PBIS Intervention Workshop for PES Students, Faculty, and Staff

ProjectREACHTuesday, October 11, 2016
Lowenstein Building, 12th Floor Lounge, Gerald Corrigan Conference Center

Workshop 1
4:50-6:50 p.m.
Tier 1 Interventions

Workshop 2
7:00-9:00 p.m.
Tier 2 & 3 Intervention Strategies

Presented by Dr. Laura Riffel
Dr. Laura A Riffel has over 30 years of experience as a general education and special education teacher, resource teacher, state program leader, director of a day clinic, and a parent. Dr. Riffel has studied general education, special education, behavioral interventions, applied behavior analysis, and cognitive and multiple disabilities.

Currently, she is the director of Behavior Doctor Seminars and travels the world sharing behavioral ideas with others who work with children with challenging behaviors. Her website is behaviordoctor.org.

This workshop is free and open to all students, faculty and staff. Seats are limited.

Please RVSP to Linda Cheung by October 1, 2016 at Lcheung4@fordham.edu.


Project REACH, a federally funded grant, is proud to present this professional development workshop. Any question or concerns about the project activities can be addressed to Dr. Su Je Cho (scho@fordham.edu).


Mental Health and School Counseling Online Information Sessions

3c3c2-admissions2b003Join faculty members and Linda Horisk, Assistant Dean for Admissions, for a discussion on academics and student life at GSE, as well as the admissions process and financial aid opportunities.


PES Newsflash

The PES Newsflash is a weekly news roundup from the Counseling and Counseling Psychology and School Psychology departments.

Dissertation Oral Defenses

Congratulations to Joseph Giardino who successfully defended his dissertation “The Impact of Weight Stigma on Decisions About Weight Loss Surgery.” Mentor: Dr. Merle Keitel
Readers: Dr. Harold Takooshian and Dr. Thanos Patelis

Congratulations to Susan Kozelka who successfully defended her dissertation “Executive Function Inhibition as Moderator of the Anxiety-Intelligence Relationship.”
Mentor: Dr. Yi Ding
Readers: Dr. John Houtz and Dr. Amy Margolis

Student and Faculty Publications

“Symptoms of polycystic ovary syndrome: Self-esteem, distress, and quality of life in college women” by Signe Simon, Dr. Merle Keitel, Molly Brawer, and Melda Uzun will be published in the next issue of Prevention and Health Promotion: Research, Social Action, Practice and Training.

Lamont Young, a first year graduate student enrolled in the Mental Health Counseling program, was added in a book entitled Fully Alive, Discovering What Matters Most. Author Timothy Shriver shared Lamont’s story of transcending social and economic boundaries, which almost cost him his life.

Dr. Akane Zusho‘s manuscript was accepted for publication:
Karabenick, S., & Zusho, A. (in press). Examining approaches to research on self-regulated learning: Conceptual and methodological considerations. To appear in forthcoming special issue of Metacognition and Learning.

Student Presentation

Cait Hynes presented at the National Association of School Psychologists annual convention in February:
Hynes, C.V., Alfonso, V.C. & Flanagan, D.P. (2015). CHC broad and narrow constructs measured by new and revised ability tests. Poster presented at the annual convention of the National Association of School Psychologists, Orlando, FL.

Faculty Presentations

Dr. Akane Zusho recently presented, along with Dr. Rhonda Bondie at the AACTE (American Association of Colleges for Teacher Education) conference in Atlanta, GA:
Bondie, R.S., & Zusho, A. (2015). Preparing Teachers to Engage All learners and Close Achievement Gaps. Paper presented at annual conference of American Association of Colleges for Teacher Education, Atlanta, GA.

Dr. Yi Ding presented the following posters at 2015 NASP Annual Convention:

  • Ding, Y., Wang, C., & Ueda, M. (2015, February). Parenting styles and behaviorals outcomes in Japanese children with Autism. Poster proposal presented at the National Association of School Psychologists Annual Convention, Orlando, FL.
  • Ding, Y., Wang, C., & Clauser, P. (2015, February). Parental stress and parenting styles in relation to Autism. Poster proposal presented at the National Association of School Psychologists Annual Convention, Orlando, FL.
  • Wang, C., Ni, H., Ding, Y., & Yi, C. (2015, February). The changing roles of school psychological service providers in China. Poster proposal presented at the National Association of School Psychologists Annual Convention, Orlando, FL.

Faculty Accomplishments

Dr. Akane Zusho was recently invited to serve on ETS’s Expert Committee for the National Assessment of Educational Progress (NAEP). The NAEP Standing Committee consists of a group of leading experts that consults ETS regarding questionnaire development, selection of constructs, and research around the NAEP survey questionnaires.

The National Assessment Governing Board has called for a stronger focus on noncognitive constructs in NAEP, and the QSC plays an important role in influencing what constructs are measured, what assessment approaches are chosen, and how results are reported in the Nation’s Report Card.

