The Advocate Division 37 of the American Psychological Association

Society for Child and Family Policy and Practice

Division 37: Summary of 2011 APA Convention Editor: Kamala London, Ph.D., University of Toledo Editorial Assistants: Travis Conradt & Nicole Ladd, University of Toledo

Volume 34, Number 3 Fall 2011

From the President Inside This Issue Karen Budd, Ph.D. DePaul University From the President by Karen Budd, Ph.D. ……... 1

The APA Convention in Washington DC in August Section President‘s Column provided a great platform for Division 37 to shine. by Mary E. Haskett, Ph.D. …………………..... 3

Thanks to the excellent efforts of our 2011 program Note from the Editor chair Aaron Lyon, Division 37 hosted a rich pro- by Kamala London, Ph.D. …………………...... 4 gram of symposia, posters, awards, and special Division 37 APA Convention Overview events. The theme of this year's programming, by Karen Budd, Ph.D. and Aaron Lyon, Ph.D. .. 5 Strengthening Parenting in Real-World Practice

2011 Division 37 Announced Awards…….…...... 7 and Policy, encouraged presentations focused on bringing the evidence base on parenting and parent- Student Dissertation Award ing-related interventions to a wide range of practice by Amanda Johnson, Ph.D. ………………….... 8 and policy contexts. Our symposia were excellent Advocacy Lifetime Achievement Award and very well attended. Highlights of some presen- by Mary Campbell, M.S. …………………….... 9 tations are included in this issue of the Advocate. ECP Advice Column ………...... 12

During our poster sessions and business meeting, ECP Happenings by Amy Damashek, Ph.D...... 15 we presented several awards. Our student poster Voice of the Students by Lauren Legato, M.A. .... 15 awardees were Briana L. Anderson for Therapist New Mentoring Opportunities ………………...... 16 Motivation for Gaining PCIT Training and Its Ef- fects on Treatment Outcome (University of Okla- Counsel of Representatives Report by Carol Falender, Ph.D. …………………….. 17 homa Health Sciences Center; Sponsor: Beverly Funderbunk, Ph.D.); Justin A. Lavner for Child and 2011 APA Convention Executive Committee Parent Adjustment Over Time in Gay and Straight Meeting Minutes by Jennifer Kaminski, Ph.D. .. 19

Families Adopting from Foster Care (University of Members Reaching Out Internationally California, Los Angeles; Sponsor: Jill Waterman, by Vesna Kutlesic, Ph.D. ……………………... 21

Ph.D.); and Diane Wach Miller for Identifying Pre- Pulling Their Punches cursors to Borderline Personality Disorder Among by John P. Murray, Ph.D. …………………...... 24 Maltreated Youth (Human Development/Family

 The Advocate Life Development Center, Cornell University; a multidisciplinary home for members interested in Sponsor: John J. Eckenrode, Ph.D.). The Division‘s application of psychological knowledge to advo- Student Dissertation Award was presented to Anna cacy, service delivery, and public policies affecting D. Johnson for Child Care Subsidies: Who Uses children, youth, and families. In January, Michael Them, and What Do They Buy Low-Income Fami- Roberts will begin his term as President, and his lies and Children? (Columbia University; Jeanne plans already promise a productive year. I look for- Brooks-Gunn, Ph.D., Advisor). This year, the divi- ward to assisting him as Past President. sion gave a special Lifetime Advocacy Award to Division 37 has long been a vital voice in advocat- Mary Campbell, who retired this year after 25 years ing for children, youth, and families. We invite you of leadership as the first and, up until now, only di- to participate in division activities through running rector of APA's Office of Children, Youth, and for elected office (President Elect or Member-at- Families (CYF) for her exceptional contributions to Large Coordinator of Task Forces and Diversity advocacy. Mary Campbell's address is printed in Activities), serving on one of our Member-at-Large full in this issue of the Advocate. It is an excellent Committees, joining a task force, contributing to primer on what advocacy is, why it is so important, the list serv, submitting to next year's APA conven- and how each of us contributes to the volunteer tion programming, or volunteering to participate in team efforts that make advocacy happen. At the di- other ways. Visit our division website (at http:// vision's social hour co-sponsored with Division 43 www.apa.org/divisions/div37/) to check out current and CYF, division members enjoyed meeting award activities -- I heartily invite you to contact me or winners and celebrating CYF's 25th birthday. others listed if you read about something that Thanks to all of you who joined us at our Conven- strikes your interest and you wish to get involved. tion sessions!

As my Presidential year nears its end, I want to Karen S. Budd is Professor of Clinical Psychology thank Division 37 members for allowing me the and Director of Clinical Training at privilege of serving as President this year, and the DePaul University in Chicago, where members of the Division Executive Board for all she also directs the Parent-Child In- they have done to assist me in this endeavor. teraction Therapy Program. She has Through the efforts of our dedicated and capable been at DePaul since 1992, and be- Board, we were able to restore the division to a sta- fore that held faculty positions in ble financial position, initiate a series of new pro- psychology at Illinois Institute of gram activities and benefits to attract students and Technology in Chicago and at the Early Career Psychologists, transition the Advocate University of Nebraska Medical Center in Omaha. to a "green" online publication, and support the Karen earned her B.S. in secondary education and preparation of a volume on advocacy under the edi- her Ph.D. in Developmental and Child Psychology torial leadership of former Division 37 president at the University of Kansas. She completed post- Anne Culp. One of the most rewarding parts of this doctoral retraining in clinical psychology at the Uni- past year has been to work collaboratively with the versity of Mississippi and a post-doctoral fellowship Division's Student Board led by Student Represen- at Harvard Medical School, Boston Children's Hos- pital and Judge Baker Guidance Center. tative Lauren Legato and ably assisted by incoming Student Representative Emily Kessler. The Student In addition to academic positions, Dr. Budd has Board stepped up in numerous ways to energize the worked in a multi-disciplinary context to apply psy- membership and foster the mission of Division 37, chological knowledge to practice. From 1997 to including providing comments on APA task force 2004, she directed an innovative demonstration and reports, helping with membership recruitment ac- research project at Cook County Juvenile Court in tivities, and sponsoring program events at APA that Chicago assessing parenting capacity in child pro- featured the unique contributions of Division 37 as tection cases. She was a Fulbright Senior Scholar in

2 Volume 34, Number3 Prague, Czech Republic. Her interest in interna- At the Section business meeting, we had the honor tional experiences began with her first job after un- of awarding the Section Dissertation award to An- dergraduate school, when she taught junior high gelique Day for her dissertation, ―An Examination school on the island of Guam for two years. of Post-secondary Educational Access, Retention, and Success of Foster Care Youth‖. She received Dr. Budd's research interests focus on prevention and intervention programs for young children with $400 to support completion of her dissertation. disruptive behavior problems, mental health ser- Staci Perlman, Ph.D., was given the Early Career vices for children in child welfare, and cultural is- Professional award for Service. Staci is currently sues related to parenting and mental health. She has an Assistant Professor at Kutztown University of published several peer-reviewed research articles Pennsylvania and is actively involved in providing and book chapters, as well as three books. Karen is training and consultation within the homeless shel- coauthor (with Jurgen Kedesdy, 1998) of Chil- ter community in Philadelphia. Both awardees dren’s Feeding Disorders: Biobehavioral Assess- were able to attend the convention to receive their ment and Intervention and coauthor (with Trevor awards in person. The Section Presidential Sympo- Stokes, 2003) of A Small Matter of Proof: The Leg- sium focused on the intersection of child maltreat- acy of Donald M. Baer. Her most recent book is ment and family homelessness, with presentations Evaluation of Parenting Capacity in Child Protec- by Beryl Cowan, Staci Perlman, and Abi Gewirtz. tion, published in 2011 by Oxford University Press The symposium was co-chaired by the Section Stu- with coauthors Mary Connell and Jennifer Clark. dent Representative, Lauren Drerup. We were for- tunate to have Gary Melton (who is a member of Dr. Budd is the 2011 President of the Society for the Section Advisory Committee) serve as the Dis- Child and Family Policy and Practice (Division 37). cussant. The presentations are now being inte- Karen has been involved in Division 37 leadership grated into a manuscript for a journal submission for over a decade. She served as Division 37 Pro- and highlights will be published in an upcoming gram Chair in 2001 and as Member-at-Large Board issue of our newsletter. Member for Advocacy (2002-2004). She was a member of the APA Committee on Children, The Section Board had a productive meeting that Youth, and Families (2006-2008). led to several initiatives—all of which will actively involve Section members. We voted to appoint an early career professional to develop an ECP com- Section President’s Column mittee for the Section, we began to make plans to Mary E. Haskett, Ph.D. sponsor a service activity to precede the 2012 con- North Carolina State University vention in Orlando, and we discussed a process to update the curriculum materials on our web site. I hope everyone is finding pleasure in the change The Section also decided to offer professional de- of seasons as we transition into a new academic velopment for Chairs and members of our task year, cooler weather, falling leaves and crisp ap- forces; in September, Sandra Bishop-Josef facili- ples, and Starbucks pumpkin spice latte (the high- tated a phone conference to discuss ways to maxi- light of fall for my coffee-loving friends who say it mize task force outcomes (e.g., how to select mem- is well worth the 380 calories!). Members of the bers, identify reasonable goals and objectives, de- Section on Child Maltreatment experienced a pro- velop timelines, energize task force members, meet ductive and fun-filled convention in Washington deadlines, etc.). We will plan additional profes- DC in August. During the convention our task sional development opportunities in 2012— forces held meetings, Section members shared Interested? Join the Section so you can take advan- wine over conversations about our jobs and fami- tage of these opportunities! To join the Section, lies, we toured the city, and we celebrated the 15th simply drop me an email and I‘ll forward the mem- anniversary of the Section. bership form to you ([email protected]).

