Fielding Graduate University News

President of The Chicago School of Professional Psychology (TCSPP) Patricia Arredondo, EdD, to Discuss Latina Feminism

Posted by Hilary Edwards on Tue, Jul 14, 2015

Patricia Arredondo, EdD, to Discuss Latina Feminism at the Fielding Educational Series in Rosemont, IL

Latinas in the U.S. are in the process of claiming their power through higher education while navigating cultural divides in personal and professional relationships and in other social contexts.

SS15_Ed_Series_graphic-heart_ArredondoOn Wednesday, July 15, 2015 from 4–6 pm at the Westin O’Hare in Rosemont, IL, the Chicago Campus President of The Chicago School of Professional Psychology (TCSPP) Patricia Arredondo, EdD will discuss how Latina feminism influences peoples relationship-oriented cultural worldview and sense of fairness and social justice. As part of its National Summer Session in Rosemont, IL, Fielding Graduate University invites the extended Chicago community to join this educational presentation sponsored by Fielding’s Worldwide Network for Gender Empowerment, titled Leading from the Heart and Cultural Roots. This event is free and open to the public.                                                                                  

Latina feminism is influenced by our relationship-oriented cultural worldview and sense of fairness and social justice. This feminist framework is rooted in historic events that place a value on education, community engagement, and compassion. Latinas in the U.S. are in the process of claiming their power through higher education while navigating cultural divides in personal and professional relationships and in other social contexts. Dr. Arredondo will present concepts and models, often invisible to Latinas themselves that contribute to our sense of identity and empowerment.

About Patricia Arredondo, EdD

Arredondo_Commencement_PhotoPatricia Arredondo, EdD, became Chicago Campus President of The Chicago School of Professional Psychology (TCSPP) in February 2013. She joined the school after successfully serving in senior administrative roles with the University of Wisconsin-Milwaukee and Arizona State University. Additionally, she led an organizational consulting firm addressing diversity in the workplace in Boston for 13 years. As of June 2015, she has assumed a new position with TCSPP as Senior Advisor for Institutional Initiatives.

In the academic world, Arredondo is a national leader and scholar on many fronts, extensively published in the areas of multicultural competency development, immigrant issues in counseling, counseling with Latinas/os, women’s leadership and, organizational diversity. She has authored more than 100 referred journal articles, book chapters, and training videos and is regularly invited for keynote addresses nationally and internationally. Her latest book, Culturally Responsive Counseling for Latinas/os was published in 2014 by the American Counseling Association (ACA) Press. Currently, Arredondo is also co-principal Investigator on a three-year training grant from the National Science Foundation that advances women of color in the STEM fields to administrative opportunities at Historically Black Colleges and Universities and Tribal Colleges. She considers herself a social justice advocate and an educator at heart.

Civic and professional organization leadership is visible throughout Arredondo’s career. She served as president of four national associations, among these was the American Counseling Association (ACA), the largest counseling association in the world. She is the only Latina to serve in that position. Arredondo was also president of the American Psychological Association Division 45 - Society for the Psychological Study of Ethnic Minority Issues, the Association of Multicultural Counseling and Development of the ACA and the founding president of the National Latina/o Psychological. In the civic arena, Arredondo has always been active in community activities. Among her leadership roles were president of the Board of Family and Children’s Services in Boston, on the board of the Diversity Leadership Committee for the City of Phoenix, Vice-Chair of the Social Development Commission for Milwaukee County, the largest anti-poverty organization in Wisconsin, and more recently she was appointed to the Advisory Board for DiversityMBA Magazine in Chicago. She chairs the Board of Professional Affairs for the American Psychological Association.

Arredondo has been the recipient of many awards and recognitions throughout her career. Many of these awards acknowledge her as a “pioneer” or change agent in her profession. She is the 2013 recipient of the prestigious Henry Tomes Award for Distinguished Lifetime Contributions to the Advancement of Ethnic Minority Psychology, the “Living Legend” award from the ACA, the Lifetime Achievement Award from APA Division 45, the Madrina Award by the National Latina/o Psychological Association, and an honorary degree from the University of San Diego; she also holds Fellow status with the American Counseling and American Psychological Associations. She enjoys promoting women’s leadership, mentoring graduate students, emerging professionals, entrepreneurs, and individuals who want to make a difference on behalf of others.

Arredondo holds degrees from Kent State University, Boston College, and Boston University. She is a licensed psychologist and bilingual in English and Spanish. Arredondo is extremely proud of her Mexican American heritage. Arredondo is family-centered and enjoys her extended family engagements across the country.

