Gemeinschaftsgefühl - Adler School of Professional Psychology

17 Pages·2014·5.01 MB·English

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(geh-MINE-shafts-geh-foohl)
1. (literally) “community engagement” or “social interest,” this Adlerian
term is used to describe one’s connectedness and interest in the well-being
of others that enhances or pre-conditions psychological health
2. The revolutionary notion that Alfred Adler proposed in turn-of-the-century
Vienna that drives the ground-breaking and far-reaching curricula and
commitment to community engagement at the Adler School
FEATURES
06: Connecting the Uninsured to Access
A two- to three-month wait for neuropsychological evaluations
at Adler Community Health Services points to the need among
those with a range of problems and no way to pay.
10: Images of Ethics
A conversation with Duanita G. Eleniak, Ph.D.—registered
clinical social worker, registered art therapist, author, and
director of the Adler School’s newest art therapy program. 061 2
14: Embedding Virtual Classrooms with Real
Social Responsibility
Blended and online degree program enrollment continues
to grow. The Adler School offers several master of arts
programs—embedded with unique focus on socially
responsible practice.
14
18: Working with the Next Generation of Practitioners
COMMUNITY IMPACT
for Social Justice
Adler School students guide future World Scholars at
CONNECTING
Chicago’s Village Leadership Academy on social justice 22
decision-making and critical-thinking skills.
COMMUNITIES 27: Uniting Psychology, Theology & Cultures
for Change
Father Lloyd (Sam) Cunningham, SVD, M.Div., Psy.D. ’05,
WITH CARE discusses how spirituality and psychology are the two most
important tools in his work.
In Chicago’s Chatham community, pre-doctoral intern Kalena Peterson (at left) and post-
DEPARTMENTS
doctoral fellow Kelley McKeever, Psy.D. ’13, are among the Adler Community Health Services
03: From the President
(ACHS) staff providing needed psychological services to students and their families at
12: News Briefs
St. Dorothy School.
The elementary school is part of the ever-expanding network of agencies working with 20: Institute News
ACHS to help strengthen vulnerable communities. Most recently, ACHS has established a 22: Talking Points
neuropsychology clinic for people without insurance or otherwise unable to pay for evaluations 24: Alumni News
that can change their lives. Read more, page 6.
adler.edu 01
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FFRROOMM TTHHEE PPRREESSIIDDEENNTT
Adler School of Professional Psychology Alumni Association
Board of Trustees Leadership Board
David Sinski, M.A., Board Chair Andres Zayas, M.A. ’06
Executive Director, President
Heartland Human Care Services
Nicole Maier, M.A. ’08
Joy MacPhail, Vice Chair Vice President
Former Canadian politician;
Partner, Shavick Entertainment Vilija Ball, Psy.D. ‘09
Betsy Brill, M.B.A. Deborah Braun, M.A. ‘09
President,
Strategic Philanthropy, Ltd. Matt Finn, Psy.D. ‘00
Janet Campbell, M.S.W. Jolene Harbaugh, Psy.D. ‘99
Coordinator of Child and Youth Mental Health,
Vancouver Coastal Region, Lilli Janzen, M.A. ‘88
Ministry of Children and Family Development Amy Lloyd, M.A. ‘07
Victoria Chou, Ph.D. Community referrals to our new neuropsychology clinic are
Retired, Dean, College of Education, Louis Martinez, M.A. ‘10
connecting people to mental health services they otherwise
University of Illinois at Chicago Maria Ogilvie, M.A. ‘06
Renee Citera can’t afford. Faculty practitioners such as Duanita Eleniak, who
Vice President, Jon Rosenfield, M.A. ‘11 leads our new art therapy program in Vancouver, are guiding
American Law Media Laura Snow Benoit, M.A. ‘11
soon-to-be graduates in connecting ethical reflection to real
Raymond E. Crossman, Ph.D.
President, practice. Our online programs are bringing together students
Adler School of Professional Psychology
and faculty throughout North America, connecting fields such
Michael Geller, B.Arch., MAIBC, FCIP
President, The Geller Group as emergency management leadership to the social responsible
William W. Greaves, Ph.D. practices that can transform service to communities.
