Alissa Sherry Spring 2006

Curriculum Vita

Alissa R. Sherry Assistant Professor Department of Educational Psychology George I. Sanchez Building 262 The University of Texas at Austin Austin, TX 78712-1296

I. BIOGRAPHICAL INFORMATION

A. Education

Postdoctoral Fellow September 2002 Emory University School of Medicine Department of Psychiatry Atlanta, Georgia Clinical Research Fellowship

Ph.D. December 2001 University of Southern Mississippi Hattiesburg, Mississippi Major: Psychology Dissertation: Attachment Theory, Personality Disorders and Affect Regulation

Predoctoral Intern September 2001 University of Oregon Counseling and Testing Center Eugene, Oregon

M.A. August 1996 Austin Peay State University Clarksville, Tennessee Major: Clinical Psychology Thesis: Adolescent Responses to the NEO Personality Inventory – Revised

Pre-master’s Intern May 1996 Vanderbilt University Medical Center Department of Psychiatry Nashville, Tennessee State of Tennessee Inpatient Psychiatric Facility for Children Nashville, Tennessee

B.A. December 1991 Auburn University Auburn, Alabama Major: Psychology Minor: Family and Child Development Alissa Sherry Spring 2006

B. Professional Experience

September 2002 to Assistant Professor, Department of Educational Psychology Present The University of Texas at Austin, Austin, Texas

January 2001 to Adjunct Instructor, School Counseling Program June 2001 Pacific University, Eugene, Oregon

September 1996 to Child and Adolescent Clinical Therapist September 1997 Luton Mental Health Center, Nashville, Tennessee

July 1995 to Mental Health Associate September 1997 Columbia/HCA Centennial Medical Center Psychiatric Facility Nashville, Tennessee

August 1992 to Case Manager August 1993 Mid-Cumberland Community Health Agency Nashville, Tennessee

May 1991 to Habilitation Instructor June 1992 East Alabama Mental Health and Mental Retardation Opelika, Alabama

C. Professional Memberships

American Psychological Association American Psychological Association- Division 17, Counseling Psychology Society for Personality Assessment The Society for Constructivism in the Human Sciences Association of Family and Conciliation Courts The Constructivist Psychology Network

II. Teaching Effectiveness

Review of Teaching at UT

Principle Areas of Teaching: My main teaching responsibilities include Ethics Practicum, Objective Assessment, and the M.Ed. Practicum. I taught Substance Abuse Theories and Counseling for the first three years I was at UT and that has since been replaced with Group Counseling as of Fall 2006. I also developed a course entitled Psychological Issues in Legal Contexts to be taught first summer session 2006 and will teach Multicultural Counseling second summer session 2006. I have also taught an undergraduate course, Dynamics of Interpersonal Communication, several times over the summer in previous years.

Philosophy of Teaching: My primary philosophy of teaching is that teaching does not end when class is over. I make it a point to be accessible by phone, email, or in person whenever possible. My students know that I have an open door policy regarding their educational needs, including coursework, research, and their overall professional development. While this style lends itself to a fair amount of openness with my students, they also realize I am direct and honest with feedback (both positive and constructive). My courses necessitate a wide variation of teaching styles. The practicums lend themselves to a more seminar style in which the goal is to process practicum therapy experiences as well as teach critical thinking skills through course readings. The Substance Abuse course tends to combine both theory and practice in order to expose students to enough information to make them feel Alissa Sherry Spring 2006 comfortable working with this population in practicum and work settings. The Objective Assessment course is heavily didactic with a strong emphasis on “practice makes perfect” when it comes to administering, scoring, and interpreting psychological assessment material. This course has many objectively graded assignments that often cause some anxiety in students who are used to the more subjectively graded classes typical of seminar courses. However, because this is their only exposure to objective assessment prior to practicum, I believe this structure and accountability is extremely important.