 For more information about all of the Fielding Educational Series please visit https://www.eventbrite.com/e/fielding-educational-series-summer-2015-registration-17487812518.

Tags: EdD, social justice, educational leadership, diversity, sociology, leadership, adult learning, fielding graduate university, human rights, learning

5 Reasons Why Fielding Alumni Should Attend National Session 2014

Posted by Hilary Edwards on Fri, Apr 18, 2014

Get Your Fielding Fix!

Fielding Alumni, are you trying to decide if you should attend National Session this summer? Here are 5 excellent reasons why you should:

#1 Visit with your Fielding classmates and faculty, because they want to see you too!

#2 National Session is at a new location

It is with great excitement and anticipation that we would like to share the good new that summer session 2014 will take place in Rosemont (a community close to Chicago, Illinois) at the Westin O’Hare hotel. This decision based on the following values:

Student Centered Education. Based on longitudinal data, program delivery task force recommendations, and Senate Leadership Committee input about student needs regarding an appropriate site location, Debbie Lemke (Director of Academic Conference and Event Services) found a place for us that allows us to maximize learning opportunities for our students national session, while also accommodating growing needs to include IT, multiple meeting spaces, and special events. We wanted to do this wrapped in a framework of providing an accessible and affordable experience for our students. To us, this selection is consistent with our value of providing a student-centered education.

Westin WESTIN O’HARE HOTEL IN ROSEMONT, IL building photo resized 600

Social Justice.For many years, our LGBTQ and their allies have requested that we seek to find session locations in states that extend civil rights for all our community members. Although much progress has been made in the US on this important issue, this still limits the number of states where we could locate a session that was also affordable and accessible to the greatest number of students. Illinois, however, is such a state. In addition, the hotel  is located in a neighborhood with many local restaurants. As an educational institution, we seek to avoid food deserts and support locations that are connected to local resources as much as possible. Finally, we care about the affordability and value of our location choices, and being in the middle of the country, this place is both accessible and affordable for more members of our community.

Ecological Justice/Sustainability. This site location was chosen partially because if offers inexpensive public transit to many destinations, including access to downtown Chicago. It also is near a park/jogging trail, which is another component for a healthy learning environment. The Westin hotel also offers a new program partnering with New Balance running shoes that offers a pair of running shoes, socks (you get to keep the socks), and workout clothes during your stay for $5. The hotel is also working with us on basic sustainable practices, such as reducing waste, recycling, and moving to eco-friendly practices.

#3 Attend the Fielding Alumni Track sessions

thumbs up resized 600This year’s Alumni Track is packed full of intellectually stimulating topics that are relevant across all schools disciplines. The following presentations were carefully selected by the Fielding Alumni Council and are open to all alumni and students. Click here for schedule dates and times. Registration is required.

  • The Altered State of Human Experience: Conflict and communication of global religious/spiritual experiences in the digital techno-machine world with Theresa James (ELC ’13)
  • Comprehensive Evaluations of Brain Function with Ricardo Weinstein, PhD (Neuropsychology Post-Doctoral Certification ‘08)
  • Getting Back on Track: Coaching strategies to help women leaders thrive in the face of derailment with Kevin Nourse, PhD (HOD ’09) and Lynn Schmidt, PhD(HOD ’09)
  • Building Communities for Systemic Change for Authentic Racial Inclusion with Joyce A. Caldwell, PhD, (HOD ’09) and Joan M. Buccigrossi (HOD ’13) 
  • Giving Employees a Choice During a Transformation: The results with Keri Ohlrich, PhD (HOD ’11)
  • The Experience of Being a Social Justice Educator with Cheri Gurse, PhD (HOD ’13)
  • Getting Smarter, Faster with James B. Webber, PhD  (HOD ’03) and John J. Barnett, PhD (HOD ’94)
  • Integrating Three Communities of Practice as Scholar Practitioners with Anne Litwin (HOD’ 08) and Ilene Wasserman (HOD ’04)
  • Rumi’s Poetry: Journey toward meaning and transformation with Fariba Enteshari (ELC ’13)

 ALUMNI TRACK PANEL SESSIONSFielding Class

  • Lessons from Military Psychology: organizational strategy, ethics, and mental health in high-stress environment with PANELISTS: Joseph Troiani, PhD (PSY, ‘92) Stephen Redmon, PhD (HOD ‘13) Barton Buechner, PhD (HOD ‘14)          
  • Coaching Across the Fields: Uses, tips, and collaborative implementations with PANELISTS: Heidi Maston, EdD (ELC ’11,) Howard Fox, MA (HOD ’10), and John Hoover, PhD (HOD ’97)

#4 PSY CE Credits are Available

Thanks to the fine folks in the psychology department, there are TWO continuing education classes being offered at national session (Registration is required):

  • Introduction to Integrated Psychodrama: Working with the Unspoken with Judith Schoenholtz-Read, EdD
  • Writing the Professional Book/Film Review with Sherry Hatcher, PhD

Need more details? Click here.