3  The Advocate Several members of the Board will be ending their positive adjustment of young abused children. Her terms in a few short months. I‘d like to thank Lau- research has been supported by NIMH and NICHD. ren Drerup, Student Representative, for her incredi- As a school and clinical child psychologist, Dr. ble service. Among other contributions, she led the Haskett teaches graduate courses in family interven- initiative to install a Student Board that will be an tions and supervises practicum students in delivery enormous boost to the Section‘s work. Lisa Jones, of home-based parenting support. Dr. Haskett serves Member at Large, will end her term as Member at on the editorial boards of Child Abuse & Neglect and Large; her task force on the epidemiology of child Journal of Clinical Child and Adolescent Psychol- maltreatment will produce a very important policy ogy. She is currently the President of the Section on report in 2012. Elizabeth Risch did an amazing job Child Maltreatment and previously served as Secre- as Program Chair for the convention in D.C., and tary and Program Chair of the Division 37 Society we appreciate her service. Finally, Amie Lemos- for Child and Family Policy and Practice. Miller has been a phenomenal editor of the Section newsletter for the past three years. Note from the Editor In closing, I‘d like to share some good news related to child abuse prevention on the national front. De- Dear Division 37 Members, spite Congress‘ very low approval rating—hovering around an all-time low of 16%--there are members I would like to draw your attention to a making positive things happen for children and new column on issues related to Early Ca- reer Psychologists. This column, debuted families. U.S. Representative Carolyn McCarthy (D in this issue, will be a regular column in -NY4) is introducing a bill, ―‗Ending Corporal Pun- future issues. As always, we welcome con- ishment in Schools Act of 2011‘‘. It is astonishing tributions from our readers, and we par- that 19 states still allow corporal punishment of ticularly encourage students to submit to children and youth in our schools! I encourage you the Advocate. to follow this bill and voice your support to move it forward. Second, DHHS recently awarded $224 As of the next issue, I will be passing the million to support home visiting programs that have editorial reigns to the very competent been shown to improve maternal and child health, hands of Julie Cohen, Ph.D. (a forensic cli- child development, school readiness, economic self- nician at the non-profit Children’s Charter sufficiency, and child abuse prevention. For details, in Massachusetts). I will stay involved see mchb.hrsa.gov/programs/homevisiting/. In the with Division 37 in other capacities. press release, HHS Secretary Sebelius stated, Thank you all for the opportunity to serve ―Home visiting programs play a critical role in the as editor of the Division 37 publications nation‘s efforts to help children get off to a strong for the past four years. I have enjoyed start. Parenting is a tough job, and helping parents getting to know many of the members succeed pays big dividends in a child‘s well-being and becoming part of the Division 37 mis- and healthy development.‖ Our message is being sion. I would also like to thank my edito- heard! rial assistants, (and graduate students)

Mary E. Haskett, Ph.D., is a Professor of Psychol- Kathy McGuire, Nicole Ladd, and Travis ogy at North Carolina State Univer- Conradt, for all their assistance.

sity. She and her students explore Again, it’s been a pleasure to act as editor, characteristics of physically abusive and best wishes to a happy, healthy 2012! parents and their children, mechanisms that link together the family Kamala London, Ph.D. and school contexts in which chil- University of Toledo dren develop, and factors that support 4  The Advocate Twenty-first Century Implementation of Evidence-Based Parent Training Programs in Community Settings Karen S. Budd, Ph.D. — DePaul University Aaron R. Lyon, Ph.D. — University of Washington

This year's APA Division 37 Presidential Sympo- 3. What does it take to successfully train providers sium addressed the theme of the division's program- in your EBT? What initiatives are available to ming, ―Strengthening Parenting in Real-World Prac- promote sustained skills in providers after initial tice and Policy,‖ by featuring presentations from training in your model? three well respected founders of empirically- 4. What organizational factors (e.g., leadership, cli- supported parent training programs: Matthew Sand- mate, presence of opinion leaders, existing incen- ers (Triple P Positive Parenting Program; Sanders, tives for EBPs) have you found (or suspect) to be 2008); Michael Hurlburt and Carolyn Webster- important in community implementation of your Stratton (Incredible Years; Webster-Stratton & Reid, model? 2010); and Sheila Eyberg (Parent-Child Interaction Therapy; PCIT; Zisser & Eyberg, 2010 ). Unlike 5. What modifications have occurred when your most convention programming, in which speakers EBP is practiced by community clinicians? In describe their latest research findings or articulate what ways do you believe these modifications are well thought-out conceptual or policy perspectives, beneficial or detrimental to outcomes? What the presenters were asked to leave caution aside and ―core components‖ should not be modified? speculate about the future of their models, particularly about what would happen after they were no Interestingly, the responses from the three develop- longer at the helm. Each of them took on the chal- ers diverged with respect to the direction of efforts lenge, and Marc Atkins contributed insightful com- to sustain their models after they retire. Matt Sand- ments as discussant. What follows is a brief recap of ers arranged early on to assign copyright for Triple some of the highlights of the symposium as noted by P to the University of Queensland, whereas Incredi- the chair and program organizer. ble Years and PCIT were incorporated as entities independent from their founders' respective univer- The implementation of existing evidence-based prac- sities. Triple P and Incredible Years each developed tices (EBPs) within new contexts has become an in- a website and corporate presence several years ago creasingly important area of research (Fixsen et al., and hired a cadre of program staff, whereas PCIT 2005). The parent-training intervention developers has a more recent history of incorporation. Al- discussed their efforts to support the expanding im- though the EBPs varied in the extent to which their plementation of their intervention models and em- originators have established strong and sustainable phasized variables that facilitated or inhibited imple- implementation networks, all acknowledged the mentation. Each presenter was asked to respond to importance of coordinated efforts to maintain the the following questions: integrity of the programs while simultaneously offering accessible training and consultation supports. 1. What plans are you making for the future of your The degree of effort required to successfully plan EBP model? What changes do you envision in and execute program implementation on a large your model over the next 20 years? What plans are scale was repeatedly underscored – one presenter underway to sustain your EBP after you retire? pointed out that focusing on implementation was, at 2. What specific implementation variables (e.g., fi- times, inconsistent with the requirements of acade- delity, dosage) have been found (or are sus- mia, while another noted that ―You don‘t dissemi- pected) to be important to successful implementa- nate internationally by sitting in your office in a tion of your model in community settings? university.‖

5 Volume 34, Number 3 All presenters agreed that training providers was new paradigm of a "user's guide" for parenting that critical to successful implementation, and each has would apply to everyone. He reminded us that, made substantial efforts to develop standardized whereas the research community focuses on p<.05, and accreditation-based training. One speaker noted public policy is influenced by p<.50. His comments the wide divide between what therapists say they raise vexing and important questions for researchers do and what they actually do, emphasizing the im- about where our efforts should be directed in the next portance of ongoing data-based monitoring, feed- generation -- toward fostering the development of back, and a network of individuals to support train- individual EBPs, or toward embracing a public ing over time. Organizational factors were cited as health approach that involves a number of linked in- a major dimension influencing whether community terventions to benefit all children and families. agencies were able to successfully implement EBPs. One presenter noted that most community Overall, this symposium delivered what was asked -- agencies simply are not ready to sustain EBPs, due engaging and informed commentary from leaders in to inadequate supervision, organizational leader- the field of parent training about the future of their ship, funding, or commitment to continued training EBPs. In the process, it gave the audience a glimpse and use. Given the critical role of organizational of the complex, exciting, and diverse perspectives of factors, ensuring organizational readiness emerged model developers, and hopefully it inspired some productive ideas for future study. as a necessary precursor to investing in substantial implementation efforts. References

The presenters also took differing approaches to the Atkins, M. S., & Frazier, S. L. (2011). Expanding the toolkit topic of adaptations or modifications to their EBPs. or changing the paradigm: Are we ready for a public Sanders (Triple P) and Hurlburt (Incredible Years) health approach to mental health. Perspectives on Psy- both noted that their models include differing for- chological Science, 6, 483-487. Chaffin, M., Silovsky, J. F., Funderburk, B., Valle, L., mats, modules, or components designed to fit vari- Brestan, E. V., Balachova, T., Jackson, S., Lensgraf, J., ous target groups, cultures, or needs. By contrast, Bonner, B. L. (2004). Parent-Child Interaction Therapy Eyberg (PCIT) argued for the value of starting with with physically abusive parents: Efficacy for reducing the standard treatment before adapting treatments future abuse reports. Journal of Consulting & Clinical to different groups, citing evidence that the addition Psychology, 72, 500-510. of components to PCIT based on intuitive logic Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. does not necessarily improve treatment outcomes & Wallace, F. (2005). Implementation Research: A Syn- thesis of the Literature. Tampa, FL: University of South (Chaffin et al., 2004). All presenters agreed that Florida, Louis de la Parte Florida Mental Health Insti- treatment integrity is essential for future research tute, The National Implementation Research Network. development of EBPs, and advocated for the im- Sanders, M.R. (2008).Triple P-Positive Parenting Program portance of building the capacities of the next gen- as a public health approach to strengthening parenting eration of researchers to explore the complex issues Journal of Family Psychology, 22(4), 506-517 of implementation of EBPs. Webster-Stratton, C., & Reid, M. J. (2010). The Incredible Years Parents, Teachers, and Children Training Series: Discussant comments from Marc Atkins under- A multifaceted treatment approach for young children scored the value of incorporating evidence-based with conduct disorders. In A. E. Kazdin & J. R. Weisz parenting components into a public health model (Eds.), Evidence-based psychotherapist for children and adolescents (2nd ed., pp. 194-210). New York: Guilford oriented toward supporting all children and families Press. (Atkins & Frazier, 2011). Further, Atkins empha- Zisser, A., & Eyberg, S. M. (2010). Parent–Child Interaction sized the importance of identifying and engaging a Therapy and the treatment of disruptive behavior disor- network of third-party promoters to assist in the ders. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence- dissemination and implementation of evidence- based psychotherapist for children and adolescents based practices. Rather than promoting individual (2nd ed., pp. 179-193). New York: Guilford Press. program development of EBPs, Atkins argued for a

6  The Advocate

Division 37 Awards Announced at Convention 2011

Several Division 37 awards were announced at the annual Convention in August.

Mary Campbell, MS, was awarded the Division 37 Lifetime Advocacy Award. The Lifetime Advo- cacy Award is presented to honor exceptional, lifetime contribution to advocacy on behalf of children, youth, and families. Ms. Campbell recently retired as Director of The Children, Youth, and Families Of- fice (CYFO) at APA. She staffed the Committee on Children, Youth, and Families (CYF) and headed CYFO, since their inception in 1986. Mary and her staff provided invaluable support to CYF and several time limited, topic specific working groups. The Committee and working groups produced a variety of products that included newsletters, APA public policy statements, reports, and public education materials. These products were designed to raise awareness of child, youth, and family issues, to educate psychologists and the public, and to add psychology‘s science based voice to policy development. An essential part of Mary‘s work at APA was the creation and nurturing of strong working relationships with APA divisions including 7, 16, 37, 40, 43, 53 and 54. These relationships enabled the CYFO to move forward on many controversial issues adding richness to the discussions and yielding products that reflect the depth and breadth of psychology‘s science based knowledge. Mary has previously won numerous other awards from APA and from Divisions. The Division 37 Lifetime Advocacy Award has given only three times previously, in 1995 to Adah Maurer, Ph.D.; in 1996 to Kenneth B. Clark and Mamie Phipps Clark, PhD.; and in 2005 to Senator Christopher Dodd.

Anna D. Johnson, Ph.D. received the Division 37 2011 Student Dissertation Award. This award is given for a completed doctoral dissertation concerning issues of social policy, service delivery, welfare, and/or advocacy for children, youth and families. Dr. Johnson‘s dissertation Child Care Subsidies: Who Uses Them and What Do They Buy Low-Income Families and Children? was done at Columbia Univer- sity with Advisor Jeanne Brooks-Gunn, Ph.D. The study examined the determinants and consequences of federal Child Care and Development Fund (CCDF) subsidy use. Results of the research will aid state subsidy administrators in more effectively targeting their outreach and enrollment efforts and ultimately in increasing take-up of this important program, which may in turn support child development. The findings also shed light on the effectiveness of CCDF, not in its primary role as a maternal employment support program, but in its de facto role as a child care program.

The Division also awarded 3 Student Poster Awards:

Briana L. Anderson, B.A., of the University of Oklahoma Health Sciences Center, Therapist motivation for gaining PCIT training and its effect on treatment outcomes, sponsored by Beverly Funderbunk, Ph.D.

