Greetings Colleagues,

It’s been a busy summer and start to the new year. The

painting and carpeting project, now thankfully behind

us, did encourage a lot of cleaning, purging, and

reorganization. I deeply appreciate the willingness to

help one another and make the best of a challenging

situation.

Over the summer we lost a respected colleague and

friend, Dr. Robert Massey. His loss, along with Dr.

DePierro and Msgr. Hanbury, marked a difficult year in

the CEHS family. Their positive and creative spirits

remain and motivate us to continue our mission to

develop intellectually curious, reflective, servant

leaders.

The college welcomes six new faculty this year in all

three departments. Dr. Brian Cole and Dr. Ji-Yeon Lee,

in PPFT, Dr. Robert Kelchen, Dr. Robert Starratt, and

Dr. Luke Stedrak in ELMP, and Dr. Lisa Liberty in EDST.

They bring rich knowledge, scholarship, and theory-to

-practice experience that will expand opportunities for

our students and for faculty collaborations.

Recently I was asked, “What lessons will you take away

from your first year as dean?” Several things came to

mind, but the most important is that clarity of

communication is essential. Whether it is between ad-

ministration and faculty, faculty and students,

colleague to colleague, or to the public, clarity of mes-

sage and how it is conveyed can lead to positive

outcomes or unexpected results. The provost often

quotes George Bernard Shaw, “We cannot operate

under the assumption that effective communication

has occurred.” In a world with email and texting,

where instant decisions and responses are expected,

time for reflection is challenged. However, reflection is

exactly what we need when communicating with

others.

There are many exciting things happening in the

college this fall including six faculty seeking

promotion and tenure, an accreditation visit for the

Marriage and Family Therapy program, university

program review for the Higher Education program,

and the submission of six program reports to national

professional associations for review. The DePierro

Faculty Forum will begin in mid-October and I look

forward to hearing from our new and ‘seasoned’

faculty as they share news about research, teaching,

and assessment.

Thank you for your service to each other, our students,

and the university.

Robert F. Massey, Ph.D., who until recently directed the doctoral program in Family Psychology and master’s and postmaster’s

programs in marriage and family therapy at Seton Hall University passed away on June 27 at Hackensack University Hospital.

His undergraduate studies were in Franciscan theology at the University of San Luis Rey College in California; he earned a master’s

degree in Inner City Studies at Northeastern Illinois State College in Chicago. He earned his doctorate in psychology with a

specialization in personality and social psychology at the Graduate Center of the City University of New York in 1974.

While pursuing his doctorate, Robert also pursued training in family and systems therapy as that was being developed. His profes-

sional accomplishments demonstrate a concern for and working with diverse and underserved populations and continued

learning. He expected much of his students - as he did of himself - and was informed about and compassionate regarding personal

and societal challenges they faced.

Robert Massey began his teaching career as an adjunct professor at Ramapo College then moved to St. Joseph’s College in Brook lyn.

Upon completion of his doctorate, he accepted a full-time position at St. Peter’s College. In addition to assuming chairmanship of

the Psychology Department at the end of his first year, he continued to pursue training in psychotherapy at the Center for the Study

of the Person in La Jolla, CA and by attending a lecture series by Dr. Viktor Frankl at Duquesne University. He subsequently studied

transactional analysis at the Gotham Institute, family counseling at the Adler Institute, and trained in family therapy at the Ackerman

Institute, where he was supervised by Peggy Papp in brief strategic therapy in New York. He studied structural family therapy with

Salvador and Pat Minuchin at the Philadelphia Child Guidance Clinic and did postgraduate training in family systems at the Center

for Family Study in New Rochelle.

Dr. Massey joined the faculty at Seton Hall University in the fall of 1993. His own training in family therapy at several of the centers

where the discipline was being developed, prior to its advent at universities, led Dr. Massey to appreciate and emphasize the unique

theoretical frames and related techniques of each and to insist that each student be able to defend one’s own approach to fam ily

therapy based on a thorough understanding of the work.