I’ve continued to pay particular attention to my credibility as a professor as well as a sense of balance. In many ways, this has developed into a feminist issue for me. Many of the ways I have been socialized as a woman have both advantages and drawbacks in academia. Balancing my desire to nurture and mentor students, with the need to complete my own research and course preparation, is an ongoing process under constant self-evaluation. Similarly, maintaining firm boundaries, even in the face of intimidating or even threatening male students has also been a point of awareness for me, as I have been socialized in many respects to “play nice” regardless of the consequences. However, I take my role as an educator of future therapists and psychologists very seriously, as how I train these students will have a ripple effect on the lives of vulnerable people they touch in their professional lives. As such, it is my responsibility to constantly monitor these issues in myself that could potentially compromise this if left unexamined. I am also lucky to have extremely responsive and supportive colleagues with whom I feel completely confident in consulting when these issues arise for me.

Student Ratings: Overall Course Course Instructor Ethics Practicum Fall 2002 3.6 4.0 Fall 2003 3.8 4.0 Fall 2004 3.6 3.7 Fall 2005 4.2* 4.8*

Substance Abuse Fall 2002 3.6 4.1 Fall 2003 4.1 4.1 Fall 2004 4.1 4.3

Objective Assessment Sp; 2003 3.8 4.3 Sp; 2004 3.4 3.6 Sp; 2005 4.1 4.4

M.Ed. Practicum Sp; 2004 4.7 4.8 Sp; 2005 4.6 4.8 Fall 2005 3.6* 4.0*

Summer Courses

Dynamics of Interpersonal Communication 2003; Session 1 4.8 4.9 2003; Session 2 4.8 4.9 2005; Session 2 4.7 4.9

M.Ed. Practicum 2005; co-taught 5.0 5.0

Group Counseling 2004 4.4 4.9

* The M.Ed. score is the one where the students changed the rubric on the questionnaire. Also, the testing center got the M.Ed. and the Assessment courses confused. The printouts in my file for the M.Ed. class are really for the Assessment course and visa versa. I am working with them to get this corrected. Alissa Sherry Spring 2006

Feedback

Ethics. Students have commented that I have been open and flexible, as well as passionate about ethics. Early in my teaching this course, students suggested I be a little more organized, but this has not been a comment in some time and I believe has been remedied with time and experience teaching the course.

Substance Abuse. Students commented they thought the instructor was great and good with students, they looked forward to class and enjoyed the open environment and discussion. A couple people commented they did not like the student presentations while others commented they did. Overall people said they enjoyed the discussions, the instructor encouraged unique thinking, and they learned a lot. This class is no longer being offered during the long semesters, but I hope to offer it as an elective periodically in the summer.

Objective Assessment. This has been my most challenging course because it is a heavy workload for the students with a great deal of objective grading that represents a shift from a lot of students’ other seminar format courses. However, I maintain this is important because 1) there are very “right and wrong” answers in assessment and 2) this is their only exposure to this topic in their program. In the past, students have wanted fewer assignments and have been upset at the grading structure. However, the bulk of negative feedback came from one cohort in which one student served as a toxic influence over others. This student was later removed from the counseling program altogether as it was determined that she did not have the interpersonal ego strength for work in a counseling field. Since that time, the comments have gotten increasingly positive. People have appreciated the breadth of the course, the amounts of extra resource information provided on blackboard, and the flexibility of due dates.

M.Ed. Practicum. I have received a tremendous amount of support and encouragement in this course. Students overwhelmingly preferred the fact that school counseling and higher education tracks were separated for practicum, which had not been done in previous years. There was one year where scores were the numerical scores were not as positive as previous years. Upon looking at the evaluations, it was noticed that students had crossed out some of the rubric and replaced it with their own (for example, crossed out the midway value of “3” and wrote “N/A” in its place), not realizing that this would go unnoticed. This resulted in somewhat lower evaluations, even though there were no negative feedback comments. I conferred with the students about their experience in class to make sure there were no suggestions for me and allowed them private time to complete comments anonymously. The final conclusion was there were no suggestions and they were just confused by the rubric of the form.

Group Counseling. I had tried something new in this course than had been done previous years by allowing advanced doctoral students to run the training groups instead of having the professor run them. Students said they preferred this format. They felt had the professor run the groups there would have been a conflict of interest. Other comments included “Alissa rocks,” “Enjoyed the class, I have grown personally and professionally,” and “Dr. Sherry is a wonderful instructor.” Several students would have liked to take the class for a grade instead of Cr/Nc, but the program has maintained the importance of the Cr/Nc grading structure because of the sensitive nature of the course and the level of sharing that tends to be involved in it.