Current QSC members (February 2015): Angela Duckworth (UPenn), Hunter Gehlbach (Harvard Graduate School of Education), Gerunda Hughes (Howard University), David Kaplan (Wisconsin-Madison), Henry Levin (Columbia), Stanley Presser (Maryland), Leslie Rutkowski (Indiana), Rob Santos (Urban Institute), Norbert Schwarz (Michigan), Jonathan Stout (Lock Haven), Roger Tourangeau (Chair, Westat).

Accreditation News

The Graduate School of Education is pleased to announce the recent national accreditation of its two master’s degree programs in counseling. Both the 60-credit School Counseling program and the 60-credit Mental Health Counseling program have received five-year (2015-2020) accreditations by the Masters in Psychology and Counseling Accreditation Council (MPCAC).

MPCAC is the first national accrediting body that demands excellence in training related to the core areas of social justice and neuroscience, two areas particularly consistent with Fordham University’s applied and scholarly mission.

MPCAC accreditation signifies that the Fordham master’s degree programs in counseling have demonstrated excellence in professional training in eleven core areas listed below:

  1. Professional Counselor Identity, Ethical Behavior, and Social Justice Practices
  2. Human Development and Wellness Across the Life Span
  3. Neuroscientific, Physical, and Biological Foundations of Human Development
  4. Ecological, Contextual, Multicultural, and Social Justice Foundations of Human Development
  5. Counseling, Consultation, and Social Justice Advocacy Theories and Skills
  6. Group Theory, Practice, and Social Justice Advocacy
  7. Career and Life Development
  8. Assessment of Human Behavior and Organizational/Community/Institutional Systems
  9. Tests and Measurements
  10. Traditional and Social Justice-Oriented Research and Evaluations
  11. Practicum/Internship Experiences

The counseling program’s core faculty and staff are listed below:


Left to Right: Amelio D’Onofrio, Joseph Ponterotto, Eric Chen, Jennie Park-Taylor, Mitchell Rabinowitz, Merle Keitel, Margo Jackson, Fran Blumberg, Elizabeth Casey


Faculty and Student Presentations: Counseling Psychology

This year’s Guidance Expo included Fordham GSE presentations from Counseling and Counseling Psychology masters and doctoral students, and faculty members.

The students in the middle: Lost and forgotten?

Presenters and Contributors: Lisa Suzuki, Dr. Jennie Park-Taylor, Dr. Merle Keitel “This workshop is open to all expo participants to increase awareness about the experience of the students who fall academically in the middle and also are not engaged in sports or the arts. Students that are neither academically gifted nor identified as having special needs can fall the cracks. As a consequence of being neglected they may disengage from school. Given the testing movement and state-mandated curricular requirements, these students are under extreme academic pressures but may not have the support they need. The school counselor’s role with students, family members, and school personnel will be highlighted.”

LGB and students of color: Risk and resiliency

Presenters and Contributors: Jane Berkman, Dr. Merle Keitel, Erin Ott “Significant concerns about the psychological health of LGB adolescents continue to surface. Compared to heterosexual teens, LGB adolescents are more likely to be victimized and bullied throughout their youth, engage in more frequent risk-taking behaviors, and are at higher risk for poor mental health outcomes. Suicide rates among LGB adolescents are almost four times those of heterosexual teens. LGB students of color experience more frequent and more intense microaggresssions than Caucasian LGB teens. This workshop will address race and ethnicity as they impact the experiences of LGB youth. The school counselor’s role with students, family members, and school personnel will be highlighted.”


Presenters and Contributors: Dr. Jennie Park-Taylor, Dr. Merle Keitel, Leah Contovasili, Siobhan Houlihan, Tracy Schaffzin, Kristen Lipari “This workshop is open to all expo participants to increase awareness about the prevalence, usage, risk factors, and warning signs related to the heroin epidemic. The physical, social, and psychological consequences of heroin use will be covered as well as strategies for preventing and intervention. The school counselor’s role with students, family, members, and school personnel will be highlighted.”


Counseling and School Psychology Faculty Members to Present at The Florence Seminars

Faculty members Dr. Amelio D’Onofrio, Dr. Zszuzsa Kiraly, and Dr. Thanos Patelis, along with alumna Allison Ventura will present at The Second Annual Florence Seminars this July.

Seminar topics include

  • Cross-Battery Psychoeducational Assessment
  • DBT in Private Practice
  • Depth Psychotherapy and Clinical Supervision
  • Research Summer Camp Intensive Seminar
  • Yoga and Mental Health

The Florence Seminars in Mental Health are weeklong workshops held in Florence, Italy, designed for individuals who desire to expand the scope of their clinical imagination and bring greater sophistication to their practice. The seminars are intended for mental health professionals who are committed to their life-long learning, who pursue excellence in their work, and who welcome the personal and professional transformation that can unfold from that learning. The educational mission of The Florence Seminars is to assist clinicians’ move from being helpers to becoming healers with increased grace, confidence, and effectiveness.

For further information, please visit The Florence Seminars website at: florenceseminars.org.