Justin A. Lavner, M.A., of the Department of Psychology, University of California, Los Angeles, Child and parent adjustment over time in gay and straight families adopting from foster care, sponsored by Jill Waterman, Ph.D.

Diane Wach Miller, M.Ed., of the Human Development /Family Life Development Center, Cornell Uni- versity, Identifying precursors to borderline personality disorder among maltreated youth sponsored by John J. Eckenrode, Ph.D.

Congratulations to all our award winners!

Please see our web site for more information on awards: http://www.apa.org/divisions/div37/awards.html

7 Volume 34, Number 3 designed primarily to support parental employ- Student Dissertation Award ment rather than child development. Anna D. Johnson, Ph.D. Georgetown University Anna Johnson, Ph.D. is a post-doctoral research fellow in the Department of Psy- Abstract chology at Georgetown University. This dissertation examined the predictors and con- Her three-year fellowship is funded sequences of child care subsidy receipt for low- through a National Research Service income families. The federal child care subsidy Award from the National Institutes program is one of the government‘s largest invest- of Health. ments in early care and education for low-income children, but little is known about the characteris- Dr. Johnson‘s research focuses on the intersection tics that differentiate subsidy recipients from non- of developmental science and social policy, spe- recipients, and what subsidy receipt buys a family cifically with respect to the role that public poli- and children in terms of child wellbeing. cies can play in enhancing the development of low -income children. In particular, she studies the po- The first paper of this dissertation examined pre- tential of early intervention, in the form of early dictors of child care subsidy receipt. After reduc- childhood education and care programs, to reduce ing the sample to families who are likely-eligible school readiness gaps between low-income chil- for subsidies, subsidy recipients appear more ad- dren and their more advantaged peers. Her disser- vantaged than their eligible non-recipient counter- tation used a nationally representative dataset to parts. Findings suggest that the low take-up of sub- examine take-up of the federal child care subsidy sidies by eligible families may be partially ex- program and the impact of program participation plained by the fact that more disadvantaged fami- on the quality of children‘s early care and educa- lies experience the most trouble navigating the tion experiences and their subsequent outcomes in child care subsidy system. kindergarten. Dr. Johnson‘s post-doctoral research focuses on child-level vulnerabilities that may The second paper estimated the effect of child care moderate the association between early interven- subsidy receipt on the quality of care that low- tion participation and later child outcomes. Her income, subsidy-eligible children experience. Re- other research interests include child and family sults from OLS regression models and propensity policy, and the contribution of social and eco- score matching analyses suggest that subsidy re- nomic inequality to disparities in child and family ceipt leads parents to purchase higher quality care health and wellbeing. for their children, but only in comparison to the care used by families who use no other form of Dr. Johnson recently completed her Ph.D. in De- publicly-funded care. Compared to families who velopmental Psychology at Columbia University. use Head Start or public pre-kindergarten, subsidy While working towards her doctorate, she also receipt leads to care that is lower in quality. earned a Master of Public Administration degree at Columbia University‘s School of International and The third paper examined associations between Public Affairs. subsidy receipt in preschool and children‘s school readiness skills in kindergarten. The results of OLS regression models with lagged dependent variables suggest that subsidy receipt in preschool is not related to kindergarten outcomes, which is not surprising given that the subsidy program is

8  The Advocate

Advocacy Lifetime Achievement Award Presentation Mary Campbell, M.S. 2011 APA Convention August 6, 2011

Good afternoon. Let me take this opportunity to add Briefly stated, advocacy is a process – a complex and my warm welcome to the 119th American Psychologi- multifaceted process where one step builds on the cal Association Convention. I hope your Convention preceding one. It is often time consuming, as my col- experience is productive and that you have the time to leagues mentioned, and the process takes many peo- enjoy the diversity of sights, sounds and tastes Wash- ple to develop the materials that ultimately educate ington offers. policymakers and the public.

It is my honor and privilege to receive the Society for Let‘s look for a moment at those educative materials Child and Family Policy and Practice‘s Advocacy and how they are developed. Lifetime Achievement Award and I thank the Division most sincerely. It is encouraging to know by your My friend and colleague, Dr. Ellen Garrison, recently presence that so many are interested in advocacy. took the time to count the number of child, youth, and family resolutions that moved through the Asso- My colleagues on the panel have been generous in ciation‘s governance system over the last 25 years. sharing a wide range of advocacy experiences: They numbered 25 and addressed such issues as:  disasters,  Dr. Bishop-Josef discussed how the Division worked with the Child, Youth, and Families Office  immigration, to move the field of psychology forward in its ef-  early childhood mental health, forts to improve the lives of children, youth, and  social practices that induce violence, families.  sexuality education,  Dr. Koocher spoke about the day care brochure that  child abuse and neglect, helped educate Tom DeLay and Dr. Laura about  child sexual abuse, what the APA does and why the work psychologists  drop-out prevention, do is important.  bullying, and  He also addressed the rather lengthy APA govern-  healthy eating and exercise, to name a few. ance process which serves as the foundation for much of APA‘s advocacy work. In addition, there were various working group and  Dr. Dodgen spoke about his work with the Commit- task force reports. As with the resolutions, these re- tee on Children, Youth, and Families and the Chil- ports presented science based psychological knowl- dren, Youth, and Families Office and how impor- edge about: tant this is in educating policy makers – members of  adolescent girls, congress, congressional staff and federal agencies.  advertising and children,  Dr. Thomas shared her experience in educating the  use of psychotropic medications with children and public, policymakers and other professionals about adolescents, the importance of spirituality and religiosity to Afri-  evidence-based practice with children and adoles- can American adolescents through her work on the cents, Working Group on Black Children and Adolescents  PTSD and Trauma, and the Committee on Children, Youth, and Fami-  African American children and adolescents, lies.  child and adolescent mental health, and As the discussant, my contribution is to provide some  refugee children and families – again naming only insight into what advocacy looks like when APA a few. groups begin to develop reports or policy statements.

9 Volume 34, Number 3 You may be wondering: mation which led to feasible research, practice and  What good are policy statements and reports? policy recommendations. The PI-GRO staff provided  How do they advance psychology? guidance and expertise on how to articulate statements  How do they enhance the lives of children, youth, that were and are timeless, informative, user friendly, and families? and most of all COMPELLING to policy makers.

 How do they intersect with advocacy? Perhaps some examples will further demonstrate how information sharing or advocacy works in the Wash- These are questions I have wanted to answer for a ington, DC, policy world. very long time. The report of the Working Group on Black Children The answer is they, alone, don‘t ―do‖ anything. They and Adolescents titled Resilience and Strengths in prove their worth where they intersect with advocacy Black Children and Adolescent: A Vision for Optimal and become educative tools. This is: Development, through the PI-GRO went directly to  where they educate policymakers, the Congressional Black Caucus to inform their dis-  where they advance the field of psychology, and cussions as they planned their legislative year. In ad-  where they enhance the lives of children, youth, dition, Congressional Black Caucus members used the and families. report to craft a Congressional resolution that focused on Black children and adolescents. Prior to joining the APA, I worked for a Member of the US House of Representatives. I came to APA The PI-GRO used the report to draft briefing sheets to knowing those legislators and their staff had a con- educate members of congress and congressional staff stant need for research based information to serve as on various issues. the foundation for sound policy. APA‘s policy statements and reports, rich in sound psychological sci- Another example is the Presidential Task Force on ence, held the key to providing policy makers and PTSD and Trauma in Children and Adolescents that their staff with much needed information. Thus, this developed a product portfolio that included: definition of advocacy emerged… taking psychol-  Children and Trauma An Update for Professionals – ogy‘s science based policy statements and reports and a 16 page booklet that provided a brief overview of using them to provide reliable and valid information PTSD and trauma for mental health professionals to members of congress, their staff, federal agencies and the public.  Children and Trauma: Tips for Mental Health Pro- fessionals - a tip sheet for professionals that pro- One of the initial steps in developing a report or pol- vided information on specific aspects of PTSD and icy statement was having the APA group responsible trauma in children and adolescents and pitfalls to meet with the relevant APA staff. This usually in- avoid when working with PSTD and trauma ex- cluded staff from the Public Interest, Education, Sci- posed children and adolescents. ence and Practice Directorates and any other APA  Power Point Slides in presentation format that pro- staff critical to the outcome. vided a ready-made presentation on this subject.  And, in collaboration with the PI GRO they devel- Members of the task force or working group shared oped a policy briefing sheet, Trauma and PTSD in their mission and goals with Government Relations Children and Adolescents. This served as a func- Office staff and they in turn shared their expertise and tional guide for policymakers on the impact of insights on how those goals might be reached. (Most trauma on children and adolescents, how to improve often the working group or task force would continue outcomes and recommendations for research, prac- to work directly with the Public Interest-GRO staff tice, education and training. who would seek input from the Education, Science, and Practice Government Relations staff.) The Gov- Let us leave Capitol Hill for a moment and consider ernment Relations staff provided guidance that facili- other important but sometimes overlooked avenues of tated the inclusion of appropriate and relevant infor- federal policy development. Federal agencies need

10  The Advocate science based information to provide guidance in We have talked about reports, briefings, educative their decision making as they develop the rules and materials… now the question is how are these materi- regulations that determine what how legislation is als developed and who develops them? At APA, implemented after it is signed into law. Information products are developed through a process called gov- from the Report of the Working Group on the Use of ernance. Very, very briefly, each product is reviewed Psychotropic Medications with Children and Adoles- and revised based on comments from APA board and cents was provided to a Food and Drug Administra- committee members, division representatives, and tion panel when they held meetings on the ―off label‖ other experts on the topic – this group of volunteers use of psychoactive medications with children and develop the products and are the largest part of the adolescents. The Report of the Working Group on advocacy team. Advertising and Children was presented to federal agency policymakers and is still often quoted when Perhaps a brief demonstration would be helpful in panels or symposiums convene to discuss this issue. identifying the size and scope of that team because that is where you participate in the advocacy process.

Often, reports and resolutions include ―what is known Would anyone who has served as a member of divi- and what is not known‖ and thus they identify re- sion or staff liaison to or product reviewer of any search gaps and articulate research needs. APA committee, board, working group or task force

Research questions were of interest to APA groups product please raise your hand? Many of you have and they included these questions in their final prod- provided testimony before Congressional Briefings uct. The Presidential Task Force on Adolescent Girls, and Hearings. If your hand isn‘t already up, please though, took this one step farther. As they developed raise it. their book, Adolescent Girls Strengths and Stresses, If you look around, you will see that many if not most they brought to the reader‘s attention gaps in the re- of the people in this room have served in some capac- search knowledge. They developed a ―research ity to advance APA‘s educative and advocacy func- agenda‖ that was produced and disseminated apart tions – that is to move psychology‘s science based from the book to guide the field in filling those knowledge to policy makers at many levels: knowledge gaps. Materials of this type can also be  to advance the field of psychology and used to educate funding sources about the need for  to enhance the lives of children, youth, and fami- answers to specific research questions. lies.