Former Director/Community Liaison,
Advisory Council on Gay and Lesbian Issues, Connection to our mission—to advance Adler’s work by
City of Chicago Commission on Human Relations
“THE SOCIAL I STRONGLY BELIEVE—as Alfred Adler believed, and as we as graduating socially responsible practitioners, engaging
Doug Harris
Chief Executive Officer, a school community believe—that connectedness transforms. communities, and advancing social justice—has also brought
The Kaleidoscope Group LIFE OF MAN Adler taught that pursuing connectedness to others us to a new milestone in our institution’s history and its future.
Grace Hou, M.P.A.
President, EMANATES is innate to every one of us. It is the human condition; it This Gemeinschaftsgefühl marks the last issue we publish as
The Woods Fund of Chicago is essential to living in society with others. It is the Adler School of Professional Psychology. As you likely
David J. Kreischer, M.A. INEVITABLY gemeinschaftsgefühl, social interest—the connectedness to the have heard, and will read when you turn the page, we will
Managing Partner,
Higgins Kreischer and Associates, LLC well-being of others that leads to mental and community health. become known next January as Adler University. Our
Harold Mosak, Ph.D. FROM THE MAN/ Consider what connectedness can accomplish, what interconnectedness as faculty, students, staff, alumni, trustees,
Co-Founder and Distinguished Professor,
Adler School of Professional Psychology COSMOS happens when people and communities engage to improve community partners, donors, and friends—willing to engage,
Audrey Peeples, M.M. conditions and the societies in which we live. The United States deliberate, and envision—gave rise to this decision.
Retired, Former Chief Executive Officer,
YWCA of Metropolitan Chicago RELATION, AND has followed Canada’s lead to prioritize health care access for It will shape our future as we begin our strategic planning
Juan Salgado, M.U.P. all—and act on it. The mainstream recognizes marriage this fall, determining how we transform our school into a
President and Chief Executive Officer, MAKES EVERY
Instituto del Progreso Latino equality as a right for all, and states and countries are changing university that advances our unique mission in ways we might
Bernard Shulman, M.D. PERSON A their legal and social structures to support that. These are not yet imagine. It will determine what more we can do as an
Director of Psychiatric Services,
Diamond Headache Clinic; transformational changes in our lifetime. Close to home, institution of higher education, and as practitioners uniquely
Co-Founder, Adler School of Professional Psychology CREATURE AND every day, communities are engaging with government and equipped to engage communities in challenging entrenched
Eric C. Warner, P.T., M.S. systems to reform their schools, prevent violence, support their systems and social structures.
Chief Executive Officer,
CREATOR OF
Accelerated Rehabilitation Centers young people, and advocate for or against laws and policy that Our connectedness transforms us; through it, we create
SOCIETY.” affect them. the society we envision.
Much has been accomplished. There is much more to do.
– Alfred Adler Poverty, violence, discrimination, social exclusion, and social
ills of every kind remain in this world. They affect all of us.
There is much more connectedness to create.
Our institution specifically prepares students as socially
responsible practitioners to build that type of connectedness—
to engage communities in changing systems that will
© 2014 Adler School of Professional Psychology • All rights reserved •
Produced by Adler School of Professional Psychology, Department of sustain health and the human condition. This issue of Raymond E. Crossman, Ph.D.
Marketing & Communications • 17 N. Dearborn Street, Chicago, Illinois
60602 • Telephone: [phone] • Email: [email protected] • Gemeinschaftsgefühl highlights a few of the ways we’re President
Associate Vice President of Marketing & Communications: Mark Branson •
Director of Communications: Kim McCullough • Marketing Project Manager: doing so. Adler School of Professional Psychology
Sarah Oliver • Design: O’Connor Design • Photography: Roark Johnson,
Charlie Simokaitis, Kelly Wilkinson
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TO OUR COMMUNITY:
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MOVING FORWARD ON u students, and advisors and influencers of became the Alfred Adler Institute of Chicago.
r
undergraduate students. In 1991, we became known as the Adler
et
More than 1,000 people provided School of Professional Psychology.