# 5 Return to the biggest alumni party of the year! 

alumni loungeIt is that time of year where graduates who have completed their academic journey  return to national session and attend the Alumni Reception to connect, collaborate, and celebrate. Registration is required.

We hope you will take the opportunity to meet like-minded colleagues from other disciplines, build your professional network, and enjoy your time on our "virtual campus."

Alumni attend sessions and events at a discounted fee of $150. This allows access to various seminars and events scheduled by any of the three schools along with all alumni events. Registration closes promptly at 9:00 am PDT on Friday, May 2, 2014. After that date a late fee of $50 will apply.

For more information and to register, click here:  http://web.fielding.edu/events/

Tags: national session, fielding graduate university, learning

Teaching Truly: A Curriculum to Indigenize Mainstream Education

Posted by Hilary Edwards on Mon, May 13, 2013
Teaching Truly resized 600

Fielding Graduate University School of Educational Leadership and Change (ELC) faculty member, Four Arrows (Don Trent Jacobs) publishes book entitled, Teaching Truly: A Curriculum to Indigenize Mainstream Education.

This is the twenty-first book written by Four Arrows, and Peter Lang Publishers claims Teaching Truly to be a first of its kind for educational publishing. After reviewing Teaching Truly, Noam Chomsky stated:

This enlightening book reminds us that the grim prognosis for life on this planet is the consequence of a few centuries of forgetting what traditional societies knew, and the surviving ones still recognize. We must nurture and preserve our common possession, the traditional commons, for future generations, and this must be one of our highest values, or we are all doomed. To regain this sensibility from those who have preserved it we must pay careful attention to their understanding and practices, especially their educational practices as brought to us in these thoughtful chapters.

Teaching Truly offers K-16 course-specific guidelines for helping teachers and students counter-balance mainstream education’s hegemonic influences with indigenous learning precepts. Guest authors contribute to six of the book’s thirteen chapters, one of which is doctoral ELC student and mentee of Four Arrows, Kathryn England-Aytes.

This is not the first Fielding student to have co-authored with Four Arrows. A number of students in Fielding’s neuropsychology program contributed to his book, Critical Neurophilosophy and Indigenous Wisdom and students from all three colleges contributed to his acclaimed text on alternative dissertations, The Authentic Dissertation. When asked about why he asked a student to contribute, Four Arrows replied:

I’m fortunate to be able at this stage of my career to get publishers interested in projects. One of my goals, besides getting people to rethink status-quo perspectives, is to give recognition to the one school that stands for challenging the stats-quo where needed, Fielding Graduate University. Since our students are a big reason for Fielding’s reputation, I love to not only use their expertise but also to give them first opportunities to get published whenever possible. Kathryn’s dissertation work offered a perfect opportunity for an introductory chapter for this book and I’m proud she has joined the more seasoned guest authors on the cover of the book.

As an anarchist educator, Four Arrows solicited a large number of noted critical educators to read and comment on his text. Although he admits that offering suggestions for non-Indian teachers to teach non-Indian students is sensitive and complex undertaking, it is full of opportunities to turn the dire situations facing our world around. It seems that many agree with this approach.

The sampling of reviews below reveals that Four Arrows has touched a nerve in both offering frank criticism of policy, standards and outcomes in mainstream education while offering a counter-balancing solution that can be used in complementary ways to existing curriculum for those teachers who dare:

Penetrating, fearless and practical, this book offers educators (and anyone else with an interest in our future) a way to create a better world—before it is too late!—Thom Hartmann

In my own work as an environmental activist, I’ve learned more from the indigenous environmental network than just about anyone else. If the Indigenous perspective can help even an old guy like me, then educators should be paying attention to what Four Arrows offers in this book. God knows we need some new ways of looking at things.—Bill McKibben

Teaching Truly is a singularly provocative book with the unsettling analysis that education is not about learning and economics is not about the well-being of society. As today’s institutions crumble in their dysfunction, Four Arrows draws upon tens of thousands of years of empirical data within Indigenous societies, crucial intelligence on what works and how to unleash the kind of learning that will help us become human beings present and in balance with Mother Earth.—Rebecca Adamson

