Podcasts about molloy university

  Lyssa Rome is a speech-language pathologist in the San Francisco Bay Area. She is on staff at the Aphasia Center of California, where she facilitates groups for people with aphasia and their care partners. She owns an LPAA-focused private practice and specializes in working with people with aphasia, dysarthria, and other neurogenic conditions. She has worked in acute hospital, skilled nursing, and continuum of care settings. Prior to becoming an SLP, Lyssa was a public radio journalist, editor, and podcast producer. In this episode, Lyssa Rome interviews Dr. Suma Devanga about collaborative referencing, gesture, and building rich communicative environments for people with aphasia.   Guest info Dr. Suma Devanga is an assistant professor in the Department of Communication Disorders and Sciences at Rush University Medical Center, Chicago, where she also serves as the director of the Aphasia Research Lab. She completed her PhD in Speech and Hearing science from the University of Illinois. Urbana Champaign in 2017. Dr. Devanga is interested in studying aphasia interventions and their impacts on people's everyday communication. Her recent work includes investigating a novel treatment called the Collaborative Referencing Intervention for Individuals with aphasia, using discourse analysis methods and patient reported outcome measures, studying group-based treatments for aphasia, and studying the use of gestures in aphasia. Additionally, she is involved in teaching courses on aphasia and cognitive communication disorders to graduate SLP students at Rush. She also provides direct patient care and graduate clinical supervision at Rush outpatient clinics.   Listener Take-aways In today's episode you will: Understand the role of collaborative referencing in everyday communication. Learn about Collaborative Referencing Intervention. Describe how speech-language pathologists can create rich communicative environments.   Edited transcript   Lyssa Rome Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Lyssa Rome. I'm a speech language pathologist on staff at the Aphasia Center of California, and I see clients with aphasia and other neurogenic communication disorders in my LPAA-focused private practice. I'm also a member of the Aphasia Access podcast Working Group. Aphasia Access strives to provide members with information, inspiration, and ideas that support their aphasia care through a variety of educational materials and resources.   I'm today's host for an episode that will feature Dr. Suma Devanga, who is selected as a 2024 Tavistock Trust for Aphasia Distinguished Scholar, USA and Canada. In this episode, we'll be discussing Dr. Devanga's research on collaborative referencing, gesture, and building rich communicative environments for people with aphasia.   Suma Devanga is an assistant professor in the Department of Communication Disorders and Sciences at Rush University Medical Center, Chicago, where she also serves as the director of the Aphasia Research Lab. She completed her PhD in Speech and Hearing science from the University of Illinois. Urbana Champaign in 2017. Dr. Devanga is interested in studying aphasia interventions and their impacts on people's everyday communication. Her recent work includes investigating a novel treatment called the Collaborative Referencing Intervention for Individuals with aphasia, using discourse analysis methods and patient reported outcome measures, studying group-based treatments for aphasia, and studying the use of gestures in aphasia. Additionally, she is involved in teaching courses on aphasia and cognitive communication disorders to graduate SLP students at Rush. She also provides direct patient care and graduate clinical supervision at Rush outpatient clinics. Suma Devanga, thank you so much for joining us today. I'm really happy to be talking with you.   Suma Devanga Thank you, Lyssa, thank you for having me. And I would also like to thank Aphasia Access for this wonderful opportunity, and the Tavistock Trust for Aphasia and the Duchess of Bedford for recognizing my research through the Distinguished Scholar Award.   Lyssa Rome So I wanted to start by asking you how you became interested in aphasia treatment.   Suma Devanga I became interested in aphasia during my undergraduate and graduate programs, which was in speech language pathology in Mysore in India. I was really drawn to this population because of how severe the consequences were for these individuals and their families after the onset of aphasia. So I met hundreds of patients and families with aphasia who were really devastated by this sudden condition, and they were typically left with no job and little means to communicate with family and friends. So as a student clinician, I was very, very motivated to help these individuals in therapy, but when I started implementing the treatment methods that I had learned, what I discovered was that my patients were showing improvements on the tasks that we worked on in therapy. Their scores on clinical tasks also were improving, but none of that really mattered to them. What they really wanted was to be able to easily communicate with family, but they continued to struggle on that, and none of the cutting-edge treatment methods that I learned from this highly reputable program in India were impacting my patients' lives.   So I really felt lost, and that is when I knew that I wanted to do a PhD and study this topic more closely, and I was drawn to Dr. Julie Hengst's work, which looked at the bigger picture in aphasia. She used novel theoretical frameworks and used discourse analysis methods for tracking patient performance, as opposed to clinical tests. So I applied to the University of Illinois PhD program, and I'm so glad that she took me on as her doctoral student. And so that is how I ended up moving from India to the US and started my work in aphasia.   Lyssa Rome I think that a lot of us can probably relate to what you're describing—that just that feeling of frustration when a patient might improve on some sort of clinical tasks, but still says this is not helping me in my life, and I know that for me, and I think for others, that is what has drawn us to the LPAA.   I wanted to sort of dive into your research by asking you a little bit more about rich communicative environments, and what you mean by that, and what you mean when you talk about or write about distributed communication frameworks.   Suma Devanga So since I started my PhD, I have been interested in understanding how we can positively impact everyday communication for our patients with aphasia. As a doctoral student, I delved more deeply into the aphasia literature and realized that what I observed clinically with my patients in India was consistent with what was documented in the literature, and that was called the clinical-functional gap. And this really refers to the fact that we have many evidence-based aphasia treatments that do show improvements on clinical tasks or standardized tests, but there is very limited evidence on these treatments improving the functional use of language or the everyday communication, and this remains to be true even today.   