A HISTORIC DECISION s
n input. Common themes addressed strong We believe our name change to Adler
preference for a name that: University will provide an enduring name for
te
us. The university designation allows the
• Conveys prestige and credibility;
r
greatest opportunity to differentiate our
v • Is broadly understood and globally
a institution and advance our mission.
recognized;
s i
Our mission will not change. It remains
pt • Aligns with the Adler name, our legacy and
t constant: to continue the pioneering work
c mission, and socially responsible practice;
n of Alfred Adler by graduating socially
On November 14, 2013, the Board of Trustees of the Adler School of • Helps support internship and career
ye responsible practitioners, engaging
Professional Psychology approved a name change for our institution. In January opportunities, access to institutional
2015, the Adler School will officially become known as Adler University. e ftp grants and funding, growth of research communities, and advancing social
d fi opportunities, and wider recognition among justice. This is embedded in our culture,
anss our peers; and curriculum, training, values, and identity.
uy We have established a special
tuor • Is enduring, lasting, and most inclusive—
This historic decision is the outcome of programs outside professional psychology internal and external research to test strength t page at adler.edu/namechange.
t s o allowing for our long-term evolution.
more than a year of discussion, qualitative that also advance our mission. of support for four name options that retained il mr The page provides regular updates
s
and quantitative research, and extensive The Board of Trustees determined a the Adler name and legacy: Adler College, nu ps Internally, Adler University was preferred and will announce details as they
input from alumni, students, faculty, staff, new name was necessary to address these Adler Institute, Adler School, and Adler most as the name best serving our needs.
and community partners, as well as concerns, and to more robustly support our University. All research also solicited mc m i Externally, potential prospective students and are finalized throughout the year,
v such as the availability of diploma
prospective students and advisors. vision as “the leading academic institution qualitative comments and suggestions for a undergraduate students strongly preferred
options for alumni and the official
We embarked on this change advancing socially responsible practice, additional names. u o d this name as well. All of our internal and
understanding that our current name does healthy communities, and a more just society.” Focus groups took place at the Chicago f external research was compiled and provided date that we will change our name
l c a to Adler University.
not reflect the breadth and depth of our We plan to officially become Adler and Vancouver campuses for faculty, to the Board of Trustees. The research guided
institutional, student, and faculty work, nor University in January 2015. Until then, students, and staff; alumni; and community a the Board to a clear decision that Adler The page also includes links for our
our aspirations for the future. The term we remain known by and operate under partners and funders. University is the name that best addresses alumni, prospective students, colleagues,
“school of professional psychology” requires our current name, the Adler School of Surveys were also developed and our needs, and will most robustly support community partners, and others to contact
a good deal of explanation for most people, Professional Psychology. disseminated, tailored to current students, our vision. us directly with questions throughout our
including prospective students and faculty and staff, alumni, and community This historic decision is the outcome Like many institutions, our name has name change process. We invite everyone
community partners. Importantly, for the past How was the name Adler University partners and funders. In addition, we of more than a year of discussion, evolved as the school itself evolved. In 1952, to do so and remain connected with us
several years, our name has excluded most of determined? Who was involved? conducted external surveys to test the qualitative and quantitative research, Rudolf Dreikurs and his colleagues founded throughout this exciting, important transition
our students, faculty, and graduates, who In fall 2013, at the direction of our Board viability of naming options among potential and extensive input from more than our institution as the Institute of Adlerian in our history and toward our future.
represent counseling and our other academic of Trustees, the Adler School undertook prospective students, current undergraduate 1,000 individuals. Psychology. Two years later, in 1954, we adler.edu/namechange •••
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FEATURE

CONN ECTING
THE UNINSURED TO ACCESS
A two- to three-month wait for neuropsychological evaluations
at Adler Community Health Services points to the need among
those with a range of problems and no way to pay.
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FEATURE
UNDERSTANDING THE
BRAIN'S ROLE DRIVES
DEMAND FOR
NEUROPSYCHOLOGISTS
RECENTLY DIAGNOSED WITH A SEIZURE DISORDER, GROWING RESEARCH AND UNDERSTANDING of the
the 30-year-old woman came to Lydia Wardin and the brain’s role in developmental, learning, and behavior
Adler School’s new Adler Community Health Services (ACHS) disorders, along with advances in imaging technologies
Neuropsychology Clinic with a complex medical-social history and assessment techniques, are helping to drive demand
and no insurance coverage. for neuropsychologists in the United States and elsewhere.