At a time when mainstream education is viewed as impoverished and lacking in meaning, this engaging book invites educators to start a self-reflective dialogue on educational innovation stimulated and inspired by the indigenous wisdom. With humility, sensitivity and force, Teaching Truly gives rise to the possibility of transforming education from inside out.—Scherto Gill

In this provocative new book, Four Arrows takes a principled stand on behalf of a significant educational perspective that has long been buried by corporate and political interests, that of the continent’s primary people. We would surely live more balanced, respectful and grounded lives if 21st-century educators were to read this book and learn from its lessons. If we hope to pass along to our grandchildren a healthy 22nd century, we need a richer education than the ‘edupreneurs’ have provided us thus far.—Peter Smagorinsky

This new book by Four Arrows bridges a gap, allowing for a renewed flow of wisdom from American Indian cultures. This perspective has always been crucial to us at AERO and we hope many will be able to use it before our mainstream culture goes over a cliff.”—Jerry Mintz

This book needs to be taken seriously. It offers a perspective that has been missing in cultural storage and thinking promoted in public schools and universities and online learning systems. There are many reasons for learning from indigenous knowledge systems. It would be a mistake to read Teaching Truly as an appeal to going back in time, as the lessons to be learned from indigenous cultures are timeless.—C.A. Bowers

In Teaching Truly, Four Arrows draws a frighteningly accurate map of the known world, and the spiritual and material collapse that’s upon us: death and destruction at the heart of the liberal techno/imperial/capitalist juggernaut. Drawing on ancient and Indigenous ways of being and knowing Four Arrows offers a contemporary guide to what is to be done, and illuminates a path toward a future where schools might play a powerful role in truth-seeking, repair, and renewal for all children, youth, families, and teachers. After an encounter with Four Arrows, I reflected with renewed energy on the urgent questions that drive free people in pursuit of enlightenment and liberation: What are we? Why are we here? Where are we headed? How shall we live? What kind of world can we hope to inhabit? This handbook for teachers is a vibrant and essential text for anyone who wants to understand the broad dimensions of the mess we’re in and pursue a wise and practical pathway forward.—William Ayers

Four Arrows has cut to the core in Teaching Truly. Doing more than overcoming the omissions, misinterpretations, and outright fictionalization of our culture, traditions and spirituality that have been taught in American schools, he has put together generalizable teachings for specific subjects in ways that can point education toward achieving a more balanced world.—Tim Giago, Nanwica Kciji (Stands Up for Them)

To order a copy of Teaching Truly: A Curriculum to Indigenize Mainstream Education go to Amazon.com. All profits from this book will go to worthy American Indian educational associations and foundations.

Listen to Four Arrows radio interview on the Kevin Barret show: http://truthjihadradio.blogspot.mx/

Contact: Four Arrows, aka Don Trent Jacobs, PhD, EdD, http://www.teachingvirtues.net

 

Tags: educational leadership, diversity, multicultural, fielding graduate university, learning

Fielding doctoral student Carol A. Preston-Brown selected to present at 14th Annual Narrowing the Gulf Conference

Posted by Hilary Edwards on Thu, Mar 14, 2013

Carol Feb 2013 no logo 6480pix resized 600Fielding Graduate University Educational Leadership & Change doctoral student and alumna Carol A. Preston-Brown, MA, (OMOD ’06) chosen to present at the Narrowing the Gulf 14th Annual Conference at the St. Petersburg College Critical Thinking Institute on April 4-5, 2013, in Clearwater, Florida.

Identified as an emerging scholar, Preston-Brown will present a workshop based on her dissertation research titled “Like a Bridge Over Troubled Water: An Intervention for Youth Aging Out of the Foster Care System," in which she states: 

Education outcomes for former foster youth are dismal. Although 70% of youth in foster care want to go to college (Rassen, Cooper, & Mery, 2010), the resources available for their success in California Community colleges are clearly insufficient.  My dissertation research begins with the mandate of the Chancellor of California Community Colleges to create systems of support for former foster youth who transition to community colleges.  My work also addresses the significance of academic K-12 preparation, which should lay the foundation to support quality-of-life-goals, so former foster youth can become contributing members of society.  

The annual Narrowing the Gulf Conference focuses on improving classroom instruction and supporting services for underrepresented students in postsecondary education. Preston-Brown’s research dovetails well with the theme of the conference given that she discusses former foster youth on the community college campus. Her research follows the theories of Maslow, Friere, Chickering, and Erickson as she explores the lack of positive outcomes and support for these students.

To view the full conference schedule, click here.

Tags: educational leadership, learning, research

Preparations are set for the Sixth Annual International Conference on Positive Aging in Los Angeles, CA in February 2013

Posted by Hilary Edwards on Thu, Nov 29, 2012

PACCommunity members and renowned experts gather to shape confident future for aging population.