So I think it becomes pretty important to understand what we are dealing with, like what is everyday communication? And I think many aphasia treatments have been studying everyday communication or conversational interactions by decontextualizing them or reducing them into component parts, like single words or phrases, and then we work our way up to sentence structures. Right? So this approach has been criticized by some researchers like Clark, who is an experimental psychologist, and he called such tasks as in vacuo, meaning that they are not really capturing the complexity of conversational interactions. So basically, even though we are clinicians, our ultimate goal is improving everyday communication, which is rich and emergent and complex, we somehow seem to be using tasks that are simplified and that removes all of these complexities and focuses more on simple or specific linguistic structures. So to understand the complexities of everyday communication, we have shifted to the distributed communication framework, which really originates from the cultural historical activity theories and theories from linguistic anthropology.   Dr. Julie Hengst actually proposed the distributed communication theory in her article in the Journal of Communication Disorders in 2015, which highlights that communication is not just an individual skill or a discrete concept, but it is rather distributed. And it is distributed in three ways: One is that it is distributed across various resources. We communicate using multiple resources, not just language. We sign, we use gestures, or facial expressions. We also interpret messages using such resources like dialects and eye gaze and posture, the social context, cultural backgrounds, the emotional states that we are in, and all of that matters. And we all know this, right? This is not new, and yet, we often give credit to language alone for communication, when in reality, we constantly use multiple resources. And the other key concept of distributed communication theory is that communication is embedded in socio- cultural activities. So depending on the activity, which can be a routine family dinnertime conversation or managing relationships with your co workers, the communicative resources that you use, their motives, and the way you would organize it, all of that would vary. And finally, communication is distributed across time. And by that we mean that people interpret and understand present interactions through the histories that they have experienced over time. For example, if you're at work and your manager says you might want to double check your reports before submitting them based on prior interactions with the manager and the histories you've shared with them, you could interpret that message either as a simple suggestion or that there is a lack of trust in your work. So all in all, communication, I think, is a joint activity, and I think we should view it as a joint activity, and it depends on people's ability to build common ground with one another and draw from that common ground to interpret each other's messages.   Lyssa Rome I feel like that framework is really helpful, and it makes a lot of sense, especially as a way of thinking about the complexity of language and the complexity of what we're trying to do when we are taking a more top-down approach. So that's the distributed communication theory. And it sounds like the other framework that has really guided your research is rich communicative environments. And I'm wondering if you could say a little bit more about that.   Suma Devanga Absolutely. So this work originates from about 80 years of research in neuroscience, where rodents and other animals with acquired brain injuries showed greater neuroplastic changes and improved functions when they were housed in complex environments. In fact, complex environments are considered to be the most well replicated approach to improve function in animal models of acquired brain injury.   So Dr. Julie Hengst, Dr. Melissa Duff, and Dr. Theresa Jones translated these findings to support communication for humans with acquired brain injuries. And they called it the rich communicative environments. The main goal of this is to enrich the clinical environments. And how we achieve that is by ensuring that there is meaningful complexity in our clinical environments, and that you do that by ensuring that our patients, families, and clinicians use multimodal resources, and also to aim for having multiple communication partners within your sessions who can fluidly shift between various communicative roles, and to not just stay in that clinician role, for example.   Another way to think about enriching clinical environments is to think about ensuring that there is voluntary engagement from our patients, and you do that by essentially designing personally meaningful activities, rather than focusing on rehearsing fixed linguistic form or having some predetermined goals.   And the other piece of the enrichment is, how do we ensure there is a positive experiential quality for our patients within our sessions. And for this rather than using clinician-controlled activities with rigid interactional roles, providing opportunities for the patients to share stories and humor would really, you know, ensure that they are also engaging with the tasks with you and having some fun. So all of this put together would lead to a rich communicative environment.   Lyssa Rome It sounds like what you're describing is the kind of speech therapy environment and relationship that is very much person-centered and focused on natural communication, or natural communicative contexts and the kinds of conversations that people have in their everyday lives, rather than more sort of strict speech therapy protocol that might have been more traditional. I also want to ask you to describe collaborative referencing and collaborative referencing intervention.   Suma Devanga Yes, absolutely. So traditionally, our discipline has viewed word-finding or naming as a neurolinguistic process where you access semantic meanings from a lexicon, which you use to generate verbal references. And that theoretical account conceptualizes referencing as an isolated process, where one individual has the skill of retrieving target references from their stores of linguistic forms and meanings, right? So in contrast to that, the distributed communication perspective views referencing as a process where speakers' meanings are constructed within each interaction, and that is based on the shared histories of experiences with specific communication partners and also depending on the social and physical contexts of the interaction as well.   Now this process of collaborative referencing is something that we all do every single day. It is not just a part of our everyday communication, but without collaborative referencing, you cannot really have a conversation with anyone. You need to have some alignment, some common ground for communicating with others. This is a fundamental feature of human communication, and this is not new. You know, there is lots of work being done on this, even in childhood language literature as well.   