Dynamics of Interpersonal Communication. Students said it was the best class they had ever taken at UT and included many positive comments about my ability as a professor. Students said everyone was made to feel as if they were in a safe environment to share and found me to be the most personable professor they had ever had at UT. One student wrote, “this school is very lucky to have her.” Students saw the course as valuable to them. One student from a diverse background wrote in a personal note to me, “It is imperative that people like yourself continue to teach and spread the knowledge of acceptance. Thank you for the opportunity for allowing me to grow as an individual.”

A. Classroom Teaching

1. Listed below are organized courses I have taught for the University of Texas at Austin:

Graduate Courses

EDP 381: Ethics and Counseling Practicum Fall 2002; 2003; 2004; 2005 EDP 381: Substance Abuse Counseling and Theories Fall 2002; 2003; 2004 EDP 381: Objective Assessment Spring 2003; 2004; 2005; 2006 Alissa Sherry Spring 2006

EDP 381: M.Ed. Counseling Practicum Spring 2003; 2004; 2005; 2006; Fall 2005; Summer 2005 EDP 381: Group Counseling Summer 2004

Undergraduate Courses

EDP 363: Dynamics of Interpersonal Communication Summer 2003; 2005

B. Dissertation, Thesis, and Prospectus Direction

1. Doctoral Dissertation Committee Service

a) Chair/Co-Chair Current Melissa Holt Emily Ray Hall (proposed) Karen Rendon (proposed) Amy Amidon Meredith Draper Bertha Rodarte-Luna Seong-Hyeon Kim

Completed

b) Committee Member Current

Lavanya Shankar Guido Mascialino Marian Oppenheimer Stella Nelms Guido Mascilino Kelly Alanis Jenifer Walkowiak Joel Wong Kristin Svicki Mandy Dement Jill Cristman

Completed Anna Dematatis Katharine Hatch William Petty Tonya Kellerman Kristin Kirkpatrick Seung Hyun Son Yung-Min Bae Kristi A. Preisman Hope Michelle Soria

2. Master’s Report

a) Chair Holly Ingram (completed) Dawn Robinson (completed) Amber Pierce (completed) Kuo-yi Chung (completed) Alissa Sherry Spring 2006

Melanie Case (completed) Leah Ann Moore (completed) Geoffrey Harter (completed) Tatem Oldham (completed) Michelle Peterson (completed) Susan Lorino (completed) Stephanie Budge Lynsey Alford Laura Pelton Sweet Betsy Ford Belinda Guitierrez R.J. Ringa

b) Second Reader

Donna Sommerfeld (completed) Hae-Jin Park (completed) Jessica Decker (completed) David Johnson (completed) Jodi Filleman (completed) Amber Fountain (completed) Daphny Tobias (completed) Tatiana Kolesnikov (completed) Wendy Smith (completed) Mike Nelson Diane Bailey Candi Bell

3. Prospectus Advisor Mandy Dement (2004) Amy Amidon (2005) Bertha Rodarte-Luna (2005) Meredith Draper (2005) Seong-Hyeon Kim (Jan. 2006) Daniel Quick (current) Victoria Gonzalez (current)

4. Undergraduate Independent Study, Thesis, or Honors Chair

Jay Livsey Michael Young Tracy Tanner Tera Miller

III. RESEARCH, PUBLICATIONS, CREATIVITY, AND OTHER SCHOLARLY ACTIVITIES

Current Scholarly and Research Interests

I have two primary research tracks, one in the area of adult attachment and the other in the area of sexual identity/orientation. I have a peripheral interest in professional training which includes publications in “plain English” statistics and training in counseling psychology programs.

