Message from the President - Colorado Psychological Association [PDF]

VOLUME XLV

ISSUE 3

! Olga M. Vera, PhD President, CPA

!

June 2017 Colorado Psychological Association

Message from the President

Hello CPA community! Wow… I http://www.coloradopsych.org realize this is my last message to you as CPA President. Once again, another transition. As I sit to write on American Psychological a warm evening, overlooking the Association Colorado Rockies, after a delightful http://www.APA.org trail run and wonderful friend connections, I can certainly say that the summer sun and activities are Inside This Issue approaching us quickly. I hope your 1 Message from the winter was full of inspiring rePresident 2 Calendar of Events flections, insights, and growing 3 Message from the edges that are about to burst like the Editors 4 Training in Supervision beautiful Colorado sunshine. With that said, I am going to keep my is Essential farewell simple and heartfelt. 5 Seven Ways to 7 9 12

Surpass Your Supervisors Welcome New & Returning Members Am I Competent to Supervise? CPA Info & Advertising Rates

Though endings have, at times, been challenging and painful for me, I experienced positive and rich endings as well. Some endings are necessary for other opportunities to flourish. This can also be exciting, nourishing, and a chance to reflect and grow.

I am so grateful for all of you who have supported me this year. I can’t imagine doing this by myself. There were wonderful reminders and lessons I learned as your CPA leader this year. Some of the insights were as follows: • It is critical to have a strong active board, committees, etc. (Thank You!);

• Always be transparent with your decisions and behaviors; • Be open to feedback, especially the ones that are edgy; • Communication is not only critical, but necessary; • It is OK to disagree and, quite frankly, it is healthy; • Be predictable/consistent with actions; • Set healthy boundaries; • Have fun and celebrate accomplishments; • Follow-through and hold others accountable for excellence; • Work-life integration is critical; • Take moments of nourishment, especially when you think you don’t have time; • It’s OK to be vulnerable and ask for help; • A deeper understanding of the ethics of power. I want to thank the Civica team for all the hard work and commitment throughout our transition this year. You truly have been vital in helping me navigate this year with grace. The Civica team strives for continuous improvement at all levels of our asso-

ISSUE 3 2017: PAGE 2 of 11

The Colorado Psychologist

!

Message from the President – Continued ciation, and they continue to be committed to the overall positive membership experience. I want to thank the Executive Team, CPA Board, CPA Committees, Task Force and CPA Liaisons for all your hard work and dedication. You are truly amazing!! Lastly, it is with great excitement that I get to introduce our CPA President starting effective July 1st, 2017, Dr. Rebecca Richey. I am so looking forward to supporting her

vision this year. I hope to see you all at our annual business meeting in July to welcome Dr. Richey and to celebrate our accomplishments this year. Until we meet again my colleagues! Wishing you well in your journey, both professionally and personally. Friend of the way! Olga M. Vera, PhD President, Colorado Psychological Association

CPA Calendar of Events 2017 125th APA Convention August 3-6th Walter E. Washington Convention Center CPA Board Meetings 3rd Friday of May, November, January, & March (unless otherwise notified) 12:00 noon - 3:00 pm CPA Executive Committee Meetings 3rd Friday of June, October, February, & April (unless otherwise notified) 12:00 noon – 3:00 pm Articles due for The Colorado Psychologist July 10, 2017 to Brian Beaumund, PsyD at [email protected]

Thank you to All Our Renewing Members! As of May 1, 2017, CPA's 2017 membership stood at 383. Thank you to everyone who has renewed over the first four months of the year. We look forward to having more renewals and new members in the coming weeks.

ISSUE 3 2017: PAGE 3 of 11

The Colorado Psychologist

!

Message From the Editors

This could be you! Ask us how!