She hoped to find out whether returning to school was even To meet the need, the Neuropsychology Concentration
possible with her seizures, struggling memory, and cognitive offered through the Adler School’s Psy.D. program
problems. During her daylong outpatient evaluation with in Chicago is providing intensive training for a growing
Wardin, details came to light. A history of suffering sexual number of students interested in the field, said
abuse, with no medical attention. Multiple traumatic brain Douglas Whiteside, Ph.D., ABPP/CN, Professor of
injuries as far back as childhood. Anxiety. Clinical Psychology and concentration coordinator.
“She was on a lot of medication to control her seizures,” “We’ve worked hard to make our program rigorous, as
says Wardin, a fourth-year student in the School’s Doctor of intensive as any neuropsychology training program in
Psychology in Clinical Psychology (Psy.D.) program in Chicago. the country, with a strong faculty including three board-
“She wanted to go back to school, and just didn’t know if she certified neuropsychologists,” he said.
could do that.” The Adler School’s comprehensive didactic and
“The recommendations can
The woman is among a growing number of Chicago-area experiential neuropsychology training focuses heavily
men, women, and children referred to ACHS and its new clinic help an individual put the pieces of on research alongside practice.
providing comprehensive, individualized neuropsychological The comprehensive evaluation also enables Wardin to “In neuropsychology, it’s very important to understand
evaluations for adults and children ages 9 and older. Clinicians his or her life together.” extensively talk with clients, uncover information, and parse you need to integrate research and practice,” Whiteside
in training like Wardin conduct the evaluations under the through complex situations, she says. For example, Wardin and said. “When students come their first year, we want them
– Lydia Wardin, Adler School clinician in training
supervision of board-certified clinical neuropsychologists Whiteside worked together with a 9-year-old girl diagnosed with active in our neuropsychology student group and active
on faculty. attention deficit hyperactivity disorder (ADHD) and struggling in in research. They’re doing research their second year
Comprehensive neuropsychological evaluations normally cost school. In talking with her and her family, “when we heard she while beginning the neuropsychology sequence. In their
up to $5,000 and are covered only in part, if at all, by many was 1 pound, 4 ounces at birth—that has a lot of long-term third year, we expect them to take leadership roles and
insurance providers. The ACHS clinic primarily sees clients with difficulties; attention deficit disorder; autism spectrum developmental implications,” Whiteside said. present research in class.”
no insurance at all, and provides evaluations for them on a disorders; developmental disorders; or multiple sclerosis and After testing and evaluation, Wardin meets with Whiteside or Within the concentration’s didactic five-course
sliding-fee scale. other neurological disorders. Rice to identify recommendations and any appropriate sequence, Whiteside teaches three foundational courses
Opened last September, the clinic already has a two- to “An evaluation alone can change someone’s life,” Wardin diagnoses. She develops and reviews findings with each client on assessment. Linda Rice, Ph.D., ABPP/CN, Assistant
three-month wait among clients referred from Chicago-area says. “The recommendations can help an individual put the about two weeks after evaluation. With client permission, or in Professor, teaches a course on neuropsychological
primary-care providers, neuropsychology and other private pieces of her life together.” work with agencies in which case managers are involved, ACHS interventions that prepares students for training
practices, local community colleges, hospitals, and community Wardin began the competitive ACHS neuropsychology also releases information to the referring provider. experiences with patients coping with cognitive and
agencies. practicum with extensive prior training through the Adler For the family of the 9-year-old girl with ADHD, Wardin’s behavioral problems, resulting from neurological
“We made a conscious decision to see these patients who School—conducting inpatient diagnostic assessment at report provided recommendations and information to work with disorders like stroke and traumatic brain injury. The fifth
don’t have the money for these services,” said Douglas Madden Mental Health Center; outpatient therapy with children the school district. “We also helped her parents better course, on pediatric neuropsychology, is taught by
Whiteside, Ph.D., ABPP/CN, Professor of Clinical Psychology and adolescents at Will County Behavioral Health; and in- and understand their child and her developmental behaviors,” nationally recognized pediatric and rehabilitation
in Chicago, and ACHS Neuropsychology Clinic Coordinator. outpatient neuropsychological evaluation with the University of she said. neuropsychologist Linda Laatsch, Ph.D.