Collaborative referencing was formally studied by Clark, who is the experimental psychologist. And he studied this in healthy college students, and he used a barrier task experiment for it. So a pair of students sat across from each other with a full barrier that separated them so they could not see each other at all, and each student had a board that was numbered one through 12, and they were given matching sets of 12 pictures of abstract shapes called tangrams. One participant was assigned as the director, who arranged the cards on their playing board and described their locations to the other, who served as the matcher and matched the pictures to their locations on their own board. So the pair completed six trials with alternating turns, and they use the same cards with new locations for each trial. And what they found was that the pairs had to really collaborate with each other to get those descriptions correct so that they are placed correctly on the boards.   So in the initial trials, the pairs had multiple turns of back and forth trying to describe these abstract shapes. For example, one of the pictures was initially described as “This picture that looks like an angel or something with its arms wide open.” And there had to be several clarifying questions from the partner, and then eventually, after playing with this picture several times, the player just had to say “It's the angel,” and the partner would be able to know which picture that was so as the pairs built their common ground, the collaborative effort, or the time taken to complete each trial, and the number of words they used and the number of turns they took to communicate about those pictures declined over time, and the labels itself, or the descriptions of pictures, also became more streamlined as the as time went by.   So Hengst and colleagues wanted to study this experiment in aphasia, TBI, amnesia, and Alzheimer's disease as well. So they adapted this task to better serve this population and also to align with the distributed communication framework. And surprisingly, they found consistent results that despite aphasia or other neurological conditions, people were still able to successfully reference, decrease collaborative effort over time and even streamline their references. But more surprisingly, people were engaged with one another. They were having really rich conversations about these pictures. They were sharing jokes, and really seemed to be enjoying the task itself.   So Hengst and colleagues realized that this has a lot of potential, and they redesigned the barrier task experiment as a clinical treatment using the principles of the distributed communication framework and the rich communicative environment. So that redesign included replacing the full barrier with a partial barrier to allow multimodal communication, and using personal photos of the patients instead of the abstract shapes to make it more engaging for the patients, and also asking participants to treat this as a friendly game and to have fun. So that is the referencing itself and the research on collaborative referencing, and that is how it was adapted as a treatment as well.   And in order to help clinicians easily implement this treatment, I have used the RTSS framework, which is the rehabilitation treatment specification system, to explain how CRI works and how it can be implemented. And this is actually published, and it just came out in the most recent issue in the American Journal of Speech Language Pathology, which I'm happy to share.   Lyssa Rome And we'll put that link into the show notes.   Suma Devanga Perfect. So CRI is designed around meaningful activities like the game that authentically provides repeated opportunities for the client and the clinician to engage in the collaborative referencing process around targets that they really want to be talking about, things that are relevant to patients, everyday communication goals, it could be things, objects of interest, and not really specific words or referencing forms.   So the implementation of the CRI involves three key ingredients. One is jointly developing the referencing targets and compiling the images so clinicians would sit down with the patients and the families to identify at least 30 targets that are meaningful and important to be included in the treatment. And we need two perspectives, or two views, or two pictures related to the same target that needs to be included in the treatment. So we will have 60 pictures overall. An example is two pictures from their wedding might be an important target for patients to be able to talk about. Two pictures from a Christmas party, you know, things like that. So this process of compilation of photos is also a part of the treatment itself, because it gives the patients an opportunity to engage with the targets.   The second ingredient is engaging in the friendly gameplay itself. And the key really here is the gameplay and to treat it as a gameplay. And this includes 15 sessions with six trials in each session, where you, as the clinician and the client will both have matching sets of 12 pictures, and there is a low barrier in between, so you cannot see each other's boards, but you can still see the other person. So you will both take turns being the director and the matcher six times, and describe and match the pictures to their locations, and that is just the game. The only rule of the game is that you cannot look over the barrier. You are encouraged to talk as much as you like about the pictures. In fact, you are encouraged to talk a lot about the pictures and communicate in any way.   The third ingredient is discussing and reflecting on referencing. And this happens at the end of each session where patients are asked to think back and reflect and say what the agreed upon label was for each card. And this, again, gives one more opportunity for the patients to engage with the target.   The therapeutic mechanism, or the mechanism of action, as RTSS likes to call it, is the rich communicative environment itself, you know, and how complex the task is, and how meaningful and engaging the task has to be, as well as the repeated engagement in the gameplay, because we are doing this six times in each session, and we are repeatedly engaging with those targets when describing them and placing them.   So what we are really targeting with CRI is collaborative referencing and again, this does not refer to the patient's abilities to access or retrieve those words from their stores. Instead, we are targeting people's joint efforts in communicating about these targets, their efforts in building situated common ground. That's what we are targeting. We are targeting their alignment with one another, and so that is how we define referencing. And again, we are targeting this, because that is how you communicate every day.   