Featuring keynote speaker Wendy Lustbader, MSW, live webinar with Ram Dass, award recognition for Dr. James E. Birren,and presentation from Dr. Brian de Vries amongst many others.


According to the U.S. Census Bureau and U.S. Department of Health and Human Services, baby boomers will turn 65 at a rate of 10,000 per day for the next decade making them the fastest growing segment of the population. Future implications indicate: “tomorrow’s elderly will have quite different social, demographic, health, and economic characteristics than today’s elderly… as average length of life continues to increase, issues regarding the quality of active life expectancy are likely to assume greater importance.” In anticipation of this growing segment of our population, the Sixth Annual International Conference on Positive Aging, hosted by Fielding Graduate University’s Institute for Social Innovation, brings together notable speakers and workshop leaders to explore new and innovative approaches to positive aging. This year’s topic is “Life-Reimagined: New Approaches to Positive Aging” and the conference will take place February 10-12, 2013 at the Center for Healthy Communities at The California Endowment in Los Angeles.

The Sixth Annual International Conference on Positive Aging includes a variety of workshops that explore themes of creative expression, community, wellness, and life transitions.  Dr. Katrina Rogers, Provost of Fielding Graduate University and Senior Vice-President states:  “Positive aging promotes creativity, wellness, and growth. It means taking personal control of your life instead of being a victim or passive observer. In this model, aging presents a new opportunity for being socially active, for engaging with the community, for being productive, and for seeking a new meaning and purpose in life. This is why the conference is larger each year: people are interested about how to age well.” The conference provides opportunities to engage in physical and creative activities, including yoga, meditation, music, and connecting with others with similar interests.  Conference registration is open to the public.

Wendy Lustbader resized 600The keynote speaker for this year’s conference is Wendy Lustbader, MSW, who currently serves as Affiliate Associate Professor at the University of Washington School of Social Work. Ms. Lustbader has considerable experience working with older people, their families and caregivers, and lectures nationally on subjects related to aging.  As a medical social worker, she specialized for almost twenty years in out-patient mental health at the Pike Market Medical Clinic in Seattle, and has also practiced in a home health care agency, hospital geriatric unit, and nursing home. Ms. Lustbader’s first book was co-authored with Nancy Hooyman, Taking Care of Aging Family Members. This is a practical guide to caregiving which is still considered the best book of its kind by experts in the field of aging. At the opening reception on Sunday, February 10th, Ms. Lustbader will speak about her latest book, Life Gets Better: The Unexpected Pleasures of Growing Older.

 

Ram Dass resized 600The conference will also host a webinar with world-renowned American contemporary spiritual teacher and author Ram Dass. He is known for his personal and professional associations with Timothy Leary at Harvard University in the early 1960's, for his travels to India and his relationship with the Hindu guru Neem Karoli Baba, and for founding the charitable organizations Seva Foundation and Hanuman Foundation. His practice of karma yoga or spiritual service has opened up millions to their deep, yet individuated spiritual practice and path. Dass continues to uphold the boddhisatva ideal for others through his compassionate sharing of true knowledge and vision. His unique skill in getting people to cut through and feel divine love without dogma is still a positive influence on people all over the world.

 

BirrenPic resized 600Dr. James E. Birren is one of the "reigning pioneers" in the organized field of gerontology since the 1940s. He is a past president of The Gerontological Society of America, and author of over 250 publications. Dr. Birren will receive Fielding's Creative Longevity and Wisdom Award in recognition of his six decades of seminal contributions including the influential work on guided autobiography.

 

 

 

 

Brian de Vries resized 600Featured speaker Dr. Brian de Vries, Professor of Gerontology at San Francisco State University, and will share his extensive work on aging experiences, including bereavement among gay, lesbian, bisexual, and transgender adults.  He is a Fellow of the Gerontological Society of American, a member of the Leadership Council for the American Society on Aging, and co-chair of the Lesbian and Gay Aging Issues Network constituency group. Most recently, Dr. de Vries has become a policy advisor for AARP, California. 

 

 

 

Attendees include professionals in the fields of health care, insurance, life planning, care giving and lifelong learning, as well as those interested in ageism, gaining, spirituality, creativity, wellness, entrepreneurship and more.

Early registration for the three day conference is $275 until January 14th, 2013, and $300 after. Single day tickets are $125. Registration includes meals and opening reception Sunday evening.  To attend only the Sunday dinner reception featuring keynote speaker Wendy Lustbader is $80.