He also is Neuropsychology Coordinator for the Chicago Illinois at Chicago’s Department of Neurology and Rehabilitation. For the woman struggling with seizure disorder and the In addition to highly structured coursework,
campus’ Psy.D. program, responsible for developing and At ACHS, after a telephone intake with each prospective effects of past trauma and brain injury, Wardin was able to neuropsychology training requires additional time in
maintaining new student practica sites—so far, 10 including client, Wardin consults with Whiteside or Linda Rice, Ph.D., provide validation: “This is what you’ve been experiencing. specialized internships and post-doctoral work, more
Rush University Medical Center, the University of Illinois- ABPP/CN, Assistant Professor in Chicago’s Psy.D. program, on This is what you can do,” Wardin said. “She was very intelligent, than is required for general clinical psychology practice.
Chicago, and University of Chicago. information gathered to date and recommended assessments. and it was important to separate her problems from that. To provide the training, in addition to launching the
“The demand is quite large. It’s grown faster than I think The client comes to ACHS for a day of evaluation that If she wants to pursue higher education, she can. We provided ACHS Neuropsychology Clinic, Whiteside, Rice, and other
anyone anticipated.” commonly includes assessments of verbal processing, reading, accommodations she can request and some strategies faculty have established close relationships with board-
Neuropsychological evaluations are often recommended for spelling, math, memory, and other cognitive functions. to apply.” certified neuropsychologists at the University of Illinois at
children and adults with a wide range of problems: memory, “We explain to the client that they’re like school tests—a lot Wardin’s work and that of others through ACHS are making a Chicago, the University of Chicago, Rush University,
learning, and attention problems; traumatic brain injury; brain of memory tasking, how well they can learn,” Whiteside said. powerful impact, Whiteside said. “We’re serving underserved Jesse Brown VA, and Alexian Brothers medical centers
tumors leading to cognitive, psychiatric, and emotional issues; “People hear ‘neuro’ and think of brain scans and imaging, populations. There aren’t a lot of places that can do what we’re serving as practicum, research, and training sites for
seizure disorders; dementia; stroke effects; academic learning which is not the case in outpatient evaluation.” doing to fill the need.” ••• Adler School students.
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IMAGES

OF ETHICS

A conversation with DUANITA G. ELENIAK, PH.D. They can make whatever they want—
masks, pictures, boxes, furniture, mobiles,
aquariums, collages—and they write a paper
describing the process they went through
making the object, and the connections they
A registered clinical social QUESTION: Tell us a bit about QUESTION: What is the need and make from the Image to Ethics that they
worker, registered art your background. opportunity for art therapists? want to remember as a practitioner. They
therapist, philosopher of I graduated as an art therapist from the Our new art therapy program comes at a then present their image to the class and talk
consciousness studies, and British Columbia School of Art Therapy in time of growing recognition of the need for Quilt illustrating the process about the connections.
of ethical decision-making, This means that we provide specific
author, Eleniak is Program Victoria. I was already a clinical social worker meta-verbal therapies, and for practitioners by Dave Portesi Over the years, I have bumped into many
training in art therapy as social action.
Director for the Adler School’s at the time, and went into art therapy because like art therapists who can work in an arena Our students can work at both the individual alumni, and they immediately begin talking
I wanted to work more with children and beyond words. Empirical evidence from the to me about their Image of Ethics. Often,
new Master of Counselling and societal levels in the pursuit of justice.
youth. I knew I needed to develop meta- field of neuroscience is increasingly validating they bring me into their offices to show me
Psychology: Art Therapy verbal skills—skills that can take therapy the need for meta-verbal therapy by showing, This is operationalized in the classroom and that they still have their images with them.
