Roosevelt University Department of Psychology

Opportunities for Students and Alumni

Associate Director for Clinical Services, Appalachian State University

Associate Director for Clinical Services

Appalachian State University

Counseling and Psychological Services Center

Appalachian State University is nestled in the Blue Ridge Mountains of North Carolina and offers a challenging academic environment, energetic campus life and breathtaking location.  Appalachian combines the best attributes of a small liberal arts college with those of a large research university.  Known for its value and affordability, Appalachian enrolls over 18,000 students and offers more than 140 undergraduate and graduate majors.  Small classes and close interactions between faculty and students create a strong sense of community, which has become an Appalachian hallmark.  Appalachian, located in Boone, N.C., is one of 16 universities in the University of North Carolina system.

Boone is part of the “High Country” including Blowing Rock and Banner Elk, near the Virginia and Tennessee borders in northwestern North Carolina.  The area is located in the scenic Blue Ridge Mountains near federal parks, forests, and wilderness areas.  The Blue Ridge Parkway, Appalachian Trail, several ski resorts, and local rivers and lakes draw tourists and provide abundant outdoor recreational activities for all seasons including canoeing, white water rafting, rock climbing, skiing, trout fishing, etc.  Boone, North Carolina boasts good schools, a low crime rate and is listed in the book The 100 Best Small Towns in America: A Nationwide Guide to the Best in Small-Town Living.

Position Description

Full-time, twelve-month, Associate Director for Clinical Services position in the Appalachian State University Counseling and Psychological Services Center.  The Center is accredited by the International Association of Counseling Services (IACS) and has a doctoral internship accredited by the American Psychological Association (APA).  The position reports to the Director of the Counseling and Psychological Services Center, which is part of the Division of Student Development.

Responsibilities of the position include evaluating and monitoring clinical services provided by the Counseling Center; maintaining the Clinical Policies and Procedures Manual to ensure adherence to the highest ethical, legal, professional, and accreditation standards; managing the Counseling Center’s electronic record system (Titanium); maintaining the accurate collection of records and statistics to provide information for decision-making and feedback to staff and university partners; developing the staff after hours on-call schedule and coordinating work and follow-up for emergencies handled by ProtoCall; overseeing the case disposition team and the process of client assignments to staff; conducting evaluations of students for psychological withdrawals and readmission following psychological withdrawals; shared responsibility (with the other associate director) for administration and supervision of the Counseling Center in the Director’s absence; and in collaboration with the Director and other associate director, providing consultation to staff and university partners during mental health emergencies.

In addition to administrative responsibilities, responsibilities include short-term individual, group, couples, and family therapy; psychological assessment; consultation; outreach and psychoeducational workshops (sometimes after hours); clinical supervision and training; case management as needed; liaison/consultant relationships with university partners; and rotating after hours emergency/crisis on call responsibilities.

Minimum Qualifications/Requirements

Doctorate in Counseling or Clinical Psychology, or related field, and eligibility for appropriate licensure in North Carolina.  The successful candidate will be expected to obtain licensure in North Carolina within one year of start date and maintain licensure for the continuation of the appointment.  Candidates must have a minimum of three years of post-doctorate clinical/counseling experience in a university/college counseling center by September 1, 2017.

Preferred Qualifications

A successful candidate should have demonstrated strong organizational skills; have demonstrated increasing administrative or leadership responsibilities over their professional career; be committed to a proactive student development perspective involving an active relationship with the campus community; be team-oriented, “user-friendly” to students and university staff; be prepared to handle a busy caseload; have the ability to handle spontaneous work demands while undertaking projects that require advance planning; have the ability to work at a fast pace; possess a strong work ethic and a willingness to collaborate; be multiculturally competent, with a proven ability and skills working with diverse populations (ethnic, LGBTQ, gender, etc.); have proficiency in oral and written communication skills, public speaking, and leading group discussions; have broad “generalist” clinical skills in assessing and intervening with a wide range of disorders, concerns, and degrees of pathology in treatment utilizing a time limited model of care; demonstrate a commitment to a developmental philosophy toward both clients and trainees; and be available and willing to attend occasional evening or weekend activities.

Candidates should also have:

  1. APA approved training for both academic and internship preparation.
  2. Experience in a university counseling center with a student development perspective.
  3. Demonstrated interest, skill, and experience in Multicultural programming for traditionally underserved students.
  4. Experience as a clinical supervisor.
  5. Active participation in relevant professional organizations.

