Fielding Focus - January 2023

FOCUS

PARTNERSHIPS PARTNERSHIPS

President

Katrina S. Rogers, PhD

Editor

Carol Warner

Managing Editor

Kaylin R. Staten

Art Director

Rob Grayson, Boone Graphics

Graphic Design

Studio B at Boone Graphics

Focus is published by Fielding Graduate University

2020 De la Vina Street

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FIELDING.EDU

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About the Cover: Members of the Fielding community circle the globe, comprising a network whose members individually and collectively contribute to the world we live in. This cover demonstrates the idea of connectedness and partnership.

© 2023 Fielding Graduate University: all rights reserved. No portion of this publication may be reproduced in any form without prior written permission from Fielding Graduate University.

A LETTER FROM THE PRESIDENT

t every graduation, Fielding students thank their friends, families, and colleagues for the support they have received over the course of their programs. Time after time, I have heard our doctoral, master’s, and coaching graduates speak about the importance of the people around them to their ultimate success — the ones who pushed, encouraged, and uplifted them in good times and difficult ones. Although we don’t necessarily name this loving support “collaboration,” our capacity to be present for others is a type of partnership that resonates under the greater umbrella of the word.

To collaborate is to engage together in a common goal in the spirit of working on a task or idea that leads to a better result because we have done it together. Collaboration is instrumental in forming partnerships, an overarching theme woven throughout Fielding’s fabric. The adage, “two heads are better than one,” comes to mind. Even the stereotype of the solitary writer, inventor, or poet belies the circle of others that such creators draw from for strength and ideas. Collaboration, like its companion, cooperation, is essential to the human spirit. Many species cooperate for survival; humankind, however, is remarkable not just in our ability to work together but in our desire to do so. We seek out others for social connection and community, and when we do not have these essential ties to each other, we are bereft. Social isolation, psychologists and doctors remind us, deteriorates our holistic health and sense of purpose.

Given the importance of the ties that connect us to each other, it is somewhat paradoxical that western cultures often emphasize the importance of the individual — as if success were a singular endeavor outside of a broader context. In the Fielding learning environment, both are true, with the self and collective in active partnership. The use of self is critical to self-awareness and agency. Often, the connection to a collective is empowering and

Aennobling, in that others can bring out our best selves and inspire us to give more of ourselves to a common good.

At Fielding, we want to commence our 49th year by highlighting the many examples of partnership evident in our community. By doing so, we demonstrate that our learning model, created by faculty to focus on graduate education for adult learners, is part of a rich tradition that values the achievement of individual success through the intentional building of learning communities. This partnership supports and sustains us, not just during our graduate programs, but throughout our life course.

I hope you enjoy these stories of partnership. May they challenge and inspire in equal measure.

I look forward to seeing many of you at our in-person or virtual learning spaces throughout the year. Let’s work together to make 2023 a positive year in which we achieve our individual goals and help others do the same.

With kind regards,

BOARD OF TRUSTEES

Karen S. Bogart, PhD, Board Chair President, Smith Bogart Consulting

Santa Barbara, CA, United States

Gary Wagenheim, PhD, Vice Chair

Adjunct Professor, Beedie School of Business

Simon Fraser University

Vancouver, BC, Canada

Patricia Zell, JD, Secretary Partner, Zell & Cox Law

Santa Barbara, CA, United States

Russ Goodman, MBA, Treasurer

Retired Regional President, Sares-Regis Group

Lake Sherwood, CA, United States

Dorothy Agger-Gupta, PhD Faculty Trustee

Victoria, BC, Canada

Michael Ali, PhD Chief Digital and Information Officer Omega Engineering

Norwalk, CT, United States

John Bennett, PhD Professor, Queens University of Charlotte

Charlotte, NC, United States

Keith Earley, PhD, JD

Principal, Earley Interventions, LLC

Rockville, MD, United States

Zabrina Epps, PhD, MPM Student Trustee

Laurel, MD, United States

Tracy Fisher, PhD

Director, Center for Social Justice & Civil Liberties

Riverside, CA, United States

Michael B. Goldstein, JD Managing Director Center for Higher Education Transformation

Tyton Partners

Washington, D.C., United States

Anthony Greene, PhD Faculty Trustee

Carolina Shores, NC, United States

Linda Honold, PhD President, Vision in Action

Milwaukee, WI, United States

Judith Katz, EdD Executive Vice President Emeritus

The Kaleel Jamison Consulting Group

Washington, D.C., United States

Dianne Kipnes, PhD Psychologist, private practice

Edmonton, AB, Canada

Katrina S. Rogers, PhD ex officio President, Fielding Graduate University

Santa Barbara, CA, United States

Maria Viola Sanchez, PhD Student Trustee

Westlake Village, CA, United States

Connie Shafran, PhD Clinical Psychologist

Malibu, CA, United States

Nicola Smith, JD Faculty Trustee

Berkeley, CA, United States

Ivory A. Toldson, PhD

Director, Education Innovation and Research at the NAACP

Washington, D.C., United States

Trustee Emeriti

Nancy Baker, PhD

Karin Bunnell, PhD

Michael B. Goldstein, JD

Russ Goodman, MBA

Bo Gyllenpalm, PhD

Linda Honold, PhD

Otto Lee, EdD

E. Nancy Markle

Fred Phillips, PsyD*

Margarita Rosenthal, PhD*

Connie Shafran, PhD

Nancy Shapiro, PhD

*Deceased

VALUE S ACADEMIC EXCELLENCE

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

COMMUNITY

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

DIVERSITY

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

LEARNER-CENTERED EDUCATION

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

SOCIAL JUSTICE

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

TRANSFORMATIONAL LEARNING

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

VISION

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

ABOUT FIELDING MISSION

We provide exemplary interdisciplinary programs for a community of scholar-practitioners with a distributed learning model grounded in student-driven inquiry and leading to enhanced knowledge.

ENROLLMENT: 1146

AGE RANGE: 22 -82 WOMEN

AMERICAN INDIAN OR ALASKA NATIVE ASIAN

BLACK OR AFRICAN AMERICAN HAWAIIAN OR PACIFIC ISLANDER

HISPANIC OR LATINO WHITE

TWO OR MORE RACES

RACE/ETHNICITY UNKNOWN*

NON - RESIDENT ALIEN

FACULTY: 169

STAFF: 81

STUDENT TO FACULTY RATIO: 10:1

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

JUSTICE, EQUITY, DIVERSITY, AND INCLUSION (JEDI) STRATEGIC IMPLEMENTATION PLAN

What are the plan’s purpose and priorities?

The Justice, Equity, Diversity, and Inclusion Strategic Implementation Plan provides a blueprint for actions and decisions for Fielding. Due to constant shift of the sociocultural and political landscape, the plan is designed to be adaptive. We must remain open, responsive to changes, and agile in how we go about implementing DEI in our university to ensure that we are staying true to our values and commitment to supporting lifelong learners.

How did you leverage partnerships with internal Fielding stakeholders in developing this plan, including the Global Inclusion Council and student groups?

Leveraging partnerships is essential in this work: success depends on dialogues between diverse Fielding community members. We are at a significant moment of Fielding history, when we are embarking upon an affiliation with Rowan Global, which adds to the complexity and value of our work.

We looked at the work of the previous Global Inclusion Council, existing data, including climate surveys and enrollment, retention, graduation, and hiring trends, as well as the Fielding Graduate University strategic plan. In addition, we took into consideration the findings and recommendations of several committees, along with the Board of Trustees, to inform this work. And last, we had conversations with student groups, faculty members, and the current Global Inclusion Council. We looked at where Fielding has been on the DEI journey and where the university needs to go. The plan will help us navigate the JEDI work in the next three-to-five years.

What is the significance of this document for Fielding and other educational institutions?

An institution’s diversity plan is very important because it sets a tone, and serves as a document that prioritizes the organization’s commitment to its mission, vision, and values. It is a commitment to justice. It is a commitment to equity. It is a commitment to making sure that everyone feels included and that everyone matters. It is a commitment to the success of everyone.

What is your hope for JEDI efforts at Fielding?

Our collective hope, through this JEDI plan, is for us to live and practice what it means to be the “beloved community” that we all aspire to be. Everyone who has been involved in Fielding is committed to justice, equity, diversity, and inclusion in unique ways. We need to be able to actualize that in our relationships with one another.

At the core of this work is relationship building. If we can build a strong community rooted in love, authenticity, courage, and empathy, then we have moved toward being that beloved community we all aspire to be.

Reflecting on the process of developing the plan, please share some lessons learned in the process.

Fielding is a highly relational university, which is unusual for the higher education industry. In drafting this plan, it was essential to look at a variety of data, both quantitative and qualitative, and understand where we are. We knew we would not get everything 100 percent, but we worked on consulting with as many stakeholders as possible,

including our alums. We then calibrated the JEDI plan with the Fielding strategic plan and other diversity efforts happening in the United States and globally. I believe it is important to understand that diversity does not happen in a vacuum, that it must address individual nuanced differences and simultaneously speak to and be responsive to the larger issues facing humanity across the world. In that respect, grounding our vision in Human Rights is essential in developing a plan that speaks to all people regardless of background and lived experience.

How can the Fielding community collaborate with the Office of DEI to reach the collective impact of the JEDI plan?

I have felt an overwhelming amount of support from students, faculty, staff, and alums. Ours is a community that is genuinely committed to DEI. It is refreshing to see that show of support.