Adult Attachment: I have been pursuing a line of research in this area that relates to personality development. I published an article before coming to UT that theoretically outlined the role attachment might play in the development of Alissa Sherry Spring 2006 personality disorders. Since then, I have an article in press that provides empirical support to these theories. With a desire to translate this into counseling practice, I was able to publish another article on the use of attachment theory in the treatment of one particular personality disorder: Borderline Personality. This article earned me an invitation by the editor of that journal to write a book chapter on the assessment and treatment of Borderline Personality. With a significant amount of practice and experience with severely ill populations (people with Borderline Personality being an important subset of these populations), I began to think about ways that mental health care providers might perpetuate insecure attachment with their approach to these clients. This has led to an experimental study of mental health care providers and their attitudes towards people with Borderline Personality. This study is still in data collection (due to a computer glitch that wiped out half of my data) but I am confident that I will be able to wrap up data collection by the end of the summer. In addition to these attachment projects, I have also collected data on the attachment dimensions of adult children of alcoholics and the correlation of attachment and relationship satisfaction in GLBT individuals. I am also co-author for a manuscript in review looking at the adaptation of an attachment measure into Korean.

Sexual Identity/Orientation: This line of research has begun to attract many interested students to our program and I am proud of the work I have been able to do with their support and assistance. We are finishing the writing of two manuscripts, one dealing with attachment and relationship satisfaction (mentioned above) and another dealing with the idea of competing identities: The role of religion in GLBT identity. The latter project uses a mixed method design with both quantitative and qualitative data. In addition to this, a third manuscript looking at sexual pressuring in lesbian and gay relationships is near completion. There are two projects currently in the data collection stage, one deals with married men who have sex with other men (similar to the premise of Brokeback Mountain), and one that deals with the idea of the self- critic and how that aspect of the self affects the coming out process.

Professional training: I have published an article on the status of GLBT training in professional training programs and I am currently collecting data for a piece on psychological assessment in counseling psychology. This second study is being conducted with Mark Zenter from the University Counseling Center and will look at three aspects of assessment training: didactic classroom work, practica experiences, and internship. Students, professors, and internship training directors are all being surveyed. Another part of professional training I continue to value and publish in is the idea of “plain English” statistics. I consider this to be a “self-preservation” area of interest in that I am invested in my autonomy as a researcher and believe that it is important for me to be able to conduct and understand the statistical analyses of my own research. In addition, I have seen a number of students over the years underestimate their true potential because of a fear or misunderstanding of statistics. I have written one paper on Canonical Correlation Analysis and another on Descriptive Discriminant Analysis. I am currently in the data collection phase of a project looking at statistics anxiety in undergraduates and graduate students.

To date, my research efforts have resulted in 13 empirical and theoretical manuscripts accepted for publication, 9 of which I am first author. Eleven of these are in refereed journals and two are book chapters. I have also been asked to write a third book chapter due in September. I also have 4 other journal articles in peer-reviewed journals that were published prior to my coming to UT. I received a Special Research Grant for $750 in 2003 and again in 2006, and the summer of 2004 I completed a Summer Research Assignment.

I continue to be a licensed psychologist in the state of Texas. I have used my license often in the training of our Ph.D. students, particularly supervising them in my assessment course so that we can provide no-cost assessments to members of the community in need. I also do a small amount of private practice work, primarily in the area of assessment and forensic psychology.

A. Book Chapters

Sherry, A. (in press). The constructivist approach to counseling. In A. Rochlen (Ed.) Counseling theory applications. Columbus, OH: Prentice Hall.

Sherry, A., Dahlen, E., & Holaday, M. (2003). Sentence completion tests with adults. In M. Hilsenroth & D. Segal (Eds.), The comprehensive handbook of psychological assessment, Volume 2: Personality assessment. Hoboken, NJ: John Wiley and Sons.

B. Articles Alissa Sherry Spring 2006

Sherry, A., Whilde, M. & Patton, J. (2005). Gay, lesbian, and bisexual training competencies in APA accredited graduate programs. Psychotherapy: Theory, Research, Practice, and Training, 42, 116-120.

Kaslow, N. J., Sherry, A., Bethea, K., Wyckoff, S., Compton, M., Bender, M., Scholl, L., Price, A. W., Kellerman, A., Thompson, N., & Parker, R. (2005). Social risk factors for suicide attempts in low income, African American men and women. Suicide and Life Threatening Behaviors, 45, 400-412.

Schwartz, A., Bradley, R., Sexton, M., Sherry, A., & Ressler, K. (2005). Trauma in the inner city: Prevalence and comorbidity of PTSD in an urban African American mental health population. Psychiatric Services, 56, 212-215.