To register, please visit: http://positiveaging2013.eventbrite.com/#

For more information and updates about the conference, please visit the website: http://www.positiveaging.fielding.edu/

Join the Facebook page for speaker updates and event announcements: Positive Aging Conference FACEBOOK 

 

 

 

 

 

 

 

 

 

 

Tags: creativity, social justice, educational leadership, diversity, religion, intentional change, conference, sociology, self-esteem, international, adult learning, higher education, fielding graduate university, human development, learning

Fielding doctoral faculty Jenny Edwards, PhD, presents in Hong Kong and Nanjing

Posted by Hilary Edwards on Mon, Nov 26, 2012

jenny edwards resized 600Fielding Graduate University alumna (HOD '93) and School of Educational Leadership and Change doctoral faculty member Jenny Edwards, PhD, recently presented a seminar titled "Seven Principles for Using Language to Optimize the Potential of Your Students" at the International Alliance for Invitational Education World Conference in Hong Kong. 

The Invitational Education World Conference provides a professional platform where educators around the world meet and share their success stories in optimizing the potentials of young people. 

Edwards's presentation was based on her book Inviting Students to Learn: 100 Tips for Talkingdescribe the image Effectively with Your Students which is available on Amazon.com

Following her presentation in Hong Kong, Edwards traveled to Nanjing, China where she presented the same topic at the pre-conference for the Nanjing Principals.

Edwards has taught grades K–5 and grade 7. She has also served in Staff Development in Jefferson County Schools in Denver, Colorado. She is a training associate in Cognitive CoachingSM and has done extensive research in the area. She co-authored and served as project director and principal investigator for a $1.01 million grant for implementing Cognitive CoachingSM, Nonverbal Classroom Management, and monthly dialogue groups from 1994 to 1997 in Jefferson County Schools. She has conducted trainings in 11 countries in Spanish, French, Italian, and English. She has most recently presented Adaptive Schools trainings in Mexico and Italy.

Tags: educational leadership, international, fielding graduate university, learning

Dr. Bernard Luskin: Join the Society for Media Psychology & Technology

Posted by Hilary Edwards on Thu, Nov 15, 2012

Dr. Luskin has an exceptional history as an administrator, educator and leader in media psychology. Bernie Luskin has made many contributions and pioneered new programs," said Dr. Judith Kuipers, President Emeritus of Fielding Graduate University. "While at Fielding, Bernie developed and launched the first MA Ph.D. program in Media Psychology and EdD program in Media Studies in any university. Partnering with UCLA Extension, he launched a successful master's degree program in Media Psychology and Social Change, and at Touro University Worldwide he launched an MA degree program in Media and Communications Psychology," said Kuipers. From PR Newswire 

Join The Society for Media Psychology & Technology

Published on Psychology Today (http://www.psychologytoday.com)

This article explains the APA Society for Media Psychology and Technology and gives you an overview of media psychology refined from many years in this field.

 

describe the image

Creative media applications in learning are rapidly expanding. Focus on MOOCS, online and blended learning, augmented reality, artificial intelligence; robotics in commerce, education, public policy, telehealth, and military applications from inner to outer space are increasing. Twenty-first century educational institutions need more sophisticated faculty and staff who understand higher concepts in media arts and sciences. Individuals must now grasp the implications of media to perform competitively in the majority of new and emerging occupational specialties.

Theories in psychology are fundamental.

Media psychology includes the understanding of the physical and emotional aspects of the brain. Range of emotion, expression, persuasion, sexuality and gender are among the areas of continuing study within media psychology. Also included are theories of attention, persuasion, emotional control, believability, situational cognition, assessment, learning, mind mapping, persistence, reinforcement, mastery, success and failure. “Pscybermedia,” is a neologism combining psychology (human behavior), artificial intelligence (cybernetics) and media (pictures, graphics and sound).

Applying the art and science of media psychology has become essential to effective teaching. Media psychologists study and report the effects of research on sensory and cognitive processes that impact cultural attitudes and values.

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Effects studies show the way.

Effects research examines how the various news and entertainment media affect, and are affected by, audiences, their demographics and numbers. Examples of media influences include the formation, maintenance and/or change of individual and group stereotypes. On-camera and off-camera diversity representation, the framing of media stories and news, advertising, public service messages, political messages and more, directly influence overt and nuanced human behavior.

Understanding applied media psychology is important for those who work with and within the public and private sectors. Specifically included are government, military, public and private health services and all areas of telecommunications, teletherapy and commerce. The pursuit of commercial opportunities and innovations in the delivery of online learning for traditional education institutions and corporate university populations are equally important areas.  Media psychologists are among the professionals who consult with producers of printed and electronic books, films, those who appear as guests or hosts on radio or television, and all who offer on-line services involving advice, counseling information, expert testimony in litigation and dispute resolution.

