Counseling Psychology Adjunct Faculty

Nance Aronoff received her master's degree in Clinical Social Work from Simmons College after doing community work in education and public health for the past 15 years. She taught adult education for a number of years before becoming a therapist. She did her undergraduate degree in English Literature as she has a passion for reading. She came to the field of therapy with a strong belief in the therapeutic process as a means of emotional, mental, spiritual and physical change. Her clinical work has primarily been in community mental health settings with adults, children, adolescents and families. She continues to work with people across the life span in private practice in Jamaica Plain. She integrates several theoretical perspectives in her work including psychodynamic, feminist, narrative and cognitive-behavioral theories with an emphasis on culture as it relates to the various aspects of being a human being (race, class, sexual orientation, etc.). She is bilingual in Spanish and has worked in her second language since she became a clinician in 1993. This bilingual work has heightened her knowledge and experience in the areas of immigration and cross-cultural therapy in particular. Her clinical work over the years has included, but not been limited to, an emphasis on recovery from trauma in adults and children, substance abuse, bereavement and couples treatment. She has a very interactive teaching style with an emphasis on professional development and the therapeutic relationship. She likes to create a classroom environment where the diversity of thoughts and practice beliefs are shared and explored as a group. She thinks of therapy as an art rather than a science and hopes that students' experience in her classroom gives them an opportunity to expand their creativity, comfort, confidence and theoretical understanding of their therapeutic work.

Stephanie Beukema, Ed.D., graduated from the Harvard School of Education in 1990. She is a developmental psychologist with special interest in systems and systemic theories. She is a licensed psychologist in the state of Massachusetts, and has been in clinical practice in Harvard Square since 1993. She holds a clinical appointment at Harvard Medical School, where she supervises and teaches. She has been an adjunct professor at Lesley University since 1993. She teaches Group Dynamics for Counselors and Consultants. She is co-author with Dr. Pamela Steiner of "Dialogue Groups in the 21st Century: An Extension of Practice", which appeared in Group, vol.24, No.1, 2000.

Pam Brighton received her master's degree in 1980 from the Expressive Therapy Program at Lesley. Following that, she spent 18 years working with men and women in the prison system, Vietnam veterans, sex offenders, and as a general outpatient clinician. She would consider her expertise in working with psychological trauma. In the last few years, she has been part of a training team for UNICEF and more recently Save the Children Federation, providing training for clinicians to use a classroom based intervention to promote resiliency in children in Turkey and in Palestine. This is her fifth year teaching Clinical Practice and Supervision on the Cape. She is a licensed mental health counselor. She sees the class as an opportunity to discuss cases in depth, to fine tune clinical skills and to support each other in the internship.

Steven N. Broder earned his Ph.D. in Clinical/Counseling Psychology from George Peabody College of Vanderbilt University in 1980. He is a licensed psychologist in Massachusetts. He has an eclectic orientation, with professional expertise in psychotherapy, psychological assessment, organizational consultation, personnel selection and development, teaching and supervision of students at the master's and doctoral levels.
Publication:
Broder, S. N. (1987) Helping students with self-disclosure. The School Counselor, 34, 182-187.

Karen Place Carlson received her Ph.D. in Clinical/Health Psychology from the University of South Florida, Tampa in 1990. She is a licensed psychologist in Connecticut and Massachusetts, and is a licensed mental health provider in Massachusetts. Dr. Carlson specializes in learning and developmental disabilities, pediatric psychology, school consultation, and psychological assessment. Clinical work currently focuses on parent guidance, child advocacy, short-term crisis management, community-based consultation, and clinical assessment and treatment planning. Dr. Carlson also has extensive experience in long and short-term child, adolescent and family therapy. Dr. Carlson recently presented a workshop for Pediatric Grand Rounds at the University of Massachusetts Medical Center on the educational needs of students with Autism Spectrum Disorders. She presented a similar talk at the Massachusetts Superintendents and School Committee Conference held in Worcester in the Fall of 2001. Dr. Carlson's teaching style incorporates techniques known to be successful with adult learners of varied learning styles. Lectures tend to be laced with current research and information as well as personal clinical experience, as well as experiences gained as the mother of a child with special needs. Discussion and hands-on experience are a priority. Class time is informal, yet task and discussion focused. Dr. Carlson places a high value on the integration of theory and practice, as well as exploration of self as instrument and culturally sensitive clinical practice. Dr. Carlson has high learning and performance standards for herself and her students. She enjoys working with each student developing outstanding clinical and scholarly skills.

Joan Ditzion is an L.I.C.S.W. She graduated Simmons College of Social Work and completed a post graduate fellowship at McLean Hospital. She also received an M.A. degree in painting with a sub-specialization in secondary education from University of California in Berkeley. In addition to being an adjunct faculty member at Lesley University, for the last 15 years as a clinical geriatric social worker she has counseled individuals and families, given workshops in the community for adult children of aging parents as well a given inservice workshops for professionals who work with aging individuals and families. As a Founder of the Boston Women's Health Book Collective she is very interested in women's developmental issues through the life cycle. She co-authored all editions of Our Bodies Ourselves, Ourselves and Our Children and contributed to Ourselves Growing Older. She is particularly interested in the needs of the adult learner and view the class as a community of learners. The classes are structured to be interactive and participatory using a variety of methods: lecture, discussion, activities, role plays and videos. "The service needs of the older adults and their families is my current clinical and educational focus. This is a new field and there is a need for increased knowledge about the incredible diversity of old people, the range of family situations and intergenerational relationships in people's lives, caregiving and care receiving and the capacity of aging families to adapt and change. In my view, family life cycle developmental theory is a useful framework in working with this population. It enables clinicians to a take an intergenerational and contextual view in thinking about problems, to work flexibly with family members, assumes there is a wide range of normative behaviors and a potential for growth and change. I am passionate about the need to provide families and potential or current service providers information about aging as a unique developmental stage in individual and family life cycles."