He was an active member over many years of several professional organizations, including the American Psychological Association

(APA) and increasingly invested himself in those that allowed the opportunity to meet and interface with professionals from other

nations: the International Family Therapy Association (IFTA), The International Transactional Analysis Association (in which he served

as a board member for several years), and, more recently, the Interamerican Society for Psychotherapy (SIP). His travels took him to

41 countries, some of them for repeat visits, and typically involved his making a professional presentation.

He published numerous articles. In 1981, Dr. Massey authored a book, Personality Theories: Comparison and syntheses. In 2002 he co

-edited, with Sharon Davis Massey, and contributed chapters to Vol. III (Interpersonal, Humanistic, Existential), Comprehensive

Handbook of Psychotherapy (F. J. Kaslow, Series Editor). In 2009 he published a chapter, A systemic framework for forgiveness, in a

volume co-edited by Ani Kalayjian and R. F. Paloutzian titled Reconciliation and peace: Interconnecting psychological and social

processes in forgiveness and reconciliation.

Robert Massey is remembered by the PPFT department faculty across a number of roles and relationships: colleague, friend, mentor,

collaborator, co-conspirator, and counselor. Dr. Massey was a visionary who simultaneously held to tradition and practices deemed

to be in the best interests of the program, students, and faculty. He could be dogged, fervent, and unwavering in pursuit of matters

of importance; fierce when in pursuit of resources; gentle in his guidance and mentorship; generous with his time and attention;

consistent as a scholar; and longstanding in his compassionate humanity.

Dr. Massey’s legacy is multi-faceted, and he has been instrumental in the professional and personal development of a large

constituency across his 20-year career at Seton Hall University. The reflections of our students are a moving endorsement of his

legacy, one that most aptly captures Robert’s devotion to teaching and clinical training. Shortly after Dr. Massey’s death, an

anonymous sticky was found on his office door. It read “you left the world a better place.” We remember and honor him for who he

was and how he inspires us to be our best.

Robert Massey was my mentor, my colleague, and my friend. When I was I was hired as assistant professor of marriage and family

therapy in 2003, Bob Massey was director. In the group of people that included my dissertation mentor and some senior colleagues

in the field who had guided my development to that point, Bob had as much of an impact on me as anyone.

There is so much I can write about him on these pages. Our relationship was a complicated one, as all relationships are, with mo-

ments of exhilaration such as learning after an intense accreditation review process, that accreditation was being awarded for the MS

degree and renewed for the Ed.S. Our work also had moments of uncertainty especially as he became more and more ill. In spite of

that, I have decided to share my experiences of a quality in Bob that will remain with me for the rest of my life and that was his end-

less support.

As I tried to feel my way around this place called academia, a place often lacking clear expectations and at times as consistent as the

person in the provost’s chair prior to the arrival of President Esteban and Provost Robinson, Bob stood alongside me providing sta-

bility during my growth and development as a teacher and scholar. Although I came to know many of his qualities, when I reflect on

our experiences together, his support and encouragement are the memories I keep returning to. Bob was the first to acknowledge

my accomplishments. I remember a few department meetings when he told the faculty about my accomplishments before I could

even put them into words. He was protective of my time for writing and research, not only because he knew the rapid pace of the

years leading to one’s tenure application, but because he believed I could be successful in any form I wanted. He wanted me to have

that, to know that. What I didn’t realize until my promotion was that his support gave me the opportunity and space to accomp lish

what I needed in order to gain tenure.

As the days and years passed, our relationship shifted and he eventually taught me how to be a leader by expressing confidence in

me when I was in positions to lead. I experienced his leadership as collaborative, fair, and mindful of culture and social justice. It was

at some point in the year before my tenure application was due that I learned one of the marks of a great teacher is knowing when

to step back so your students can become teachers. As he stepped back, I imagine he had to summon all of his strength in order to

resist telling me how to do it. I was particularly aware of him during a situation when we were trying to help a struggling student.

The process was overwhelming as he sat with me, pushing me to look at the possibilities, and figure out a plan that would support

the student. He taught me to walk away from an issue and then come back with a fresh mind. He taught me how to ask for feedback

but then make a decision. As I took on more roles of leadership, our working relationship continued to evolve.