 

Scholar practitioners’ are us.describe the image

scholar/practitioner approach is increasingly important for many career professionals. The scientist-clinical and applied practitioner is a natural disciple of the media psychology specialty.  Thucydides, author of The History of the Peloponnesian War written in 431 B.C.E., is reputed to have said it best:

“A nation that draws too broad a difference between its scholars and its warriors will have its thinking being done by cowards, and its fighting done by fools.”

Combining research, theory and practice maximizes new opportunities in health services, public service and public policy, publishing, education, entertainment and commerce for those with a solid foundational understanding of theories in psychology and their connection to human behavior.

The APA Society for Media Psychology and Technology will heighten awareness, open new career options and serve as a catalyst in providing a forum so that working together we can achieve a better world.

Society Website:   http://www.apa.org/divisions/div46/index...

References:

Luskin, Bernard Jay, (1970) An Identification and Examination of Obstacles to the Development of Computer Assisted Instruction, University Microfilm ID: 7199656, 288 pages

Luskin, B. J., & Friedland, L. (1998). Task force report: Media psychology and new technologies. Washington, DC: Division of Media Psychology, Division 46 of the American Psychological Association. Link:http://www.apa.org/divisions/div46/articles.html

Luskin, B.J. (2003, May/June) Media psychology: A field that’s time is here, The California PsychologistMay/June, 2003, reprinted, National Psychologist

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Dr. Bernard Luskin is President-elect (2014), of the Society for Media Psychology and Technology, the Media Psychology Division 46 of the American Psychological Association. In 2011, the Society recognized Bernie Luskin with its award for Distinguished Lifetime Achievement in Media Psychology. He can be reached at: BernieLuskin@gmail.comwww.LuskinInternational.com.

                                                     

 

Tags: Media psychology, psychology, sociology, social media, leadership, higher education, learning, research

Fielding alumna recently presented at the Association for Coaching meeting in Scotland

Posted by Hilary Edwards on Fri, Nov 09, 2012

Leni Wildflower, PhD, (HOD '99) recently spoke at the Association for Coaching meeting in Scotland. 

Leni spoke to a workshop of 90 people describing the Immunity To Change process designed by Bob Kegan and Lisa Lahey of Harvard University. Leni states, "It is a powerful tool for making changes in one’s personal and professional life." Leni is certified in this process and will present it next year in Australia at the International Coach Federation coaching conference.  Her new book The Hidden History of Coaching will be out early next year.

“Being an American living in London and being an executive coach, I decided that the way to see Europe was to offer to present the Kegan/Lahey Immunity to Change process to International Coach Federation coaching groups. In the coming months, I will be traveling in Stockholm, Sweden; Lisbon, Portugal; Budapest, Hungary; and Athens, Greece.  It is a wonderful way to present a program I believe in and to see Europe!”

The Handbook of Knowledge-Based Coaching: From Theory to Practice (0470624442) cover imageLeni is the co-author of The Handbook of Knowledge-Based Coaching. This book presents a stellar international panel of more than twenty practitioners offer an overview of the major theoretical models and sources of knowledge that have contributed to current coaching practice. For each theory and knowledge area there are specific examples of how it might effectively be applied in a coaching engagement and recommended resources for further study.

Drawing on a wide range of academic disciplines, including psychology, adult learning, conflict management, communication, organizational development, and leadership, Leni establishes the intellectual underpinnings of the profession. She identifies alternative sources of wisdom, such as spiritual traditions and the self-help and human potential movements, and covers a range of specialized approaches, from narrative and somatic coaching to coaching for sustainability, to create a rounded picture of coaching's origins and practices.

The Handbook of Knowledge-Based Coaching is available on Amazon.com

 

Tags: educational leadership, intentional change, conference, leadership, development, international, learning

Open research and education: Fielding alumna Gigi Johnson presents globally

Posted by Hilary Edwards on Mon, Oct 29, 2012

The first Open Knowledge Festival was held in in Helsinki from September 17th to 22nd, 2012 with over 800 participants from across the globe. This festival included a week of participatory sessions, keynote lectures, workshops, hackathons and satellite events. This years theme was Open Knowledge in Action: looking at the value that can be generated by opening up knowledge, the ecosystems of organizations that can benefit from such sharing, and the impacts transparency can have in society.