Eleanor Arcanjo Farinato has been a guidance counselor, teacher and administrator in the City of Cambridge for the past 30 years. She earned her Ed.D. in Administration and Curriculum Development from the University of Massachusetts. She received her Master and CAGS in Counseling Psychology from Boston College. There are two important things in her life: her daughter (whom Eleanor has raised alone since she was three), and her students. She has been an adjunct professor at Lesley University since 1991, where she has taught Clinical Practice and Supervision, Counseling Young Children and Adolescents, and Issues in School Counseling. "I believe that we, as counselors, have an obligation to share our experiences, offer our support, pass on our knowledge and inspire future generations of counselors, as they train to help their counselees. There are many methods and theories in counseling and my goal is to teach my Lesley students to develop and refine their applications of these methods and theories in order to always search for the best path to assist their counselees."

Jeffrey Fine earned his doctorate degree in experimental psychology from Harvard University. In addition to counseling, teaching, supervising and painting, he directs the Guild of Accessible Practitioners, a nonprofit organization that he founded in 1995. He has been teaching at Lesley since 1978. He works in private practice with couples and families. He would call himself a generalist in that he has not specialized in any particular problem, age group or type of client. He does, though, feel a particular affinity to artists of all sorts, and to nonconformists and radicals. He has not embraced any one theoretical viewpoint or methodology, though he has been greatly influenced by the three Carls: Carl Rogers, Karl Jung and Carl Whitaker, as well as by Fritz Perls. He sometimes refers to himself as an existential therapist. As a supervisor, he tries to be kind and supportive, but he is an intense person, and is demanding on his students. He believes that he does best with students who think and feel deeply, and who chose to work hard. Dr. Fine has been doing counseling for thirty years. For the first fifteen of those, he was affiliated with Project Place, at first as a volunteer, then as a staff member or board member. During the early Seventies, he was very involved in the development of radical therapy at Place, and with alternative approaches to mental health in general. He directed the Drop-In Counseling Program, a free-clinic, trained and supervised volunteer counselors, and led many training groups from whence stems a career-long interest in groups and group dynamics. He loves working with street people, particularly psychotic street people, and he loves doing both telephone and face-to-face crisis counseling. In his current private practice, he tends to work with people on a more long-term basis. His serious interest in healing began during the two years that he spent in Ghana, West Africa, where he taught psychology at the University of Ghana, and studied yoga and ritual medicine with Bezaleel Crawffey, a native healer. He considers his work to be much more art than science. For him, counseling is much more a calling than a profession.

Robert G. Fox, received his M.S.W. from Smith College School for Social Work in 1977. He is an L.I.C.S.W. Previous to that, he studied philosophy and psychology at the University of Chicago with Eugene Gendlin, and the New School of Social Research with Aron Gurwitsch and Hannah Arendt. His primary interests are in philosophy and its relevance for psychotherapy research and practice. His primary clinical orientations are object relations theory, contemporary relational theories, and existential psychotherapy. Dr. Fox's teaching interests and style are philosophically oriented, including teaching students to think and write dialectically (developing comfort with paradox), hermeneutically, and phenomenologically. His two most important papers, both unpublished:
Reflections on the Repetition Compulsion: an Existential-Psychoanalytic Approach. Presented at APA Division 39 conference entitled "Contemporary Challenges to Psychoanalysis", 1989.
Thrownness and Possibility. Presented at the New England Center for Existential & Therapy Inaugural Conference entitled "Heeding the Call of Being", 1996.

Steffen Fuller earned his doctorate in Clinical Psychology from Purdue University. He did post-doctoral work in Clinical Neuropsychology and Psychodynamic Psychotherapy at Harvard Medical School/Massachusetts General Hospital and is a Licensed Psychologist in Massachusetts. He has professional expertise in neuropsychological and personality assessment, individual and group psychotherapy and in consulting to systems and organizations. His theoretical orientation is eclectic, drawing from both drive theories such as psychoanalysis and object relations and behavior modification and cognitive approaches. In Spring 2002, he presented at the Academic Conference Series at Westwood Lodge and Pembroke Hospitals on topics related to the use of personality and neuropsychological tests in diagnosing various thought and affective disorders. His teaching interests include psychological assessment, group dynamics and understanding how theoretical assumptions affect the "therapeutic culture" between client and therapist. His pedagogical style involves an integration of scholarly inquiry and the experiential immediacy of "self-as-instrument" learning.

Irle M. Goldman received his PhD from Rutgers University in 1971. He is a Licensed Psychologist in Massachusetts and is a member of the American Psychological Association, the Massachusetts Psychological Association and the National Register. He would describe his theoretical orientation as multimodal humanistic existential. He incorporates many modalities into his approach to counseling and teaching, including relational, creative, behavioral, cognitive, narrative, biological, physical and spiritual. He tries to help his clients and students to be the best people and professionals that they can be. Recent presentations that he has offered include: Gender: How Men and Women Can Connect; Living in an Age of Anxiety; and Spirituality and Psychotherapy. "I love to teach and to practice psychotherapy. I believe that in both of these I am trying to build a relationship involving caring, compassion, creativity, humor and wisdom....in an attempt to spread these values throughout the world."

Jane Hanenberg received her doctorate from Boston University and is a licensed psychologist. She has studied child development and worked for many years as a child, adult and family therapist. She is interested in symbolic development, play and dreams. Last spring, she presented a paper entitled "Without Words: Silences in Psychotherapy" at the Boston Psychoanalytic Society and Institute.