Governance products are also used to educate The You are encouraged to visit Public Interest Booth White House staff and those who serve on White while you are at Convention and to visit the Child, House panels and commissions. APA‘s work on chil- Youth, and Families Office‘s web page for much dren‘s mental health was used by The White House more information or for copies of the products men- Commission on Mental Health. More recently, the tioned. The web address is www.apa.org/pi/families. brochure, ABCDE, Acting Boldly to Change Diet and Exercise for Children, was widely disseminated It has been my pleasure over the years to work with to the public, to schools, and to The White House many fine people some of whom are in this room to- staff. day. I thank you and I commend you for your unflag- ging efforts – it is my honor and privilege to accept Now, up to this point, advocacy seems to focus on the Society for Child and Family Policy and Practice products, dissemination efforts and the education of Lifetime Achievement Award. policymakers. You might think that there are not many people involved in this process called advo- Thank you! cacy. But, I believe that in a moment you will see that this is truly a team effort and that the team is much larger than you may imagine.

11 Volume 34, Number 3 Perplexed About the Postdoc Process? We Have the Answers Early Career Psychologist Advice Column Justin D. Smith, Ph.D. — Child and Family Center, University of Oregon Amy Damashek, Ph.D. — Western Michigan University Scott T. Ronis, Ph.D. — University of New Brunswick

This article is the first in a new advice column for Dear Perplexed, early career psychologists developed by the Divi- sion 37 Early Career Psychologist (ECP) Commit- Finding and securing a postdoctoral position can be tee. We have assembled a panel of senior-level a rather stressful and daunting prospect. Having psychologists from Division 37 who can provide gone through this recently myself, I understand the their sage advice for ECP‘s. For each issue of The need for direction in the post-doc search process. Advocate we will solicit questions from ECP Divi- Unlike applying for graduate school and the clini- sion 37 members and will publish responses from cal internship application process, which are more our esteemed expert panel. Many of the topics linear and well-defined, there is much less uniform- covered in this column will also be of general inter- ity in landing a postdoctoral position and no est to the Society members, and some of the topics, ―typical‖ process. I asked three well-established such as the one covered in this issue (securing a psychologists to ponder your questions and help postdoctoral position) will be of particular interest me provide you with a thorough response. The to student members. We would like to express our consensus among our experts is that the process sincere gratitude to the three expert contributors of varies widely between programs and institutions. this column: Dr. Sandra Bishop-Josef (Yale Uni- Thus, unfortunately, it is quite difficult to prescribe versity), Dr. Eric J. Bruns (University of Washing- a typical way of going about it. However, there ton School of Medicine), and Dr. Mary Haskett was some agreement from our experts on a number (University of North Carolina - Chapel Hill). The of points and some unique thoughts and perspec- following reply represents an integration of the per- tives that are likely to be useful in getting started. spectives of all three experts. If you have an ECP- Start Early related question on which you would like some expert advice and perspective, email them to Amy First, get started early! As early as having your dis- Damashek, Chair of the ECP Committee, at sertation proposal approved, you should be think- [email protected]. ing about post-doctoral possibilities. This gives you time to search for potential programs and men- Dear Justin, tors that align with your interests and will set you up to achieve your long-term career goals. Profes- I need advice about searching for postdocs. What sional conferences and trainings are an excellent is the best way to approach a faculty person with place to network and meet with postdoctoral train- whom you are interested in working? How typical ing program directors and researchers doing work is it that you bring your own funding versus being in your area who might be looking for someone. funded out of a project budget or training grant? Getting involved in APA Divisions and other pro- What is the typical process of developing a re- fessional societies is also a great way to expand search agenda for a postdoc? your network. Once you have established these

Sincerely, contacts, it can be extremely useful to use your pro- Perplexed fessional network to initiate contact with potential mentors. Asking a colleague who knows you and the potential post-doc mentor to contact the poten-

12  The Advocate tial mentor on your behalf is a great idea to ―get the housed in a variety of institutions around the coun- ball rolling.‖ After this contact is made, follow up try (e.g., psychology departments, research insti- with a brief email that is focused on your research tutes and centers, medical schools). They often, interests and training goals and how these align but not always, employ a mentor model in which with that mentor‘s work and, if applicable, the the details of the research are worked out between scope and mission of the training program. It can the mentor and the mentee on an individual basis. be helpful to attach your curriculum vitae and a The process of finding a mentor and developing a sample publication that showcases your research in research agenda for the post-doctoral training pe- an area of common interest to you and the potential riod is a very interactive process between the candi- mentor. If you don‘t hear back via email after a date and the faculty member. The candidate almost week or two, it is appropriate to follow-up by always initiates this contact. Sometimes, it can be phone. It is very important to be proactive in ap- helpful to first contact the program‘s training direc- proaching potential faculty mentors about working tor, who can provide information about the research with them. being conducted in the program as a whole and the application procedure. The majority of research In the spirit of starting early, one of our panelists training programs maintain websites where much reported a scenario that has been rather successful: of this information is also available. To be competi- In this case, students contact the mentor prior to or tive in obtaining one of these grants, you must be during their internship year (or final year of gradu- very well qualified, have developed a relationship ate school) to express interest in collaborating on with a mentor in the program who will advocate for the mentor‘s research team prior to being in a post- you to join his or her research team under the aus- doc position. Although this arrangement does not pices of the training grant, and be seen as able to necessarily guarantee a post-doc position down the benefit from as well as contribute to the training road, it can be an opportunity to build your CV, program. For this reason, it is important to weave establish a lasting collaboration, analyze datasets to into your application the ways in which your cur- which you wouldn‘t otherwise have access, and set rent knowledge will contribute to the program/ the groundwork for working with that mentor at a mentor‘s research. The application for a research later time. If you are considering approaching a training program typically includes a research train- potential mentor with this scenario in mind, be sure ing proposal with a specific project(s) outlined. to know that person‘s research very well and have These projects are developed in collaboration with a clear idea as to how you could contribute to their the potential mentor. program of research. Having an idea for a specific project can also be helpful. Regardless of when Some faculty mentors have funds for hiring a post- and how you go about it, it is important to step up doc, most often through an R01 grant. The match and make those contacts! It can be awkward to ap- between the student's interests and training and the proach a potential mentor, but remember that it is objectives for the investigator‘s project is key to a very flattering to be asked to be a post-doc mentor successful placement. At least initially, postdocs in and equally gratifying for faculty to work with a these positions have relatively limited opportunity well-trained and motivated postdoc. to develop the research agenda, since the scope of work would be previously determined. Postdocs Organization and Funding of are generally encouraged to conduct secondary data Post-doctoral Positions analyses, participate in designing follow-up investi-

It is generally helpful to understand how post- gations, and potentially develop a National Re- doctoral programs and positions are organized and search Service Award (NRSA) proposal, with the funded. Postdoctoral research training programs mentor's support, for independent funding. The funded by the National Institutes of Health are candidate should have a frank conversation with

13 Volume 34, Number 3 the investigator regarding the role and tasks ex- approved by the APA require 49% of time to be pected of the postdoc and the time available for spent on clinical work. One advantage to this is that writing manuscripts. In this type of position there is it allows you to get enough supervised clinical potential to be very busy with the logistics of man- hours for licensure. aging a large project. Also, these types of postdocs can come about at various times during the year, so As you can see, there are many roads to Rome. they can be difficult to plan for from year to year. Start early, be proactive, and be thoughtful about Positions created under such auspices are broadly the match between yourself and the mentor and/or advertised via listservs and APA‘s PsycCareers training program. Unfortunately, there is no typical website, so get signed up to these likely sources of way things are done, and postdoc positions, like dissemination. postdocs themselves to some extent, sometimes come about organically but are inherently ephem- In another scenario, the applicant initiates the proc- eral. I sincerely hope you have a better understand- ess of identifying a faculty mentor while simultane- ing of how to get started and what to expect during ously pursuing his or her own source of funding via the process. Best of luck! training grants, K awards, or foundation funding. Applicants need to approach a faculty member very Justin D. Smith, Ph.D., is a postdoctoral fellow in early in the process to pursue this type of funding, the NIMH funded Development since there are only two or three submission dates and Psychopathology Research each year for NIH grants and most success- Training Program at the Child ful proposals require revision. The first contact can and Family Center at the Uni- be fairly general ("I'm very interested in your work versity of Oregon. He received and would like to explore the possibility of a post- his doctoral degree from the doctoral position in your lab. Is there a time we University of Tennessee Knox- could talk?"). The discussion can then include ville in 2011 after completing a "Would you be willing to sponsor a NRSA pro- predoctoral internship at the posal?" Typically the proposal would fit within the University of Colorado School of Medicine. Dr. context of the faculty member's on-going work, Smith studies the effectiveness and implementation while also building on the faculty member's re- of assessment-based child and family interventions, search in the postdoc‘s areas of expertise. primarily the Therapeutic Assessment and Family Check-Up models. He is also interested in identify- Finally, several institutions have postdoctoral posi- ing intrafamilial family process that are transdiag- tions that are funded on a continual basis. These nostic mechanisms of change and the application of positions may be at hospitals, veteran‘s administra- time-series designs in the study of child and family tions, or universities and often have a substantial interventions. He has received a number of grants portion of time devoted to clinical work (which is and national awards for his research on child and typically what funds them). Such positions can be family Therapeutic Assessment, which has ap- found through the APPIC postdoctoral listserv peared in Psychological Assessment, the Journal of (http://appic.org/) and through the APA‘s website Personality Assessment, Families, Systems, & or in issues of the Monitor. These types of posi- Health, and other outlets. Dr. Smith is currently the tions tend to vary in terms of how much time can President of the Society for Personality Assessment be devoted to clinical work versus research, and the Graduate Student association, is a faculty member applicant simply needs to do a little of their own of the Therapeutic Assessment Institute, and was research to find out. Even in positions that may fo- recently appointed Editor of the Clinical Case Ap- cus more on clinical training, it is often possible to plications Section of the Journal of Personality As- get involved in research in such positions, if you‘re sessment. proactive about indicating your interests. Positions