Six months after our experience with the struggling student, his physical health began to decline. With great reluctance, he would

eventually take his first medical leave to battle a disease that would deplete his body but not his spirit. I did not see Bob much in the

years following his initial leave. We spoke on the phone but because of the unexpected nature of the illness, I had to make the deci-

sions by myself yet I was prepared to make those decisions, about accreditation, curriculums, and maintaining a high quality of learn-

ing. The intensive training of the programs was something he would never compromise, not even with an overview textbook.

“Original sources, original sources”, he used to demand.

I will conclude this on a lighter note since I think he would appreciate that. One aspect of Bob that I will always remember was his

organizational skills. His system of organization was so complex, that according to rumor, the fire marshal threatened to lock down

his office unless it was cleared of all the paper piles. What people did not understand was nine times out of ten, Bob could find what

he was looking for. He knew the pile. He knew the scrap of paper. Further, as a passionate follower of politics and international

events, he recognized that history often repeated itself. His collections of old catalogues, schedules, and correspondence with licens-

ing boards was his attempt to prevent the same mistakes from happening again.

I will forever be grateful to have worked with Bob and I will miss him. Rest in peace, my friend.

It is difficult to express in words the profound impact Dr. Massey has had on us. During our final year in the Marriage and Family

Therapy program, we experienced the privilege of training in internship courses throughout the year with Dr. Massey as our divine

leader, consultant, and idol. Our group often jokingly referred to him as Yoda, Buddha, and even God at times. The mind becomes

flooded with words when thinking of how to describe Dr. Massey, but the one that stands out most is LEGENDARY. Each and every

moment of contact with Dr. Massey was a powerful learning experience and opportunity for growth. The amount of professional and

personal growth that came from the short year of training with Dr. Massey is insurmountable. His knowledge and intelligence were

beyond anything we had experienced and he instilled wisdom into us with each moment. Looking back, we truly were the lucky ones.

We miss Dr. Massey and feel so grateful to have had the opportunity to learn from such an amazing, compassionate man. We are

proud to be his legacy in the field of marriage and family therapy and he will forever be an inspiration to us.

The following are some of numerous reflections from The Last Class :

His was the ONLY class in my career as a student that ran overtime because of the students. I remember he would have to cut off the

class and say we are well over the time so we have to hold our thoughts until next time. I remember clearly the very last class with

him, everyone looked at each other and knew this was it. None of us wanted to leave that classroom because we did not want to say

bye.

Dr. Massey had an ease about him that made me feel comfortable and safe. My experiences with Dr. Massey were so incredibly

powerful. I remember presenting a case during consultation class and it was like he had a way to literally open my mind. I became so

insightful in my work because of the safe way he challenged me to dig deeper into my case conceptualizations. I have a notebook

full of his words and interventions since we always seemed to be scribbling every word he said during class. I know it is a resource I

will use for the rest of my life.

I remember how no matter how upset or impatient I got over my case study he’d sit there smiling, so calm and patient and say,

“Perseverance.”

He had this way about him where he could push us past comfort zones by tapping into our vulnerabilities. He managed to

accomplish this in one class after viewing maybe 2 -minutes of a single taped session. His classroom facilitated tremendous growth

for us as therapists in training.

Dr. Massey was very personable and dedicated to teaching his students. He had a way of bringing out personal reflections to get us

to understand a certain point. Dr. Massey taught me what it truly means to be empathetic and confident while working with families.

He also expressed that there is always a chance to bring family members together in therapy.

Dr. Massey was someone who challenged me to go beyond acknowledgement. Introspection was only a word to me, with his help it

became a process.

Dr. Massey made us question everything, and whether intentional or not, he made me become more aware. Despite seeming

overcritical, he guided us to a point where it felt safe to look at our own possible flaws and fears. Near the end of my curriculum I

found that looking inside and facing such things was not ascribing a failure but rather

foundational to growth.

The most poignant moment for me was when he invited me to his office for a later time to pick up some books. It was after my final

case study. It was a window of opportunity. It was his subtle way to display his vulnerability. To me it showed what working with

people meant. The moment, the simple invite was the accumulation of what he represented. For him, it was what he could give. To

me, it was the passion of a man who loved his craft. Rather than ruminating on death, he turned our final moments with him into

moments of clarity and learning. As long as you live, you can give of yourself.