Lead Editor - OPEN

Brian Beaumund, PsyD Submission Coordinator

CPA Members, I can’t believe we are almost halfway through 2017! It’s been a challenging and exciting year and I hope all of you are maneuvering through all of it with the strength and intelligence which is so prevalent throughout CPA membership. I hope you have taken advantage of the new website and are finding more ways to connect with colleagues. TCP continues its search for a CPA member to step into the role of Lead Editor. If you are curious and wish to make an impact on your colleagues and within your chosen profession, please outreach Shawna Urbanski at [email protected] ASAP. The June edition of The Colorado Psychologist highlights Supervision. Michael Karson, PhD, JD, ABPP shares with us his wisdom and experience in are article entitled “Seven Ways to Surpass Your Supervisors”; how can you not be intrigued to read this? Nicole Taylor-Irwin, PhD shares her thoughts within “Training in Supervision is Essential”; a must read for all of us! And Sandra Mann, PsyD helps us answer the question: “Am I Competent to Supervise?” As always, this edition also includes highlights of news within the CPA community and leadership, CPA organizational updates, highlighted CPA board minutes, and announcements relevant to Colorado psychologists. The content of each TCP edition reflects the talent of CPA membership and we cannot provide amazing editions without your contri-

Catherine Greisch, PsyD Content Editor

Krystine Jackson, PsyD Format Editor

butions. Please reach out when you have news, career highlights, innovative research, clinical advances, legislative and policy updates, or recent awards—anything that lets membership know what is going on within their community! TCP is interested in sharing CPA members’ achievements, interests, and experiences. Interested authors should contact Dr. Brian Beaumund at: [email protected]. Check out the Calendar of Events, Announcements and Advertisements, Member’s Corner, and other posted tidbits relevant to you as a CPA member. Remember to check out CPA’s website: www.coloradopsych.org. Upcoming topics for 2017 August: Specific Assessments October: American Psychological Association Conference December: Future of the Field Thank you to all contributors for your commitment to TCP. As always, we appreciate the time and expertise you give to membership each issue! Shawna Urbanski, PsyD Communication Committee Chair Interim TCP Lead Editor

ISSUE 3 2017: PAGE 4 of 11

The Colorado Psychologist

Training in Supervision is Essential Nicole Taylor-Irwin, PhD Clinical supervision training has traditionally followed an apprenticeship model, which holds that capable therapists have likely received good supervision during their training, and are therefore well-equipped to eventually assume a supervisory role. This approach is not acceptable for other critical competencies in psychology, so why should it be applied to supervision, the fundamental pedagogy of our field (Barnett, Cornish, Goodyear, & Lichtenberg, 2007)? Fortunately, this area continues to develop. APA standards for competencies in clinical supervision were developed in 2014, and graduate programs and internships increasingly include supervision training. However, many practicing psychologists may not have had the opportunity to benefit from these recent advances. If you have not received training in supervision, here are a few tips to consider: 1. It’s never too late to improve supervision skills. Start now. My colleague Dr. Athena Baca-Chieza recently shared an important lesson with our class of graduate students: everyone in the class will likely one day be a supervisor. The time for training is now! Clinical supervision is the third most common activity reported for psychologists (Barnett et al., 2007). Whether you have formal supervisees, informal mentoring, or consultative relationships with colleagues, learning more about best practices in supervision is a key step. 2. Actively seek feedback. During graduate school, as my supervisor and I began our final “feedback” supervision of the year, he immediately provided me with numerous suggestions for how I could improve. I felt there were also opportunities for him to improve—throughout the semester, my classmates and I became aware of some multicultural missteps he had made—and when I began to point out some outdated racial and ethnic terminology he had used, he

immediately shut me down. He explained that our feedback session was unidirectional. From then on, I vowed to always solicit feedback from my supervisees and to create supervisory relationships that allow for open exchange. 3. Consider context and aim for an egalitarian relationship. In taking a feminist approach to supervision, I aim for an egalitarian and collaborative relationship with my supervisees (Brown, 2016). However, the supervisory relationship is inherently unbalanced due to the supervisor’s position of power and evaluative role, and it is important to note that the supervisor’s suggestions around risk management and ethical situations are mandatory and must be followed. Empowering supervisees to both praise and critique themselves usually leads to more lasting change. Addressing relational themes that emerge in supervision, modeling transparency, and pointing out parallel processes can be more beneficial than just providing direct consultation on supervisees’ clinical questions. 4. Learn how to give feedback. As you reflect on your own supervision experiences, the supervisors who helped you grow the most probably provided you with both positive and critical feedback. My first supervising experience required me to give difficult feedback to a supervisee after she became Facebook friends with a client. I was hesitant, but knew immediate intervention was required. Our conversation was productive and supportive: she benefitted from direct, timely, and specific feedback, and I grew by practicing the difficult skill of providing critical feedback. 5. Learn from your supervisees and check your ego. Stoltenberg and McNeill’s Integrated Developmental Model for supervision (2010) provides a good theoretical framework for understanding where you and your supervisees may be struggling. They suggest that

!