14  The Advocate Division 37 ECP Happenings Voice of the Students Amy Damashek, Ph.D. Lauren Legato, M.A. Western Michigan University DePaul University Division 37 Early Career Psychologist Member-at-Large It was wonderful to meet so many excited students The Division 37 Early Career Psychologist Commit- in Washington, D.C. at the APA Convention in Au- tee has been up to some exciting business! At the gust. We had great turnouts at our student pro- convention, we hosted a very successful ECP social gramming this year, as well as at Division 37 sym- hour that attracted many new potential Division 37 posia. Especially popular was the new student ECP members. We also have established a new Di- mentoring breakfast that consisted of a panel of vision 37 ECP listserv. The listserv will allow Divi- early career and established professionals who sion 37 ECP‘s to discuss issues of interest and to shared with us their career paths and advice on get- network with colleagues. If you‘d like to subscribe ting involved in mentoring. Many thanks to Drs. send a note to [email protected]. In the body of the email type your email address, your name, and Sandra Bishop-Josef, Karen Budd, Mary Haskett, ―subscribe div37ecp.‖ Vesna Kutlesic, and Erika Van Buren for gener- ously sharing their time and wisdom. Thanks also Another exciting project that we‘ve been working on to the student board members who helped to plan is an ECP resource sharing group. This database in- such fantastic programming for students at the con- cludes resources that are relevant to ECP‘s in both vention, including Emily Kessler, Sangeeta Parik- academic and clinical settings, such as course syllabi shak, and Angela Tunno. and sample consent documents. The database will also include information about Division 37 ECP What I took away from the mentoring breakfast members as well as current ECP publications, to was how eager students are for mentoring opportu- help us network with each other. To subscribe to the nities, especially around policy and advocacy work group send an email to: division37ecps- which is an area often neglected in psychology [email protected] with 'Subscribe' from training programs. Next year we are planning to your preferred email account. Once your account is lengthen the breakfast in order to provide time for approved you will be provided with further instruc- students to interact more personally with mentors tions on how to access and utilize the group. Also, and ask questions. We hope to see you all back we still need more content for the site, so if you‘d again next year in Orlando! like to send your own course syllabi, funded grant applications, consent templates, publications, etc., What‘s the best way to start making a difference, please email them to Miranda Gilmore at drmiranda- even while you‘re a student? Get involved! You [email protected]. don‘t need to work on a federal or large-scale level to make an impact. For example: In addition, as you can see in this issue of the Advo- cate we‘ve kicked off a new ECP advice column.  Write an email to your local representative or This column is designed to provide advice from sen- senator about an issue important to you or your ior level psychologists that will be helpful to ECP‘s. clients If you‘d like to submit questions for the advice col-  Join your state psychological association and at- umn, please email [email protected]. tend some of their meetings  Join listservs of organizations of interest Finally, if you‘d like to be involved in the Division 37 ECP Committee, we would be happy to have Another way to get involved is to join the Division your help! We meet monthly by telephone. If you‘d 37 student board. As a student board member, you like to find out more, email: would work with the Student Representative and

[email protected]. other student board members to promote student

15 Volume 34, Number 3 interests, and give student members a voice in pro- On September 19, the CIG hosted its first monthly gramming, structure, and distribution of materials call, where Dr. Robert Crosnoe from the University related to child and family policy and practice in of Texas at Austin answered questions about how Division 37. academic faculty can be successful in conducting policy-relevant research. Join us for the upcoming To apply for a board position, please send an email phone call: with the following materials to the Graduate Stu- dent Representative, Lauren Legato, at lle- ―Research Careers Outside of Academia: [email protected]: CV, the position you are apply- SRCD Policy Fellowships and ing for, a paragraph on why you want the position, Experience at a Research Firm” and short endorsement/ recommendation from your adviser or a supervisor. Positions are held for two Dr. Marty Zaslow years. Applications are due by November 1st. Office for Policy & Communications, In December, my term as the student representative Society for Research on Child Development will end. It has been a pleasure to serve as your November 21, 2011 -- 11 am EST student representative and I have thoroughly enjoyed hearing from and meeting so many of you. Please note that this collaboration pertains specifi- As always, please do not hesitate to contact me at cally to the Careers Interest Group within the Uni- [email protected]. versity-Based Child and Family Policy Consortium (CFPC), i.e., not the CFPC at large. Typically, the New Mentoring Opportunities CFPC membership is on an institutional basis. However, for the purposes of this collaboration, for Division 37 Members members of Division 37 who are not affiliated with Erin Bumgarner, M.A.— Columbia University one of CFPC‘s institutional members are still in- Lauren Legato, M.A. — DePaul University vited to join our monthly calls, attend networking events, and apply for our internships. Because the Division 37 is happy to announce a new collabora- CFPC is not seeking membership fees from Divi- tion with the Careers Interest Group (CIG) from sion 37 members, Division 37 members will not the University-Based Child and Family Policy technically be considered ―members‖ of the CFPC Consortium. Over the summer Division 37 Student but can benefit from their programming through the Representative, Lauren Legato, and Past President, CIG. Sandra Bishop-Josef, joined forces with leaders from the CIG, including Sara Benning, Stephanie For more information about the Careers Interest Currenton, and Erin Bumgarner, to establish the Group please visit: details of this collaboration. www.childpolicyuniversityconsortium.com

The purpose of this collaboration is to enhance net- Information about upcoming calls is distributed via working, increase mentorship opportunities, and the Division 37 list serv, but members may also share resources among the members of Division 37 wish to sign up for the CIG list serv on the Consor- and the CIG. Specifically, the CIG is offering Divi- tium website as well. We hope especially Division sion 37 members access to: 37 student and early career members will take advantage of these exciting new benefits for mentor-  Presentations by guest speakers during CIG- ing and networking! monthly calls (the third Monday of every month)  Networking at national conferences

 Opportunities to apply for internships with the CIG

16  The Advocate Lauren Legato, M.A., is a student in the Clinical Erin Bumgarner, M.A., ([email protected]) Child Psychology Ph.D. program is a doctoral student in Developmen- at DePaul University. She re- tal Psychology at Teachers College, ceived her B.A. from Vanderbilt Columbia University and a graduate University and her M.A. from research fellow at the National Center Teachers College, Columbia Uni- for Children and Families. She re- versity. Her research interests ceived her B.A. from American Uni- include child externalizing disor- versity and her M.A. from Boston ders, school-based mental health, and dissemina- College. Her research interests focus tion of evidence based treatments in community on the development of children from immigrant settings. She is the Graduate Student Representa- families. She is particularly interested in how devel- tive for the APA Society for Child and Family Pol- opmental research can be used to inform early inter- icy and Practice. ventions and policies to benefit these children and their families.

Call For Applications! Report to Division 37: Get Involved in Division 37 — Join the Student Board! Council of Representatives Carol Falender, Ph.D.— Council Representative The Student Board is comprised of graduate stu- 2011 APA Convention August 3 and 5 2011 dents who are chosen to represent student membership and interests within Division 37 via three committees: Membership, Communications, and The following is a summary of what transpired at Programming. The purpose of this board is to work Council, Convention, 2011. A full report will be with the Student Representative to promote student available from APA Staff in the Monitor. interests, and give student members a voice in pro- APA has embarked on a Good Governance Project gramming, structure, and distribution of materials related to child and family policy and practice. Mission statement

Up to two students are appointed to chair each To advance the creation, communication and appli- committee and are asked to serve two-year terms. cation of psychological knowledge to benefit soci- We have 1 vacancy for Membership and 2 va- ety and improve people‘s lives. cancies for Communications committee chairs. Newly Adopted Vision Statement: Undergraduates are welcome to join committees but are not eligible to apply for committee chair APA aspires to excel as a valuable, effective and positions. Undergraduate or graduate students influential organization advancing psychology as a wishing to serve as a committee member should science, serving as: contact the student representative to indicate their  A uniting force for the discipline interest.  The major catalyst for the stimulation, growth To apply for a chair position, please send an email and dissemination of psychological science and with the following materials to the student repre- practice sentative, Lauren Legato, at [email protected]:  The primary resource for all psychologists (1) CV, (2) the position you are applying for, (3) a  The premier innovator in the education, develop- paragraph on why you want the position, and (4) ment, and training of psychological scientists, short endorsement/ recommendation from your practitioners, and educators adviser or a supervisor.

17 Volume 34, Number 3  The leading advocate for psychological knowl- cializing in forensic work and others, on their edge and practice informing policy makers and roles and responsibilities when testifying in court the public to improve public policy and daily liv- or sharing psychological expertise before judi- ing cial, legislative and administrative bodies. The  A principal leader and global partner promoting guidelines be posted online soon at http:// psychological knowledge and methods to facili- www.apa.org/practice/guidelines/index.aspx tate the resolution of person, societal and global  Resolution on Family Caregivers challenges in diverse, multicultural and interna-  CRSPPP Recommendation for Renewal of Rec- tional contexts. ognition for Clinical Health Psychology as a Spe-  An effective champion of the application of psy- cialty in Professional Psychology chology to promote human rights, health, well  Guidelines on Multicultural Education, Training, being and dignity Research, Practice and Organizational Change for Psychologists: Extended Expiration Date APA's Council of Representatives approved  CRSPPP Recommendation for Renewal of Rec- $2.1 million to fund seven initiatives designed to ognition for Clinical Health Psychology as a Spe- support and advance APA’s three strategic cialty in Professional Psychology goals:  CRSPPP Recommendation for Renewal of Rec-  maximizing organizational effectiveness, ognition of Sport Psychology as a Proficiency in  expanding psychology‘s role in advancing health Professional Psychology and  CRSPPP Recommendation for the Extension of  increasing the recognition of psychology as a Recognition of Industrial Organizational Psy- science. chology as a Specialty in Professional Psychol- ogy Significant changes to the APA convention were approved. Dues and subscriptions—Proposed Bylaws  Changes will begin in 2014 and be phased in change—you will be voting on this! over 3 years. In 2014 no division will be re-  Life membership status to be raised from 65 to duced more than 30% in programming—and in 69—for individuals who have been member of 2016 no division will have been reduced more Association for at least 29 years. Individuals will than 40%. need to pay for subscriptions should they desire  Presently there are 1350 hours of program- to continue receiving them. Divisions may also ming—many sessions have poor attendance—the decide to charge for publications for these indi- plan is to reduce total hours to 1250—1000 viduals hours will be allocated to Divisions: 125 for  Consideration of a ramp down period of five theme-based. years… effective 2013  No division will have less than 10 hours—hours above that are to be allocated based on division Resolution on Advocacy for Psychology as a session attendance in the past 3 years. Stem Discipline—CYF had excellent supportive statement and it passed. The following resolutions, guidelines, and recommendations were approved:  Resolution on Marriage Equality for Same-Sex Couples  Approved Guidelines for Forensic Psychology. These guidelines advise psychologists, those spe-

18  The Advocate Society for Child and Family Policy and Practice Abridged Minutes from the 2011 APA Convention Executive Committee Meeting Washington D.C. ● Jennifer Kaminski Ph.D., Division 37 Secretary