Sherry, A., & Henson, R. (2004). Canonical correlation analysis: A user-friendly primer. Journal of Personality Assessment, 84, 37-48.

Kaslow, N. J., Price, A. W., Wycoff, S., Bender, M., Sherry, A., Young, S., Scholl, L., Upshaw, V. M., Rashid, A., Jackson, E., & Bethea, K. (2004). Person factors associated with suicidal behavior among African American Women and Men. Cultural Diversity and Ethnic Minority Psychology, 10, 5-25.

Schwartz, A., Bradley, R., Ressler, K., Sexton, M., & Sherry, A. (2004). Treating posttraumatic stress disorder in urban African American mental health patients. Journal of the American Psychoanalytic Association, 52, 464-465.

Sherry, A., Henson, R., & Lewis, J. (2003), Evaluating the appropriateness of college-aged norms for use with adolescents on the NEO Personality Inventory – Revised. Assessment, 10, 1-8.

Lyddon, W., & Sherry, A. (2001). Developmental personality styles: An attachment theory conceptualization of personality disorders. Journal of Counseling and Development, 79, 405-414.

Holaday , M., Smith, D., & Sherry, A. (2000). The sentence completion tests. Journal of Personality Assessment, 74, 371-383.

Holaday, M., Smith, D., & Sherry, A. (1999). The sentence completion tests. Book of Abstracts. Society for Personality Assessment: Falls Church, VA.

Burkhart, B., & Sherry, A. (1993). Sexual victimization in adolescence. Advances in Medical Psychotherapy, 6, 171-183.

C. Manuscripts in press

Sherry, A., Wood, K., Jackson, E., & Kaslow, N. J. (in press). Racist events and ethnic identity in low income, African American males and females. Journal of Applied Social Psychology.

Sherry, A., Lyddon, W. J., & Henson, R. (in press). Empirical support for the relation between adult attachment and developmental personality styles. Journal of Counseling and Development.

Sherry, A. (in press). An attachment theory approach to the treatment of borderline personality disorder: A case study. Clinical Case Studies.

Sherry, A. (in press). Multivariate statistical analysis: A demonstration of descriptive discriminant analysis for the comparison of groups. The Counseling Psychologist.

D. Manuscripts Under Review

Sherry, A. & Draper, M. Adult children of alcoholics: relationship experiences and adult attachment. Journal of Family Psychology.

Kim, S-H., Kim, C-D., Sherry, A. Adaptation of the Experiences in Close Relationships-Revised Scale into Korean: Confirmatory factor analysis and item response theory approaches. Educational and Psychological Measurement. Alissa Sherry Spring 2006

E. Manuscripts in Preparation

Sherry, A., Quick, D. & Whilde, M. Competing identities: The role of religion in people who identify as gay, lesbian, bisexual, or transgender. Intended journal: Journal of Counseling Psychology.

Sherry, A. The role of attachment in relationship satisfaction in GLBT. Intended journal undecided.

Budge, S., Sherry, A., & Padilla, Y. Sexual pressuring and gender role in GLBT relationships. Intended journal undecided.

Sherry, A., & Whilde, M. The assessment and treatment of Borderline Personality Disorder. Invited Book Chapter. Editor: Michel Hersen.

Kim, S-H, & Sherry, A. Investigating the dose effect relationship of counseling using hierarchical linear modeling techniques. Intended journal: Psychotherapy.

F. Reports

G. Symposium Presented at International Research Conferences

Sherry, A. Lyddon, W. J., & Alford, D. (2005). Attachment theory: Theory, research, and practice. Symposium to be presented at the 5th International Congress of Cognitive Psychotherapy (IX World Congress on Constructivism), Goteberg, Sweden.

Sherry, A., Lyddon, W. J., Alford, D., & Scrimali, T. (2002). An attachment theory conceptualization of personality disorders. Symposium presented at the Volcanic Mind Conference: Trends in Therapy and Rehabilitation of Psychiatric Disorders, Catania, Sicily.

H. Papers Presented at National Research Conferences

Penza, K., Ressler, K.,. Schwartz, A., Bradley, R., & Sherry, A. (2003). Prevalence and treatment of posttraumatic stress disorder among low SES, urban, African Americans. Paper presented at the annual conference for the American Psychological Society, Atlanta, GA.