I encourage everyone to think of new ways to participate. In doing so, let me highlight ongoing projects organized through student, faculty, and staff energy. First, we have a threepractice dialogue circle comprised of students’ and alums’ forward-thinking commitment to learning about DEI. Some of the conversations are recorded and available on Fielding’s YouTube channel. Second, is the amazing work of the Black Student Association, who hosted several events in 2022 and brought in amazing speakers who are leaders and scholars on issues pertinent to the Black experience. Third, there are several faculty members deeply engaged in research projects, publications, and various other projects that engage individuals on issues of DEI. Last, there are the various Fielding Institutes and the Fielding University Press that have served as conduits for individuals seeking to expand their research, scholarship, and commitment to DEI efforts nationally and internationally.

I sometimes think we don’t highlight these efforts enough, and my hope moving forward for this year is that we highlight those

individuals who have done incredible work promoting and advancing DEI at Fielding and beyond.

I look forward to celebrating more accomplishments in the DEI work at Fielding together.

The plan will be available on Fielding's website, www.fielding.edu, in February 2023.

WENDI WILLIAMS, PHD, JOINS FIELDING AS PROVOST AND SENIOR VICE PRESIDENT

Fielding has a new addition to its leadership team.

In October 2022, Wendi Williams, PhD, joined Fielding as the Provost and Senior Vice President, bringing with her two decades of academic and administrative experience.

Provost Williams applies her work as a psychologist, advocate, and educator at the intersection of education and psychology to her scholarship and leadership praxis. Previously, she was the Dean of the School of Education at Mills College and Associate Dean of Academic Affairs at Bank Street College, Graduate School of Education. In these positions, she cultivated equitable contexts for students, staff, and faculty development while attending to structural and cultural change to support important curricular and program development.

The first few months of her tenure were spent on a listening tour, where she learned the inner and outer workings of the university. During that time, Provost Williams began forming goals as provost and for Fielding in general.

“I think that this community is ready for really deep, transformative equity work,” Provost Williams said. “As an educational leader, I have had a number of opportunities that have appeared to be ready for that, but I might have been the only one or one of a few people in the position to do that work. At Fielding, I join a group of active, engaged, intellectually vibrant colleagues who are justice-minded, and I love it! I want to be in a space pushing forward an agenda we all can not only be proud of, but serves as a model for other human development organizations and institutions.”

With myriad thoughts and goals, she wants to ensure that she is helping Fielding meet the moment of pressing issues and needs. Specifically, she wants to work toward

addressing the overall Fielding experience with equity and access, health and wellness, and more.

“What I find important and useful is that I’m entering on the momentum of a very strong legacy,” Provost Williams said. “That stands out to me as an incredible resource that we have as an institution and that I have as a provost. There’s a lot of potential to expand on the work Fielding has always done in the fields of psychology, leadership, human development, and other areas in this very interesting moment in our society. I think there’s this way in which Fielding is uniquely positioned to speak to some of the most pressing issues and areas of required transformation for our world — at home and abroad.

“The hope is to, even more, bring the outside world in more deeply into the teaching and learning experience and have it influence our curricula, our pedagogical practices, and our ways of thinking of what it means to be a learning community not only for this moment, but the futures we are building together,” she continued. “To cultivate an intellectual life that feels robust and engaging, it must happen inside the classroom but also outside the classroom. I’m excited about the ways in which we can engage students, alums, and faculty in some of the most pressing issues of the day and help our public understand the ways that our areas of practice and scholarly expertise are vital for our shared future as a global learning community.”

A pivotal, life-altering moment happened when she decided to take a higher-education administration position. As a tenured faculty member, researcher, and writer, she was used to higher-education work. What she wasn’t prepared for was how she would change in leadership roles.

“I got hooked, and I didn’t realize that would happen,” Provost Williams said. “As can be true for many, I had

the limiting belief that leadership was about being in charge and having ambition for that, but once in the seat I experienced the power of leadership to create and cultivate conditions for access, opportunity, and excellence for our students, for our faculty, and for our institution as a whole, and that was huge for me.”

Since then, Provost Williams began reimagining leadership schools of thought and how things were always done, both as an individual and in partnership with others.

The heart of Provost Williams’s work is centered on societal challenges that can be enriched by diverse women’s unique perspectives and approaches to leadership. Her recently published work is WE Matter!: Intersectional Anti-Racist Feminist Interventions with Black Girls and Women, and forthcoming books, Black Women at Work: On Refusal and Recovery and The Majestic Place: The Freedom Possible in Black Women’s Leadership. She also created the “She Been Ready! The Podcast,” where she hosts conversations centered on elevating Black women’s liberatory leadership praxis through their stories of leadership and life.

“The practices of Black women as leaders isn’t as widely known and held up,” Provost Williams said. “So, I thought, ‘Let’s talk to women who are leaders. Let’s talk to folks who have an opinion and experience with Black women in leadership and Black women in general.’ To be honest, it’s become a much more diverse space because, like for all leaders, when it is happening well, Black women are not leading in isolation.”

Provost Williams expressed her excitement to continue to delve into data, both in the forms of numbers and in conversation with others. She wants to help the Fielding community explore its potential while also keeping some of our most human characteristics in mind.

“I have been a very busy student and professional,” she said. “I come from a working-class background, so I have this perspective that you must work hard. What I also know from an academic and intellectual perspective is that you do need time to rest, think, imagine, and be creative without a goal in mind to get to the next thing we are hoping for in our future. So, I want to use this platform and position to create some of that space for our students, faculty, and staff to ensure we have the structures that afford us the space to think more expansively about our work and to engage in ways that make more room for us to stretch out a bit more into our humanity.”

Although she has reached high levels of success, both

personally and collaboratively with others, she considers herself just as much of a learner as she is a leader.

“I have been learning more and more just how precious it is to listen,” Provost Williams said. “I know it’s simple, but I’ve been trying to listen deeply. Part of it is listening to myself before I can listen to others. So, there’s a lot of work I do around somatics and embodiment to ensure I connect with my own personhood and physicality so I can truly be present when I’m with others. I am in awe of how much more I can hear from and connect with others when I am fully present. It’s meant the world for leadership practice and just overall personal life practice.”

Away from her professional life, Provost Williams is an avid bibliophile, with self-professed stacks of books especially fiction throughout her home. She is also known as “Auntie Wendi” to her nieces, nephew, and godsons, a role that she holds in the highest esteem.

2022 MARIE FIELDER MEDAL FOR SOCIAL TRANSFORMATION

Each year, the Fielding community comes together to recognize the efforts of an individual who makes a difference on the international stage.

On November 17, Orlando L. Taylor, PhD, was honored as the 2022 Marie Fielder Medal for Social Transformation recipient at a public livestream event.

Based in Washington, D.C., Dr. Taylor has been a national leader in graduate education, including issues related to diversity, equity, and inclusion, for more than 40 years. He works tirelessly to prepare the next generation of college and university researchers, faculty members, and leaders across the nation.

Currently, he serves as the Distinguished Senior Advisor to the Fielding President, and as Principal Investigator and Executive Director of the National Science Foundation-funded Center for the Advancement of STEM Leadership (CASL). Previous roles include service as university president, provost, and faculty member at other colleges and universities. He is also the Founding Director of the Marie Fielder Center for Democracy, Leadership, and Education.

Dr. Taylor is the sixth recipient of this distinguished award. He said that receiving this award, especially as the founding director of the Marie Fielder Center for Democracy, Leadership, and Education, was a full-circle moment.

“To receive an award in the name of Marie Fielder in and

of itself is an honor because of the great contributions she made to the nation and disenfranchised communities during her lifetime as an educator and activist,” Dr. Taylor said. “It’s both humbling and rewarding to be recognized by my peers and colleagues at Fielding. There’s an expression about being a prophet in one’s own land. It’s very difficult, but to be awarded this medal by my colleagues and peers is quite special.”

Dr. Taylor has made an impact both at Fielding and on colleagues across the world.

“When I tell people in higher education I work for Dr. Taylor, many respond, ‘You work with a legend!’" said Nicole Moreland, PhD, CASL Director of Operations. “I have the distinct pleasure of working with Dr. Taylor, but more importantly, I’ve had the honor of calling him my mentor for over 15 years. Very few people can transform a person’s life the way Dr. Taylor can. Every day I have the pleasure of observing, firsthand, Dr. Taylor’s extraordinary vision and tremendous leadership. His pursuit of excellence and passion for people allow him to have an enduring impact on the lives of individuals and institutions. His prodigious impact is evidenced by the relationships he has cultivated around the world, all of which have been integral in connecting the Center (Center for the Advancement of STEM Leadership funded by the National Science Foundation) to 67 HBCUs.”

The Marie Fielder Medal for Social Transformation is one of the Marie Fielder Center for Democracy, Leadership, and Education’s signature initiatives. The Center and award are named after Dr. Marie Fielder, one of the most influential women in the history of California education and a founding member of Fielding’s Board of Trustees.

The Center’s work exemplifies Dr. Fielder’s principles of transformational change for social justice, equity, and education.

The annual award recognizes an individual for a lifetime of achievements devoted to efforts that support educational access and success. Each year, the Center’s Advisory Council seeks contributions toward advancing Indigenous Worldviews and ecological justice, as well as one or more of the following areas: social advocacy/ activism, research, leadership, education, and public service.