ISSUE 3 2017: PAGE 5 of 11

The Colorado Psychologist

!

Training in Supervision is Essential - Continued new supervisors must accurately assess their growth areas. Being mindful of your intent is critical for supervisors as well as therapists; with each supervisory intervention, question the purpose behind the statement. Avoid falling in to the trap of trying to impress supervisees with knowledge or show off clinical acumen with a sophisticated conceptualization. Growth as a psychologist is a lifelong quest and improving our skills in all modalities of our work is essential. Supervisors do not need to know everything, but when one can establish an environment in which learning is valued and collaboration is key, everyone can grow from the experience.

References Barnett, J. E., Erikson Cornish, J. A., Goodyear, R. K., & Lichtenberg, J. W. (2007). Commentaries on the ethical and effective practice of clinical supervision. Professional Psychology: Research and Training, 38, 268-275. doi:10.1037/0735-7028.38.3.268 Brown, L. S. (2016). Supervision essentials for the feminist psychotherapy model of supervision. Washington, DC: American Psychological Association. http://dx.doi.org/ 10.1037/14878-000 Stoltenberg, C. D., & McNeill, B. W. (2010). IDM supervision: An integrative developmental model for supervising counselors and therapists (3rd ed.). New York, NY: Routledge Taylor & Francis Group.

Dr. Taylor-Irwin received her PhD in Counseling Psychology from the University of Maryland. She is a Clinical Assistant Professor and Director of the Center for Oncology Psychology Excellence (COPE) at the Graduate School of Professional Psychology, University of Denver. She can be contacted at [email protected]. Dr. Taylor-Irwin thanks Dr. Jenny Cornish and Dr. Athena Baca-Chieza for inspiring this article and for sharing in supervisory and teaching growth experiences with her.

Seven Ways to Surpass Your Supervisors Michael Karson, PhD, JD, ABPP

It seems obvious that you can become a better clinician than your supervisors if your supervisors are less intelligent, less robust, less empathic, or simply less interested in clinical work than you are. But what if they’re not? Does their ability to recognize patterns, apply ideas, and develop a working alliance set a cap on what you can learn? The challenge of achieving clinical excellence requires some discussion of what is meant by that term. Unfortunately, clinical work is an enterprise that lacks widespread consensus on what constitutes excellence. Is it measured by ratings of peers—peers who may not be able to recognize excellence due to their own deficits? Is it measured by approval from clients, who may be biased for a host of reasons to overestimate the efficacy of the treatment? If you teach someone fencing, nearly everyone agrees on who won a particular match. In clinical work, one therapist’s success is another’s irrelevance. Still, for the sake of this discussion, the major clinical theories agree that problematic

patterns—relational paradigms, behaviors, beliefs, and organizing principles—will govern the client’s approach to the therapist. Working on problematic patterns in the office is effective because, in Skinner’s phrasing, the variables that control behavior in the office are probably those that control behavior elsewhere. Pattern recognition can be taught, but can a trainee learn finer discriminations that the ones the supervisor makes? For example, a man was violently ejected from an airplane after he refused to give up his seat, and it turned out he had a criminal history. To me, the sort of person who would disobey the flight attendants might be the sort of person who disobeys other rules. Indeed, many civil rights activists have a history of not conforming their behavior to societal expectations. I can teach trainees to notice these kinds of patterns, but can they get better at it than I am? If so, how? 1. Become even more resilient and psychologically-minded than your supervisor.