Chris Tienken was selected to receive the 2013 Kappa Delta Pi

(KDP), International Honor Society in Education, Dr. Truman L.

Kelley Award for Scholarship Excellence. This prestigious award is

given to an individual KDP member who has demonstrated a

sustained effort in scholarship excellence within Kappa Delta Pi

and the education profession at the local, national and/or global

level. Awardees must be chosen from the over 35,000 members

worldwide and nominated by KDP members.

Ji-yeon Lee was awarded an American Psychological Foundation,

Division 17 Counseling Psychology Grant to support her project:

LGBT Elders' unique challenges in the transition to elderhood,

June, 2013

Corinne Datchi was elected Vice President for Practice of APA Di-

vision 43 (Society for Family Psychology) for a 2-year term start-

ing in January 2014.

Brian Cole was elected Research Representative for APA Division

17 (Society for Counseling Psychology), Section on Positive

Psychology

Robert Kelchen joined the faculty of the Department

of Education Leadership, Management and Policy in

fall 2013 after earning a Ph.D. in Educational Policy

Studies from the University of Wisconsin-Madison.

Robert's research interests include financial aid,

college rankings, program evaluation, and higher

education finance. He has worked on numerous

evaluations of financial aid policies and also compiles

the annual college rankings for Washington Monthly

magazine. His research is regularly presented at

national conferences and has been covered by outlets

such as The Chronicle of Higher Education, Inside

Higher Ed, and MSNBC.

The influence of some outstanding professors at

Truman State University, where Robert was an

undergraduate student, led him to the field of higher

education policy. He was encouraged to become

involved in campus governance and strategic

planning, which, combined with his interests in

economics and finance, led him to pursue graduate

study in the economics of higher education. Robert’s

most recent projects have involved possible reforms to

the federal financial aid system such as examining

whether students can be notified of their aid eligibility

well before the year of college attendance. Current

projects include examining trends in student fees and

tackling issues of student loan debt. He is teaching

financial administration of higher education this fall

and co-teaching the directed research and dissertation

seminars.

Robert and his wife moved in New Jersey in July. He

has already been struck by the sense of community in

the College of Education and Human Services at Seton

Hall and reports having received a warm welcome

from students, faculty, and staff during his first semes-

ter at SHU. Among Robert’s little-known talents

includes canning. Part of his Midwestern farm roots,

canning may not be typical for men of Robert’s age,

but he has been known to make five gallons of salsa at

a time.

Luke J. Stedrak joined the faculty of the Department of Education

Leadership, Management and Policy at Seton Hall University in

fall 2013. He earned an Ed.D. in Educational Administration and

Policy from the University of Florida. Luke began his career in

education as a secondary education as a teacher in Pinellas

County, Florida. His research interests include school finance,

school law, and virtual education. His national study about the

funding of elementary and secondary virtual schools won

Dissertation of the Year awards from both the Association for the

Advancement of Educational Research and the National

Education Finance Academy. Luke has presented his research re-

garding school finance to such organizations as the American

Educational Research Association, Education Law Association,

National Education Finance Academy and other national

organizations. He currently serves on the editorial advisory

boards of the Journal of Education Finance, Journal of Education

Policy, Planning and Administration, and is a member of the

Board of Advisors for the National Education Finance Academy.

Robert “Jerry” Starratt joined the faculty of the Depart-

ment of Education Leadership, Management and Policy

in fall 2013 after retiring from his position as professor

in the Department of Educational Leadership and

Higher Education in the Lynch School of Education and

Boston College in May. Jerry is an expert in school

renewal in Catholic school systems; instructional

supervision; building learning environments in

schools; ethical leadership; the moral character of

teaching and learning; human resource development;

and the philosophy of education. He has published

widely on these topics. The ninth edition of his widely-

read book, Supervision: A redefinition (with Thomas J.

Sergiovanni) will be published this fall. At Seton Hall,

Jerry will be focusing on providing dissertation

mentorship to doctoral students in the ELMP depart-

ment, guest lecturing and teaching.

Ji-yeon Lee joined the faculty of the Department of

Professional Psychology and Family Therapy in fall

2013. She received her Ph.D. from Purdue University

in 2011 with a major in Counseling Psychology and

completed her internship at University Counseling

and Consulting Services at University of Minnesota.