“Dr. Taylor has been a national leader for many years on issues pertaining to diversity and inclusion in higher education,” said President Katrina S. Rogers, PhD. “He is a visionary with a singular focus on broadening participation in education so that all members of society advance in their professional and personal lives. His voice remains steadfast to broaden participation in our society, and his efforts advance the dream of an inclusive America that can only be realized through higher education.”

Although he has trailblazed paths in several different directions, Dr. Taylor said he still has work to do, especially with STEM research and the quality of higher education.

“There needs to be serious attention to defining what quality is, in terms of students, faculty, curriculum, and more,” said Dr. Taylor. “In so doing, we must address those issues through the lens of a diverse society. We must really ask tough questions around those issues. We must also increase the community of scholars who contribute to the intellectual space of ‘knowing.’ In other

words, we need to have more diverse perspectives on which questions to ask, how to ask them, and how to interpret data that we obtain.

“I always say that Truth spelled with a capital T is a collectivity of small-t truths that are produced by different individuals through their own lens. Any of us would be limited if we did not consider the perceptions of others, and it’s our interconnectivity of ‘knowing’ that advances knowledge and society.”

In his role at Fielding, Dr. Taylor will continue to advocate for evolving curricula and the continuation of efforts to advance faculty and students, in research and program development. This will help to advance Fielding’s reputation as a national leader in the transformation of higher education.

Dr. Taylor is the co-editor of an upcoming book from Fielding University Press, Higher Education in a Changing World, with nationally recognized individuals — including some from Fielding — contributing chapters. He is also working toward securing new funding for the Center for the Advancement of STEM Leadership (CASL).

Past recipients of the Marie Fielder Medal for Social Transformation include Dr. Walter Bumphus, President of the American Association for Community Colleges; Dr. Gary Orfield, Co-Director of the Civil Rights Project at UCLA; Dr. Patricia Gurin, Nancy Cantor Distinguished University Professor Emerita of Psychology and Women’s Studies at the University of Michigan; Dolores Huerta, American labor leader; and Professor Angela Davis, social justice activist, writer, and scholar.

FIELDING JOINS ROWAN GLOBAL INC.

In 2022, the Fielding Board of Trustees approved an affiliation agreement with Rowan Global Inc.(RGI), an affiliate of Rowan University, a culmination of four years of work on the partnership.

The U.S. higher education sector is rapidly changing. Some of these changes, such as increasing costs, demographic shifts, new occupational requirements, and changing accreditation regimes, have been long evident. Other trends, including changing student needs and demands, increasing access for non-traditional learners, racial reckoning on college campuses, the decline of public trust in higher education, the reduction of public funding, and the rise of online and for-profit institutions, have greatly influenced how institutions of higher learning operate.

Cognizant of these trends and their impacts on Fielding, the board of trustees and university leadership worked together to formulate a strategy for Fielding’s future: one that will present more opportunities and resources for our students and enable faculty to deliver a strong, high-quality educational experience across all our programs. To do this, the board determined that a partner, aligned with our mission and values, could be an avenue for growth.

The board identified the following four essential criteria to evaluate a potential partner:

1. Aligned mission: A focus on ecological and social justice and equity, with diverse and inclusive faculty, staff, and student body, in addition to curricula based on these values;

2. Stable financials: A financial position that demonstrates long-term security and/or growth;

3. Complementary offerings: A track record of offering high-quality scholarship, research, and practice through programs; and

4. Advanced resources: A record of investment in assets around teaching and learning that could strengthen Fielding’s existing student offerings and student and faculty support.

Fielding leadership interviewed several potential partners but were particularly interested when Rowan University initiated a conversation about Fielding becoming the first institution to join its newly-created entity: Rowan Global Inc. (RGI). RGI, which will be conducting business as Rowan Education Partners, was created with a twofold purpose: (1) serve as an umbrella organization for post-secondary institutions (the affiliates) with similar educational values and mission; and (2) provide a suite of centralized services and support to its affiliates through a collaborative-based model endowed with transparency, efficiency, and cost effectiveness.

It is expected that under such a network, institutions will be able to expand, diversify, and collaborate with each other, while preserving their individual historic core.

Rowan University, a regional comprehensive R-2 University in New Jersey, has an enrollment of over 20,000 and a faculty of approximately 1,700. It offers traditional academic programs, including 90 bachelor's, 48 master's, two professional, and eight doctoral degree programs at three campuses, including the main campus in Glassboro, NJ. Rowan is also one of only three universities in the nation with two medical schools granting MD and DO degrees.

Initial conversations highlighted a strong alignment with RGI’s mission, which stresses the importance of higher education to achieve a more socially just society. They also evaluated complementary academic sensibilities concerning the importance of advancing the social sciences in a variety of academic offerings. In addition to meeting previously identified and desired criteria for a partner, Rowan evinced additional qualities of importance to Fielding: a strong financial capacity; advanced capabilities in diversity, equity, and inclusion expertise; and technology assets.

BENEFITS

With Fielding as the first university to enter the network, Rowan and Fielding leadership have agreed to work together to co-design the network to accomplish the following:

1. Use the financial strength and backing of Rowan to mutually design RGI as a network of independent but like-minded institutions that share services to create savings that are reinvested in essential academic programming to drive growth and achieve greater global impact.

2. Leverage the individual strengths of independent institutions so that collectively they become a more significant player in higher education with a greater array of programs. This enlargement will raise the potential of Rowan and its affiliated institutions (e.g., Fielding) to compete more successfully against larger institutions in the higher education market.

3. Expand the use of technology for Rowan and its affiliates (e.g., Fielding), diversifying means of reaching and better serving students.

4. Enhance the work environment of faculty so that they

can become even better teachers and scholars, which will make RGI partner institutions more competitive in hiring new faculty and in retaining existing faculty.

Given the demographic trends in undergraduate education and the rising costs of graduate education, the Board was prescient in understanding that Fielding stands the best chance of fulfilling our mission through securing a partner to help us leverage our strengths to support students and faculty more fully.

Above all, Fielding is an institution that can continue to contribute to the ecosystem of higher education through our distinctive approach to adult learning graduate environments in the social sciences. The Board’s extra work and thinking has resulted in improving our capacities to provide an equitable and inclusive learning environment for all our students. This work will enable us to live into our vision and mission in new ways as we envision a future as part of a broader network with many institutional partners. The opportunities for our students and faculty are limited only by our imagination.

This partnership will begin to come to fruition in spring 2023. Please stay tuned for announcements about university town halls hosted by President Katrina S. Rogers, PhD, and RGI leadership.

DOG LOVE & DOG LOSS

ALUM CAMILLE CLAIBOURNE, APRN, PHD, ADDRESSES PET DEATH AND GRIEF IN NEW BOOK

rief can take many forms, and one alum is addressing the nuances of grief and death to help others in some of life’s most challenging moments.

Camille Claibourne, APRN, PhD (Human and Organizational Systems, ‘02), recently released her fourth book, Dog Love & Dog Loss. This book centers on a branch of thanatology the study of death and dying that she previously hadn’t explored.

After assisting with a grief workshop and losing her beloved golden retriever, she decided to channel her grief into the book. In Dog Love & Dog Loss, Dr. Claibourne expresses her lifelong love of dogs and what it means to lose a pet that has become part of the family. It delves into understanding and support for grieving pet owners and specifically outlines funeral services for a pet and the rainbow bridge, as well as other resources and narratives.

“Shortly after my dog died, someone mentioned to me, ‘Well, it is only a dog,’ and I teared up,” Dr. Claibourne recounted. “It shook me up. Others were truly compassionate. I began to study disenfranchised grief, which led me to help individuals who may need ‘space’ and support to grieve a pet or other death that sometimes goes unrecognized.”

This work is in tandem with her 40 years as a registered nurse, as well as her other publications and dissertation.

“My goal has always been to bring hope to despair and to bring love and compassion to the sorrowful no matter what,” said Dr. Claibourne. “I want to care for others during their time of need and try to connect people and groups to other people and groups in order to make this world a more healing place.”

Her other books include Purses and Shoes for Sale: The Joys and Challenges of Caring for Elderly Parents (2016); Dying in

GGod’s Hands (2007); and Pathways to Hope (1996). Her dissertation was titled, “Thanatologic Realization and Life Integration: A Study of the Dying Experience and How People Prepare for Death.” Dr. Claibourne credits Fielding with helping her work come to fruition.

“Fielding opened my heart and mind to connect my studies and advanced nursing practice,” she said. “I was drawn to be a scholar-practitioner. I love the inquiry part of life and wanted to stay grounded with real-life experiences. The Fielding community is the mountaintop of my journey and has kept me climbing the hills and valleys of life. I am forever grateful.”

HELPING ORGANIZATIONS INCREASE ENGAGEMENT, INNOVATION, AND PERFORMANCE

ALUM MARIA VELASCO, MA, USES COACHING COMPANY, INITIATIVES FOR TRANSFORMATIVE CHANGE

When Maria Velasco, MA, (Organizational Development, ’16 and ‘17) completed her bachelor’s degree, her dream was to continue her education and earn her master’s.

Originally from Salamanca, Spain, she moved to the United States after her undergraduate studies. After several conversations with institutions about credits requirements and other hang-ups, Maria didn’t think her dream would ever become a reality.

“I was so discouraged, so disappointed,” she said. “Finally, I had the circumstances, and I had the courage to act upon this important dream, and I realized that I couldn’t achieve it.”