Salary competitive and commensurate with experience.  State of North Carolina benefits apply.

Appalachian State University is committed to providing equal opportunity in education and employment to all applicants, students, and employees. The university does not discriminate in access to its educational programs and activities, or with respect to hiring or the terms and conditions of employment, on the basis of race, color, national origin, religion, sex, gender identity and expression, political affiliation, age, disability, veteran status, genetic information or sexual orientation. The university actively promotes diversity among students and employees. The university is committed to its affirmative action plans and seeks to deepen its applicant pools by attracting interest from a diverse group of qualified individuals.

Individuals with disabilities desiring accommodations in the application process should contact Dr. Leslie Martin, Search Committee Chair, at or (828)-262-3180.

Proper documentation of identity and employability will be required before the hiring process can be finalized.  Any offer of employment to a successful candidate will be conditioned upon the University’s receipt of a satisfactory criminal background report.

Review of complete applications will begin immediately and will continue until the position is filled.

The Start Date for the position is negotiable.

Applications will be accepted electronically on the university website:

Please select the option “Staff/Non-Faculty Positions” to find the Associate Director position and follow the instructions.  You will be directed to create an account before submitting a letter of application, vita, and the names/contact information of three professional references.

Director of Clinical Training (DCT) Psy.D. Program at Marywood University

Director of Clinical Training (DCT) Psy.D. Program

Marywood University is seeking a tenure-track, core faculty member with the necessary training, experience, and abilities to serve as the Director of Clinical Training (program director) for our APA- accredited Psy.D. program in clinical psychology.  Continuously accredited since 2006, this competitive, university-based, full-time program includes an on-campus Psychological Services Center (student training clinic serving the community), small cohort size (8-10), and excellent student outcomes.  In addition to providing students with foundational knowledge in psychology, the program teaches students to be sophisticated consumers of research, reflecting our scholar-practitioner model.  The structured curriculum allows students to progress from novice to the early stages of competent clinician in assessment, intervention, and supervision/consultation.

This 9-month full-time position combines administrative, academic, and clinical responsibilities; part-time administrative duties over the summer months are also required.  The ideal candidate will have demonstrated successful leadership experience in an academic or clinical setting.  Full-time teaching load is 18 credits for the academic year, with a 6 credit reduction for program administration.  Teaching responsibilities will be primarily at the graduate level, although there is the possibility of teaching undergraduate courses.  While area of scholarship is open, research and clinical experience in trauma, forensics, or substance use would nicely complement existing faculty areas of interest.  Supervision of student research is required.  Clinical experience and expertise in working with both children and adults is ideal.  Faculty are also expected to provide service to the department, university, community, and the profession.  Rank is at the assistant, associate, or full professor level, commensurate with qualifications.

Marywood University is a comprehensive, liberal arts, Catholic university sponsored by the Congregation of the Sisters, Servants of the Immaculate Heart of Mary.  The university is located in Scranton, Pennsylvania, an ideal location that offers mountainous views, a variety of culinary and cultural opportunities, and swift access to Philadelphia, New York City, and the Pocono Mountains.


A doctoral degree from an APA-accredited program in clinical psychology and licensed or license-eligible in PA is required.  An APA-accredited or APPIC-approved pre-doctoral internship is preferred.  Teaching, clinical, and administrative experience and a recent record of scholarship are required.  Familiarity with the APA-accreditation process is a plus.  Diverse individuals are encouraged to apply. The search will be ongoing until the position is filled.

How to Apply

Applicants should send a letter of interest, current curriculum vita, and list of references with contact information.  An electronic copy of materials should be sent to:


Brooke Cannon, Ph.D., Chair of DCT Search Committee

Department of Psychology and Counseling

Marywood University

2300 Adams Avenue

Scranton, PA   18509

570-348-6211 x2324

APA Statement of Board of Directors: Living in a World of Diverse Religions

Living in a World of Diverse Religions

Statement of Board of Directors

American Psychological Association

December 10, 2015

Since the founding of our nation, religious liberty has been at the heart of the American vision of democratic freedom. Within the framework of the U.S. Constitution, the right to practice one’s religion is recognized and upheld. Moreover, due to the mandated separation of church and state, religion cannot be enforced or controlled by the U.S. government.

Recent acts of terror and violence perpetrated by extremists using the name of religion have shaken our world and our sense of security. At times throughout history, religious extremism — in the form of factions of religious groups that misuse their faith to support violence in the name of their religion — has been faced by all of the world’s major religions and has led to massive chaos and suffering.