The week was organized through collaborations amongst over 100 guest planners from around the world leading 13 key Topic Streams of whom Fielding Graduate University alumna and current Fielding Alumni Council member, Gigi Johnson, EdD, (ELC '11) presented on Topic Stream 7: Open Research and Education. From her time zone southern California in the middle of the night, Gigi remotely joined team members from Mexico City, Brooklyn, and in Finland at the festival.  Gigi noted, "It went really well. We used Google Hangout to do a four city discussion while showing videos and text from our Peeragogy project. Our cohort on the ground (on-site in Helsinki) worked with our workshop participants, who had contributing new ideas to the research project based on their experiences across several countries."

To view videos of how hundreds of change-makers and experts from private, public and community sectors and helped build an international open knowledge ecosystem in Helsinki:
OK Festival

Tags: technology, educational leadership, sociology, sustainability, leadership, international, adult learning, higher education, human development, learning

Fielding alumna Melle Starsen presents in the US and the UK with research of stereotypes in media

Posted by Hilary Edwards on Fri, Oct 26, 2012

Fielding Graduate University alumna (ELC '11) Melle Starsen, EdD, presents her doctoral research across the United States and United Kingdom.

Starsen started off 2012 by traveling to the University of Oregon in Portland, OR, Loughborough University in Loughborough, UK, and John Moores University in Liverpool, UK presenting her research titled: "Cool to be cruel: Mean-spiritedness in 21st century children's TV sitcoms"  Starsen cites, "Much has been written about the proven negative effects viewing television violence has on children and yet there is another kind of violent role-modeling embedded in an unlikely place: children’s television sitcoms. This content analysis investigated live-action children’s half-hour sitcoms and discovered the presence of relational aggression and superiority humor, both of which rely on brutally treating other humans as inferior. The television characters seek revenge on each other, intentionally make others look bad or stupid, humiliate peers and parents, and are rarely punished for their mean-spiritedness and cruelty. The children’s sitcoms are behavioral blueprints of lies and deceit, as the characters unashamedly cheat others, defraud parents and other adults, and attempt to make peers and teachers look stupid and in the vernacular of the culture, “clueless.” Further, stereotypes are not only presented as acceptable, but are reinforced by frequent inclusion into the action. This study discovered myriad examples of mean-spiritedness and cruelty on the part of characters in the programs, ranging in frequency from 7 to 31.25 per half-hour episode, averaging 33.75 per hour for programs viewed. The study includes recommendations for parents and educators to help offset the possible negative effects of these programs."

For the next part of the year, Starsen began presenting her next topic: "Hidden messages: Archetypes in Blaxploitation Films" at the 2012 Film and History Conference-Film and Myth in Milwaukee, WI in September. Starsen states: "Many movie critics and researchers have rebuked Blaxploitation films (1970-1975) as sexist, racist, and, most of all, degrading to black audiences and the black community.  However, this empirical study of blaxploitation films has determined that far from presenting a negative image of the black community, many of the entries in this genre do in fact provide embedded archetypes that present consistent messages for black audiences about the need to eschew exploitation of their own people and communities and instead, support education, crime-reduction programs, and community outreach to improve the communities. The films, though accused of being violent and brutal, actually present messages about the need for black communities to stand together and right the wrongs of the past by supporting an almost sovereign nation-within-a-nation."

Starsen presented this research at the Midwest Popular Culture Association in Columbus, OH in October along with a second presentation titled "The metamorphosis of modern television news into 'entertainment propaganda" which she is scheduled to present at the upcoming Media and Politics Conference at the University on Bedfordshire, Luton, UK on Nov. 1-2, 2012.  

Starsen currently serves as assistant professor of communication at Upper Iowa University  which has an international and online presence; teaching television history, editing, writing for media, television production, media law and ethics, journalistic and online writing, and public speaking. Previously an instructor in communication for 10 years teaching screenwriting and speech. Published author with two novels, short stories in academic journals, and articles in national publications and journals. TV producer-director-writer at university PBS affiliate for nine years, producing documentary programs and PSAs. Researched, wrote and acted as location unit manager for American documentary on Dr Who. Journalist and freelance writer for 20 years, with articles in publications such as The New York Times. Wrote screenplay that is currently in pre-production. Appeared as extra in two films. Ten years’ experience acting and doing technical work in theatre. Ongoing research interests include: 1) using media such as film in successful college teaching; 2) importing real-life experience into university teaching pedagogy; and 3) researching and studying the millennial generation, so-called “echo boomers,” and their visually-oriented learning styles and short attention spans. Hobbies include photography, fossil hunting and collecting sea pottery shards from the UK.

Tags: Media psychology, conference, social media, international, human development, learning, research