Frances Higgins has been a social worker for 15 years, having worked previously as a daycare teacher. Her professional work experience has been primarily in residential treatment with emotionally disturbed children and adolescents who come from generational, chaotic family systems. Her expertise lies in behavioral analysis with a specialty in Juvenile Sexual Offenders and Sexually Reactive children. She has developed training curricula and trained extensively both inter-agency and externally. Her teaching style is very interactive, supportive and challenging. She gives and expects respect to students and clients. Her emphasis in teaching is on how to develop a therapeutic relationship, that is first and foremost respectful and that challenges a client to seek change from uncomfortable, painful and maladaptive choices. She teaches from a therapeutic framework that incorporates a cognitive/behavioral intervention style with an underlying psycho-dynamic understanding of clients' presentation.

Carlos Hoyt is Licensed Independent Clinical Social Worker with specialty certification in clinical school social work. He is currently the Associate Director and Clinical Coordinator of the elementary and middle school of Dearborn Academy, a school serving students with learning, social, emotional, and behavioral challenges. Carlos is also an instructor of courses in counseling psychology and clinical social work at Lesley's Division of Counseling and Psychology and Simmons College where he is also a social work doctoral student. He maintains a private practice in psychotherapy and provides consultation and training in diversity and multicultural issues as well as behavior management and crisis de-escalation and intervention. Teaching and research interests include evolutionary psychology, racial identity theory and social bias and justice. His preferred style of teaching centers on framing opportunities for students to explore and refine their self-awareness and use of self through experiential, interactive processes and rigorous critical thinking about traditional, unexamined discourses.

John Ivimey has taught at Lesley University since 1997, although he is relatively new to the Counseling Psychology Department. A Licensed Psychologist and former faculty member of Boston University and Northeastern University, Dr. Ivimey has maintained a private practice in Newton, Massachusetts, for the last 20 years where he provides evaluative and psychotherapeutic services for adults and children. His specialization has focused on psychological assessment of children and adults, including those individuals manifesting low incidence and multiple-handicapping conditions. He has had extensive consultative experience with schools, hospitals, clinics, courts, state agencies and other institutions relative to the provision of psychological services. In addition to his Lesley adjunct faculty position and private practice, Dr. Ivimey is currently a Psychologist at Brookline High School.
Representative Publication: (I published 5 articles in the early eighties and then became fully involved in private practice. I would like to return to some publishing)
Ivimey, J.K. and Taylor, R. (1980). Differential Performance of L.D. and Non-L.D. Grade 2 Students on the WISC-R, McCarthy Scales of Children's Abilities, and WRAT. Journal of Clinical Psychology, 36, 960-963.
Recent Presentations: During the last 12 months, I have conducted several 3-4 hour in-service/clinical training workshops on the newly revised Woodcock-Johnson Psychoeducational Battery (WJ-III). With the revision, there has been considerable interest from psychologists to become familiar and/or be able to administer/interpret this battery, given increased neuropsychological and other advanced clinical features.

Miriam Kahn holds a master's degree in social work from Smith College School for Social Work in 1987. She is a Licensed Independent Clinical Social Worker. In addition to teaching at Lesley, she has a full time private practice in Cambridge, MA. She sees adults in individual and couple therapy, and works in a variety of ways depending on treatment issues presented. Her work history includes significant time in community mental health as a part of a sexual abuse treatment team for children, as well as years of employment at an HMO doing brief and intermittent treatment with a wide range of adult clients. Her specialties include recovery from sexual abuse and psychological trauma, issues related to sexuality and gender, eating disorders, depression, and addiction issues. "Having taught Clinical Practice and Supervision since 1995, I have come to learn that each class is quite unique. I try to provide a framework within which we can co-create a supervision group that meets the needs and interests of its members. The class is largely focused on the clinical internship experience, and didactic presentation varies depending on group needs and interests."

Lore Kantrowitz has a doctorate in Counseling Psychology from Boston University. She is a licensed psychologist (health service provider) in Massachusetts and is also listed in the National Register of Health Service Providers in Psychology. Her areas of expertise are neuropsychological assessments with children and adolescents and family therapy. From 1999 to 2001, she was a Visiting Research Scholar at the Wellesley Centers for Women, conducting research on reading disorders. She has been on the adjunct faculty at Lesley University since 1999, teaching classes in assessment and family therapy.

Joan Klagsbrun received her Ph.D. in Counseling from the University of Maryland in 1975. She is a Licensed Psychologist. She was a half-time core faculty member in the Division of Counseling and Psychology from 1976 to 1990 and has been adjunct faculty ever since. She has been the Co-Founder and Director of the Wellspring Center for Life Enhancement since 1987. She has a general private practice, which includes clients coping with illness. Dr. Klagbrun is a member of the American Psychological Association, a Fellow of the Massachusetts Psychological Association, and the Boston Focusing Coordinator of The Focusing Institute of New York. She was on the Board of Directors for the Interface Foundation from 1992 to 1998, for The Center for Body-Oriented Psychotherapy from 1992 to 1997, and has been on the board of the National Institute for the Clinical Application of Behavioral Medicine from 1992 to the present. She is also a board member of Lesley's Institute for Body, Mind and Spirituality.

Mark Konecky holds a Bachelors Degree from Tufts University as well as a Master of Science Degree and Doctor of Philosophy Degree in Clinical Psychology from Rutgers University. His Master's Thesis looked at patient progress in psychotherapy and his doctoral dissertation examined autobiographical memory and clinical depression. He has interests and expertise in the behavioral, cognitive-behavioral, family systems, and psychoanalytic perspectives in psychology. He is in full time private practice in Gloucester and specializes in treating children, families, adolescents, as well as adults. He specializes in treating depression, anxiety, and eating disorders. He is also a consultant to the Rockport Public School System, and he consults to Rockport athletic teams as a sports psychologist. He has one publication on eating behavior in Physiology and Behavior. He has presented a number of times on the relationship between psychoanalysis and fiction. His pedagogical style involves the viewpoint that teaching and learning are reciprocal activities in which the student and instructor participate equally. Students' freedom to express skepticism about the instructor's view is encouraged. Students are asked to justify their views in scholarly ways. Students are encouraged to view each others ideas in the most open-minded way possible.

