitancy. Kenneth Walker Educational Digital Storytelling and Narrative Persuasion: The Christopher Columbus Myth and Challenging National Identity.

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TRAVEL WITH FIELDING JOURNEY OF A LIFETIME SEPTEMBER 2023 | Vienna, Austria A Fielding group on a trip to Vienna, Austria, supporting the Jean-Pierre Isbouts Endowed Fund for Lifelong Learning (Photo credit: Jean-Pierre Isbouts, D. Litt.).

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