ISSUE 3 2017: PAGE 6 of 11

The Colorado Psychologist

Seven Ways to Surpass Your Supervisor - Continued 2. Learn more patterns. Pattern recognition is limited by the patterns you know. Popular fiction and melodrama, in books, film, or television, repeat the same old patterns. Find new stories by reading literature, watching great films, and discovering unique twists from each client. 3. Check your privilege. Your supervisors inevitably abused their power and exercised various privileges at your expense. Check your own by thoroughly screening the positive feedback you receive from subordinates and clients for toadyism. 4. Become multilingual. Learn your supervisors’ theoretical orientations and then learn one or two more. Learn, especially, each client’s theoretical orientation. New perspectives foster new ideas. 5. Evaluate your position on the learning curve. “Those with limited knowledge […] suffer a dual burden: not only do they reach mistaken conclusions and make regrettable errors, but their incompetence robs them of the ability to realize it” (Kruger & Dunning, 1999, p. 1134). In the give and take of improvisational, mutual therapy, a relative beginner with accurate selfappraisal might be more effective than people who think they are experts when they merely have experience. The former will enlist the client as an ally in the process; the latter may not.

6. Enjoy the adventure of improving more than the status of expertise. Find like-minded colleagues to challenge you. Ask what you could do better. Make “Excelsior!” your banner, but (unlike Longfellow’s mountain climber) be reasonable about how fast you can go uphill. 7. Distinguish surpassing your supervisors on their learning curves from surpassing them on your learning curve. Therapy is a personal business. You first learn to say what any therapist would say to any client. Then, you learn what any therapist of a given theoretical orientation would say to any client. Then, you learn what any therapist of a given theoretical orientation would say to this particular client. Finally, you learn to say what only you would say (while playing the role of therapist) to only this client. No one can be better at saying what only you would say than you are. References Kruger, J. & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated selfassessments. Journal of Personality and Social Psychology, 77(6), 1121–1134.

Michael Karson’s first outpatient supervisor was Edward Bordin, to whom he still (sigh) looks up. Ed looks back, skeptical, but smiling.

Check It Out! Registration Open for 2017 Convention

Celebrate APA's 125th anniversary by attending the annual convention in Washington, DC this August. Dates: August 3-6, 2017 (Exhibit Dates: August 3-5) Meeting Facility: Walter E. Washington COnvention Center, 801 Mount Vernon Place, NW, Washington, DC 20001 Register: http:/www.apa.org/convention/registerhousing/index.aspx

!

ISSUE 3 2017: PAGE 7 of 12

The Colorado Psychologist

Welcome New & Returning Members Exempt Life Members Paula Bernstein William Hansen Douglas Henning Terry Levy William Osborn Sandra Rhodes William Sobesky Lois Vanderkooi

Early Career Psychologist Members Mica Adesso Genery Booster Dana Charatan Trey Cole Tiffany Erspamer Jackie Grimmett Rohini Gupta Briana Johannesen Odessia Knowles Scott La Point Kim Mathewson Alexis Saccoman Academic Member Shelly Smith-Acuna

Student Members Joshua Burg Lindsey Colbert Kiersten Eberle Heather Ghaffari Elizabeth Kunkle Caitlin O'Leary Kaitlin Ross Sarah Staats Master's Level Associate Member C. Lisa Kurth

Full Members Lisa Aweida-Ross Z. Benek Altayli David Benson Bruce Bishop Ann Bortz Mac Bradley Stacey Bromberg Sarah Brown Cathryn Calvert Heather Carroll Lindsey Einhorn Deborah Galaska Lorie Gose Angela Green Brook Griese Barbara Gueldner Harriet Hall Suzanne Hamm Joseph Hammock Douglas Hanze Aimee Henley Elizabeth Hickman Heatherlyn Hoffman Louis Hoffman Mary Margaret Jonsson Heather Kaplinski Kathleen Kennedy Lon Kopit Andrew Loizeaux Karen McCarthy Carrie McCrudden Mimi McFaul Kathleen McNamara Benjamin Miller Daniel Mosley Alyssa Oland Nicole Peak Patricia Ridley Glenda Russell Trina Seefeldt Elissa Stein Randy Stith Kay Toomey Robert Vitaletti Heather Wedgle Melanie Weitzenfeld Thomas Welch Jason Williams Jill Young Melanie Young

!

ISSUE 3 2017: PAGE 8 of 12

The Colorado Psychologist

!

ISSUE 3 2017: PAGE 9 of 12

The Colorado Psychologist

!