That led her to Fielding, where she obtained more information and eventually enrolled, earning both a certificate and MA in Organizational Development. Her thesis centered on “Resistance to Diversity and Inclusion Change Initiatives: Strategies for Transformational Leaders.”

“I was so delighted when I received a phone call,” Maria said. “I remember perfectly where I was in my house, and I received this phone call that I had made it into the program, and it was one of those moments in life, on a hero’s journey, when I saw my way forward to my dream.”

Maria now realizes her purpose and is the Founder and CEO of Beyond Inclusion Group, a comprehensive diversity, equity, and inclusion firm committed to helping organizations increase engagement, innovation, and performance by empowering leaders to build inclusive and equitable cultures where everyone thrives and belongs.

Beyond Inclusion Group offers holistic workplace culture transformation services that aim to achieve this vision.

“From my personal experience of being an immigrant, I knew what it meant to have barriers to professional advancement,” Maria said. “I believe I have a vision of a world that is just and fair. Everyone should have the same opportunities, regardless of age, sex, orientation, race, or gender. We really aim to achieve this vision by partnering with companies that are ready to transform their workplace cultures into inclusive places. We help our clients first identify and then dismantle those inequitable practices in the organizations that are getting in the way to inclusion.”

In a moment of serendipity, Maria met her fiancé, Fielding alum Christopher Sansone, PhD (Human and Organizational Systems, ‘99), as she was achieving her long-standing goals. Dr. Sansone was the person who originally encouraged her to apply to Fielding.

“The impression he had on me was motivation for me to check out Fielding and find like-minded people,” she said. “I found a community. I have always felt different, and I think we all feel that at times. But, finding this community that resonates at the same frequency and has a similar worldview and mindset was really important to me.”

In November 2022, Maria presented “The DEI Revolution: Discover Your Organization’s Path to Workplace Inclusion” during Fielding’s Professional Development Virtual Symposium.

Learn more about Maria and her work at www.beyondinclusiongroup.com.

POSITIVE MEDIA PSYCHOLOGY

CREATING MEANINGFUL CONNECTIONS IN VIRTUAL ENVIRONMENTS

Can technology make us feel more connected?

This hotly-debated question became especially important during the social isolation imposed by the pandemic. Schools and businesses closed, and we tried to get on with our lives without leaving home. Not surprisingly, home exercise equipment sales surged as brands like Peloton offered a personalizable virtual exercise experience. Like many, I bought a Peloton bike and began to “meet” regularly to ride with some Fielding media psych colleagues. Using a framework from positive psychology applied to media experience, we discussed how the Peloton bike created feelings of community and social presence that transformed effort and sweat into something quantifiable, trackable, and motivational. When we read stories about people replacing their therapists with a Peloton bike, curiosity turned into a research project, inspiring us to ask: Was Peloton use related to improvements in mental health and perceptions of personal growth?

THE RESEARCH PROJECT

R ecent graduate Dr. Scott Garner, current student Holly Collins, and I developed a survey to explore this question. Based on the psychological theories commonly used to understand the motivation to exercise and positive personal growth, we wondered if the anecdotal enthusiasm in the popular press was related to Peloton riders’ sense of social connection and community, and if so, if feeling part of a community was positively associated with mental health and personal growth. Popular media described user connection to Peloton as “cult-like,” and the passion was evident when we recruited participants on social media. In less than a week, we received over a thousand responses.

THE RESULTS

Our results supported anecdotes in the popular press. Over 95 percent of the participants felt Peloton provided much-needed emotional support during the pandemic that became a transformative journey of personal growth. Feelings of connection to the Peloton community

increased participants’ appreciation of their strengths and their willingness to try new things. The immersive and interactive exercise environment tapped into something psychologically motivating and meaningful for our participants. We measured participants’ sense of belongingness, parasocial connections, and personal growth. However, many also shared personal stories of emotional connection, empowerment, and change. One participant thanked us for the opportunity to share the meaning she found due to her Peloton experience.

OUR TAKEAWAYS

Positive technology is designed to improve wellbeing and quality of life, and it has the potential to increase accessibility and affordability, making effective positive interventions widely available. Using exercise equipment like Peloton goes beyond improving physical fitness by targeting individual strengths and positive emotions that improve mental health. For example, interactivity can increase agency, and virtual and realtime communication can increase belongingness and feelings of connectedness to a community. With Peloton riders, we found that many features contributed to a social experience that helped offset feelings of isolation, including high-fives, followers, hashtags, leaderboards, and social media links. The sense of community support was amplified by parasocial connections with dynamic and skilled instructors delivering empowering and encouraging messaging. High-end production values and dynamic playlists in collaboration with current artists enhanced the sense of immediacy, creating an environment that, while virtual, became a multisensory experience where exercisers felt valued, seen, and heard. There is a lesson here for all brands, not just those selling exercise equipment. Consumers are not brand loyal — they are experience loyal. Meaningful experience doesn’t come from tricks and flash; it comes from the emotional connection. Even in virtual environments, focusing on the psychological experience can create a rewarding emotional connection and positive outcome. As Peloton

illustrates, technology can be designed to create powerful experiences of social connection and community through interactivity, presence, and parasocial engagement. Being part of something larger and feeling connected to others is essential to sustained participation and, for a business relying on membership, and subscriptions.

The real power of immersive, interactive exercise products is their ability to literally and figuratively “move” people by creating a palpable sense of community that becomes a source of encouragement and strength. Social presence is a secret sauce that can turn ordinary exercise into a journey of individual growth, empowerment, and resilience.

FIELDING AUTHORS IN PRINT

Fielding alum and past EBC Program Director Carrie Arnold, PhD (HOD, ’17), and Francine Campone, EdD (past EBC Program Director), are authors of The Ethical Coaches’ Handbook. Rutledge, 2022.

Steve Camkin, PhD (HOD, ’08) co-authored Finding Resilience: Lessons Learned from Getting Lost with his trekking partner Mukhtar Makussara. Luminare Press, 2021.

Fielding Faculty Emeritus JeanPierre Isbouts, DLitt, authored Mona Lisa and the Elusive Art of Leonardo da Vinci’s Paintings. Pantheon Publishing, 2022.

Brian Cutler, PhD, Media Psychology Professor and Program Director, and co-authors released “Development of the Interview and Interrogation Assessment Instrument” in Psychology, Public Policy, and Law, 2022.

Marie Sonnet, PhD (HOD, ’16), Teresa Southam, PhD (HOD, ’20), and Human and Organizational Development Program Faculty Patrice Rosenthal, PhD, co-edited Driving Social Innovation. Fielding University Press, 2022.

Fielding alum William Hart (MA in Human Development, ’20) authored Elephants Are Not Artists. Lawley Enterprises, LLC, 2022.

EVIDENCE BASED

COACHING

PROGRAM CONTINUES TO PIONEER BY RECEIVING RECOGNITION STATUS FROM THE GRADUATE SCHOOL ALLIANCE FOR EDUCATION IN COACHING

In September 2022, Fielding’s Evidence Based Coaching (EBC) Program achieved a milestone that few universities in the world have obtained.

The EBC Program was recognized as having met the Graduate School Alliance for Education in Coaching (GSAEC)’s Academic Standards for Graduate-Level Educational Programs. Previously, the EBC Program earned Level 2 accreditation from the International Coaching Federation (ICF) in August 2022.

Having both designations sets Fielding apart as an educational pioneer. EBC learners are not only highly trained in competencies and skills, they are also graduateschool-prepared coaches with a strong foundation in cutting-edge research and scholarship. Graduates of the EBC program are now eligible for the Graduate School Educated Coach (GSEC) credential.

“We don't see the ICF and GSAEC as competing accrediting bodies,” said Carrie Arnold, PhD, MCC, EBC Program Director. “We see them as supplementary and complementary. The ICF ensures that programs like

credit-bearing education. The blend of theory and practice is foundational at Fielding.”

The GSAEC, founded in 2005, is an association of institutional, individual, and student members dedicated to strengthening and promoting the discipline and practice of coaching through excellence in graduate-level coach education and research. The ICF, established in 1995, is one of the most recognizable accreditation bodies that ensures programs demonstrate rigorous curriculum and code of ethics.

While Fielding has always held ICF accreditation for its EBC certificate, the ICF recently revised its competency model and accreditation process. EBC is now a Level 2 education provider offering 150 hours of education, which exceeds the 125-hour requirement.

“What's interesting is that when executive coaching emerged in the 1990s, it was still mysterious,” Dr. Arnold said. “Not many understood what the work entailed. Well, when you fast forward 30 years, our markets and governments are far savvier. They better understand now how coaching is leveraged, how it works, and how it can be provided at any level. They also know that credentials are important, and they want to see that evidence.

Fielding’s stay grounded in practice, skill, and competency. GSAEC honors the theoretical underpinnings, research, and scholarship we incorporate into our graduate-level,

“Prospective students also now realize their chances of getting sustainable work as a coach improves by attending an accredited educational program and maintaining their credentials. Many organizations require an ICF credential. However, EBC graduates have an additional advantage by

“What's interesting is that when executive coaching emerged in the 1990s, it was still mysterious.” - Carrie Arnold, PhD, MCC, EBC Program Director

also demonstrating their graduate-level education."

The GSAEC recognition adds an extra layer to their coaching identity and may open up additional opportunities.