In attendance: Karen Budd, John Lochman, Sandra information and feedback on the options. Members Bishop-Josef, Bill Rae, Bridget Biggs, Rich Puddy, are encouraged to complete the electronic survey Aaron Lyon, Cindy Miller-Perrin, Carolyn Schroe- when it arrives. der, Anne Culp, Amy Damashek, Rex Culp, Maggie Michael next discussed a few ideas for new task Stevenson, Mary Haskett, John Murray, Michael forces for next year. Before the end of 2011, he will Roberts, Emily Kessler, Carol Falender, Vesna Kut- announce and be soliciting participation in 2 new lesic, Lauren Legato, Jen Kaminski (taking minutes). task forces. Karen Budd opened the meeting at 5:20pm with a APA Staff (Kerry Bolger, Amani Chatman, and welcome and a round of introductions. Carolyn up- Efua Andoh) dropped in to update us on activities dated the Board on the Diane Willis Early Career of APA Public Interest-Government Relations Of- Award. We still need to raise some funds to award it, fice and Committee on Children, Youth and Fami- according to American Psychological Foundation lies. Their activities can be found: http:// regulations. Carolyn encourages all officers to donate www.apa.org/about/gr/pi/index.aspx and http:// and/or help raise funds to highlight Diane‘s contribu- www.apa.org/pi/families/index.aspx respectively. tions and honor an ECP who is committed to advocacy on behalf of children, youth and families. Please Vesna Kutlesic provided her Treasurer‘s report, contact Carolyn Schroeder ([email protected]) for indicating that although we still need to be in ―save‖ more information or to donate. rather than ―spend‖ mode, our financial health is strengthening. As approved by the Board, Division Anne Culp provided an update on the advocacy text- finances have been moved out of APA. The Board book, which she will be editing. A publisher has been acknowledged the tremendous efforts this took, and identified, and Anne has been contacting internal and applauded Vesna on exemplary service as an officer. external experts to author chapters. She is hoping for a 2013 publication date. If so, expect convention pro- Cindy Miller-Perrin discussed plans to re- gramming and publicity that year. Questions should invigorate the Division‘s Advocacy Committee. She be sent to Anne at [email protected]. will be looking to enlist members for this committee, and welcomes any suggestions for action. Cindy Carol Falender reported on activities of APA‘s can be reached at [email protected]. Council of Representatives and the Child Caucus (of which she is the Chair). Minutes from the Council Lauren Legato reported a new successful collabo- Meeting will be posted at: http://www.apa.org/about/ ration with the Careers Interest Group of the Univer- governance/council/index.aspx. SCFPP (and all Divi- sity-Based Child and Family Policy Consortium sions) should expect reduced programming hours at (CFPC). The board motioned, seconded and ap- next year‘s convention, but this will be offset by proved this collaboration. Our members can now more cross-cutting and collaborative sessions. participate in the monthly calls, which aim to expand mentorship and networking opportunities for Michael Roberts has been working on possibilities those who participate . Contact Lauren for more infor a new Division journal or journal affiliation. The formation: [email protected]. Executive Committee discussed the history of the Division‘s previous journal, and the recent collabora- Karen ended the meeting by thanking everyone for tion with another journal. Given that we might not their efforts this year and attendance at the Board know what our membership would value most, Mi- meeting. The meeting adjourned at 8:00pm. chael will work on a survey of members to gather

19 Volume 34, Number 3

Division 37 Awards

Division 37 is soliciting nominees for the two major awards of the Division: the Nicholas Hobbs Award and the Distinguished Contribution to Child Advocacy Award. Please participate in this important awards process by submitting materials for persons whom you think would be deserv- ing awards recipients. (Current members of the Division 37 Board of Directors are ineligible).

The Nicholas Hobbs Award can be presented annually to a psychologist who exemplifies the ideals and devotion to child advocacy/policy characterized by Nicholas Hobbs.

Past recipients of this award were:

2010 W. Rodney Hammond 2003 Gail Goodman 2009 Donald Wertlieb 2002 Joy Osofsky 2008 Sheila Eyberg 2001 Barbara Bonner 2007 Brian Wilcox 2000 Aletha Huston 2006 Karen Saywitz 1999 Dante Cicchetti 2005 Robert Friedman 1998 J. Lawrence Aber 2004 John Weisz

The Distinguished Contribution to Child Advocacy Award can be presented annually to a non- psychologist who has made significant contributions to advocacy on behalf of children, youth, and families.

Past recipients of this award were:

2010 Ellen Bassuk 2003 Tom Birch 2009 Olivia Golden 2001 John E. B. Myers 2008 Shay Bilchik 2000 Beatrice Hamburg 2007 Laurie Mulvey 1999 T. Berry Brazelton 2006 Robin Kimbrough-Melton 1997 Deborah Prothrow-Stith 2005 Beth Stroul 1996 Howard Davidson 2004 Virginia Weisz

For all nominees, please submit a letter of nomination, Curriculum Vitae, two letters of support, and other pertinent supporting materials as desired.

All materials should be received by December 1, 2011, and mailed to:

Karen S. Budd, Ph.D. DePaul University Department of Psychology 2219 North Kenmore Avenue Chicago, IL 60614 [email protected]

20  The Advocate Division 37 Members Reaching Out Internationally Vesna Kutlesic, Ph.D. National Institute of Child Health and Human Development

How far is the reach of the work of Division 37 Miller-Perrin, Ph.D., Thema Bryant-Davis, Ph.D., members around the globe? We learned it is quite and Nathan Moon, Ph.D., at Pepperdine Univer- extensive during preparations to participate in the sity, and Melissa Anderson-Hinn, Ph.D., at Say- APA Committee for International Relations in Psy- brook University/Concord School of Law, pre- chology (CIRP) international poster session, pared a report that summarized the prevalence, in- "Psychology Around the World,” sponsored by the tervention approaches, and policy implications of APA International Office at the 2011 APA Conven- child trafficking internationally. Moreover, the tion held in Washington D. C. The Division 37 eleventh revision of the mental and behavioral poster was prepared by three graduate student codes of the International Classification of representatives, William Martinez, M.A., and Lau- Diseases (ICD-11) prepared by the World Health ren Legato, M.A., at DePaul University, and Angela Organization (WHO) is being led by Michael Tunno, M.S., at the University of Kansas, in col- Roberts, Ph.D., University of Kansas, and laboration with Vesna Kutlesic, Ph.D, Division 37 Geoffrey Reed, Ph.D., WHO. The goal of this Treasurer and CIRP liaison, currently at the Eunice work is to design and conduct research projects to Kennedy Shriver National Institute of Child Health enhance the clinical utility of the ICD-11 by and Human Development (NICHD). To view the ascertaining how world-wide clinicians perceive poster, please visit the Division 37 website at the disorders, evaluating potential organizational following link: http://www.apa.org/divisions/div37/ structures for the WHO revision of the ICD, and convention.html. determining the clinical utility of the structures after the revision. A request for submissions was sent to Division members via the Division 37 listserv for inclusion in the Division 37 international poster. In response, a diverse array of international projects was received that profiled Division members‘ international work in several countries around the world. Hot topics being addressed by Division 37 members globally include: human rights of children with mental illness, early intervention for children at risk for developmental disorders, research on adaptations of interventions in different countries, deinstitutionalization of children in residential care, child trafficking, social justice, ethics in professional practice, the revision of the ICD diagnostic codes, and a study abroad program in psychology.

Several profiled international projects aimed to pro- “Psychology Around the World” mote high quality international standards in mental CIRP Poster Session at 2011 APA Convention health professional practice and policy development Left to right: Vesna Kutlesic, William Martinez, on multiple continents. The ―APA Task Force on and Angela Tunno Human Trafficking of Children” led by Cindy

21 Volume 34, Number 3 The ethical considerations and implementation of a special issue of The International Journal of clinical supervision in Australia, Canada, and Tur- Educational Research focused on, "The Good key have been explored by Carol Falender, Ph.D., Childhood: Nordic Ideals and Educational UCLA, & Jean Pettifor, Ph.D., University of Cal- Practices." gary, through trainings conducted with clinical training faculty and supervisors in these countries. The culturally responsive adaptation and imple- This work is based on three APA books and several mentation of Western mental health assessment and published articles on clinical supervision by these treatment approaches was also represented among authors, with the proposed clinical supervision ap- the international projects conducted by Division 37 proach being adopted in the national policy of sev- members on several continents. In Peru, early eral Canadian provinces. A ―Study Abroad Pro- prevention of aberrant behavior and gram in China‖ was also developed by Karen neurodevelopmental disorders in at risk infants and Budd, Ph.D., and Yan Li, Ph.D. at DePaul Univer- toddlers is being targeted by the screening of over sity with partners at Beijing University, South 266 at risk children, and the development of early China Normal University, and Sun Yat-sen Univer- intervention programs by an international team led sity. This program for undergraduate students ma- by Stephen Schroeder, Ph.D, University of Kansas, joring in psychology or a related discipline, in- and Liliana Mayo Ortega, Ph.D., Centro Ann Sulli- creased students‘ understanding of basic concepts van del Peru (CASP). This work is in progress and and applications of psychology and human devel- being supported by a five year NIH grant. opment from a cross-cultural perspective. To reduce children's aggressive behavior, substance Awareness-raising of key mental health topics has use, and criminal behavior in several countries in- also been stimulated by the international work of cluding Canada, Italy, the Netherlands, Pakistan, Division 37 members. The impact of media vio- and Puerto Rico, the ―Coping Power Program‖ has lence on children in Austrailia was the focus of an been implemented by a team of researchers at the invited address to the Australian Council on University of Alabama that includes John Children and Media, and a book on children and Lochman, Ph.D., Walter Matthys, Ph.D., Pietri media, authored by John Murray, Ph.D., Muratori, Ph.D., Jose Cabiya, Ph.D. & Brendan Washington College. Another international project Aldrade, Ph.D. A study evaluating the ―Coping in Denmark examined the carryover of anti- Power Program‖ in the Netherlands has found long immigrant sentiments in the general population -term preventive effects on marijuana and tobacco into classrooms of elementary schoolchildren in a use, four years after the end of program, for chil- study conducted by Judith T. Wagner, Ph.D., dren diagnosed with Oppositional Defiant Disorder Lorinda B. Camparo, Ph.D., Vera Tsenkova, Ph.D., or Conduct Disorder. These children had been and James C. Camparo, Ph.D at Whittier College. randomly assigned to the ―Coping Power Program‖ This study examined ingroup preference and out- versus care-as-usual. group bias as a function of ethnic-group membership (i.e., Danish vs. non-Danish) among In many parts of the world, children with moderate 399 Danish and non-Danish school children to to severe mental health, behavior, and family prob- explore whether anti-immigrant sentiments tracked lems, and/or developmental delays, are often placed into classrooms. Results indicated that ethnicity in institutions for an extended period, if not all of was associated with ingroup preference, social their lives. As a result, international development preference, and social status, disadvantaging non- organizations, like UNICEF, have undertaken ini- Danish children, especially in the smaller rural city. tiatives to deinstitutionalize children (particularly However, in-group preference did not correlate in low and middle income countries), and to facili- with out-group bias. This research was published in tate the development of community mental health

22  The Advocate care and social services. For one such initiative in Serbia, UNICEF developed, ―The Children‘s Diane J. Willis Early Chance for Change Project,‖ aimed at the deinstitutionalization of children, and recruited Vesna Kut- Career Award Funds lesic, Ph.D., (currently at NICHD) and her team of colleagues at Swedish International Development This award is to be given annually to an early Agency (SIDA), Juvenile Correctional Institution- career psychologist whose work promotes ad- Krusevac, University of Belgrade, and Serbian vocacy and policy on behalf of children and Ministries of Justice and Social Affairs. The pro- families. The award, named after Diane J. ject was later recognized by UNICEF and SIDA Willis, has been established through the Ameri- for its impact on the reforms of the mental health, can Psychological Foundation (APF). Dr. social service, and juvenile justice systems for chil- Willis was instrumental in establishing Divi- dren in Serbia, and its contributions to the sion 37 and its Section on Child Maltreatment, development of the first ever juvenile justice code is the consummate advocate for children and and national professional standards of care for chil- families, has been influential in many of our dren in Serbia. careers, and continues to act on behalf of children and families. We are certain that there is more interesting international work being conducted by Division 37 To give the award we must have a minimum of members that we would like to learn about. Please $50,000 cash in our APF Fund. Past presidents contact Vesna Kutlesic, Ph.D., and friends have contributed $57,975 in cash ([email protected]) for a template to submit a and pledges, $46,475 of which is in cash. Fur- brief description of your work to be catalogued and ther donations, which are tax exempt, are available for consideration in any future interna- needed! Checks can be made out to APF with tional initiatives in Division 37. We look forward a notation for the Willis Career Award and to hearing from your part of the world! mailed to:

Vesna Kutlesic, Ph.D. is the Acting Associate Di- Carolyn S. Schroeder, Ph.D. rector in the office of global health at the Eunice 862 E 900 Road Kennedy Shriver National Institute of Child Health Lawrence, KS 66047 and Human Development. She is an adjunct professor in the Center for Global Health in the School We are pleased to announce that the Society of of Public Health at George Washington University, Clinical Child and Adolescent Psychology and serves as the Treasurer and CIRP Liaison for (Division 53) and the Society of Pediatric Psy- APA Division 37. She has previously worked in chology (Division 54) have each pledged Serbia and Montenegro as a Fulbright Scholar in $5,000 over a 5-year period. Dr. Willis has clinical psychology at the University of Belgrade, been instrumental in furthering the work of and as an international consultant for UNICEF on these Divisions and they honor her with their the reform of children‘s mental health, juvenile jus- donations. The Diane J. Willis Early Career tice, and social services. She has also participated Award is open to all early career psychologists in a project through Columbia University and the who advance policy and advocacy on behalf of Soros Foundation that aimed to develop child children and families, many of which are mem- abuse programs in 19 Eastern European countries. bers of these divisions! These pledges are very welcome and get us closer to offering the award!

23 Volume 34, Number 3 Pulling Their Punches: The Supreme Court and Video Game Violence John P. Murray, Ph.D. Research Fellow in Psychology, Washington College, Chestertown, Maryland and Visiting Scholar, Center on Media and Child Health, Children’s Hospital Boston

On November 2, 2010, the Supreme Court of the --described as the Gruel brief because he was the United States heard Oral Arguments in the case of counsel of record in submitting the amicus curia Schwarzenegger v. Entertainment Merchants Asso- brief. And, there were opposing briefs from the ciation concerning a California law that restricted video game industry (Millett, 2010) and its sup- the distribution of some violent video games to mi- porters in various fields. Furthermore, there was a nors. And, on June 27, 2011, the Court ruled that detailed analysis of the professional qualifications video game violence is ―protected speech‖ under of the two groups of opposing professionals, who the First Amendment and that the State of Califor- signed onto the Gruel and Millett briefs, which was nia did not present sufficient evidence of signifi- published in the Northwestern University Law Re- cant harm to warrant an exception to the protection view (Sacks, Bushman & Anderson, 2011). of the First Amendment. These dueling briefs served to lay out the territory The Court‘s decision was a disappointment to some in the battle for the hearts and minds of the Su- psychologists and child development specialists preme Court Justices. On the one side (Gruel, who have watched this legal battle develop over the 2010), there was a group of highly regarded profes- past four or five years. Amicus Curia briefs were sionals, who have published extensive research on submitted to the Court by the California Psycho- the impact of media violence, and supported the logical Association and the California Chapter of conclusion that media violence does cause aggres- the American Academy of Pediatrics (Gruel, 2010) sive thoughts, attitudes, and behavior. On the other

Figures 1 & 2 show the ―festive‖ atmosphere in front of the Supreme Court on the occasion of the Oral Ar- gument Hearing on November 2, 2010 (the three strange characters on the right, are from left to right: Ed Donnerstein, Ph.D., University of Arizona; Victor Strasburger, M.D., University of New Mexico Medical School; and the erstwhile author, John Murray, Ph.D., Washington College—the missing fourth character, Dale Kunkel, Ph.D., University of Arizona, was the photographer.)

24  The Advocate side (Millett, 2010), there was a group of media effects. Naturally, the video game industry is in the professionals and social science commentators, forefront of those who claim that there is no rele- who have not conducted any substantial research vance afforded by the comparison findings from on the media violence issue, who supported the research on media violence. Equally opposed to conclusion that there was insufficient evidence of this position, researchers disagree with the video harm to affirm the California law. game industry and contend that media violence studies are directly applicable to the issue of video There is a very long history of research on media game violence effects (Murray et al., 2011). violence. Most of the research has focused on the effects of TV violence and, as can be noted in the For example, the issue of changes in attitudes, val- figure below, the timeline for this research begins ues and behavior as a result of viewing media vio- in the 1950s, with hearings in the U.S. Congress, lence—as demonstrated in the hundreds of studies shortly after the start of television broadcasting in of TV violence—are quite relevant to understand- the U.S. in the late 1940s, and continues with a ing the processes involved in such changes from 1960s investigation by the U.S. Surgeon General viewing and playing violent video games. More- (United States Department of Health, Education over, there is a growing body of research on neuro- and Welfare, 1972; Murray, 1973), followed by the logical effects associated with violence viewing. In NIMH report (1982), and the APA Task Force re- this regard, there is some evidence of harm demon- port (Huston, et al., 1992). All of this was summa- strated in the work of Jordon Graffman, conducted rized in 2007 report, Children and Television: Fifty in his lab at the NIH and published in Social, Cog- Years of Research (Pecora, Murray, & Wartella, nitive and Affective Neuroscience (Strenziok et al., 2007). 2011) and the work of Weber et al. (2006) and Kronenberger et al. (2005) and Mathews et al. And, here is the crux (or is it horcrux, with apolo- (2005), showing distinct changes in executive func- gies to Harry Potter) of the argument: Much of the tioning and emotional processing as well as desen- research on the effects of media violence has been sitization to repeated exposure to violence. In addi- conducted on the effects of TV and video violence, tion, my colleagues and I (Murray et al., 2006) not specifically ―video game‖ violence. Because have conducted research showing the unique brain of the nature of general media violence research, activation patterns of children viewing video vio- the courts have been reluctant to apply these re- lence (clips from Sylvester Stallone‘s Rocky IV ) in search results to the issue of video game violence which children activate the threat arousal systems involving the amygdala and limbic system and seem to be storing the violence in the posterior cingulate in a manner that allows for instantaneous recall of the violence to serve as a schematic for planning behavior (see Figures 4 and 5 below):

The areas of interest in this second slide are the four slices on the top row and the third slice from the left on the bottom row. The areas of significant activation include the posterior cingulate shown on the second slide (PC31) and on the fourth slide (PC23). On the bottom row of slices, the third from the left shows significant activation of the amygdala (Amyg), which, in this case was right hemisphere amygdala activation.

25 Volume 34, Number 3

In Figure 4, above, you can see the overall location of the significant brain scans in the slices through this composite brain of 8 to 13 year old boys and girls. In Figure 5, above, you can view the pattern of the scans in all the slices through the composite brain.

26  The Advocate Taken together, these activation patterns suggest Brown v. Entertainment Merchants Association that when children were watching the violent [Edmund Brown had become the Governor of Cali- scenes from Rocky IV, they activated a threat fornia when the Schwarzenegger case was decided] arousal system involving the amygdala and related docket no, 08-1448). limbic system areas, such as the thalamus and hip- pocampus. This heightened arousal was the factor And so, we are left with evidence of significant that is probably responsible for the storage of these concern about media violence, but not sufficient violent images in the posterior cingulate. This is concern to warrant judicial intervention. The result significant because the posterior cingulate is the is the fact that parents, professionals, and public repository of emotionally charged ―important‖ policy specialists are left with the task of develop- memories… memories that the brain considers im- ing intervention strategies that enhance public un- portant for survival. Indeed, it is the posterior cin- derstanding of the risks and communicating this gulate that is the locus of frightening and disturb- understanding and ways to avoid harmful effects of ing memories involved in post traumatic stress dis- video violence. A difficult task, to be sure, but not order (PTSD). When adults are asked to recall the impossible for child and family professionals and trauma memories that cause them to wake in the their constituents. night in panic distress, brain scans show that they activate the posterior cingulate in summoning the References trauma memories. Brown, Edmund G., Governor of California, et al. v Enter- tainment Merchants Association, et al. No. 08-1448. Ar- Thus, although this research involved children gued November 2, 2010. Decided June 27, 2011. http:// watching video violence—not playing a violent www.supremecourt.gov/opinions/10pdf/08-1448.pdf video game—it is nonetheless relevant to under- Accessed September 20, 2011. standing the process of effects of video game vio- Gruel Brief: Brief of Amicus Curiae of California State Senator Leland Y. Yee, Ph.D., The California Chapter of lence. And so, the decision enunciated by the Su- the American Academy of Pediatrics and the California preme Court that video game violence is protected Psychological Association in Support of the Petitioners, speech and indirectly questioning the relevance of Arnold Schwarzenegger, Governor of California, et al. v research results cited by the California Attorney Entertainment Merchants Association, et al. No. 08-1448 General and various amicus curia briefs, was dis- (2010) http://www.americanbar.org/content/dam/aba/ tinctly troublesome and a setback for child and publishing/preview/ publiced_preview_briefs_pdfs_09_10_08_1448_Petition family advocates. Indeed, Justice Stephen Breyer, erAmCuLelandYee_AAP_CAandCAPsychAssn.authche in his dissent from the majority opinion, points out ckdam.pdf the paradox of the Court‘s differing views in the Huston, A.C., Donnerstein, E., Fairchild, H., Feshbach, California ―violence‖ case as opposed to the N.D., Katz, P.A., Murray, J.P., Rubinstein, E.A., Wilcox, Court‘s views in the New York ―sexuality‖ case (in B.L., & Zuckerman, D. (1992). Big world, small screen: which the Court decided, in Ginsberg v. New York, The role of television in American society. Lincoln, NE: that the state had the authority to prohibit the distri- University of Nebraska Press. Kronenberger, W.G., Mathews, V.P., Dunn, D.W., Wang, bution of sexually explicit magazines to minors). Y., Wood, E.A., Larsen, J.J., Rembusch, M.E., Lowe, Justice Breyer notes: M.J., Giauque, A.L., & Lurito, J.T. (2005). Media violence exposure in aggressive and control adolescents: ―But what sense does it make to forbid selling to a Differences in self- and parent- reported exposure to vio- 13-year old boy a magazine with picture of a nude lence on television and in video games. Aggressive Be- woman while protecting a sale to that 13-year old havior, 31, 201-216. Mathews, V.P., Kronenberger, W.G., Wang, Y., Lurito, of an intereactive video game in which he actively, J.T., Lowe, M.J., & Dunn, D.W. (2005). Media violence but virtually, binds and gags the woman, then tor- exposure and frontal lobe activation measured by func- tures and kills her?‖ (Supreme Court opinion, tional magnetic resonance imaging in aggressive and