Lyssa Rome That sounds like a really fascinating and very rich intervention. And I'm wondering if you can tell us a little bit about the research that you've done on it so far.   Suma Devanga Absolutely. So in terms of research on CRI thus far, we have completed phase one with small case studies that were all successful, and my PhD dissertation was the first phase two study, where we introduced an experimental control by using a multiple-probe, single-case experimental design on four people with aphasia, and we found significant results on naming. And since then, I have completed two replication studies in a total of nine participants with aphasia. And we have found consistent results on naming. In terms of impact on everyday interactions, we have found decreased trouble sources, or communicative breakdowns, you can call it, and also decreased repairs, both of which indicated improved communicative success within conversational interactions. So we are positive, and we plan to continue this research to study its efficacy within a clinical trial.   Lyssa Rome That's very encouraging. So how can clinicians target collaborative referencing by creating a rich communicative environment?   Suma Devanga Yeah, well, CRI is one approach that clinicians can use, and I'm happy to share the evidence we have this far, and there is more to come, hopefully soon, including some clinical implementation studies that clinicians can use. But there are many other ways of creating rich communicative environments and targeting referencing within clinical sessions. I think many skilled clinicians are already doing it in the form of relationship building, by listening closely to their patients, engaging with them in authentic conversations, and also during education and counseling sessions as well.   In addition to that, I think group treatment for aphasia is another great opportunity for targeting collaborative referencing within a rich communicative environment. When I was a faculty at Western Michigan University, I was involved in their outpatient aphasia program, where they have aphasia groups, and patients got to select which groups they want to participate in. They had a cooking group, a music group, a technology group, and so on. And I'm guessing you do this too at the Aphasia Center of California. So these groups definitely create rich communicative environments, and people collaborate with each other and do a lot of referencing as well. So I think there is a lot that can be done if you understand the rich communicative environment piece.   Lyssa Rome Absolutely. That really rings true to me. So often in these podcast interviews, we ask people about aha moments, and I'm wondering if you have one that you wanted to share with us.   Suma Devanga Sure. So you know how I said that getting the pictures for the CRI is a joint activity? Patients typically select things that they really want to talk about, like their kids' graduation pictures, or things that they are really passionate about, like pictures of their sports cars, or vegetable gardens, and so on. And they also come up with really unique names for them as well, while they are playing with those pictures during the treatment. And when we start playing the game, clinicians usually have little knowledge about these images, because they're all really personal to the patients, and they're taken from their personal lives, so they end up being the novices, while the patients become the experts. And my patients have taught me so much about constructing a house and all about engines of cars and things like that that I had no knowledge about. But in one incident, when I was the clinician paired with an individual with anomic aphasia, there was a picture of a building that she could not recognize, and hence she could not tell me much at all. And we went back and forth several times, and we finally ended up calling it the “unknown building.” Later, I checked my notes and realized that it was where she worked, and it was probably a different angle, perhaps, which is why she could not recognize it. But even with that new information, we continue to call it the “unknown building,” because it became sort of an internal joke for us. And later I kept thinking if I had made a mistake and if we should have accurately labeled it. That is when it clicked for me that CRI is not about producing accurate labels, it is about building a common ground with each other, which would help you successfully communicate with that person. So you're targeting the process of referencing and not the reference itself, because you want your patients to get better at the process of referencing in their everyday communication. And so that was my aha moment.   Lyssa Rome Yeah, that's an amazing story, because I think that that gets to that question sort of of the why behind what we're doing, right? Is it to say the specific name? I mean, obviously for some people, yes, sometimes it is. But what is underlying that? It's to be able to communicate about the things that are important to people. I also wanted to ask you about another area that you've studied, which is the use of gesture within aphasia interventions. Can you tell us a little bit more about that?   Suma Devanga Yes. So this work started with my collaboration with my friend and colleague, Dr. Mili Mathew, who is at Molloy University in New York, and our first work was on examining the role of hand gestures in collaborative referencing in a participant who had severe Wernicke's aphasia, and he frequently used extensive gestures to communicate. So when he started with CRI his descriptions of the images were truly multimodal. For example, when he had to describe a picture of a family vacation in Cancun, he was, you know, he was verbose, and there was very little meaningful content that was relevant in his spoken language utterances. But he used a variety of iconic hand gestures that were very meaningful and helpful to identify what he was referring to. As the sessions went on with him, his gestural references also became streamlined, just like the verbal references do, and that we saw in other studies. And that was fascinating because it indicated that gestures do play a big role in the meaning-making process of referencing.   And in another study on the same participant, we explored the use of hand gestures as treatment outcome measures. This time, we specifically analyzed gestures used within conversations at baseline treatment, probe, and maintenance phases of the study. And we found that the frequency of referential gestures, which are gestures that add meaning, that have some kind of iconics associated with them, those frequencies of gestures decreased with the onset of treatment, whereas the correct information units, or CIUS, which indicate the informativeness in the spoken language itself, increased. So this pattern of decrease in hand gestures and increase in CIUS was also a great finding. Even though this was just an exploratory study, it indicates that gestures may be included as outcome measures, in addition to verbal measures, which we usually tend to rely more on. And we have a few more studies coming up that are looking at the synchrony of gestures with spoken language in aphasia, but I think we still have a lot more to learn about gestures in aphasia.   