Frederick Laire received his master's degree from Boston University in 1976. He taught fifth and sixth graders in Walpole, MA, in 1975-76. Since 1977, he has been an elementary school counselor in four different elementary schools in Walpole. His professional affiliations include Walpole Teachers Association, M.T.A. and N.E.A. He is a member of the American Counseling Association and the American School Counselor Association. In 1992, he was named National Elementary Counselor of the year. He is an active member of the Massachusetts School Counselors Association having served as Vice President Elementary (1986-88) and President (1989-90). He is currently an Advisory Board and Executive Committee member of the Collaborative for Integrative School Services (CISS) at Harvard University. As an activist Counselor and Social Worker, his interests are in the collaboration between schools and agencies, as well as the political involvement in advancing the agenda of school and mental health counseling, at both the state and national level. Research concerning the longitudinal effects of divorce and separation and loss particularly interest him. He has been teaching graduate students at Lesley for the past five years. "It has proven to be very challenging and equally stimulating because Lesley is an exciting place to teach. I constantly learn from my students and hope they may learn from me as well. Teaching is a two-way street and has proven to be rewarding for the past twenty-plus years. I strongly believe in the dignity of each student and do my best to treat each one with respect and humility."

Claire Levine received her Master in Social Work from Smith College School for Social Work. In addition to Lesley, she has taught at the School of Social Work at Boston University, Smith College, and Simmons College. She has a private practice and does clinical work at Harvard Community Health Plan and Beth Israel Hospital, among others. She specializes in working with adolescents and families, crisis intervention, gay/lesbian issues and prevention work.

Gila Lindsley teaches Biological Bases of Behavior and Psychopharmacology at Lesley University. She was awarded a Ph.D. from the University of Wisconsin in Madison and is a licensed psychologist both in Massachusetts and New Hampshire, and is a practicing psychologist in both states. As well, she is a Diplomate of the American Board of Sleep Medicine and correspondingly has a sleep disorders practice in Massachusetts. She does sleep deprivation and circadian rhythm research on contract with the Department of the Army. Her theoretical orientation has become fairly eclectic over the years, her clinical psychotherapy work generally drawing from CBT and also object relations and other psychodynamic orientations. She also brings her strong biological background into play as indicated. From the sleep perspective, her most recent publication is a chapter in the text Lifestyle Medicine (Rippe J, ed), called Sleep, Health and Wellbeing. Dr. Lindsley's teaching interests are broad and in the past have included teaching research methods, cognitive psychology as well as the biological bases of behavior and psychopharmacology which she currently teaches at Lesley. Her pedagogical style is primarily directed toward involving students, and -- depending upon the class -- might include lecture, use of audiovisual material, student groups and will always include a considerable amount of hands-on experience. She generally teaches in a highly interactive way, strongly encouraging students to participate during the class if they are comfortable doing so. Her goal is to empower students to the point they feel they can truly understand what many regard as extremely difficulty material, to the point they can "take it home with him" and actually make use of it in their clinical work.

Tim Lineaweaver received his MA in Counseling Psychology from Lesley University and is a Licensed Mental Health Counselor. He is the Regional Behavioral Health Coordinator for the Lighthouse Health Access Alliance and has ten year's experience in the addictions field in all facets of both inpatient and outpatient programs. He utilizes Motivational Interviewing in his practice and is aware of the need to employ integrated approaches to his clients given the frequency of encountering those with co-occurring disorders. He has written and spoken frequently on addictions related topics regionally and employs a collaborative yet challenging pedagogical style.

Dorcas E. Liriano received her Ph.D. in Counseling Psychology from Northeastern University, Boston, MA. She also holds a Master's degree in Counseling Psychology from Lesley College and is a Licensed Mental Health Counselor in the state of Massachusetts. Dr. Liriano has completed post-doctoral fellowships in Adult and Child Neuropsychology through Harvard University/Cambridge Hospital. She has several years of experience in assessment and treatment of children and families who have been victims of violence. She is committed to working with the Latino families and underserved multicultural urban communities. Dr. Liriano is co-author of Psychological Model for Judicial Decision Making in Emergency or Temporary Child Placement (2001). Teaching interests include cognitive and psychological assessment, biological psychology, and multicultural issues in psychology.

Dyanne London received her graduate education from Columbia, Penn State and Boston Universities. She has been trained in non-directive, client-centered Rogerian therapy and cognitive behavioral therapy. She is a Clinical Psychologist and her Ph.D. is from Boston University where the psychology program was primarily psychodynamic and psychoanalytic. She specialized in Clinical Psychology with an emphasis in child and adolescent psychology with a strong bent on community psychology. Her research interests for both her master's thesis and doctoral dissertation were on African American adolescents. In addition, her clinical interests include substance abuse, violence, depression, child abuse and HIV among women. "The approach I have toward teaching is that I try to bring not only my various clinical experiences to the class but also a developmental approach since that is one of the areas I have trained in. Also, I bring a cultural perspective to most of the topics since I believe that someone's ethnicity/race influences how people/providers respond and how the client perceives not only their psychological world but also the world in general. I provide some didactic material but expect students to bring in their own theoretical materials to supplement the experiential and case discussions that I facilitate. My clinical theoretical orientation and how I do supervision is through a combination of a cognitive behavioral, short-term, community-based perspective with specific realization of managed care expectations."