“It builds a reputation not only of the student-practitioner and faculty members but for Fielding as an institution,” said Laura Hauser, PhD, MCC, Evidence-Based Certificate Program faculty and Past President of GSAEC. “It ensures the highest standard of quality and academic rigor in coach education. The GSAEC recognition process was rigorous and included a review of the curriculum and other things, such as supervision, diversity, and inclusion. All those are obviously core values of Fielding, so it's a natural fit to be able to go through that process.”

Rhonda Foster, EdD, MPH, MS, RN, NEA-BC, earned her EBC certificate in 2022 and said it transformed the way she looks at not only the world around her but who she is as an individual and student-practitioner.

Previously, Dr. Foster worked as an executive leader in healthcare and coached in several capacities throughout her career. The pandemic changed the way she looked at her career and life, and she knew she needed to make a change. Fielding helped her reclaim her purpose and authenticity.

“I found myself with a family in my cohort,” Dr. Foster said. “I found myself learning about not just coaching but about people, myself, and community. I learned so much in eight

months that I felt like I was going to burst. I had a rough two years with the pandemic and the role that I was in, and I was really burned out and disenchanted, and a little bit depressed. And I believe I got Rhonda back. It fed me in every single possible way, and what I left with was myself. I learned to not be the somebody I was before but the person I was to become.”

The program allowed her to shift her mindset and gain perspectives while challenging her assumptions, beliefs, and values. Now, she is at the helm of her own coaching company full-time. She continues to build her aspirations for the future and nurtures a deep appreciation for successes and failures — thanks in part to her EBC certificate.

The EBC certificate cohorts are offered three times per year, and each cohort lasts eight months. Students who graduated from Fielding’s Evidence-Based Coaching program on or after September 2021 can apply through GSAEC to receive the Graduate School Educated Coach (GSEC) credential.

“It's like this program satisfies a part of their soul, like it's an itch that's been wanting to be scratched for years,” Dr. Hauser said. “Through the program, student-practitioners form deep personal relationships, including relationship with oneself, with one other, and faculty. Everyone is there as peers to create a safe supportive environment to experiment and become more of who they are and to learn to use themselves as an instrument, if you will. So, they come out the other end as more of who they are.”

FIELDING, NAVAJO NATION PARTNERSHIP CONTINUES TO THRIVE AFTER TWO DECADES

Fielding and the Navajo Nation have forged a special bond that extends beyond the classroom to address Navajo educational sovereignty.

Since 1998, the Navajo Nation and Fielding have worked together to graduate more than 25 Navajo scholarpractitioners with an EdD in the Educational Leadership and Change program.

In 2001, Fielding ranked number one nationally in doctoral degrees conferred to Native Americans. In 2009, The Chronicle of Higher Education named Fielding in its top 10 list of institutions awarding the “Most Doctorates to U.S. Minority Members.”

“We work with leaders in the Navajo Nation to honor the Navajo culture,” said Barbara Mink, EdD, Dean of the School of Leadership Studies. “Navajo students and graduates are using their doctoral degrees to promote systemic change and support the goals of

the Navajo Nation. Some graduates are working in Head Start programs and in various levels in schools. Some are IT directors, some are superintendents. Some are working at the college level.”

The structure of the EdD Program allows doctoral students to pursue their career aspirations without leaving their communities — so they can live and work where they want to make a difference. Fielding Associate Faculty members Henry Fowler, EdD, and Miranda Haskie, EdD, both members of the Navajo Nation, work with the Navajo cohorts in person on the Nation, and virtually.

“Our students are interested in research specific to Navajo populations like dual language programs, “said Dr. Haskie. “They’re interested in early childhood development of Navajo students and infusing Navajo culture and language throughout the levels of the educational system.”

Navajo doctoral students conduct

“ We work with leaders in the Navajo Nation to honor the Navajo culture.”

- Barbara Mink, EdD, Dean of the School of Leadership Studies

research that focuses on equity, ethics, and social justice to address complex educational, leadership, and infrastructure issues.

“Fielding stepped in to offer a program that helps Navajo educators enhance their credentials with an advanced degree without uprooting them from the communities where they are truly needed,” said Rose Graham, Office of Navajo Nation Scholarship and Financial Assistance (ONNSFA) department manager.

Since 2017, Fielding and the Navajo Nation, in conjunction with the ONNSFA, have hosted annual Navajo Education Conferences at the Navajo Nation Museum in Window Rock, Arizona, where doctoral students and other Navajo leaders present their research and findings to the broader community of educators and leaders. In addition, ONNSFA offers scholarships for Navajo students to offset the costs of the doctoral program. Planning is underway for a Navajo graduation in late spring 2023 and the seventh annual Navajo Education Conference in July 2023.

As an outcome of the Navajo Education Conferences, Fielding Graduate Press released The Future of Navajo Education in 2022, edited by Dr. Haskie, Dean Mink, and Dr. Kathy Tiner. All chapters were written by Navajo educators and leaders.

One of the goals of this collaboration with ONNSFA and others is to increase employment rates for Native

Americans, according to Manley Begay, EdD, past member of the Fielding Board of Trustees and Professor in the Department of Applied Indigenous Studies at Northern Arizona University.

“We have issues and challenges in employment,” Dr. Begay said. “The unemployment rate is 44.25 percent. What part does education play in employment? The greatest factor in the increased odds of employment among American Indians is higher education. This is where the answer lies. If we want to tackle these issues, we've got to think about higher education. American Indians with advanced degrees have seven times the odds of finding employment than American Indians with less than a high school education.”

Course delivery and design efforts are currently underway at Fielding to further decolonize the Fielding curriculum.

“We need to bring in multiple perspectives,” Dean Mink said. “We will start by looking at courses like Learning and Motivation and Human Development. We will seek guidance from various Indigenous communities to revise our courses and processes. Once we learn from these initial efforts and revise some of our core courses, we'll branch out to review and revise other areas.”

Fielding is also exploring partnerships with other Indigenous communities through the National Indian Education Association and other entities.

FIELDING FOUR RECEIVE PRESTIGIOUS RESEARCH AWARDS AT APA CONFERENCE 2022

ERINN CAMERON

Clinical Psychology PhD student

Award: Research Council of the Society for Prescribing Psychology (APA Division 55)

Research: Cannabis Delivery Method Usage Patterns and Preferences for Women with Chronic Pain

A multibillion-dollar cannabis industry has introduced high-potency products and novel delivery methods such as the e-pen vaping device. Understanding women’s cannabis usage patterns regarding delivery methods may have important implications for potential therapeutic efficacy and a better understanding of the health risks and benefits of cannabis use for women.

KIMBERLY KAISER

MA, Post-Baccalaureate Alum

Award: Society for Health Psychology (APA Division 38)

Research: Maladaptive Schemas Predict Levels of Chronic Pain and Health Worries

Early Maladaptive Schemas (EMSs) may predict exacerbation or alleviation of symptomology in pain patients. Our research found specific EMSs correlated to current pain, chronic pain, and health concerns. The results suggest complex interactions between pain symptoms and EMSs that are vital to successful treatment in chronic pain patients.

MICHELLE WOODS

Clinical Psychology PhD student

Award: Research Council of the Society for Prescribing Psychology (APA Division 55)

Research: Increased Amount of Medical Cannabis Used Per Week is Associated with Less Memory Dysfunction

Recreational cannabis use is associated with memory dysfunction. We assessed participants for the correlation between medical cannabis use and memory deficits. An increased use of medical cannabis was associated with fewer memory problems. There were nonsignificant correlations between medical cannabis use and other executive function deficits that were measured.

COLLEEN KOCIK

General Psychology PhD student

Award: Society of Clinical Psychology (APA Division 12)

Research: Childhood Physical Abuse and Emotional Abuse Predict Cluster B Personality Characteristics

Little research has examined whether EI moderates the relationship between childhood trauma and cluster B personality traits. Our study filled this gap by examining if EI and childhood trauma predict cluster B personality characteristics and whether EI moderates the relationship between trauma and personality.

STUDENT - PRACTITIONERS IN THE CLINICAL PSYCHOLOGY PROGRAM WIN TOP AWARDS AT ANNUAL APA CONFERENCE

The American Psychological Association hosted its annual convention virtually and in person in August 2022 in Minneapolis, Minnesota. Four Fielding School of Psychology students were recognized with APA Research Awards: Erinn Cameron and Michelle Woods, Clinical Psychology PhD students; Colleen Kocik, General Psychology PhD student; and Kimberly Keiser, Clinical Psychology MA alum.

In addition, Clinical Psychology faculty Dr. Konjit Page and four Fielding clinical psychology graduate students— Tahlia Bragg, Donica Harper, Brianna Downey, and Sheila Turner—were the winners of the APA’s 2022 Stuart C. Tentoni Outstanding Professional Development Program Award.

The group presented “@#%$ Your Sorry: Black Womxns’ Reflection on the APA’s Formal Apology” at the conference. The talk provided differing reactions and commentary, from a Black womxn’s perspective, about the APA’s “Apology to People of Color for APA’s Role in Promoting, Perpetuating, and Failing to Challenge Racism, Racial Discrimination, and

Human Hierarchy in the US.”

“It is a testament to the exceptional faculty, programs, and most of all, students at Fielding that eight of our School of Psychology students received these awards,” said Katherine McGraw, PhD, Associate Provost for Research and Scholarship. “The breadth of opportunities that students have at Fielding is evident in the fact that these awardees come from three different academic programs — the Clinical Psychology PhD program, the Clinical Psychology Master’s program, and the General Psychology PhD program. Their research addresses current critical issues and will make a tremendous contribution to knowledge and practice.”