Am I Competent to Supervise? Sandra Mann, PsyD “Psychologist A” reflects: So, now that I’m licensed I can supervise one of the students from my program? Woah, hold on; I haven’t actually supervised before! I mean, I’ve had a supervision class where I consulted with some junior colleagues. And, I’ve been a supervisee, quite a bit. I guess I could review my coursework and refresh my knowledge a bit. Is there something else I should be doing? “Psychologist B” reflects: I supervised a couple of students a while back, but I’ve mostly been focusing on building up my career over the past five years. Things are pretty stable now, and I could take on a supervisee, and a second year student sounds manageable. Wait, what kind of patients will I be supervising? Oh, I haven’t worked with Latino children in a school setting since my training, but I guess I was trained in this work so I could supervise, right? “Psychologist C” reflects: I had some wonderful supervisors early on and have enjoyed supervising over the last several decades. No, we never had a supervision course, but I obtained a few continuing education credits on the subject. I’m winding down my career now and working with a newer clinician eager to learn could be enjoyable. As long as the student is solid and relatively autonomous; I don’t have much patience for hand-holding and want some freedom for traveling. Over the past several decades, Health Service Psychology (HSP) has increasingly recognized the necessity of intentional training and education in supervision, rather than leaving us merely to learn via osmosis from our own supervisors. The American Psychological Association (APA) has: required specialized supervision training in doctoral programs (1996); established supervision as a functional competency (Kaslow, et al., 2004); published formal guidelines for clinical supervision (APA 2014); and promulgated general expectations about what HSP trainees should know at each level of training (APA, n.d.-a). Despite these commendable advances, inadequate or even harmful supervision is far

more common than we might imagine. In a recent, large study, 93% of trainees received inadequate supervision and 35.3% received harmful supervision (Ellis, Berger, Hanus, Ayala, Swords, & Siembor, 2014). Many seasoned supervisors never formally studied supervision and newer graduates are more commonly entering the field with one supervision course and a handful of consultation sessions, likely without direct supervision of supervision. New graduates might obtain no further supervision experience or education and go on to pass the Examination of Professional Practice in Psychology (EPPP) with relatively little attention to supervision. Once their license is conferred, they are immediately and automatically eligible to supervise and most jurisdictions do not require continuing education in supervision. Is this preparation sufficient? Are you actually competent to supervise? “Psychologist A” in the above vignette could conceivably be a competent, beginning supervisor, providing adequate supervision, granted she generally knows what to do, has a supervision contract, is prepared to meet regularly and for sufficient time, and can effectively manage clinical issues in an ethically and culturally sound manner. Still, she should participate in supervision of supervision, either with a senior colleague or via a peer supervision group. She should also carefully assess her readiness to facilitate the learning of others while still establishing her own competency and confidence. Hopefully she considers carefully her role, self-assesses and is conscientious about her preparation, and does not further promulgate poor supervision experiences. Myriad potential challenges exist for a novice supervisor, and managing supervisee performance problems is possibly the most challenging. In accordance with the APA’s supervision guidelines (2015a), “Domain 7: Professional Competency Problems” urges supervisor competency in developing and implementing remediation plans when needed and taking appropriate and ethical action. Recognizing and responding effectively and efficiently, and with finesse, can be a tall order even for the most seasoned

ISSUE 3 2017: PAGE 10 of 12

The Colorado Psychologist

!