27 Volume 34, Number 3 nonaggressive adolescents. Journal of Computer As- John P. Murray, Ph.D. is a Research Fellow in sisted Tomography, 29(3), 287-292. the Department of Psychology at Washington Col- Millett Brief: Brief of Social Scientists, Medical Scientists, lege; an Emeritus Professor of and Media Effects Scholars as Amici Curiae in Support of Respondents. Arnold Schwarzenegger, Covernor of Developmental Psychology in California, et al. v Entertainment Merchants Association, the School of Family Studies et al. No. 08-1448. 130 SCt 2398 (2010). http:// and Human Services at Kansas www.theesa.com/policy/ State University; and a Visiting amici_filings_6_4197644452.pdf Accessed September Scholar in the Center on Media 20, 2011 and Child Health at Children‘s Murray, J.P. (1973). Television and violence: Implications of the Surgeon General‘s research program. American Hospital Boston, Harvard Psychologist 28(6), 472-478. Medical School. Murray, J.P., Liotti, M., Ingmundson, P.T., Mayberg, H.S., Pu, Y., Zamarripa, F., Liu, Y., Woldorff, F., Gao, J.-H., He has conducted research on children‘s social de- & Fox, P.T. (2006). Children‘s brain activations while velopment for almost 40 years—starting in 1969 as viewing televised violence revealed by fMRI. Media a Research Coordinator for the Surgeon General‘s Psychology 8(1), 25-37. Scientific Advisory Committee on Television and Murray, J.P., Biggins, B., Donnerstein, E., Kunkel, D., Menninger, R.W., Rich, M., & Strasburger, V. (2011). Social Behavior at the National Institute of Mental A plea for concern regarding violent video games. Health, in Washington. Subsequent appointments Mayo Clinic Proceedings, 86(8), 818-820. http:// included teaching and research at the University of www.mayoclinicproceedings.com/content/86/8/818.ful North Carolina-Chapel Hill; Macquarie University Accessed September 20, 2011. in Sydney, Australia; University of Michigan; the Pecora, N. Murray, J.P., & Wartella, E.A. (Eds.) (2007). Boys Town Center for the Study of Youth Devel- Children and television: Fifty years of research. Mah- wah, NJ: Lawrence Erlbaum Associates. opment; and Kansas State University. Sacks, D.P., Bushman, B.J., & Anderson, C.A. (2011). Do violent video games harm children? Comparing the sci- His recent research projects are focused on children entific amicus curiae ―experts‖ in Brown v Entertain- and violence and include studies mapping chil- ment Merchants Association. Northwestern University dren‘s brain activations— using functional Mag- Law Review, 106(1), 1-12. http:// netic Resonance Imaging (fMRI)—while the www.law.northwestern.edu/lawreview/colloquy/2011/15 youngsters view violent and nonviolent videos, and Accessed September 20, 2011. Strenziok, Ml, Kruger, F., Deshpaned, G., Lenroot, R.K., studies of youth growing up in war zones and con- van der Meer, E., & Grafman, J. (2011). Fronto-parietal flict areas. regulation of media violence exposure in adolescents: A multi-method study. [published online ahead of print Dr. Murray has published 14 books and about 90 October 18, 2011] Social, Cognitive and Affective Neu- articles on the social development of children and roscience doi: 10.1093/scan/nsq079. youth.. His recent book—Children and Televi- U.S. Department of Health Education and Welfare. Sur- geon General‘s Scientific Advisory committee on Tele- sion: Fifty Years of Research (Norma O. Pecora, vision and Social Behavior. (1972). Television and John P. Murray, & Ellen A.Wartella, Editors)—was growing up: The impact of televised violence. Wash- published by Erlbaum Publishers in 2007. His re- ington, DC: United States Government Printing Office. cent article is ―Thoughtless Vigilantes: Media Vio- http://profiles.nlm.nih.gov/ps/access/NNBCGX.pdf lence and Brain Activation Patterns in Young Accessed September 20, 2011. Viewers‖ to be published by Wiley-Blackwell in Weber, R. Ritterfield, & Mathiak, K. (2006). Does playing 2011. violent video gbames induce aggreaaion? Empirical evidence of a functional magnetic resonance imaging study. Media Psychology. 8(1), 25-37.

28 Volume 34, Number 3 Early Career Award For Outstanding Research and Dissertation Grant

Prior Awardees of the Dissertation Grant include: The Section on Child Maltreatment (Section 1 of Division 37, APA) announces: Angelique Day, MSW (2011) (Western Michigan University), ―An examination of post-secondary 2012 Early Career Award for Outstanding educational access, retention, and success of foster Contributions to Practice in the care youth.‖ Field of Child Maltreatment Julie Laura Cohen (2010), ―Enhancing retention of foster parents: The role of motivational interview-

ing.‖ Nominees should be professionals within eight Stephanie Block (2006) (Univ. of California Irvine), years of receiving their terminal degree. They need Examining different types of false memory in not be a member of the Section. Self-nominations sexually abused and nonabused adolescents and are welcome. adults and the effects of trauma and memory. Nominations should include an electronic copy of David Zielinski (2003) (Cornell Univ.), "Child mal- the following: treatment and adult socioeconomic outcomes: The mediational role of psychopathology." 1) A cover letter outlining the nominee‘s accom- Elizabeth Pontari (2002) (Depaul Univ.), "Good plishments to date and anticipated future contri- enough parenting: An exploratory study of the per- butions. This letter should describe the nomi- ceptions of juvenile court officials." nee‘s major accomplishments related to the Amanda Schweder (2002) (Yale Univ.), for her pro- field of child maltreatment and how the nomi- posal entitled, "Behavior problems in maltreated nee‘s work has had an impact on the field; children removed from their homes: Risk and pro- 2) The nominee‘s current curriculum vitae; tective factors." 3) A letter of support; and Nicole E. Marcus (2001) (Department of Psychology, 4) Other relevant supporting material, University of Miami), "Dimensions of marital ag- as appropriate. gression and children's aggressive schemas in clinic-referred families." Nona E. (Beth) Bryant (2000) (Clinical and Health 2012 Annual Dissertation Grant Psychology, University of Florida), "Medical foster families: An assessment of their characteristics A $400 prize will be awarded to one successful and needs." graduate student applicant to assist with expenses Rebecca L. Wald (2000) (Department of Psychology, in conducting dissertation research on the topic of University of Iowa), "Child disability as a potential child maltreatment. risk factor for maltreatment."

Applicants are requested to submit an electronic For the award and the grant, please submit copy of the following: applications by January 15, 2012 to: 1) A letter of interest, indicating how the applicant would use the award funds toward the comple- Cindy Miller-Perrin, Ph.D. tion of the dissertation research; Professor of Psychology 2) A 100 word abstract; and Pepperdine University 3) A five-page proposal summarizing the research Social Science Division to be conducted. Malibu, CA 90263 [email protected]

29  The Advocate

Division 37 Elections

The Society for Child and Family Policy and Practice will hold an election for three positions on the Executive Committee, with terms to begin January 1, 2013:

Nominations are now being sought for:

President Elect and Member-at-Large for Coordinating Task Forces and Diversity Activities

President Elect

The term of office of the President shall be one year, preceded by one year as President-Elect, and followed by one year as Past President. The president-Elect shall become familiar with the Division business, especially the standing committees and special task forces, in order to prepare for the presidential year. The President-Elect is designated by the Bylaws to assume the office of President, should the president become unable to perform the duties of the office. The President-Elect shall prepare for the presidential year by making appointments of key committee chairs, in consultation with the Executive Committee. These appointments include the Pro- gram Chair Designate, the Membership Chair, the Fellows Chair, Graduate Student Represen- tatives, and liaisons and other committee or task force chairs to serve in the year in which she/ he becomes President.

Member-at-Large: Coordinating Task Forces and Diversity Activities

This position involves coordinating and overseeing the work of the task forces of the Division and documenting and fostering activities that involve ethnic minorities. The responsibilities of this position include working with the chair of proposed task forces to develop specific goals, time lines, and final products (e.g., symposia, journal submissions, a book manuscript); obtaining progress reports from task force chairpersons for review by the Board; and assisting task forces in dissemination activities. To document and further the diversity agenda of the Divi- sion, the responsibilities include working with APA‘s Office of Ethnic Minorities and with the Commission on Ethnic Minority Recruitment, Retention, and Training (CEMRRAT).

Nominations must be received by December 1, 2011, so that candidates will have sufficient time to submit a brief statement that will be printed with the ballot.

All nominations should be sent to:

Karen S. Budd, Ph.D. [email protected]

30  The Advocate

Child and Family Policy and Practice 2011 Division 37 Officers

President Program Chair, 2011 APA Convention Karen S. Budd, Ph.D. Aaron Lyon, Ph.D. [email protected] [email protected]

Past President Membership Chair Sandra J. Bishop-Josef, Ph.D. John P. Murray, Ph.D. [email protected] [email protected]

President-Elect Fellows Chair Michael Roberts, Ph.D. Mindy Rosenberg , Ph.D. [email protected] [email protected]

Secretary Graduate Student Representative Jennifer Wyatt Kaminski, Ph.D. Lauren Legato, M.A. [email protected] [email protected]

Treasurer Graduate Student Representative Vesna Kutlesic, Ph.D. Emily Kessler [email protected] ekesslerccpp.ku.edu

Member-At-Large Liaison to Division 53 Advocacy Coordinator Richard Abidin, Ph.D. Cindy Miller-Perrin, Ph.D. [email protected] [email protected] Liaison to Division 54 Member-At-Large Michael Roberts, Ph.D. Communications and Technology [email protected] Lorinda Camparo, Ph.D. Liaison to APA Committee on Interna- [email protected] tional Relations in Psychology (CIRP) Member-At-Large Luis Vargas, Ph.D. Task Force Coordinator & Diversity Issues [email protected] Richard Puddy, Ph.D., MPH Liaison to APA’s Committee on Children, [email protected] Youth, and Families Member-At-Large Erika Van Buren, Ph.D. Early Career Psychologists [email protected]

Amy Damashek, Ph.D. [email protected] Division 37 Administrative Office Laura Anibal Braceland Representative to APA Council Division Services Manager Carol Falender, Ph.D. American Psychological Association [email protected] 750 First Street, NE Editor, The Advocate Washington, D.C. 20002-4242 Kamala London, Ph.D. Phone: (202) 216-7602 [email protected]

Volume 34, Number 3

Membership Application Division 37

I am interested in joining APA Division 37.

Name ______

Address ______

Membership Status in APA (circle one): Fellow Associate Member Student Affiliate

APA Member Number, if applicable (8-digit number on mailing label) ______

Fees for Div37 Membership only: [ ] $35.00 for Members/Affiliates [ ] $15.00 for Students

I would like to join Div37‘s Section 1: Child Maltreatment (Note: Membership/affiliation in Div37 is encouraged but not required to join Section 1)

Fees for Section 1: Child Maltreatment Membership only: [ ] $30.00 for Members/Affiliates [ ]$20.00 for Students

Fees for Membership in both Div37 and Section 1: [ ]$65.00 for Members/Affiliates [ ]$35 for Students

Please send Application and Membership Fee (U.S. only) made payable to APA Division ? to: Division 37 Administrative Office American Psychological Association 750 First Street, NE Washington, D.C. 20002-4242