Annually, more than 10,000 people attend the APA convention, with three days full of more than 900 in-person and virtual livestream sessions, as well as social and networking events. This year Fielding students presented at or participated in over 80 panels and workshops and took home five notable awards for their research.

JOURNEY OF A LIFETIME

Join Fielding President Katrina S. Rogers, PhD, and Best-Selling Author, Filmmaker, AwardWinning Scholar, Faculty Emeritus Jean-Pierre Isbouts, DLitt, in Vienna in 2023

Six Perfect Days in Vienna

Home of Mozart, Freud, and Klimt

September 16-23, 2023.

The program includes a unique Vienna experience designed for lifelong learners: a Vienna Pass, an evening concert at the Musikverein Concert Hall, multiple opportunities to connect with your fellow Fielding community members, planned meals together, expert guidance by Dr. Isbouts, and so much more.

To sign up for the Vienna trip or learn more about the endowment, contact giving@fielding.edu.

SEXUAL MISCONDUCT PREVENTION GUIDEBOOK PROVIDES HOLISTIC STRATEGIES IN HIGHER EDUCATION ENVIRONMENTS

n June 2022, Laura McGuire, EdD (Leadership for Change, ’15) released their book with Fielding University Press, The Sexual Misconduct Prevention Guidebook: Conduct and Consent for Higher Education Campuses. The publication was sponsored by the Jean-Pierre Isbouts Endowed Fund for Lifelong Learning. A nationally renowned author, speaker, and scholar, Dr. McGuire founded and runs The National Center for Equity and Agency.

This conversation delves into how they hope the book will contribute to further discussions and holistic strategies for addressing sexual misconduct and related issues in higher education and other environments.

What led you to do the work you do?

My professional journey really started with my experience being a very non-traditional student. I was a high school dropout and got married young, and I ended up being in an abusive marriage. In my mid-20s, I got my GED, and then did a very kind of out-of-the-box Adult Learners School for my undergrad as well (Thomas Edison State University). After that I became a teacher for at-promise youth who were dealing with issues like teen parenting and criminal charges. In all of those experiences and more, there were a lot of conversations about the students’ proximity to different kinds of violence and trauma, and then, I had my own as a survivor of domestic violence. When I got my degree, I was able to leave that marriage and really wanted to help prevent the next young person from getting into a similar scenario. I knew I wanted to make this the heart of what I studied in grad school. I wanted also to have a strong focus on human sexuality studies, and wanted it to be from an intersectional perspective.

What do you hope individuals and organizations achieve with this guidebook?

I hope that it lays cornerstones to build upon the creation of programs and cultures in our campus environments that are really going to assist students, as well as faculty and staff. Not just put Band-Aids on a festering wound,

Iwhich is often the case, right?

Rape culture and misconduct is such a deep, subversive, and pervasive problem. A lot of times, we don’t really get to the root of what's causing it, so that was really one of my focuses for the book. A longitudinal study from the EEOC (the U.S. Equal Employment Opportunity Commission) a few years ago looked at sexual harassment trainings in particular. They found that most trainings are ineffective because they focus on a list of things not to do.

One of the things I talk about in my book that's empowering for having these conversations at that level is the fact that sexual and domestic violence are not universal. There are cultures that anthropologists have been able to identify as rape-free. A lot of times, and even some other social scientists perpetuate this, is the belief that, “This is just human nature. This is just how we evolved, and so, we just have to warn people about it.” What we can learn from those rape-free cultures is that notion is not true, whether it's sexual harassment, domestic violence, assault, et cetera. We can change the way people think about these kinds of things, and how they identify them, and effectively address the continuum of harm. If we prevent these behaviors early on, we'll do a lot to stop things from escalating. We can empower people to speak up, to stand up for each other, to understand their resources, and how they'll be supported. Also, I think this is where restorative practices come in, even in the workplace.

How do you plan to continue your work in this space and beyond?

Right now, the focus is on some of the new certifications that we're rolling out at The National Center for Equity and Agency. We’ve been certifying individuals in specific industries on how to apply trauma-informed care to their fields — from insurance to law and higher education. It's not just an awareness of trauma but goes deeper into solutions and their applicability for everyday reality.

ALUM JENNIFER BELL SMITH, PHD, GIVES A VOICE TO ARABIC COMMUNITIES THROUGH

CULTURALLY APPROPRIATE SOCIALEMOTIONAL ASSESSMENTS

One alum is making a difference in her community and across the world.

Jennifer Bell Smith, PhD, CCC-SLP (PhD and MA in Infant and Early Childhood Development with a focus in Mental Health and Developmental Disorders, ‘22, ‘19) is a Pediatric Speech-Language Pathologist who has been working with neurodiverse children, including those on the autism spectrum, for more than 30 years. In her educational path and career roles, she has used various tools to give children a voice and parents more understanding of their children.

When beginning to craft her dissertation, Dr. Smith ultimately decided to weave her speech pathology expertise with a focus on Arabic-speaking populations. She collaborated with former Fielding faculty member Joshua Feder, MD, who had working relationships with people in Palestine.

Often, Arabic-speaking children and parents encounter communication, cultural, and other barriers with Westernbased assessments. Dr. Smith studied one such assessment, the Greenspan Social-Emotional Growth Chart (GSEGC), a screening tool for children from birth to five for socialemotional development problems, such as autism.

“Very few assessments have been made for Arabic people by Arabic people,” Dr. Smith said. “If an assessment was not developed and normed for a particular group, you can't just do a word-for-word translation and assume it's going to be relevant and applicable to that group. For example, you can’t say, ‘Oh, here’s a test developed in Chicago on American kids. It says that kids do this particular skill when they're 20 months old. It must be the same for all kids around the world.’ Given linguistic differences and divergent cultural practices and expectations, you can't assume that in other parts of the world, kids hit milestones in the same way at the same age.”

During a three-year process, she worked with a multidisciplinary group of clinicians at the Palestinian Child Institute, housed at An-Najah University in the West Bank. They worked to translate the GSEGC into an

understandable, accurate, and culturally acceptable Arabic version, the GSEGC-A.

“At first, I wondered why these people so far away would want to go to all this trouble,” Dr. Smith said. “And what the Institute’s Dr. Ali Shaar told me was, ‘It just means so much. People around the world look at Palestinians as victims, and we want them to know that we can help other people, not only in our own backyard, but we can help children around the world.’ It just hit me so hard when he said that. I realized this work is really important for a lot of different reasons.”

Dr. Smith and the team discovered that the study’s representative sample of parents and clinicians found the GSEGC-A version was understandable, accurate, and culturally acceptable. This included definitions of words, non-verbal communication, and other potential differences between the two cultures. They also found that the GSEGC-A differentially diagnosed children with socialemotional difficulties and is a promising tool for further study with a wider sample.

“What it all boils down to is, people love their children, and they want to do what's best for them,” Dr. Smith said. “Our humanity is the same.”

This partnership demonstrated that collaboration across cultures, religions, languages, professions, and time zones is not only feasible but productive. It sowed the seeds for potential models of cross-cultural collaboration in the future, showcasing the importance for assessment tools to take language and culture into consideration. Members of all the relevant cultures should be integral parts of the process.

In her current work, she plans to continue to use the GSEGC in her clinical practice, learn more about other cultures, and continue to grow as a scholar-practitioner.

In January, Dr. Smith will begin her newest Fielding journey as an Associate Faculty member in the Infant and Early Childhood Development Program in the School of Psychology.

IN THE NEWS

INDIGENOUS PEOPLES’ DAY

Fielding honored Indigenous Peoples’ Day with a presentation, “The Doctrine of Discovery: Unmasking the Domination Code,” with Stephen Newcomb of the Shawnee Tribe. Also, President Katrina S. Rogers, PhD, released a statement, and Fielding observed Native American Heritage Month in November.

HISPANIC HERITAGE MONTH

From September 15 to October 15, Fielding commemorated Hispanic Heritage Month with several observances and events, including “Understanding Sylvia Rivera” and “Pathways to Digital Skills Development for Latino Workers.” Fielding also observed National Disability Employment Awareness Month in October, Veterans’ Day in November, and more monthly observances.

Dr. Sally Peterson (Clinical Psychology ’83) and Dr. Michael Carlisle hosted a celebration in New York City to honor the inaugural recipients of the Dr. Sally Peterson Research Excellence Award: Dr. Megan Brubaker (Clinical Psychology, ‘20) and Dr. Lauren Mizock (Clinical Psychology Core Faculty), who could not attend.

TRUSTEE PATRICIA ZELL, JD, INDUCTED IN NATIONAL NATIVE AMERICAN HALL OF FAME

The National Native American Hall of Fame inducted Trustee Patricia Zell, JD, as one of nine honorees at a ceremony at the First American Museum in Oklahoma City in November.

DIRECTOR OF ADVISING LINDSAY CAHN, EDD, EARNS DOCTORATE IN EDUCATION

Lindsay Cahn, EdD, recently completed a Doctorate in Education with a focus on Organizational Change and Leadership from the University of Southern California. Her dissertation is titled, “Satisfactory Academic Progress for Doctoral Students: An Improvement Study.” She has been working with doctoral students, first at UC Santa Barbara, and now at Fielding, since 2002. She has been with Fielding for 11 years and is currently the Director of Advising and serves as the Accommodation Coordinator. She has a bachelor’s degree in Environmental Studies from UC Santa Cruz and a master’s degree in psychology from Antioch University, Santa Barbara.