Lyssa Rome It seems like there that studying gestures really ties in to CRI and the rich communicative environments that you were describing earlier, where the goal is not just to verbally name one thing, but rather to get your point across, where, obviously, gesture is also quite useful. So I look forward to reading more of your research on that as it comes out. Tell us about what you're currently working on, what's coming next.   Suma Devanga Currently, I am wrapping up my clinical research grant from the ASH Foundation, which was a replication study of the phase two CRI so we collected data from six participants with chronic aphasia using a multiple-probe, single-case design, and that showed positive results on naming, and there was improved scores on patient reports of communication confidence, communicative participation, and quality of life as well. We are currently analyzing the conversation samples to study the treatment effects.   I also just submitted a grant proposal to extend the study on participants with different severities of aphasia as well. So we are getting all the preliminary data at this point that we need to be able to start a clinical trial, which will be my next step.   So apart from that, I was also able to redesign the CRI and adapt it as a group-based treatment with three participants with aphasia and one clinician in a group. I actually completed a feasibility study of it, which was successful, and I presented that at ASHA in 2023. And I'm currently writing it up for publication, and I also just secured an internal grant to launch a pilot study of the group CRI to investigate the effects of group CRI on communication and quality of life.   Lyssa Rome Well, that's really exciting. And again, I'm really looking forward to reading additional work as it comes out. As we wrap up. What do you want clinicians to take away from your work and to take away from this conversation we've had today?   Suma Devanga Well, I would want clinicians to reflect on how their sessions are going and think about how to incorporate the principles of rich communicative environments so that they can add more meaningful complexity to their treatment activities and also ensure that their patients are truly engaging with the tasks and also having some fun. And I would also tell the clinicians that we have strong findings so far on CRI with both fluent and non-fluent aphasia types. So please stay tuned and reach out to me if you have questions or want to share your experiences about implementing this with your own patients, because I would love to hear that.   Lyssa Rome Dr. Suma Devanga, it has been great talking to you and hearing about your work. Thank you so much for sharing it with us.   Suma Devanga It was fantastic talking about my work. Thank you for giving me this platform to share my work with you all. And thank you, Lyssa for being a great listener.   Lyssa Rome Thanks also to our listeners for the references and resources mentioned in today's show. Please see our show notes. They're available on our website, www.aphasiaaccess.org. There, you can also become a member of our organization, browse our growing library of materials, and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, email us at info@aphasiaaccess.org. Thanks again for your ongoing support of aphasia. Access. For Aphasia Access Conversations. I'm Lyssa Rome.       References   Devanga, S. R. (2025). Collaborative Referencing Intervention (CRI) in Aphasia: A replication and extension of the Phase II efficacy study. American Journal of Speech-Language Pathology. Advance online publication. https://doi.org/10.1044/2024_AJSLP-24-00226   Devanga, S. R., Sherrill, M., & Hengst, J. A. (2021). The efficacy of collaborative referencing intervention in chronic aphasia: A mixed methods study. American Journal of Speech Language Pathology, 30(1S), 407-424. https://doi.org/10.1044/2020_AJSLP-19-00108    Hengst, J. A., Duff, M. C., & Jones, T. A. (2019). Enriching communicative environments: Leveraging advances in neuroplasticity for improving outcomes in neurogenic communication disorders. American Journal of Speech-Language Pathology, 28(1S), 216–229. https://doi.org/10.1044/2018_AJSLP-17-0157   Hengst, J. A. (2015). Distributed communication: Implications of cultural-historical activity theory (CHAT) for communication disorders. Journal of Communication Disorders, 57, 16–28. Https://doi.org/10.1016/j.jcomdis.2015.09.001   Devanga, S. R., & Mathew, M. (2024). Exploring the use of co-speech hand gestures as treatment outcome measures for aphasia. Aphasiology. Advanced online publication. https://doi.org/10.1080/02687038.2024.2356287   Devanga, S. R., Wilgenhof, R., & Mathew, M. (2022). Collaborative referencing using hand gestures in Wernicke's aphasia: Discourse analysis of a case study. Aphasiology, 36(9), 1072-1095. https://doi.org/10.1080/02687038.2021.1937919    

In this thought-provoking conversation, guest host Kelly Chase welcomes philosopher Kimberly Engels to Dreamland to explore the cutting edge of experiencer research. Engels, an associate professor at Molloy University

In this thought-provoking conversation, guest host Kelly Chase welcomes philosopher Kimberly Engels to Dreamland to explore the cutting edge of experiencer research. Engels, an associate professor at Molloy University

⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠It's YOUR time to #EdUpIn this episode, President Series #356,  (Powered By ⁠⁠⁠Ellucian⁠⁠⁠), & brought to YOU by Ellucian LIVE 2025 & HigherEd PodConYOUR guest is James Lentini, President, Molloy UniversityYOUR cohost is ⁠Charlie Anastasi⁠, VP, Revenue & Academic Partnerships, ⁠Rize EducationYOUR host is ⁠⁠⁠⁠Dr. Joe SallustioHow is Malloy University adapting to competitive higher ed landscape?What role does financial sustainability play in institutional success?How can Catholic institutions differentiate their programs?What impact does HSI designation have on STEM initiatives?How are healthcare partnerships driving regional workforce development?Topics include:Record first-year enrollmentNet tuition revenue growthCatholic & Dominican heritage$3.5M NSF grant for STEM diversityHealthcare & biotech partnershipsClinical placement challengesLeadership team alignmentMission integration & inclusionLocal community impactFuture partnership modelsListen in to #EdUpDo YOU want to accelerate YOUR professional development?Do YOU want to get exclusive early access to ad-free episodes, extended episodes, bonus episodes, original content, invites to special events, & more?Then ⁠⁠⁠⁠⁠⁠BECOME A SUBSCRIBER TODAY⁠⁠ - $19.99/month or $199.99/year (Save 17%)!Want to get YOUR organization to pay for YOUR subscription? Email ⁠⁠⁠EdUp@edupexperience.comThank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp!Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠⁠⁠● Join YOUR EdUp community at ⁠⁠⁠⁠⁠⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠⁠⁠⁠⁠⁠!We make education YOUR business!