During the past decade, violent extremists claiming to act in the name of Islam have raised fears and created confusion about Islam and the teachings of the Qur’an. In the United States, some individuals and groups have attempted to conflate all of Islam with extremist violence by disseminating misinformation and distortions about Islam and American Muslims. This has led to a rise of individual and systemic discrimination against American Muslims and those perceived to be Muslims often with heritage from the Middle East, North Africa and South Asia. This oppression can be seen in enactment of discriminatory policies, and most recently, the refusal of many countries’ governments in Europe and some federal and state officials in the United States to accept Syrian refugees who are seeking safe harbor (see

In particular, American psychologists are challenged to acknowledge the impact of the post-9/11 climate of fear, bias and discrimination facing our Muslim colleagues, students, clients and communities. We have witnessed hate crimes and other acts of violence perpetrated against Muslims and those mistakenly identified as Muslim (e.g., Sikhs). In line with our long tradition of bringing psychological science and expertise to bear on prejudice, bias and discrimination, it is time to support our Muslim colleagues, counter misinformation and sweeping generalizations (Diversity of Muslims in the U. S.), and address fear by supporting resilience and nurturing connection and community.

Psychology, which comprises our knowledge of human behavior and our commitment to benefit society and improve people’s lives, can offer several constructive responses to violent extremism and the fear of more violence.

First, we understand trauma response. Second, we know how to foster individual and community resilience (APA, 2011; Kilmer et al, 2010). Third, we understand how fear can split communities, distort perceptions, confound decision making and increase bias and discrimination (Fischhoff, 2011). Fourth, we have a wealth of multicultural scholars who can contribute to the discourse on religious and cultural identities and practices to promote understanding and acceptance. The American Psychological Association (APA) has taken a leadership role in opposing discrimination based on, or derived from, religion or spirituality and in encouraging commensurate consideration of religion and spirituality as diversity variables, as delineated in the association’s policy adopted in 2007.

APA’s vision statement sets forth the association’s commitment to global partnerships that promote the application of “psychological knowledge and methods to facilitate the resolution of personal, societal and global challenges in diverse, multicultural and international contexts.” We understand the adverse, and often tragic, impact of stereotyping, implicit bias and prejudice. We know that marginalized communities who are perceived as potentially violent or dangerous actually endure the most violence from within not without. We offer support and assistance to individuals and communities who are suffering. We must empathize, sympathize and offer solutions to counter fear-based decisions and actions among our communities, and advocate for those who are marginalized and experiencing oppression.

To quote Martin Luther King, Jr.,”Injustice anywhere is a threat to justice everywhere.”


Fischhoff, B. (2011). Communicating the risks of terrorism (and anything else). American Psychologist, 66, 520-531.

Kilmer, R.P., Gil-Rivas, V., Tedeschi, R.G., & Calhoun, L.G. (2010). Helping Families and Communities Recover from Disaster: Lessons Learned from Hurricane Katrina and its Aftermath. Washington, DC: American Psychological Association.




Join Kaplan as an SAT or ACT Instructor

Join Kaplan as an SAT or ACT Instructor! Kaplan is seeking dynamic and engaging presenters, who possess the ability to motivate others, as part-time SAT and ACT Instructors. In this leadership role, you will provide exceptional instruction, student mentorship, and subject matter expertise on all sections of the exam. To qualify, you must have a SAT or ACT score (either on the official test or a Kaplan practice test) at or above the 90th percentile on all sections of the exam, or an 80th percentile score on the GRE or GMAT. We do offer retesting options to those who wish to score-qualify on a Kaplan practice exam.   Kaplan’s self-driven, comprehensive, online training program (20-25 hours of asynchronous video modules) will help you develop your presentation, mentoring, and classroom management skills. All training and training-related activities are paid in addition to prep hours and other out-of-class responsibilities. Teaching hours are compensated commensurate with experience, starting at $20 per hour. With Kaplan you will build your resume and expand your professional network at an industry-leading company, all while positively impacting the lives of local pre-college students. Why Kaplan? We are recognized as #92 among Forbes’ America’s Best 500 Employers 2015 Flexible Scheduling:

  • Evening/weekend classes make this a great option for supplemental income
  • Classes meet 1 to 3 sessions per week (equivalent of 10-20 hours of work per week)
  • Up to 50% of your time is flextime, allowing you to work from home on your own schedule
  • Opportunities to teach multiple classes and for one-on-one tutoring
  • Unique Benefits:
  • Receive a 15%-20% discount each month on your existing cell phone service plan (US-based employees only, carriers include AT&T, Sprint, T-Mobile, Verizon)
  • Free or discounted test prep services for you and your immediate family through Kaplan
  • Access to health and other benefit plans, including 401K contributions
  • Requirements:
  • 90th percentile SAT or ACT score, or 80th percentile GRE or GMAT scores
  • Previous teaching, tutoring, coaching or leadership experienced preferred
  • Self-starter able to work with a remote manager
  • Minimum 6-month commitment to the role


  • About Kaplan: Kaplan Test Prep is an industry-leading employer with over 70 years of experience and opportunities throughout the US and Canada. We employ over 10,000 smart and highly-motivated employees who deliver on our mission everyday — to build futures, one success story at a time. If you like the idea of transforming lives, build your career at Kaplan. Learn more at

Kaplan Test Prep Talent Sourcing Specialist

Ann Peckskamp


Tel: 612-326-6913


To all students in psychology and related disciplines: SEPI NEEDS YOUR SUPPORT!

To all students in psychology and related disciplines: SEPI NEEDS YOUR SUPPORT!

As a graduate student in clinical psychology, I’m reaching out in order to ask for your support.

A little over 30 years ago, the Society for the Exploration for Psychotherapy Integration (SEPI), was founded to pursue two missions:  One was to increase a dialogue between therapists from varying theoretical orientations, and the other was to close the gap between research and practice.  Historically, SEPI has focused more on the former than the latter, However, we have recently made the decision that closing the clinical-research gap is a goal we need to pursue more vigorously– not just to have researchers disseminate findings to clinicians, but to have clinicians disseminate clinical observations to researchers as well. In order to achieve this important goal, we need the support of students who will be the researchers and clinicians of tomorrow. I’m writing to ask for your support in pursuing SEPI’s missions by helping us to recruit new student members.

There are a number of unique advantages to being a student member of SEPI:

  • Attend yearly conferences at reduced rates. SEPI conferences are a unique celebration of differences as well as similarities, where CBT, psychodynamic, experiential, and integrative therapists learn from each other, and where dissemination of information is a two-way street between practitioner and researcher. SEPI conferences also provide networking opportunities with leaders in research and practice who are eager to interact with students.  Our next (2015) conference is in Baltimore (June 18-21), with the theme: “Integration in Action: Where Practice and Research Converge.” The 2016 conference will be held in Dublin.
  • Receive the quarterly Journal of Psychotherapy Integration (JPI), which includes articles describing how psychotherapy integration can be put into practice clinically and studied empirically. It also has periodic reviews of basic research that can enhance the clinical effectiveness of one’s interventions (e.g. how interpersonal perception research findings can be used by therapists).
  • Be eligible for travel grants of up to $1,000 to attend the annual conference.
  • Have free research consultation at annual conferences.
  • Receive stipends for presenting at conferences.
  • Be eligible for the Dissertation Research Award.
  • Participate in periodic webinars, where you can interact with leaders in the field.
  • Have access to the online membership directory.
  • Receive the electronic SEPI newsletter.

You can learn more about the benefits of being a student member of SEPI, and join on line (dues for students are members are only $29) at:

The qualification for student membership is enrollment at an undergraduate or post-graduate academic institution. Membership is for the calendar year. If you join during a year, you will receive all Journals published during that year.

Thanks for your time,

Jessica Latack, on behalf of the SEPI Membership Committee: Maria Gilbert and Marv Goldfried (Co-Chairs), Martin Grosse Holtforth, and Hanna Levenson

Caring Connections volunteer opportunities

There are more than 400,000 hospice and palliative care volunteers working to bring families support and compassion when they’re needed most.

Hospice and palliative care volunteers are friends who lend an ear, a hand, and their hearts.  It must be love.

For more information about volunteering, call your local hospice or contact Caring Connections at 800-658-8898 or

Unity Hospice seeking volunteers

Unity Hospice is looking for volunteers.  If you are interested, please contact:

Deanna Perrone, LSW

Volunteer Coordinator, Bereavement Coordinator and Social Worker

Unity Hospice of Chicagoland, LLC

700 S. Clinton Suite 210

Chicago, IL  60607

Phone: (312) 427-6000

Cell: (312) 882-0638

Fax: (312) 427-6004