I. Papers Presented at Regional Research Conferences

Sherry, A., Beretvas, S. N., & Johnson, M. (2005). Validating scores on personality assessment instruments. Paper presented at the annual meeting of the Southwest Educational Research Association, New Orleans, LA.

Sherry, A., & Henson, R. (2003). Canonical correlation analysis: A user-friendly primer. Paper presented at the annual meeting of the Southwest Educational Research Association, San Antonio, TX.

J. Papers Presented at State Research Conferences

J. Posters Presented at Research Conferences

Sherry, A., & Draper, M. (2005). Attachment, ACOA traits, and family functioning: Predictors of relationship characteristics and psychological symptoms. Poster to be presented at the American Psychological Association Annual Convention, Washington, D.C. (Division 29: Family). Alissa Sherry Spring 2006

Amidon, A., Sherry, A., Whilde, M., Gonzalez, V., Draper, M., & Sweet, L. (2005). Attachment, relationship commitment, and sexual self-concept in people who identify as GLBT. Poster to be presented at the American Psychological Association Annual Convention, Washington, D.C. (Division 17: Counseling).

Schwartz, A., Sexton, M., Sherry, A., Bradley, R., and Ressler, K.J. (2003). Post-traumatic stress disorder in an urban African American mental health community. Poster presented at the winter meeting of the American Psychoanalytic Association, Boston, MA.

Penza, K., Bradley, M., Schwartz, A., Sherry, A., & Ressler, K. (2003). Prevalence of trauma and posttraumatic stress disorder among low-income, inner-city, African Americans. Poster presented at the annual meeting of the American Psychiatric Society, Atlanta, GA.

Sherry, A., Wood, K., Jackson, E., & Kaslow, N. J. (2002). The relation between racial identity and the experience of racist events in low income, African American men and women. Poster presented at the annual convention of the American Psychological Association, Chicago, IL.

Sherry, A., Lyddon, W., & Henson, R. (2002). Empirical support for developmental personality styles. Poster presented at the annual convention of the American Psychological Association, Chicago, IL.

K. Research and Training Grants

1. Awards and Grants

Special Research Grant ($750) for “Attachment Experiences and Substance Use Patterns of Adults Children of Alcoholics.” University of Texas at Austin.

Special Research Grant ($750) for “Mental Health Professional’s Attitudes Towards People with Borderline Personality Disorder.” University of Texas at Austin.

Summer Research Assignment (2/3rds summer salary) for “Mental Health Professional’s Attitudes Towards People with Borderline Personality Disorder.” University of Texas at Austin.

2. Consulting Activities

Consulted for St. Andrew’s Episcopal School (high school and middle school) doing presentations for students in the areas of drug and alcohol awareness and sex education. This consulting relationship is on-going.

Consulted for Travis County Family Court and gave a presentation entitled, “The role of attachment in child custody assessments.”

L. Editorships

M. Ad-Hoc Reviewer

Ad-Hoc Reviewer, Journal of Clinical Psychology Ad-Hoc Reviewer, Journal of Family Psychology Ad-Hoc Reviewer, Journal of Cognitive Psychotherapy Ad-Hoc Reviewer, Multicultural Counseling and Development Ad-Hoc Reviewer, Journal of Educational and Psychological Measurement Ad-Hoc Reviewer, Journal of Pediatric Psychology Ad-Hoc Reviewer, Counselling Psychology Quarterly Ad-Hoc Reviewer, Journal of Abnormal Psychology Reviewer for the Southwest Educational Research Association Annual Meeting proposals, 2002, 2003 Alissa Sherry Spring 2006

N. Program Chair

O. Research Representative and Research Assistant

P. Citations of Work by Others

Articles that I have authored or co-authored have been cited a total of 22 times by other authors.