Gregory J. Ludlow is a licensed clinical psychologist who has been teaching at Lesley since 1984. He is a graduate of Boston University's Counseling Psychology Program and has taught both the clinical practice and supervision courses and the Department's two course series in family therapy. His professional experience has centered on psychiatric inpatient treatment of the long-term mentally ill. He is currently at the Beth Israel Deaconess Medical Center in the Department of Psychiatry, where he functions as both the inpatient psychologist and oversees the Department's quality management efforts. Greg performs a number of core administrative functions for BIDMC's Department of Psychiatry, namely, risk management, quality of care oversight, and managed care liaison. Greg is also CPHQ certified by the National Association for Healthcare Quality.

Barbara Mantel received her Master of Social Work degree from the University of Connecticut School of Social Work. She is a Licensed Independent Clinical Social Worker and a Board Certified Diplomate, and practices privately in Cambridge and Natick providing psychotherapy to children, adolescents and adults. In addition she supervises and consults to child and family service agencies and to day care centers. Her professional affiliations include the National Association of Social Workers, Boston Psychoanalytic Society and Institute, Massachusetts Institute for Psychoanalysis and Massachusetts Association for Psychoanalytic Psychology. Her teaching is very influenced by her clinical work and she sees it as an opportunity to discuss and grapple with both long-standing and contemporary questions about human development and psychopathology.

Jacob Marcus is currently pursuing a Ph.D. in the Program in Neuroscience at Harvard Medical School in Boston. His research interests include identifying the specific brain areas and brain pathways that control and maintain body weight, appetite, and metabolic rate using neuroanatomical, pharmacological, genetic tools. He has been pursuing this research in the Division of Endocrinology in the Department of Medicine at Beth Israel Deaconess Medical Center within the laboratory of Dr. Joel Elmquist for the past 3 years. His primary teaching interest is to relate the complex biology that lies behind the everyday behaviors and motivations.
Publication:
Heisler LK, Cowley MA, Tecott LH, Fan W, Low MJ, Smart JL, Rubinstein M, Tatro JB, Marcus JN, Holstege H, Lee CE, Cone RD, Elmquist JK (2002. Activation of central melanocortin pathways by fenfluramine. Science 297, 609-11.

Elizabeth (Jill) McAnulty earned her doctorate in psychology. Her background is generally with adults with moderate to more acute mental illness. She worked at McLean Hospital for several years and currently is in private practice. She also does consultation and some direct treatment with elderly people. Prior to entering a doctorate program in psychology twenty years ago, she was a nurse and worked in community health for almost twenty years during a time of political idealism and quite good funding programs for children and families.

Cynthia Mittelmeier graduated from the University of Rhode Island in 1987 with a Ph.D. in Psychology. She completed her pre-doctoral internship at Franciscan Children's Hospital and her post-doctoral internship at Harvard Vanguard Medical Center (formerly Harvard Community Health Plan). Cynthia is a licensed psychologist who divides her time between private practice, teaching, training and consultation. Cynthia has held appointments at Lesley University, University of Rhode Island, Rhode Island College, Massachusetts School of Professional Psychology and Harvard University. Currently, Cynthia is an adjunct faculty member at Lesley University. In her clinical work, Cynthia draws on a number of theoretical approaches. Most typically these are: systems theory, developmental theory, psychodynamic and post-modern theory. Cynthia has been intensively trained in the areas of solution focused approaches, narrative approaches, cognitive behavioral approaches and psychodynamic approaches. Cynthia recently completed two year long training seminars: one in couples therapy and on in psychodynamic therapy. In her private practices Cynthia currently sees individual adults, families, adolescents and couples. Cynthia has extensive experience in running parent education groups and social skills groups for children. Cynthia has taught courses in Family Therapy, Brief Therapy and Developmental Psychology. Cynthia's teaching style is innovative and exciting. Cynthia offers a variety of interesting reading to students which provides the theoretical foundation. The classroom experience is a combination of didactic and experiential learning. Cynthia provides students with role plays, exercises, clinical vignettes, simulated one way mirror interviews, videotapes interviews of clinical work.

Ronald Molin received his doctorate in clinical psychology from the George Washington University in 1979, and has been licensed as a psychologist in Massachusetts since 1981. He is listed with the National Register of Health Service Providers in Psychology. He approaches mental health services from a family therapy and systemic perspective in his work as a therapist, consultant and trainer, and he has a particular interest in child abuse and neglect, the role of Children's Protective Services, and issues of foster care. He has written several papers in this area, the most recent being: Treatment of Children in Placement: Ethical Issues for Family Psychologists (Molin, 1996). He presently teaches courses on Counseling Young Children and Adolescents and Crisis Intervention. His teaching style is preferably active and collaborative, with both experiential and content-focused elements.
Publication:
Molin, R. (1996). Treatment of Children in Placement: Ethical Issues for Family Psychologists. Family Psychologist, 12, 16-18.

Sue Motulsky has over 15 years of experience counseling adults in career planning and development and has been an adjunct faculty member in Counseling Psychology and Expressive Therapies at Lesley for nine years. She teaches Vocational Development and Career Counseling and Developmental Psychology Across the Lifespan in both on-campus and weekend intensive formats, using a combination of lecture and discussion, small group exercises, experiential activities, and case studies, which integrate personal, professional, and theoretical perspectives. She has also been a Teaching Fellow at Harvard University in courses such as Adult Development, Psychology of Girls and Women, and an advanced qualitative research seminar. She is on the faculty of the Cambridge Center for Adult Education, and has taught for Radcliffe Seminars (a popular course called Career Exploration and Decision-Making), Northeastern University, and the Lesley College. She is currently in private practice, where she works with adults of all ages in numerous occupational roles on a wide variety of career and job issues. She has a particular interest and expertise in working with women on the process of career change and transition. She worked as a Career Consultant Counselor at Radcliffe Career Services and for over ten years was Assistant Director of the career center at Lesley University, in addition to providing training and consulting to colleges and organizations. Past experience includes human services and disability rights work as well as certification as a sign language interpreter for the Deaf and Deaf-Blind. Sue is currently a doctoral candidate in Human Development and Psychology at the Harvard Graduate School of Education, where her research interests focus on meaning-making of self and identity for adult women in the process of career transition. She holds a Certificate of Advanced Study from Harvard in Culture, Gender, and Relational Development, an M.A. in English literature from Boston University, and a B.A. in English from Indiana University. She has presented at numerous national and regional career counseling conferences and at the American Educational Research Association. Her qualifying paper (2000) is entitled Women in career transition: Meaning-making, identity and process. She is a member of the American Counseling Association, National Career Development Association and the Career Counselors Consortium.