President Katrina S. Rogers, PhD, and Alum Leni Wildflower, PhD (Human and Organizational Systems ’99), presented at the International Leadership Association’s 24th Annual Global Conference: Wisdom in Times of Crisis.

THANK YOU FOR YOUR SUPPORT

WE ARE GRATEFUL FOR YOUR SUPPORT OF OUR STUDENTS, ALUMS, AND THE UNIVERSITY AS A WHOLE.

The following list in alphabetical order reflects all contributions and pledges received from May 1, 2022 to November 10, 2022. Contact Elena Nicklasson at giving@fielding.edu with any questions, corrections, or feedback.

Dorothy & Niels Agger-Gupta

Richard Appelbaum

Margarita Benitez

John Bennett & Eric Johnson

Sandra Biela

Alma Boutin-Martinez

Sara Brown

Elizabeth Browne

Brian Cutler

Anna DiStefano & Deborah Karoff

Keith Earley

Dino Ferrare

Krista Freece

Cynthia Freeman

Luis Garcia

Anthony Greene

Carlos Grijalva

Marc Hanlan

Elizabeth Hardy

Kimberly & Don Harrison

Sharon Hawley-Crum

Mary Henderson

Linda Honold

Michelle Horowitz

Anzi Jacobs

Kerul Kassel

The Dianne & Irving Kipnes Foundation

Jeanie Kirkiles

Zieva Konvisser

Lois LaShell

Kevin LeGrand

Tony LeTrent-Jones

Tracy Long

Robert Maccaughelty

Barbara Mather

Robert McLaughlin

Weston Milliken

Nicole Moreland

Elena Nicklasson

Joao Noronha

Marilyn Price-Mitchell

Joan Read

Ann Ritter

Leesa Riviere

Christina Schowe

Lillian Simmons

Anne Smith Towbes

Timothy Stanton

Amy Taylor

Joseph Troiani

Joan Vitello-Cicciu

David Blake Willis

Joan Wlodaver

Patricia Zell & Michael Cox

Honorary and memorial gifts acknowledge important people in our lives and in the Fielding community

In Honor of

Karen Bogart, PhD, Fielding Board Chair

Charles H. Freece

Janet Garufis, PhD

Sherry Hatcher, PhD

Jean-Pierre Isbouts, DLitt

Sarah Smith Orr, PhD

Claire Sookman

Orlando L. Taylor, PhD

In Memory of Marie Fielder, PhD

Will A. Kow, PhD

Sam Osherson, PhD

Dori Pelz-Sherman, PhD, my sweet sister

Jack & Hariett Savage

Sabina Spielrein, PhD

FOUNDERS CIRCLE

Bequests & Other Planned Gifts

We thank those who have generously designated Fielding in their wills or have made a planned gift to ensure Fielding’s future.

Anonymous

Pauline Albert

Natalie Ammarell

Peggy Azad

Nancy Lynn Baker

John L. Bennett

Valerie Bentz

Dorothy Billington*

Marvin & Linda Branch

Lynn Bursten

Don D. Bushnell

Christine Clark

Kelly Clark

Anna DiStefano

D’Ann Downey

Nanine Ewing*

Jeff Frakes

Leola Furman

Kathy Geller

Tracy Gibbons

John Gladfelter*

Michael Goldstein

Sharon Hawley-Crum

Linda Honold

Roberta Jensen

Anne Kratz

Diana Kunkel and Trish Cleary

Sarah N. MacDougall

Paige & Don Marrs

Barbara A. Mather

Charles McClintock & Carol Wilburn

Sara Miller McCune

Pamela S. Meyer

Eileen Morgan

Donald Mroz & Susan Lapine

Christi Olson

Wendy Overend

Marilyn Price-Mitchell

Kathleen Randolph

Katrina S. Rogers, PhD

Rochelle Santopoalo

Paul and Nancy Shaw

Andrea L. Shields

Judith Silverstein

James E. Skibo

Nicola Smith

Carol Sommerfield

Ted J. Takamura

Roland* & Charlotte Troike

Pam Van Dyke

Marjorie Woo

Patricia Zell

*Deceased

Contact Elena Nicklasson, Director of Development and Community Relations, about how you can make an impact at Fielding through a planned gift: 805.898.2926 or giving.fielding.edu.

SCHOOLS AND PROGRAMS

SCHOOL OF LEADERSHIP STUDIES

DOCTORAL DEGREES

EdD, Leadership for Change

PhD, Human Development

PhD, Organizational Development and Change

Concentrations

Coaching

Community College Leadership for Change

Creative Longevity and Wisdom

Dual Language

Inclusive Leadership for Social Justice

Leadership of Higher Education Systems

Media, Technology, and Innovation

Organizational Development

Somatics, Phenomenology, and Communicative Leadership

Sustainability Leadership

MASTER’S DEGREE6

MA, Organizational Development and Leadership

CERTIFICATE

Evidence Based Coaching

SCHOOL OF PSYCHOLOGY

DOCTORAL DEGREES

PhD, Clinical Psychology

Concentrations

Forensic Psychology

Health Psychology

Neuropsychology

Social Justice and Diversity

PhD, Infant and Early Childhood Development

Concentrations

Developmental, Individual Differences, Relationships (DIR® Reflective Practice and Supervision)

PhD, Media Psychology

Concentrations

Positive Psychology and Media

Psychology and Audience

Engagement

Social Media Research Psychology

MASTER’S DEGREE

MA, Applied Media Psychology

MA, Infant, Child, and Family

Mental Health and Development

CERTIFICATES

Clinical Psychology

Postbaccalaureate

Media Psychology (Media

Neuroscience or Brand Psychology and Audience Engagement)

Neuropsychology Specialization

Training Program

Respecialization in ClinicalPsychology, Postdoctoral

CENTERS AND INITIATIVES

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

The Marie Fielder Center for Democracy, Leadership, and Education is a multidisciplinary research and advocacy center aimed at advancing diversity and inclusion throughout society.

The Alonso Center for Psychodynamic Studies aims to expand the application of psychodynamic ideas, treatments, and principles both within the Fielding community and the larger society.

MASTER’S AND CERTIFICATE GRADUATES

APRIL 21 – OCTOBER 31, 2022

SCHOOL OF LEADERSHIP STUDIES

Master of Arts in Organizational Development and Leadership

Rose Patricia Aebig

Lindsey Alt

Laurie Diane Arent

Julia Bowen

Angelena Cala

Jolene D. Etsitty

Jennie Elizabeth Franck

Sarah Suzanne Guillaudeu

Heather Hawley

Anne Hodges

Laura Hunt Newman

Rachel Bari Keane

Elizabeth Kinsfather

Kristine M. Kratschmer

David D. Krull

Claire C. Lematta

Sashalla Lemond

Hilary S. Lyn

Kevin McGovern

Danielle Papandrea

Jennifer Rice

Kathleen Riggs

Clinton Anthony Rodriguez

Randall S. Rogers

Elena Siampos

Eva Sieupersad

Sammy Jo Twito

Jennifer Valovic

Monique Verdonck

Kimberly A. Wallace

Jessica Elizabeth Yocum

Certificate in Comprehensive Evidence Based Coaching

Fayth Elizabeth Brice

Julie Lynn Burgener

Glen Ralph Callahan

Hilary B. Cline

Laura C. Cofino

Shelly Minell Cronk

Christy Hawkins Davis

Brenna Doran

Lisa Raquel Elliott

Kristina Ann Galvez

Erica Honick

Lisa Marie Jones

Mi Joo Kim

Tamieka Deshawn Lee

Alberto Fernando Manfredi

Angela McCutcheon-Jones

Sandra Mohabir-McKinley

Alicia Natalie Morris

Judy Oyedele

Margaret Emily Peck

Hal Piwonka

Cori Leigh Rico

Robert Adams Rothberg

Caroline Marie Schein

Cathy Shelburne

Janice Faye Socha

Nathan William Tierney

Rafael Vega

Mary Jean Vignone

Tannisha Woods

Shae Keller Young

Lauren Elizabeth Yuncker

Certificate in Evidence Based Coaching

Maura Abernethy

Christopher Franklin Akins

Marcia Ruth Applegate

Muriel Esther Asseraf

Wesley Au-Yeung

Susan Brooks

Le'Chere Sha'ron Marshona Campbell

Rhonda Renee Foster

Richard Goerling

Jacqueline Deon Goulbourne

Sara Greco

Lenise M. Halley

Hong Bin Hao

Oudrey Hervey

Felicia Kashevaroff

Aileen Elizabeth Kelly

Leslie Yu-Zen Kwang

Sean Langan

Tara Levine

Christina Georgeann Magana

Adrienne Ellen Mead

Jonathan Meyer-Shen

Dragan Mitric

Vonetta N. Mixson

Karina Marie Napuri

Paola Nava

Kai Orans

Zsofia Paizs Greenbaum

Nephretiri Parish

Claudia A. Pastrana

Kathleen McMahon Perlmutter

James E. Pickett

Tiffany Warren Saricks

Maggie Sepkowitz

Jill Turner

Samuel David Yanofsky

Certificate in Evidence Based Coaching for Organization Leadership

Maryann Alice Baumgarten

Pamela Dewar

Nicole Marie Welch

MASTER’S AND CERTIFICATE GRADUATES

APRIL 21 – OCTOBER 31, 2022

CORRECTION:

In our January 2023 issue of FOCUS Magazine, the following Master’s and Certificates Graduates were unintentionally left off the overall list on page 29:

SCHOOL OF PSYCHOLOGY

Master of Arts in Media Psychology

Christopher H. Batcheller

Zoe Broussard

Angela Lai-Ting Chan

Julie Flores

Carol E. Hirashima

Sarah Hughes

Sharka Stuyt

Certificate in Neuropsychology Specialization

Malgorzata Borawska-Popielarz

Elixmahir Davila-Marrero

Trevor Paul Hjertaas

Mariana Ivanovic

Deborah Lee Kirsten

Abraham J. Lopez

Eleanor Joy Murphy

Nicole Vale

Taoxin Zeng

Richard Zumwalt

Postbaccalaureate Certificate in Clinical Psychology

Meredith Isabelle Bailey

Nancie Begun

Tina Marie Berg

Makeda Bishop

Quinton Castleberry

Holly Jo Collins

Catherine Wemette

Kathleen Marie DelVecchio

Julie Nicole Dismang

Keiatta J. Garcia

Luzmary Gonzalez

Haleigh Claire Harris

Jessica Harrison

Anh Ho

Elizabeth Hopkins

Stephanie Ioannou

Zara Jassim

Ariana Shakeria Jenkins

Kimberly Jo Keiser

Sydney Keller

Cassidy Caroline Kirk

Lisa Kromer

Sarah Jane Leavitt

Danielle Litz

Cristina Marie Lugo

Eddy Hing Kwok Ma

Sydney Mitchell

Ying Kalin Mo

Erica Nagy

Chanelle Janette Yoder

Viveca Danielle Patterson

Le Mo Pino

Louise Rootes

Julia May Salmon

Courtney Searle

Zakariya Sheikh

Priyadarshini Shirahatti

Priyanka Sunder

Juan Alejandro Velez Roman

We sincerely apologize to each of these graduates and will continue to celebrate the work and accomplishments of our community. This corrected list will also print in the July 2023 issue of FOCUS Magazine.

DOCTORAL GRADUATES

APRIL 21 – OCTOBER 31, 2022

SCHOOL OF LEADERSHIP STUDIES

LEADERSHIP FOR CHANGE

Raymond S. Harrod, Sr., EdD

An Auto-ethnography: Conversations from the Hood-When Gun Violence Hits HomeInterventions and Solutions.

Rolanda Billy, EdD

Enhancing Navajo Culturally Relevant Education for Head Start Children.

Emily Elaine Millians, EdD

Engaging the Organization as a Complex Adaptive System: A Case Study of a School Leadership Team Seeking Instructional Change.

Michelle Tsosie, EdD

The Transformative Influence of Stories in the Lives of Navajo Women: A Narrative Inquiry.

HUMAN DEVELOPMENT

Roxane Maiko Byrne, PhD

“Oh Cool, I Don't Fit”: Multiracial College Student Experiences in Race Specific Cultural Spaces on Campus.

Romaine D. Castro, PhD "Talk-Story": A Narrative Approach to Healing.

Kathryn Jennings Coates, PhD The Adoption of Performance Support Solutions in Organizations.

Lori J. Davidson, PhD

Recovery and Strength Training: The Missing Piece in the Prevention of Relapse in Substance Use Disorder.

Bram Duffee, PhD High-Stress, High-Consequence Emergency Medical Decision-Making: Paramedics Seeking a Differential Diagnosis.

Christine Schwyn Harrison, PhD We Need to Talk: A Critical Ethnographic Analysis of White Women Educators Discussing Their Experience of Racial Dynamics in Multi-Racial Elementary Classrooms.

Michele Aree Richardson, PhD Tell Them Who You Are: Major Media Discourse and the Shaping of Kamala Harris' Leadership.

Julia Penn Shaw, PhD Cognitive Dimensions: Lifespan Path to Cognitive Complexity.

Carrie L. Spell-Hansson, PhD Unbossed and Unbroken: Personal Resilience in Women Leaders Who Experience a Lack of Respect in the Workplace.

HUMAN & ORGANIZATIONAL SYSTEMS

Tami Lei Dobishinsky, PhD Caregiving for an Adopted Senior Dog: The Influence on Kinship and Transcendence.

Zabrina Wright Epps, PhD Leading the Future: Superintendents' Perceptions of Leadership and Future Public Education Systems.

Jennifer Lynn Hurley, PhD How Planners Design Public Participation.

William Stephen Kane, PhD What Mentees Want: The Most Important External Mentor Attributes and Mentoring Activities for High-Potential, Future-Leading Women As Mentees in Corporate Environments.

Karen A. Williams, PhD Higher Education Chief Diversity Officers in Times of Emerging Crises: A Study of Integration, Experience, and Impact.

ORGANIZATIONAL DEVELOPMENT & CHANGE

John Randolph Ruffin, PhD From Charismatic Founding to Organizational Intransigence: Challenges of Founder's Syndrome in Succession Planning for a Nonprofit Organization.

Mark Merritt Spradley, PhD Business Model Innovation: Sensemaking in Organizations During the COVID-19 Pandemic.

SCHOOL OF PSYCHOLOGY

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

Christine Ann Gliniak, PhD Cultivating Trauma-Informed Care in the Neonatal Intensive Care Unit (NICU): A Qualitative Look at Perceived Determinants to Implementation.

Christine Harkness, PhD

The Influence of Personality Traits on Narrative Writing Skills in Third and Fourth-Grade Students.

Amanda Jean Holliday-Bembridge, PhD Mamas and Music: A Qualitative Study of Music's Impact on a Mother's Mental Health and the Developing Parent-Child Relationship.

Deborah Sollami Losada, PhD

The Journey of Perinatal Women's Lived Experience of Traumatic Birth, Breastfeeding, Caregiving, and Bonding Using Photovoice and the Diary-Interview Method.

Temitope Moyosore Olaniran, PhD Using the Developmental, IndividualDifferences, Relationship-Based Model (DIR Floortime®) for Spirituality and Emotional Perinatology: An Autoethnography.

Jennifer Bell Smith, PhD

The Assessment of Social-Emotional Growth Across Cultures: A Pilot Study for Using the Greenspan Social-Emotional Growth Chart With an Arabic-Speaking Population.

PSYCHOLOGY WITH AN EMPHASIS IN CLINICAL PSYCHOLOGY

Jesika Nikole Asaro, PhD Identity Development of Transnational Transracial Adoptees.

Brooke Moore Buchman, PhD

Moral Injury in Combat Veterans: The Role of Moral Foundations and Predisposing Factors.

Albert Andrew Chan, PhD Heterogeneity of mTBI in Motor Vehicle Collisions: Examining Persistent Deficits in Cognitive Functioning by Collision Type.

Simon Chung, PhD Eveningness Predicts Long-Term Psychological Distress Through Daytime Sleepiness in Young Adults.

Craig Donnell Crawford, PhD The Neuropsychological Consequences of Medical Cannabis Use.

Tijuana McLeod Crosby, PhD The Effects of Age and Gender on Types of Abuse of Human Trafficking Victims.

Alana D.C. Fenton, PhD Maternal Resources, Social Functioning, and Internalizing Outcome of Black Young Adults within LONGSCAN.

Patricia C. Friedmann-Folman, PhD Childhood Emotional Abuse and the Mediating Role of Self-Stigma on SelfEfficacy Expectancy.

Ruth Ann Gatt, PhD Is the Effect of Prenatal Distress on Infant Emotional Endurance Mediated by Infant Temperamental Negativity?

Daniel Andre Ignacio, PhD Using Neuropsychology to Address Rehabilitation Disparities in the Successful Reintegration of Community-Dwelling Survivors of Traumatic Brain Injury.

Samantha Anne Isakson Lyerly, PhD Adult Play and Wellbeing: A Moderated Mediation Model.

Emily Jones, PhD

Equine Therapy, Social Functioning, and the Mediating Effect of Joint Attention in Children with Autism Spectrum.

Heather Theresa Leffew, PhD

Instrumental and Affective Mass Murder: Establishing a Predictive Typology with Computer-Mediated Linguistic Analysis.

Jennifer Nosker, PhD

Examining Cognitive Fatigue and Medical Error in Aeromedicine and the Effect of Team Cohesion on the FatiguePerformance Relationship.

PSYCHOLOGY WITH AN EMPHASIS IN MEDIA PSCYHOLOGY

Mary Ann Couvillion, PhD Social Anxiety and the Experience of Belongingness on Facebook: The Importance of Active Facebook Use.

Sara Rae Cureton, PhD News Media Trust, Media Consumption, and Participation in the 2020 U.S. Presidential Election.

M. Scott Garner, PhD The Legacy of The Oprah Winfrey Show: 'Being Moved' to Personal Transformation.

Judith Manassen Ramon, PhD Social Representation of Transformational Leadership Created by the Public in Networked Social Movements: The Case of the Israeli Tent Protest Summer 2011.

Mary Poffenroth, PhD

Peer-to-Peer Asynchronous Video as an Intervention Strategy to Mitigate Stereotype Threat in Online Asynchronous STEM Gateway Courses.

Maria Viola Sanchez, PhD Using the Bystander Intervention Model to Improve Efforts to Reduce Female Genital Mutilation.

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