Her primary scholarship area examines the interplay

between cultural factors and attachment relation-

ships. Ji-yeon considers geographic distance as a

cultural context and has examined differences in

geographically close and long distance romantic

relationship (LDRs). She recently expanded her

research interests in attachment issues to elders

(e.g., immigrant elders, LGBT elders) and their LDRs

with their family members/attachment figures. She

received two American Psychological Foundation

grants for her research on immigrant elders and

LGBT elders. She has also worked on several

cross-cultural research projects focusing on

international students’ adjustment, and prevention

research (e.g. cancer prevention, suicide preven-

tion).

Ji-yeon Lee is active in professional activities at the

national level. She serves as chair of the web

committee for APA’s Division 52 International

Psychology and is a committee member for Early

Career Professionals in Division 17, Counseling

Psychology. She also serves as a member of an ad

hoc central programming working group in APA.

Before joining the Department of Professional

Psychology and Family Therapy at Seton Hall

University, Ji-yeon was an assistant professor at

University of Texas at Tyler. Right before moving to

New Jersey this summer, she visited family in South

Korea. Ji-yeon will be teaching statistics and a

practicum course and she looks forward to working

with students and colleagues at SHU. Ji-yeon

considers herself a foody, she dances salsa, and has

a close relationship with her younger brother.

Brian Cole joined the Department of

Professional Psychology and Family Therapy in

fall 2013. Brian was led to the field of

counseling psychology after volunteering in a

research lab as an undergraduate. The lab

examined positive psychological interventions

to reduce experiences of physical pain, and he

became very interested in conducting research

that had clinical applications. Brian found

counseling psychology’s strength-based

orientation to be a great fit so he pursued a

Ph.D. in order to teach, conduct research, and

do clinical work. Brian’s research interests in-

clude the areas of men and masculinity and

clinical applications of positive psychology. His

most recent project examined the influence of

gender socialization on men’s identification of

depressive symptoms and their willingness to

seek various types of help when depressed.

Prior to coming to SHU, Brian completed his

doctoral internship at the University of

Missouri-Kansas City Counseling Center. He is

currently teaching course on clinical assess-

ment, interest and personality assessment, and

theories of counseling. At Seton Hall, Bran is

looking forward to mentoring students in the

classroom, on research projects, and in their

clinical work. In addition to his passion for

counseling psychology, Brian also has experi-

ence in bobsled racing. On a recent vacation he

competed in a bobsled race against his in-laws

on an Olympic bobsled track.

I knew I wanted to work with children since I was little. Growing up I

spent lots of time volunteering in schools. On weekends, I would spend

time in my mom’s classroom helping her plan lessons and grade

papers. Eventually I started tutoring students with learning disabilities

and developed a passion towards helping students use their strengths

to be successful in school. I received a Bachelors degree in Psychology

and then joined an organization that provided a range of services for

children with academic and social emotional needs. My experiences

working the families and children in this organization led me to pursue

a credential and Masters Degree in Special Education. I began my

career, teaching students with a range of disabilities, and I specialized

in teaching students with emotional behavioral disorders. I am grateful

for all the wonderful families that have allowed me to learn from their

children as they have inspired my current research interests in the field

of education.

Currently, I conduct research in literacy, inclusion, teacher preparation,

professional development, and children in school-to-prison-pipeline

tracks. Most recently, I received a grant from the Washington American

Education Research Association to conduct a study with special

education teachers on how to teach writing to students with emotional

behavioral disorders. This research has allowed me to study

professional development with special education teachers and writing

with some of the most diverse learners in urban school districts. I am

also involved with a research project that is examining interventions

for children with autism whose families come from different cultural

and linguistic backgrounds.

Prior to accepting a position at Seton Hall, I completed my Ph.D. at

University of Washington. At University of Washington I taught in

their Teacher Education Program and studied how to prepare general

education teachers to differentiate instruction to students with diverse

learning needs in urban school districts. I also worked on several grants

with faculty and supervised teacher candidates pursing their

certification in special education.