Am I Competent to Supervise? - Continued supervisor. The program/agency setting to which the supervisee is accountable should ensure supervisors are well-prepared for this task and collaborate closely in such situations. “Psychologist B” is an early-career psychologist and fairly adept in his niche, but his knowledge and skill with regard to the population and setting to be supervised probably warrants refreshing. He should also ask himself how enjoyable it may be to spend such energy on an area that apparently holds less interest for him. In accordance with “Domain 1: Supervisor Competence”, Psychologist B should exhibit competence across diverse populations and settings. If he were to accept this supervision role, it would be incumbent upon him to refresh his knowledge and skills and establish a viable resource for consultation. He should be able to properly guide and support the supervisee through issues of mandated reporting, negotiate tension between school setting and HSP ethics, and exhibit good knowledge and skills for working with Latino youth and collateral sources. Certainly, if he were to choose not to supervise this work, he would not need to establish such competence. “Psychologist C” is a seasoned psychologist and supervisor; her knowledge of supervision is derived primarily from her own graduate school and internship supervisory experiences. She could be both a strong clinician and supervisor, better at one or the other, or mediocre at both. How is this assessed or addressed? In accordance with Domain 6: Assessment, Evaluation and Feedback, she should seek feedback from her supervisees and others and incorporate this feedback to continuously assess and improve her competence. Her supervision has likely never been directly observed, feedback from the supervisee has been tempered due to the power differential in the relationship, and input from the system has suggested she is at least a sufficient supervisor by virtue of continued requests to supervise. In accordance with Domain 1: Supervisor Competence, she has acquired some continuing education to establish and maintain competency. However, presently she seems to have less motivation to

to advance her supervision skills or be inconvenienced by a relatively needy supervisee or patient. Perhaps she should carefully consider if this is a role she wants to commit to fully and presently. Assuming the role of supervisor is no easy feat or decision. It is often uncompensated, carries significant responsibilities, and is considered a “high risk” professional activity in many jurisdictions (The Trust, 2015). The experience varies considerably based on the participants and their relationships, and is not predictable. Yet it is a tradition that many of us choose to perform, vitally so as it is how our field is preserved. References

American Psychological Association. (1996). Guidelines and principles of accreditation. Washington, DC: Author. American Psychological Association. (2015a). Guidelines for clinical supervision in health service psychology. American Psychologist, 70, 33-46. http://dx.doi.org/10.1037/a0038112 American Psychological Association. (2015b). Standards of accreditation for health service psychology. Washington, DC: Author. American Psychological Association, Commission on Accreditation (n.d.-a). Implementing regulations. Section C: IRs Related to the Standards of Accreditation. Unpublished manuscript. Ellis, M. V., Berger, L., Hanus, A. E., Ayala, E. E., Swords, B. A., & Siembor, M. (2014). Inadequate and harmful clinical supervision: Testing a revised framework and assessing occurrence. The Counseling Psychologist, 42,, 434-472. http:// dx.doi.org/10.1177/001100013508656 Kaslow, N. J., Borden, K. A., Collins, F. L., Jr., Forrest, L., Illfelder-Kaye, J., Nelson, P. D., & Rallo, J. S. (2004). Competencies conference: Future directions in education and credentialing in professional psychology. Journal of Clinical Psychology, 60, 699-712. http://dx.doi.org/10.1002/jclp.20016 The Trust. (2015). Ethics and risk management in the age of the affordable care act: Everything you didn’t want to know and were afraid to ask. Rockville, MD: Author.

Sandra T. Mann, PsyD is a licensed psychologist in private practice and Director of Clinical Training at Maria Droste Counseling Center. She oversees a master’s level internship program (a practicum or externship for doctoral students), provides supervision and training to interns and supervisors, and orients new supervisors to the practice of supervision. She can be reached at [email protected].

ISSUE 3 2017: PAGE 11 of 12

The Colorado Psychologist

Do your clients want to increase sexual desire and handle conflicts more effectively? Refer them to the Updated & Enhanced Passionate Marriage® Couples Enrichment Weekend (CEW) They’ll thank you for it and are likely to return to therapy invigorated with greater motivation to resolve issues. • Learn about the brain science of “mind mapping” and how this process impacts your relationship.

a

ter Regis Early $ 50! ve 1 a S d n

• Understand how partners can become “mind blind” to underlying problems like affairs or relationship dissatisfactions. • Develop new ways to apply interpersonal neurobiology to create positive brain development for you and your partner. • Enhance emotional and sexual intimacy.

Denver, Colorado, August 11-13, 2017 San Francisco, California, September 22-24, 2017 Presented by best-selling author David Schnarch, Ph.D. & Ruth Morehouse, Ph.D. of Evergreen, CO

To register or to learn more visit crucible4points.com, email [email protected], or call 303.670.2630 Many therapists also attend the CEW to enhance their own relationship. Everyone attends as a civilian.

!