IV.ACADEMIC ADVISING, COUNSELING, AND OTHER STUDENT SERVICES

Before coming to the University of Texas at Austin, I frequently met with undergraduate students to advise them about graduate school options. At one point at the University of Southern Mississippi, I organized an hour-long workshop for undergraduates interested in graduate work in psychology. Since coming to UT, I have had less exposure to undergraduates, but have begun advising Ph.D. and M.Ed. students in their dissertation work, master’s reports, and curriculum planning. I increasingly become more involved in advising in the M.Ed. program, as well as advising the new students in the Ph.D. program that have entered the program under my mentorship. I am also a faculty fellow with the dormitory system at UT and volunteer for the Career Exploration Center Faculty Contacts Program. I often meet with students aspiring to become graduate students and provide advising in terms of their applications, appropriate programs that meet their needs and other relevant information that is difficult to find.

V. ADMINISTRATIVE AND COMMITTEE SERVICE TO THE DEPARTMENT, COLLEGE AND UNIVERSITY

A. Service to the Department

2005 Faculty advisor in charge of the “Practicum Center” for Ph.D. and M.Ed. students designed to streamline the practicum process.

2005 Developed and implemented the program survey for our students to use to evaluate the Ph.D. and M.Ed. programs.

2004 Added a “statistics drawer” for students working on prospectus and dissertations where students can check out statistics related material to assist them in preparing for these milestones.

2004 Developed a new testing library closet where students can check out testing materials to use in their classes. Funds provided from fees, the department, and the college were used to add extensively to the resources of this library.

2004- present Member of the Prospectus and Evaluation Committee. Department of Educational Psychology. The University of Texas.

2002-present Member of the Graduate Studies Committee. Department of Educational Psychology. The University of Texas at Austin.

2002 – present Served as a member of the Admissions Review Committee (Counseling Psychology), Department of Educational Psychology. The University of Texas at Austin.

2002 – present Served as a member of the Admissions Review Committee (School Counseling and Counselor Education), Department of Educational Psychology. The University Alissa Sherry Spring 2006

of Texas at Austin.

B. Service within the College

2005 At the request of the Associate Dean, provided training to the teachers in training in the College of Education in order to help them deal with Hurricane Evacuees in their classrooms. The focus of the presentation was on trauma and working with lower SES students.

C. Service within the University

2004-present Member of the gay, lesbian, bisexual, transgender, and questioning research cluster

2004 Joint affiliation with the Center for Women’s and Gender Studies

2003-present Faculty Fellow: Jester Dorm. The University of Texas at Austin

2003 –present Volunteer for the Career Exploration Center Faculty Contacts Program. The University of Texas at Austin.

2003 Presented “Empirical support for the relation between adult attachment and developmental personality styles” to the graduate students in the University of Texas Clinical Psychology Department. The University of Texas at Austin.

VI. PUBLIC SERVICE TO LOCAL, STATE, AND NATIONAL COMMUNITIES

A. Community

2005 Presented “Getting the Most Out Of Psychological Testing for Children and Adolescents” to the clinicians at the Austin Child Guidance Center, Austin, TX.

2004-present Counseling Assessment Lab. Provide supervision for no-cost assessment to people in the community who cannot otherwise afford it. Often these are people who need accommodations for special education services. This is service to the community and also the program in that it allows doctoral students the opportunity to work with community clients while in training.

2004 Presented “The Role of Attachment in Child Custody Assessment” to guardian ad litems working for Travis County Family Court.

2003 Presented “Alcohol and Drug Issues Among Adolescents and College Students” to parents, teachers, and students at St. Andrews High School, Austin, TX.

2003 Presented two lectures to the students at St. Andrews Middle School, Austin, TX. The first lecture was on responsible sexual behavior and the second lecture was on drug and alcohol abuse.

2002 Presented “Alcohol and Drug Issues Among Adolescents and College Students” to parents, teachers, and students at St. Andrews High School, Austin, TX. Alissa Sherry Spring 2006

B. State

2005-present Board of Directors for the Association for Family and Conciliation Courts for the state of Texas.

2004 Assisted Mark Strama, State Representative in District 50, on issues pertaining to mental health for the state of Texas.

C. National

2005 Volunteer consultant for the documentary film “Best Kept Secret” about Trinidad, Colorado the “Sex Reassignment Surgery Capital of the World.” I will consult with film- makers about the lives and sensitivities of transgender individuals.

VII. HONORS AND OTHER EVIDENCE OF MERIT OR RECOGNITION