At Seton Hall, I am currently teaching a literacy strategy course to our

undergraduate teacher candidates and I will be teaching special

education courses to our graduate students. I am looking forward to

collaborating with my colleagues within the College of Educational

Studies as well as faculty from other disciplines and with teachers

across school districts in New Jersey. Additionally, I am interested in

developing a Study Abroad Program for teacher candidates in special

education to provide them with opportunities to learn how different

cultures can impact a student’s education. I love yoga, cooking, and

fantasy football!

When Marianne came to Seton Hall 17 years ago, she had

already enjoyed a successful career working in the business

world. But after 20 years with a New York-based architectural

engineering firm, she was ready to try something new.

Marianne first tested the waters in education as a public school

aide, but she decided that the classroom was not the right

place for her (despite having a provisional certification in

business education and in elementary education.) So, a series

of temporary placements at SHU (in the Office of the

Controller and in the College of Education and Human

Services) led to a permanent position working for the Dean of

CEHS in 1997. When she joined the CEHS, it was the only

school or college on campus that did not have a budget

director. It took two years working with the Dean to figure out

how to fund the position, but once they did, Marianne took

the reins and created the CEHS budgeting processes that

continue to be in place today.

Upon arriving at Seton Hall, Marianne was impressed by the

collegiality and cooperative spirit she encountered. It was

unlike any other setting she had worked in before. The

faculty, administrators and staff at CEHS have become like a

second family to Marianne, and the beauty of campus

continues to inspire her, particularly when flowers are in bloom

during the spring and summer. Although Marianne feels ready

to retire and is looking forward to an end to waking up early in

the morning and fighting for a parking spot, she will miss all

the fun she has at work every day. She’ll be working through

March 2014 helping to train her replacement, and after that

Marianne has a long list of activities to keep her busy during

retirement. First, she’ll tackle a house-cleaning project, then

possibly some time on the beach in Florida with her husband.

If she gets bored, she might even pursue yet another career.

But after 54 years in the working world, Marianne deserves a

good, long rest.

We thank you for your years of service and support to the

College of Education and Human Services. You will be greatly

missed.

On April 17, 2013, Beverly Kroeger, the Assistant to the

Associate Dean for Academic Affairs in the College of

Education and Human Services was one of three recipients of

the McQuaid Medal. The medal is awarded by nomination of

the University President and approval from the Board of

Regents to members of the faculty, administration and staff

who have rendered outstanding service to the University.

Awardees must meet the following three criteria: (1) achieved

distinguished service (e.g. outstanding teaching, research and

scholarship, University service); (2) demonstrated commitment

to and affection for Seton Hall University as a community; and

(3) has been employed full-time at Seton Hall University for no

less than 20 continuous years.

Beverly joined the Seton Hall community in 1992 to work in

Facilities Engineering and then briefly in the Office of the

Registrar prior to making CEHS her home in November 1995.

She is an indispensable member of the Office of the Dean,

working with undergraduate and graduate students on

enrollment issues, processing applications to ELMP doctoral

programs, assisting with certifications, and supporting Dr.

Joseph Martinelli. Beverly is a well-known figure around

Jubilee Hall due to her role as building manager,.

When she’s not on campus, she’s busy volunteering for the

Special Olympics, “Just us Girls” breast cancer benefit race

and spending time with her granddaughters Kylie and Karlie.

Congratulations Beverly!

Kappa Delta Pi International Honor Society in Education (KDP)

subscribes to the four ideals of Fidelity to Humanity, Service,

Science, and Toil while striving to maintain professional fellowship,

enhance professional growth, and honor achievement in the field of

education and related helping professions.

In order to join Seton Hall University’s Xi Gamma Chapter,

undergraduate education students with 30 or more credits are

required to have a minimum cumulative GPA of 3.5. Graduate

students enrolled in the College of Education and Human Services

are required to have a cumulative GPA of 3.8 or above.

This year, Xi Gamma had various members receiving high

recognition from the international honor society:

Omayra Arocho was selected to receive the Kappa Delta Pi 2013

Northeast Regional Counselor Award. This award recognizes

dedication and achieved excellence as a counselor and leader who

represents the mission and ideals of the Society. One counselor is

honored every two years from each of the following regions:

Northeast, Midwest, Southeast, West and Community Colleges.