In this episode, I sit down with Dr. Natalia Rappa and we dive deep into holistic psychology and motherhood. We unpack what trauma really is (hint: it's more subjective than you think), how it can show up as anxiety and depression, and how EMDR therapy can be a game-changer for healing. Plus, we share practical grounding techniques and mindset shifts to help you navigate the chaos of life while staying present!Dr. Natalia Rappa is a holistic psychologist. Her private practice focuses on working with adolescents and adults in transitional life phases dealing with anxiety, depression, and trauma. She holds a doctoral degree in school/clinical psychology from Hofstra University. She has specialized training in Mindfulness Based Stress Reduction and CBT (Cognitive Behavioral Therapy). In addition, she pursued further training in EMDR, a evidenced based treatment for trauma. She integrates these different approaches to meet the unique needs of each of her clients. The belief at the core of her work is that our mind and bodies want to heal and have an innate wisdom to do so. With a non-judgmental environment, strong therapeutic rapport, and supportive coping techniques, clients are able to access this wisdom within them. In addition to her clinical work, Dr. Rappa is an adjunct professor at Molloy University, where she teaches child and adolescent development. Follow Natalia on Instagram @talkingdrtal or head to her podcast 'Mom Mentality' here! Plus, you can find her website, here! Chapters in this episode: 00:00 Introduction to Holistic Psychology02:10 Understanding Trauma and Its Impact05:43 The Subjectivity of Trauma09:56 Recognizing Emotional Responses12:06 Grounding Techniques for Emotional Regulation15:10 The Role of EMDR in Healing18:10 Identifying Negative Beliefs22:40 The Science Behind EMDR26:20 Navigating Control in Motherhood31:35 Navigating New Responsibilities and Anxiety34:29 Understanding Maternal Anxiety and Sleep Challenges39:36 Strategies for Managing Anxiety as a Mother46:26 Acknowledging the Complexity of Motherhood51:17 Finding Balance Between Gratitude and Struggles56:24 The Importance of Connection and Community in MotherhoodWays to work with Corinne: Join the Mind Your Hormones Method, HERE! (Use code PODCAST for 10% off!!)Mentioned in this episode: Binaural Beats PlaylistJoin the Mind Your Hormones Community to connect more with me & other members of this community!Come hang out with me on Instagram: @corinneangealicaOr on TikTok: @corinneangelicaFree Facebook group: Mind Your Hormones Podcast CommunityEmail Fam: Click here to get weekly emails from meMind Your Hormones Instagram: @mindyourhormones.podcast Disclaimer: always consult your doctor before taking any supplementation. This podcast is intended for educational purposes only, not to

Phenomenology is a philosophical approach that explores the structures of experience and consciousness, focusing on how things appear to us through our subjective perception. This area of study offers a unique lens through which to view the UAP topic. What does it mean to consider humans as sensors? How do we make sense of our everyday lived experiences and the detailed information that technology provides? And more importantly, how does this apply to the mysterious and often controversial topic of UFOs? Kimberly Engels, an Associate Professor of Philosophy at Molloy University, joins Chrissy Newton on this episode to discuss a fascinating and often overlooked aspect of how we perceive the world around us and humans as sensors. As our society increasingly relies on technology to define and measure reality, we risk losing touch with the fundamental questions of human life and meaning. As we question the reliability of our senses and the ways in which science and culture intersect, are humans losing the ability to trust themselves and what they see? Join us as we get rebelliously curious. Watch the YouTube interview - https://www.youtube.com/watch?v=3oq6-yjbp98 Follow Chrissy Newton: Winner of the Canadian Podcast Awards for Best Science Series. YouTube: https://www.youtube.com/channel/UCM32gjHqMnYl_MOHZetC8Eg  Instagram: https://www.instagram.com/beingchrissynewton/  Twitter: https://twitter.com/chrissynewton?lang=en Facebook: https://www.facebook.com/BeingChrissyNewton  Chrissy Newton's Website: https://chrissynewton.com Top Canadian Science Podcast: https://podcasts.feedspot.com/canadian_science_podcasts/ 

Dr. Audrey Cohan is the Senior Dean for Research, Scholarship, and Graduate Studies at Molloy University, Rockville Centre, New York where she has worked for twenty-nine years, Dr. Cohan began her career as a special education teacher in New York City, working with students with special needs and then went on to pursue certification in TESOL. Dr. Andrea Honigsfeld is TESOL professor at Molloy University, Rockville Centre, New York. Before entering the field of teacher education, she was an English as a Foreign Language teacher in Hungary, an English as a Second Language teacher in New York City, and taught Hungarian at New York University. A Fulbright Scholar and sought-after national presenter, Andrea is a regular guest on our podcast. Today, this powerhouse partnership, who have worked together for two decades, talks about their new book, Collaboration for Multilingual Learners with Exceptionalities: We Share the Students. They discuss why it is important to combine expertise and identify a shared purpose. Don't miss this GEM!