Pam Mullins is a licensed mental health counselor with a master's degree in counseling and psychology from Lesley University. She has taught Clinical Practice and Supervision at Lesley for six years. As a true product of this program she believes in an experiential teaching style which fosters student development of the "self as instrument." In addition, her clinical understanding comes from a psychodynamic orientation as well as an existential philosophical viewpoint. She will be presenting at the New England Center for Existentialism in March a talk entitled "Much Ado About Nothing" which will discuss the importance of grief and nothingness for psychological development. Pam has worked as a psychotherapist at Little House, a community mental health agency in Dorchester since 1989. She also works at Curry College and maintains a private practice in Jamaica Plain.

Maggie Mulqueen received both her Masters and Doctorate in Counseling Psychology from the University of Pennsylvania. She is a licensed psychologist in the Commonwealth of Massachusetts. Her theoretical orientation clinically is best described as being a feminist therapist who is psychodynamic. She wrote a book entitled, On Our Own Terms: Redefining Competence and Femininity (SUNY Press, 1992). She teaches courses on human development and eating disorders. She is didactic in her teaching style and enjoys students who thoroughly read and question the material.

Shaari Neretin has been a practicing Social Worker for over fifteen years. She received her Masters in Social Work from Smith College. Shaari was trained in psychodynamic and Social Work theories and over the last five years, she has combined these theories with the theories of Narrative Therapies. In her professional experience she has worked with refugees, children, couples and individual adults in multiple clinical settings in both the English and Spanish languages. Her teaching interests are a combination of integrating critical thinking with counseling models and working with students to understand their practices in a trans-cultural and systemic framework. Her pedagogical style begins with the assumption that students have already existing knowledge from which to build upon. She is interested in how students understand and learn about what they know and what they don't know in the field of counseling and psychology.
Publication:
And Yet another Pink Elephant in the Classroom: A Short Essay on Politics, Group Supervision and Graduate Clinical Training, forthcoming in Journal of Systemic Therapies, Fall 2002.

Louise Patrick earned an MSW from Boston College in 1986. She is a Licensed Independent Clinical Social Worker with a variety of clinical experiences, although her main area of interest is systems theory. Louise has many years of experience in working with family systems as well as larger systems in her community. This allows her to view her clients through both a narrow and wide angle lens. It also helps to facilitate individual and community change from a micro and macro perspective. Louise's adjunct position at Lesley this year is her first formal teaching experience although she has developed and facilitated a number of teaching presentations for schools, businesses and clinical staff in the community. Her teaching approach is informal and collaborative, in the hope of fostering a trusting and open environment in which to learn.

Andrea Piatt earned a doctorate in Clinical Psychology, with a specialization in neuropsychology, from Hahnemann University. She completed internship training at Brown University and completed a post-doctoral fellowship in clinical neuropsychology at the University of Kansas Medical Center. She specializes in neuropsychological assessment, with particular interest in learning disabilities and attention deficit hyperactivity disorder. Dr. Piatt previously was a faculty member of the Brown University School of Medicine. She has authored numerous articles published in professional journals and has presented research at several national conferences. She is a licensed psychologist in both Massachusetts and Rhode Island and has a private practice in the Boston area.
Publications:
Piatt, A.L., Fields, J.A., Paolo, A.M., Koller, W.C. & Tröster, A.I. (2000). Lexical, semantic, and action fluency in Parkinson's disease with and without dementia. Journal of Clinical and Experimental Neuropsychology, 21(4), 435-443.
Paul, R.H., Piatt, A.L., Whelihan, W.M. & Malloy, P.F. (2000). Neuropsychological and magnetic resonance abnormalities associated with a plasmacytoma of the frontal dura: A case report. Neuropsychiatry, Neuropsychology and Behavioral Neurology, 13(2), 143-147.
Ott, B.R., Heindel, W.C., Whelihan, W.M., Caron, M.D., Piatt, A.L., Noto, R.B. (2000). A SPECT study of driving impairment in patients with Alzheimer's disease. Dementia and Geriatric Cognitive Disorders, 11(3), 153-160.
Piatt, A. L., Fields, J.A., Paolo, A.M., & Tröster, A.I. (1999). Action (Verb Naming) fluency as a unique executive function measure: Convergent and divergent evidence of validity. Neuropsychologia, 37(13), 1499-1503.

Richard Reilly received his doctoral degree from the Derner Institute for Advanced Psychological Studies at the Adelphi University in Garden City, NY. He is a licensed psychologist in Massachusetts and New York. His theoretical orientation is culturally-informed relational humanism. His professional expertise includes individual, couple and group therapy with diverse clinical population. His recent presentations include CE workshops on an integrative model of couple therapy. His teaching interests are helping students develop culturally competent, flexible, time-sensitive clinical skills and models of change; and psychopathology, with an emphasis on critical thought, incorporating historical, cultural and strength-based perspectives. His pedagogical style is, "Student as active, constructive learner, teacher as facilitator; Teaching and learning as shared experiences for both students and teachers alike.