through practicums, when students go into
program in Vancouver, beyond words. for example, that trauma is stored in Recently, I went to my doctor’s office. Just as
communities to implement art projects that
British Columbia. I did my post-graduate internship working non-language parts of the brain. my doctor was about to begin our appointment,
meet needs. It helps to solidify the attributes
with severely emotionally disturbed children It validates the absolute need for anyone in an Adler alumna I hadn’t seen in 15 years
of a socially responsible practitioner: the
and their families. I was extremely fortunate the healing professions to develop knowledge rushed in. She gave me a big hug and told
abilities to embrace diversity; build bridges
to have Dr. Marie-Jose Dhaese, one of and skills in the healing power of approaches the doctor, ‘This is my most favorite teacher
across social, economic, cultural, racial, and
Canada’s foremost pioneers in expressive beyond language: art, creativity, imagination, ever!’ She took me by the hand into her
political systems; support people to be
therapy, as my art therapy supervisor. This and imagery. The need in counselling is office next to his—she now works in medical
empowered to solve shared problems; and
allowed me to develop other expressive increasingly recognized, and there is “[Students] create counselling—to show me that she had her
foster development of social equality and
therapy skills, which are vital in my work with increasing demand for art therapists and the a personal justice through compassionate action. Image of Ethics still with her. Only later did
severely traumatized populations. unique skills they bring. I find out she was the specialist’s wife! This
My personal vision is that our art therapy
In private practice, I work with individuals, ‘Image of Ethics’ made me feel less bad about keeping the
couples, families, and groups of all ages. QUESTION: What makes the studio influences and impacts all of our poor guy waiting for me.
to take into their programs, students, staff, and faculty.
I specialize in trauma, loss and transition, Adler School’s program in art After seeing hundreds of students’ Images
I hope that it brings a creative life that propels
health issues including anxiety and therapy unique? offices after of Ethics, I continue to be surprised and
us to continue to explore new ways of
addictions, and mentoring professionals as delighted when something new presents
The program is unique because it is graduation— promoting social change, serving clients, and
they develop private practices. itself, which happened again this year. For all
Duanita Eleniak, Ph.D., delivered within the context of the School’s learning in creative, cutting-edge ways.
at right, with her mentor as a physical of these students and those of us privileged
vision ‘to be the leading academic institution
Evangeline Rand, Ph.D. advancing socially responsible practice, reminder to QUESTION: At the Adler School, troe mseaein tsh weiirth p uress leonntga taioftnesr ,t hthee w voisrdusa ls ipmopkeanc ti n
healthy communities, and a more just you are known for your “Image the class dissolve into distant memory. •••
always practice
society.’ This was one of Alfred Adler’s of Ethics” assignment. Tell us
commitments, and it remains the context in at the highest about this.
which we train our art therapists as socially
level of integrity.” I love to incorporate art-making
responsible practitioners.
assignments in all of the courses I teach, Song and music about
ethics, by Liz Beattie
even if they are not specifically art therapy
courses. Since the 1990s, I have worked
with an assignment at the Adler School
that I call ‘Image of Ethics.’ As the final
assignment in their ‘Professional
Development and Ethics’ course, students
are asked to work with art materials and
create a personal Image of Ethics to take
into their offices after graduation—as a
physical reminder to always practice at the
Labyrinth incorporating ethical highest level of integrity.
principles from Code of Ethics,
by Susan Furtado
adler.edu 11
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S “
You graduates of the Adler School create concert

halls where people can hear the songs that make them believe
F this is their world. You build stages where people
can sing songs that make them take pride in who they are.”
E
Manghi Scholarship awarded, 2014 lecture to be announced
Eboo Patel, Ph.D., Founder and Executive Director, Interfaith Youth Core,
addressing the graduates at the Adler School’s 2013 Commencement in Chicago
I
Students, faculty, and community guests
joined the Adler School in Chicago last fall for
R
the 2013 Elina Manghi Memorial Child and
Adolescent Psychology Lecture, featuring
Chicagoland LGBTQ Services Directory launched
nationally recognized researcher and author
B Mary Fristad, Ph.D., ABPP, Professor of
Psychiatry at Ohio State University. This spring, the Adler School’s LGBTQ Mental Health and Inclusion Center launched
At the lecture, the Adler School recognized the Chicagoland LGBTQ Services Directory—the first comprehensive, searchable
S Katie Rhodes as recipient of the 2013 Elina website of resources for LGBTQ people in Chicago and its near suburbs. Adler School
“
Manghi Child and Adolescent Psychology students and faculty spent more than a year researching and reaching out to agencies Understand that

Diversity Scholarship, designated for students to gather searchable information on hundreds of services specific to LGBTQ people,
enrolled in the Doctor of Psychology (Psy.D.) from basic needs such as employment and shelter, to social resources, mental health counselling and therapy
W in Clinical Psychology program studying child treatment, and legal support provided by more than 170 agencies. are not normal, regular,
and adolescent psychology. “The concept came from years of constant struggle among myself and other
Rhodes, who has completed practicums Dennis McGuire, Ph.D., and clinicians working to find up-to-date resources for LGBTQ clients,” said Kevin casual conversations.