Lauren McFadden, Ed.D. and Joseph Martinelli, Ed.D. will present at

Kappa Delta Pi’s 2013 Biennial Convocation, October 24-26, in

Dallas, Texas. Their presentation proposals were selected among 320

high-quality submissions for workshops and poster sessions.

Christopher Tienken, Ed.D. was selected to receive the Kappa Delta

Pi 2013 Dr. Truman L. Kelley Award for Scholarship Excellence, given

every two years to one of the over 35,000 members.

Over the last several years, Xi Gamma Chapter has been

very fortunate to have several CEHS faculty members

present workshops in their area of expertise:

Margaret Brady-Amoon, Ph.D. Crisis Prevention and

Intervention

Christopher Tienken, Ed.D. The School Reform Land-

scape: Fraud, Myth, and Lies

Laura Palmer, Ph.D., A.B.P.P. and Margaret Brady-Amoon,

Ph.D. The Intersection of Wall Street and Sesame Street

Joseph Martinelli, Ed.D. Creative Teaching with Web

Tools

KDP Xi Gamma is always looking to collaborate with the

college’s faculty in order to offer members professional

development and/or training in areas currently affecting

education and the helping professions. If interested,

please contact either KDP Faculty Counselor Lauren

McFadden at lauren.mcfadden@shu.edu or KDP

Counselor Omayra Arocho at omayra.arocho@shu.edu.

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Ziswiler, K., De Luca, B., & Stedrak, L. (2013). The role of expenditures in predicting adequate yearly progress for

Ohio K-12 students with special needs. Educational Considerations, 40 (3), 17-22. EDST Carr, V. B. (2013). Care of the University with Reflections on Newman. Catholic Studies Seminar Series, Seton Hall

University, New Jersey, pp. 8-11. Devlin-Scherer, R. & Sardone, N.B. (2013). Collaboration as a form of professional development: Improving learning

for faculty and students. College Teaching. DOI:10.1080/87567555.2012.714815 Devlin-Scherer, R. and Sardone, N. (2013). Teaching genocide using technology. SITE Conference, New Orleans, LA. Fedora, P. (2013). Integrating technology into course content to facilitate improved instructional techniques for

preservice teachers. Society for Information Technology and Teacher Education (SITE) 24th International Conference, New Orleans, LA.

Fedora, P. (2013). Testing to teaching: Linking assessment to instruction. Academy of Orton-Gillingham Practitioners

and Educators (AOGPE) Conference, Providence, RI. Martinelli, J. McFadden, L. and DeCarolis, D. (2013, October). Integrating Augmented Reality and Mobile Devices

into Teaching. Kappa Delta Pi Conference: Dallas, TX. McFadden, L. & Arocho, O. (2013, October). Embracing the BYOD Movement. Kappa Delta Pi Conference: Dallas, TX. Sardone, N. B. & Devlin-Scherer, R. (2013). Game-based learning to develop civic literacy and 21st century skills: Mak-

ing judgments and decisions. Citizenship Teaching & Learning, 8(3), 343–355, doi: 10.1386/ctl.8.3.343_1 PPFT Awad, M., Farrelly, M. J., & Brady-Amoon, P. (2013, April). Mental health and firearms: Implications for duty to

warn. Poster presentation to the New Jersey Counseling Association Annual Conference, Lincroft, NJ. Awad, M., Farrelly, M.J., & Brady-Amoon, P. (2013, October). When gun control policies intersect with mental

health: Psychological practice issues, impacts, and implications. Paper presented to New England Psychologi-cal Association annual conference, Bridgeport, CT.

Brady-Amoon, P., Brahmbhatt, S., Brown, T. C., Dambra, C. M., Sansbury, T. C., & Williams, D. A. (2013, April).

Defying the odds: Supporting at-risk students’ beliefs, hopes, adjustment, and academic performance. Presentation for the Petersheim Expo., Seton Hall University.

Brady-Amoon, P., Fedora, P., McFadden, L., Massarelli, T., Tienken C., & students. (2013, April). Facilitating commu-

nication among school-based professionals. Panel presentation for the Petersheim Expo., Seton Hall Universi-ty.