ISSUE 3 2017: PAGE 11 of 12

Colorado Psychological Association

The Colorado Psychologist

!

c/o Civica Management PO Box 3406 Englewood, CO 80155 303-692-9303 Fax 303-200-7099 Email: [email protected] Website: http://www.coloradopsych.org

THE COLORADO PSYCHOLOGIST EDITORS

!

CPA Mission Statement The Colorado Psychological Association advances the profession of psychology through advocacy and education for the promotion of psychological health and well-being.

Shawna Urbanski, PsyD, Catherine Greisch, PsyD, Brian Beaumund, PsyD, & Krystine Jackson, PsyD

Workers' Compensation Task Force: Marilyn J. Meyers, PsyD Lobbyist: Jeannie Vanderburg, The Capstone Group

EXECUTIVE COMMITTEE

COMMITTEES

President: Olga Vera, PhD Past President: Samantha Farro, PhD President-Elect: Rebecca Richey, PsyD Secretary: Erin Baurle, PsyD Treasurer: Kristin Orlowski, PhD Presidential Advisor: Charles H. Smith, PhD

AT LARGE BOARD MEMBERS Chris Beasley, PsyD Andrea Liner, PsyD Laura Knudtson, PhD

Angela Green, PsyD Julie Jacobs, PsyD, JD Shawna Urbanski, PsyD

Communications: Shawna Urbanski, PsyD Community Service: OPEN Early Career Psychologist: Andrea Liner, PsyD Ethics: Jenny Cornish, PhD Finance: Kristin Orlowski, PhD Integrated Care: Nicole Taylor, PhD Legislative: Julie Jacobs, PsyD, JD Membership: Gift C. Wahiwe, PsyD Nominations: Samantha Farro, PhD Policy & Procedure: Rebecca Richey, PsyD Political Action Committee (PAC): Samantha Farro, PsyD Program: Nathaan Demers, PsyD

SAMD DIVISION REPRESENTATIVE Athena Baca-Chieza, PsyD

NON-METRO REPRESENTATIVES Nathaan Demers, PsyD Casey Wolfington, PsyD

APA COUNCIL REPRESENTATIVE Sarah Burgamy, PsyD

COPAGS CHAIR Hannah Katz, MA

Vice-Chair (non-voting) Shane Saenz

CPA OFFICE STAFF/EXECUTIVE DIRECTOR

About The Colorado Psychologist The Colorado Psychologist is published six times per year by the Colorado Psychological Association. Articles, advertisements and letters to the Editor must be received by the editor by the 10th of the month prior to publication. Letters, opinions, and articles are welcome and printed at the discretion of the editors. Opinions expressed are individual and not necessarily those of CPA or its Board. As a service, CPA provides a listing of groups, meetings and activities. CPA has no way of determining the quality or substance thereof and therefore accepts no responsibility for them.

Stephanie Wentz, Executive Director

DIVISIONS, LIAISONS, AND TASK FORCES

COPAGS: Hannah Katz, MA APA Council Representative: Sarah Burgamy, PsyD APA Diversity Representative: Athena Baca-Chieza, PsyD APA Rural Representative: OPEN Disaster Response Network (DRN) Coordinator: Daniel Mosley, EdD Federal Advocacy Coordinator (FAC): Rick Ginsberg, PhD Psychology in the Workplace Network (PWN): OPEN Public Education Campaign (PEC) Coordinator: Dawn Jewell, PsyD Continuing Education Task Force: B. Thomas Gray, PhD, ABPP Forensics Task Force: Nicole Schneider, PhD PTSD Task Force: John Nicoletti, PhD, ABPP

!

!

Advertising Rates

Please send your electronic copy or jpg format and 303-692-9303 (office) 303-200-7099 (fax) [email protected] Display Ads (width x height): Full Page – 7 x 9.5 - $350d 1/2 Page – 7 X 4.75….…..$225 1/4 Page – 3.375 x 4.25…$150 1/6 Page – 3.375 x 2.125..$125 Classified Ads: $1.00 per Wor Position Ads: $30 per 50 Words Preprinted Inserts - $150 Although CPA appreciates its advertisers’ support, CPA does not independently verify the accuracy of any statements or claims regarding an advertised product or service and is not responsible for the content of any advertisement appearing in the publication.

!