with Chicago Public Schools and United scholarship recipient Katie Rhodes Osten-Garner, Psy.D., Director of the Adler School’s LGBTQ Mental Health and This is a holy moment.
Stand Counseling Center advocating for Inclusion Center and a licensed clinical psychologist specializing in work with LGBTQ
E underserved and ethnically diverse students, issues, severe mental illness, and chemical/behavioral addictions. Osten-Garner also You are calling upon
is developing a dissertation examining adolescent psychology, whose work serves as the School’s Associate Vice President for Academic Affairs, Division of
people’s souls; you are
gendered career role expectations of exemplifies the qualities and principles she Training and Community Engagement.
N high-school females. espoused and taught. The diversity Service providers can use the site to directly request that their resources be asking their very core
Presenting Rhodes with her scholarship scholarship is presented to students in the considered for directory inclusion. chicagolgbtservices.org
nature to step forth.
award were Adler School President Raymond field to which Manghi dedicated her life, with
E. Crossman, Ph.D., and Dennis McGuire, focus on working with underserved The issues are tribal,
Ph.D., who established the memorial with the populations.
archetypal, ancient,
Adler School in honor of his wife after she The 2014 lecture will be announced this
Chicagolgbtservices.org
passed away in 2012. summer. For more information on the and universal. Fathers,
The annual lecture in her name features memorial and to contribute to the scholarship is the first comprehensive
a leading figure in the field of child and fund, visit adler.edu/manghi. mothers, sex, power,
database of services for
wisdom, fear. We are
the region’s estimated
not in the land of
Instagram and Twitter.”
Therapist, broadcaster, writer, and social advocate
New degree programs enrolling students
222222222222222222222255555555555555555555550000000000000000000000,,,,,,,,,,,,,,,,,,,,,,000000000000000000000000000000000000000000000000000000000000000000 David Berner, Executive Director of The Drug
Prevention Network of Canada, addressing the
The Adler School will launch a new Doctor of Couple and Family Therapy program
Adler School’s Class of 2013 in Vancouver
in Chicago this fall, along with a new Master of Counselling Psychology: Art Therapy
in Vancouver. Also expected to launch is a new online M.A. in Nonprofit Management.
In fall 2013, the Adler School enrolled its first students in three new programs:
an online/blended M.A. in Emergency Management Leadership, an online M.A. in
Psychology: Specialization in Military Psychology, and an M.A. in Public Policy and
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Administration at its Chicago campus, offering concentrations in Human Rights
Advocacy and Urban Mental Health. adler.edu
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FEATURE

EMBEDDING
VIRTUAL CLASSROOMS
WITH SOCIAL RESPONSIBILITY
This summer, five law enforcement officers, firefighters, and teachers—
all Adler School students—will spend 48 hours as incident
commanders leading rescue and recovery from a collapsed building.
They will create operational plans and provide technical support. They will search for
victims, and provide care for emergency response personnel.
Their work actually will be part of a complex disaster simulation using state-of-the-art
ADLER
software that emulates the operational activities of an actual emergency operations
center—providing intensive tactical training for these students enrolled in the School’s
M.A. in Emergency Management Leadership program. Beyond the simulations, the
program is offered entirely online.
ONLINE:
“The field of emergency management is moving from paper-based recordkeeping to
automated digital and computer-based documentation—so use of management software is
quickly becoming the norm,” said Michael Schulz, M.S., a former law enforcement officer
and fire department command officer, and head of a Chicago emergency management
consulting firm, who directs the Adler School program.
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FEATURE
“One of the best things about
online learning is meeting so many different
people with different levels of experience
who come from diverse backgrounds.”