Brady-Amoon, P., Keefe-Cooperman, K., Bowman, S., Brahmbhatt, S., Brown, T. C., Dambra, C. M., Sansbury, T. C., &

Williams, D. A. (2013, August). Self-beliefs, hope, and adjustment: Supporting “at-risk” middle school boys’ academic performance. Poster presentation to the Annual Convention of the American Psychological Associa-tion, Honolulu, HI.

Carver, K., Lee, J-Y., Romano, J., Cleary, S., Straughn, L., & Gregerson, M. (2013, August). Couples and family inter-

vention in Counseling Psychology: prevention in diverse cultural contexts. Symposium presented at the An-nual Convention of the American Psychological Association Convention, Honolulu, Hawaii.

Cole, B. P., Davidson, M. M., & Gervais, S. J. (2013). Body surveillance and body shame in college men: Are men who

self-objectify less hopeful? Sex Roles, 69, 29-41. doi: 10.1007/s11199-013-0282-3 Cooper, M., & Palmer, L. (2013). Assessing the intersection of ageism and social relations among lesbian and gay

individuals. Poster presentation to the Annual Convention of the American Psychological Association, Honolu-lu, HI.

Culbreth, C. & Farrelly, M. J. (2013, April). Equine therapy as an effective and versatile addition to psychotherapy.

Poster presentation to the New Jersey Counseling Association Annual Conference, Lincroft, NJ Dambra, C. & Farrelly, M. J. (2013, April). Counselors in the courtroom: Effective preparation and practice. Poster

presentation to the New Jersey Counseling Association Annual Conference, Lincroft, NJ.

Datchi, C., & Sexton, T. L. (2013). Can family therapy have an impact on adult criminal behaviors? A pilot study of Functional Family Therapy with adult probationers. Couple and Family Psychology: Research and Practice, 1-16. doi:10.1037/a0034166

Davidson, M. M., Gervais, S. J., Canivez, G. L., & Cole, B. P. (2013, August). A psychometric examination of the Inter-

personal Sexual Objectification Scale among college men. Poster presented at the Annual Convention of the American Psychological Association, Honolulu, HI.

Ellson, H. & Farrelly, M. J. (2013, April). The infertility crisis: What counselors should know. Poster presentation to

the New Jersey Counseling Association Annual Conference, Lincroft, NJ. Farrelly, M. J. (2013, August). The advisory working alliance and the ability to cope among psychology doctoral stu-

dents. Poster presentation to the Annual Convention of the American Psychological Association, Honolulu, HI. Jackson, M., & Brady-Amoon, P. (2013, October). Building alliances and community to support psychologist/

activism. Roundtable presentation for the Psychologists for Social Responsibility, NY City Regional Confer-ence, New York, NY.

Keefe-Cooperman, K., & Brady-Amoon, P. (2013). Breaking bad news in counseling: Applying the PEWTER model in

the school setting. Journal of Creativity in Mental Health, 8, 265-277. doi: 10.1080/15401383.2013.821926 Lee, J-Y, & Ciftci, A. (2013). Asian international students’ socio-cultural adaptation: Influence of multicultural per-

sonality, assertiveness, academic self-efficacy, and social support. International Journal of Intercultural Rela-tions [Online first]. doi:10.1016/j.ijintrel.2013.08.009

Massarelli, T., & O'Halloran, P. (2013, November). Academic and behavioral interventions with Autism Spectrum

Disorder students. Presentation to the New Jersey Education Association Annual Conference, Atlantic City, NJ.

Palmer, L. K. (2013). Legitimizing and reclaiming master’s training and education in counseling psychology: An ur-

gent concern. The Counseling Psychologist, 41, 700-709. doi: 10.1177/0011000012473164 Sciutto, M., Lee, J-Y., Waldecker C., Bernardelli, S., Klein, M., & Worrell C. (2013, August). Bridging science to prac-

tice: International data and considerations in conducting research in schools. Symposium presented at the Annual Convention of the American Psychological Association, Honolulu, Hawaii.

Stutman, G., & Brady-Amoon, P. (2013, October). Immigration reform: Listening to the voices of children of undocu-

mented immigrants to the US: Roundtable presentation for the Psychologists for Social Responsibility, NY City Regional Conference, New York, NY.