Aging Matters" According to “The Urban Institute”: https://www.urban.org/. The number of Americans ages 65 and older will more than double over the next 40 years, reaching 80 million in 2040. The number of adults ages 85 and older, the group most often needing help with basic personal care, will nearly quadruple between 2000 and 2040.  According to the “National Council on Aging's report from October 2023: (https://www.ncoa.org/article/get-the-facts-on-healthy-aging) Nearly 56 million Americans are 65 and older, with projections estimating that the population of older adults will grow to 94.7 million in 2060. On average, a 65-year old can expect to live another 17 years. For most older adults, good health ensures independence, security, and productivity as they age. The "Kelsunn-on-the-Air" Social Work Podcast is honored to bring this vital topic of "Aging Matters" to the forefront of discussions for this segment. You will hear from my two distinguished guests who are: > Dr. Tara Anglim, EdD, LCSW, ACHP-SW. She has spent her 30-year career working with individuals and families in a variety of systems and clinical settings. She is proud to work within healthcare for the last 12 years, currently serving as Associate Executive Director of Culture and Experience for Peconic Bay Medical Center-Northwell Health. She began there in 2013, where she served as the Associate Director of Palliative Medicine. Her interdisciplinary work and collaborations include piloting a new model for in-home palliative care, implementing community MOLST education across eastern Suffolk County, establishing the hospital's family caregiver support program, creating a bereavement plan of care for individuals who experience loss, and achieving the hospital's inaugural Joint Commission Palliative Care Certification in 2017. Dr. Anglim led the creation of PBMC Caregivers Center, which opened in 2018 and was the first of its kind in a hospital on Long Island, dedicated to providing person-centered support, education and resources to family caregivers. Tara received her Doctorate of Education degree from Molloy University, Master of Social Work degree from Fordham University, and her Bachelor of Social Work from Molloy College. Tara is humbled and honored to elevate the stories and lived experiences of family caregivers who ultimately influenced and inspire her interest in research. Tara feels privileged to be able to support individuals and families in her work every day. She is most proud of her own family with husband Kevin and their three children Kevin, Sean & Kate.  > Dawn Shedrick, LCSW is a licensed clinical social worker, consultant, educator and trainer. She founded JenTex Training and Consulting as a professional development firm for health and human service professionals. She has been her mother's primary caregiver since 1996. She weaves her extensive experience in trauma-informed care, social justice, mental health care, and equitable health and mental health care for marginalized communities into her efforts to ensure caregivers have access to effective mental health care and social support. Ms. Shedrick is the author of Courageous Contemplation: A Guided Journal for Family CareGivers of Chronically Ill, Disabled, and Elderly Loved Ones and her writing has been featured in the Sisters from AARP newsletter. Dawn is a lecturer at the Columbia University School of Social Work where she was an inaugural recipient of the Steven P. Schinke Teaching Innovation Award. She is a doctoral candidate at Teachers College-Columbia University where her action research engages caregivers in the development of tools to support emotional healing and wellness.  #aging #aarp #adelphi #northwellhealth #peconicbaymedicalcenter #nasw #naswnys #naswnys #stonybrookschoolofsocialwelfare #socialwork #socialworkers #nationalcouncilonagaing#cswe #hospice #palliativecare #caregivers #elderly #seniorcitizens #family #agingmatters #grandchallengesofsocialwork

If you have more than one child then you are probably familiar with sibling rivalry. Many brothers and sisters regularly argue and even physically fight. When is it healthy and when is it a problem? When does sibling rivalry become something more significant and when and how should a parent take action? Dr. Amy Meyers is here to answer these questions and more!On this episode Dr. Amy Meyers will tell us what sibling rivalry looks like, how it is beneficial and when it crosses the line and becomes sibling abuse. Never heard of the term sibling abuse? You are not alone! While this a term you might not be familiar with (I wasn't) Dr. Meyer's tells us how it is the most common form of abuse. She will also tell us some signs to look for if you think your children's sibling rivalry might be sibling abuse and how you can intervene to help your children, whether they are the one being harmed or doing the harm. Dr. Amy Meyer's Bio:Dr. Amy Meyers, PhD, LCSW is a psychotherapist trained in psychoanalysis at The National Psychotherapy Association for Psychoanalysis. She is also a professor at Molloy University and received her Master's and Doctorate degrees in social work from Silberman School of Social Work at Hunter College and CUNY Graduate Center at Hunter College. Dr. Meyers has 30 years of practice experience and has taught in higher education for 18 years. She is an expert on sibling abuse and has published and presented nationally on the topic. She maintains a private practice in NYC . She is the host of the podcast “What Would Dr. Meyers Do?” which focuses on clinical issues and countertransference.Listen to Dr. Meyer's Podcast, What Would Dr. Meyers Do, wherever you find your podcasts or here: https://podcasts.apple.com/ca/podcast/what-would-dr-meyers-do/id1653652017Also connect with Dr. Meyers on her website: https://www.amymeyersphd.org/***Get the FREE handout, "How to Get Your Teen (or Tween) Talking to You:"  yourzenfriend/tipsI'd love to hear from YOU! Here's how to connect with me:Facebook group: www.facebook.com/groups/yourzenfriendEmail me at: YourZenFriendPod@gmail.comFind me on instagram @YourZenFriendPodFor information on Lauren's counseling services for kids, teens and families check out: https://www.laurencounseling.com/

Amy Meyers, PhD, LCSW is a social work professor at Molloy University and a clinician in NYC where she has maintained a private practice for 30 years. She is an advisory board member to the Sibling Abuse and Aggression Research Advocacy Initiative at the University of New Hampshire and has published and presented nationally about sibling abuse. She has also conducted numerous trainings and workshops on diversity, locally and nationally, and transformed a Long Island School District's approach to culturally responsive and inclusive teaching.Dr. Meyers is the host of a podcast titled “What Would Dr. Meyers Do?” focused on countertransference and “getting into the mind of a therapist” where there is dedicated series to the issue of sibling abuse.In This EpisodeAmy Meyers' WebsitePodcast: What Would Dr. Meyer's Do?Socials: @drmeyerspodTikTokInstagramFacebook---If you'd like to support The Trauma Therapist Podcast and the work I do you can do that here with a monthly donation of $5, $7, or $10: Donate to The Trauma Therapist Podcast.Click here to join my email list and receive podcast updates and other news.Become a supporter of this podcast: https://www.spreaker.com/podcast/the-trauma-therapist--5739761/support.