– Stephanie Leinwohl
Schulz explained that emergency management In addition, “one of the best things about online learning accessibility, learning support, and learner engagement. All
professionals—and Adler School students during the is meeting so many different people with different levels of courses are asynchronous, meaning there are zero real-time
simulation—use simulation software for training in multiple experience who come from diverse backgrounds,” said requirements: Students from the United States to Canada to
critical ways: monitoring impending hazards and threats, Leinwohl, a native Chicagoan who teaches English with an India, the Czech Republic, and anywhere in the world can log
tracking personnel and resources available for disaster, emphasis on business. on to their computers and complete assignments, tests, and
The maximum number of students
enumerating operational priorities, documenting activities and video forum discussions conveniently in their own time zones.
Online education grows in every online class at the Adler School.
distribution of emergency personnel and equipment,
In recent studies, students in small online classes Intensive real-life application
Across the country, blended and online enrollment
coordinating operations with other emergency management and
continues to grow as prospective students increasingly seek report learning more and engaging much more The Adler School also designs its online classes to ensure
first-response agencies, and maintaining required documentation
programs offering flexibility and balance with their work, family, strongly with classmates and faculty. that faculty and students interact beyond posting in an
for after-action reports and financial reimbursement.
and life commitments. In 2013, more than 7 million higher online forum. Students create introductory videos, narrate
Over the two-day training, “students will be required to
education students took at least one online course—continuing PowerPoint presentations, and take part in interactive real-
critically analyze and create an action plan quickly,” Schulz said.
growth at a pace much higher than that for overall higher world simulations.
“They will have no knowledge about the situation until arriving
education enrollment, reports Babson Survey Research Group Criminology students, for example, examine legal processes
on site. Using experience and concepts learned in the
in partnership with the College Board. in multiple countries and create wiki pages that document their
classroom, they will make decisions and get to see the real-
To ensure a range of options for prospective students, Expert course development, design, and execution is findings. A wiki page is an online database that allows people to
time results of these decisions.”
the Adler School offers blended or fully online master of arts critical in producing a successful online learning experience. add, modify, or delete content in collaboration with others. In
The two-day simulation is one of three residency weekends programs in addition to its on-campus doctoral and master’s At the Adler School, coursework is developed by field experts the M.A. in Industrial and Organizational Psychology program,
for the students over the course of their two-year program at the programs in Chicago and Vancouver. like Schulz who are specially trained in online instruction and students create work-related deliverables such as business
Adler School. It prepares emergency management professionals The School’s online degree offerings include emergency receive ongoing support from a dedicated team of instructional plans that can be shared electronically and collectively
to lead disaster prevention, preparedness, response, and management leadership, criminology, military psychology, and designers and multimedia experts. discussed through online discussions.
recovery efforts while also—uniquely and systemically— industrial and organizational psychology. Another, in nonprofit “Each course is created by design and content experts who To teach an online course, Adler School faculty receive
addressing the psychological trauma sustained by victims and management, is scheduled to enroll its first cohort of students ensure the proper tools and resources are in place for an ideal specialized training—including a course in which they are the
emergency response personnel. this fall. interactive online experience,” said Sarah Fornero, Director of students. “Faculty get a different perspective during training—
After each residency, students return home across the Each online program is specially developed to embed Design and Delivery, Department of Online Education. they get to see what it’s like to be a student and experience a
country to their lives, their jobs, and their online coursework as coursework and training with the Adler School’s unique focus High standards and evaluation also ensure a consistent course as a student would,” Fornero said.
Adler School students. on socially responsible practice. For example, the Emergency experience as students move from course to course throughout The result is an intensive program of learning for real-life
For students like Stephanie Leinwohl, the blended degree Management Leadership program exposes students to their programs. Each course design is based on research- application and a positive student experience. Said emergency
program is ideal: blending hands-on training during the face-to- decision-making based on population and systemic needs. based standards developed by the Quality Matters Rubric management student and certified emergency manager Mindi
face residency weekends, with online courses that can be “Students must understand how their leadership and decisions for Higher Education. The standards ensure that courses Mattson: “I’m thinking about things differently and this is
completed from anywhere, any time. affect the overall well-being of the community,” Schulz said. incorporate elements crucial to students’ success—including positively impacting my work and the decisions I make.” •••
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