Andrew Rosing, received his Masters in Social Work from Boston University. He is currently an LICSW. He worked with children, adolescents and their families for 10 years while employed at New England Home for Little Wanderers, a residential treatment facility. For the past 8.5 years, he has worked as the Clinical Coordinator for Full Circle High School, a special needs high school. He believes that a balance of support and appropriate limit setting is the ideal way to work with children and teens. Their needs must be acknowledged and validated but they also must learn what is appropriate and acceptable in order to be a functioning and contributing member of a community or society. This balance must be present in order to work successfully with children and adolescents. He believes that each member of a class brings her/his own strengths to that class and that all class members must be active participants, both learning and teaching. He is particularly interested in the role of the clinician in school settings.

Jo Anne Savoie completed a Ph.D. in clinical psychology at the University of Ottawa, in Ottawa, Canada in 1999. Her research interests focused mainly on issues in health psychology with an emphasis on coping with medical procedures. During her training, she developed a cognitive-behavioral orientation to therapy and a strong interest in assessment. This led to a two-year postdoctoral fellowship at McLean Hospital and the Harvard Medical School. Rotations included geriatric neuropsychology as well as child neuropsychological and personality assessment. She is a licensed psychologist in the state of Massachusetts and a member of the American Psychological Association. She joined the adjunct faculty at Lesley University in 2001. She teaches adult assessments.
Publications:
Lawrence, J., Davidoff, D., Katt-Lloyd, D., Connell, A. & Savoie, J. (2002, under review) Is large scale community screening feasible? Experience from a Regional Memory Screening Day. American Journal of Geriatric Psychiatry.
Sweet, L., Savoie, J., & Lemyre, L. (1999). Appraisals, coping and stress: A longitudinal analysis of causal structure. Canadian Journal of Behavioral Science, 31, 240-253.

Michael J. Schultz, Ed.D., is a licensed psychologist and family therapist. Dr. Schultz is currently the Director of Quality Improvement for the Connecticut State Department of Children and Families, currently an agency with approximately 3,500 interdisciplinary staff with an operating budget in access of 550 million dollars. Dr. Schultz is an adjunct professor of child, family and group psychotherapy in the Clinical Psychology Department at the University of Hartford, and a member of the adjunct faculty at the Graduate Institute of Professional Psychology, a doctoral program also affiliated with the University. Dr. Schultz has particular interests in integrated primary care, family systems medicine, social policy and the application of systemic theory and practice in large organizations, schools, communities and political systems. He is a therapist and supervisor in private practice, and a consultant to a variety of schools, healthcare facilities and State Departments across the country. His primary theoretical framework and research interests are brief solution-oriented and narrative therapies, with an emphasis on integrating practical aspects of these approaches to trauma and the healing process.

Steven Schwartzberg earned his Ph.D. in Clinical Psychology at the University of Massachusetts at Amherst in 1992. He is a licensed psychologist in the state of Massachusetts. His professional activities include psychotherapy, supervision, teaching, and writing. He is the author of approximately twenty books, articles, and book chapters, including A Crisis of Meaning: How Gay Men are Making Sense of AIDS (Oxford University Press, 1996) and Casebook of Psychological Disorders: The Human Face of Emotional Distress (Allyn and Bacon, 2000). His theoretical orientation is an amalgam of newer psychoanalytic theories, existential/humanism, and spirituality, and this applies to teaching and clinical work.

David Seeman holds a Ph.D. in Counseling Psychology from the University of Maryland. He is a licensed psychologist and currently works at the Boston University Student Mental Health Clinic, as well as maintains a private practice in individual therapy and career counseling. His special interests include supervision, training, and professional socialization of counselors, how people grow and develop during adulthood, clinical-developmental theories of change, and how people with different personality styles work together. His professional work includes a presentation on enhancing therapist development from a cognitive science perspective, "The Coaching Dialogue in Supervision." As a teacher, he most appreciates generating reflective discussion among students, and helping them to explore the integration of personal and professional aspects of self as they develop from beginning to novice to skilled counselors. His teaching interests include counseling theory and process, supervision, professional and ethical issues, and vocational development.

Brenda M. Steinberg earned a masters degree in Clinical Psychology from the City College of New York in 1964 and a doctorate in Developmental Psychology from the City University of New York in 1972. She received her clinical training at the New Hope Guild Guidance Center in NY and later interned in the Department of Child Psychiatry at Tufts. Dr. Steinberg has been a psychotherapist for 30 years and is currently specializing in geriatric psychiatry. The main focus of her therapeutic work is on helping adult children cope effectively with their changed relationships with parents who have developed Dementia. She is licensed as a Psychologist by the state of Massachusetts and has been credentialed for Youville Hospital by the Professional Credentials Verification Service since 2000. Her most recent presentation was given at the Alzheimer's Association's "Map Through the Maze" conference in 2001. It was entitled "Helping Staff Cope with Loss". Dr. Steinberg is primarily interested in teaching courses relating to psychopathology and aging. She teaches in a lecture/seminar format with an emphasis on lively informed discussion. Her theoretical orientation is based on traditional and contemporary foundations.

Richard A. Veno has taught graduate level Counseling Psychology since 1972. He has a Doctor of Education degree from Nova Southeastern University, and received his bachelor's and master's degree from the University of New Hampshire. He has been a licensed psychologist in private practice since 1979. He has taught for Lesley for ten years; five years as core faculty. In recent years, he has taught Issues and Standards in Professional Psychology, and Clinical Skills and the Counseling Process every semester on- and off-campus. He is a senior partner in a consulting group that offers services to schools and non-profit organizations. His approach to counseling and teaching is Existential-Humanistic, making the classroom very student-centered, but with a clear framework. Student evaluators have described him as "fully present and available in each moment in the classroom." "A theme in all of my courses is that of actively choosing one's life."

Rory Wadlin is a 1988 graduate of Lesley's Counseling and Psychology program. He has been practicing as a counselor and psychotherapist for over fifteen years. His earliest training was in community mental health and exposed him to the challenges of working with people afflicted with chronic mental illness. From there, he went on to work in hospital-based clinics and programs as a therapist, supervisor, program director, and consultant. For many years he worked directing psychiatric and substance abuse partial hospitalization programs. He also has consulted to other day treatment programs around creating and maintaining therapeutic milieus and on designing interventions to treat trauma-related disorders, affective and anxiety disorders, addictions, and personality disorders. Since 1993, he has worked in outpatient clinics and private practice as a psychotherapist, supervisor, and consultant. He works with a wide array of clients mostly in longer-term therapy, but sometimes in short term treatment. He considers his areas of expertise to be in working with character disorders, couples, affective and anxiety disorders, addictions, and the psychological aspects of serious medical illness. He regularly consults to medical providers around working with people with HIV/AIDS and cardiac disease, as well as around understanding and treating patients with difficult personalities. His clinical orientation is rooted in psychoanalytical and psychodynamic theory. He also, however, incorporates the use of object-relations, self-psychology and relational theory into his work. He has also learned, because his hospital and clinic practice involved working within the confines of managed care, to do brief treatment using cognitive-behavioral and mind-body approaches that focus more on symptom control and mechanical change rather than psychic integration and vital change. As a teacher and supervisor, he is interested in working with students to embrace depth and complexity.

Maureen Walker, Ph.D., is a licensed psychologist with a private practice in psychotherapy and multicultural consultation in Cambridge, MA. She also works at Harvard Business School where she is Associate Director of MBA Support Services. In addition to her teaching work at Lesley University, she is a Faculty Scholar and member of the Director's Group for the Jean Baker Miller Training Institute of the Stone Center at Wellesley College. Dr. Walker's clinical practice, teaching and publication projects involve developing linkages between racial identity development and relational theories to support the growth potential of persons who experience disconnections stemming from marginalization and devaluation within the dominant society. She has presented at numerous workshops and presentations on mother-daughter relationships, cross-cultural competencies for professional practice, and healing the disconnections of a stratified culture.
Publications:
Contributing author, Diversity in College Settings, Routlege Press.
Contributor, Managing Across Difference, M. Gentile, (CD-Rom management training product by Harvard Business School Publishing, 1996)
Racial Identification and Feminism: A Synthesis of Perspectives for a Focused Group Intervention, Cross-Cultural Counseling and Psychotherapy Roundtable Teacher's College (Published Proceedings of 1991 Symposium)
Author/ contributing author of numerous Stone Center Works in Progress including Race, self, and society: Relational challenges in a culture of disconnection; Therapist's authenticity; Shame and Humiliation: From isolation to relational transformation; Racial Images and Relational Possibilities; How Therapy Helps When the Culture Hurts; Power and Effectiveness: envisioning an Alternative Paradigm
Current Publication Projects (working titles only):
Co-editor, How Change Happens: Clinical Applications of the Relational-Cultural Model. New York: Guilford Press (anticipated publication date June 2003)
Co-editor, Recent Formulations In Relational-Cultural Theory New York: Guilford Press (anticipated publication date September, 2003)

Joel Glenn Wixson is a licensed clinical psychologist and a certified addictions specialist. He has worked in the field of social services for fifteen years. Dr. Glenn Wixson is currently the Director of Emergency Services for CASPAR, Inc. His department includes the First Step Street Outreach program, the Emergency Service Center, a wet shelter for homeless and substance dependent adults, and the Cross Roads program, a detox step down program. Dr. Glenn Wixson has been a member of the Lesley Adjunct faculty for three years. His interests include Narrative Therapy and Narrative approaches to problems with addiction, postmodern approaches to counseling, social justice, and world shaping.

Frank R. Yeatman earned his Ph.D. from the University of Illinois in 1971. His theoretical orientation is constructivism. His teaching interests include Research Design. His pedagogical style includes lecture and small group discussion.
Significant publications:
Corley, A. & Yeatman, F.R. (2000). Comparison of 1996 Master's, Specialists, and Related Degrees Employment Survey, CAMPP Member Survey Data, and 1997 Doctorate Employment Survey. Sourcebook for the Third National Conference on Master's Psychology. Francis Marion University, Florence, SC.
Yeatman, F.R. (Ed.) (1995). Proceedings of the Second National Conference on Applied Master's Training in Psychology. Edmond, OK:CAMPP.

Marianne C. Zasa earned an MSW degree from Boston College in 1970. She has an LICSW and is credentialed as a group therapist by the National Registry (CGP). She is also certified by the American Board of Examiners in Clinical Social Work and has been named to Fellow status by the American Group Psychotherapy Association. Psychodynamic psychotherapy is the foundation of her theoretical orientation, and has been influenced by object relations theory and intersubjectivity. She has many years of experience working with individuals, couples, and groups. She has been presenting on issues relating to group therapy at the local and national level for over twenty years. She is especially interested in helping students to learn from their experience in the clinical encounter, as well as to develop a sense of confidence in their own style.

Joel Ziff has been adjunct faculty at Lesley since 1986. He received his Ed.D. in Counseling and Psychological Education from the University of Massachusetts in 1979. He is a Licensed Psychologist with a private practice in Newton, MA, since 1978. In addition to working with individuals, couples, families and groups, he offers training in integrative multi-modality approaches to psychotherapy and provides consultation to organizations on developing more effective, collaborative work environments. Dr. Ziff is a member of the American Psychological Association, the Massachusetts Psychological Association, the American Society for Clinical Hypnosis, the International Transactional Analysis Association, the Alexander Technique International, and the United States Association for Body Psychotherapy. He has served as Program Chair for three national conferences of the United States Association for Body Psychotherapy.