In this episode, Megan interviews Carly Caprioli, a fellow music psychotherapist specializing in analytical music therapy. They discuss the concept of analytical music therapy and how it differs from other forms of music therapy. They also explore the importance of the therapeutic relationship and the role of music in facilitating emotional expression and healing. In this conversation, Megan and Carly discuss the concepts of transference and countertransference in therapy, particularly in the context of music therapy. They emphasize the importance of self-awareness for therapists and the role of music in facilitating healing and connection. The conversation highlights the power of Beyonce's muisc of course, as well as the overarching power of music and its ability to validate, support, and nurture individuals. More about Carly: Carly Caprioli, MS, LCAT, MT-BC (she/her/hers) specializes in music psychotherapy and works as a creative arts therapist in a group private practice. Carly also specializes in Analytical Music Therapy (AMT), which is a specific approach to music psychotherapy through exploring the symbolic use of music and therapeutic relationship. She has nine years of experience working with children, teens, and adults of various populations and settings, spending majority of her career working as a pediatric music therapist. Carly also serves as an adjunct professor at Molloy University's undergraduate music therapy program.   Follow Carly here: https://www.instagram.com/tonal_centered_mtbc    Follow Megan on IG: https://www.instagram.com/connectwithmegan/ Head to Megan's website to learn more: https://connect-with-megan.com/ 

Dr. Amy Meyers received her PhD and Masters in Social Work from Hunter College School of Social Work and trained for 10 years in psychoanalytic psychotherapy at the National Psychological Association for Psychoanalysis. She currently holds the credentials of LCSW-R. She has enjoyed 30 years working with diverse populations and considers it an honor to be invited into people's emotional lives. Her direct practice, supervisory, and consultation experience include settings such as outpatient mental health, inpatient psychiatry, program development, child welfare, and family court. She specializes in a wide range of issues including, but not limited to, depression, anxiety, trauma, relationship challenges, divorce, family conflict, transitions, work and career issues, and loss and bereavement. She also specializes in working with sibling dynamics including abusive sibling relationships. Additionally, she has provided consultation and trainings for the Administration for Children's Services and served as Clinical Director of Family Justice, a community and research-based organization. While working from a psychodynamic perspective, she incorporates cognitive and behavioral approaches to provide a solution-focused approach. She firmly believes in creating a partnership towards the client's goals. Her theoretical approach may vary depending on the client's need and what works well for him or her. Dr. Meyer's training allows her great flexibility in matching the method of intervention to the client's need. Unlike the conventional “blank slate”, she utilizes an interactive style integrating supportive and exploratory techniques She is a Professor and the Director of Field Education at Molloy University on Long Island, NY, where she teaches courses in Human Behavior Across the Life Span; Diversity: Oppression, Privilege, and Social Justice; Clinical Practice; and, Field Instruction. Her interest in family issues led her to carry out an extensive qualitative research study on sibling abuse, and she has presented nationally on the topic. Her work on transforming a Long Island school district's culturally responsive education resulted in her being awarded the Educating Communities/Diversity Award from Long Island Business News. She is currently having a great time producing a podcast titled "What Would Dr. Meyers Do? Insights not Oversights" which launched November 2022. She focuses on clinical issues and can be accessed through her website (on the "podcast" tab) or at www.linktr.ee/drmeyerspod, or wherever you listen to podcasts!

Make sure to log-on, tune-in, and listen-up to this Social Work Month Special featuring Dr. Amy Meyers, LCSW. on Thursday, March 14, 2024 at 5AM. You won't want to miss this!! Dr. Meyers will be delving into the nuances of what "Clinical Social Work" is all about!! Dr. Meyers, is a professor of social work at Molloy University in Rockville Center, NY and a psychotherapist with 30 years of practice experience.

Amy Meyers, PhD, LCSW is a social work professor at Molloy University and a clinician in NYC where she has maintained a private practice for 30 years. She is an advisory board member to the Sibling Abuse and Aggression Research Advocacy Initiative at the University of New Hampshire and has published and presented nationally about sibling abuse. She has also conducted numerous trainings and workshops on diversity, locally and nationally, and transformed a Long Island School District's approach to culturally responsive and inclusive teaching.  Dr. Meyers is the host of a podcast titled “What Would Dr. Meyers Do?” focused on countertransference and “getting into the mind of a therapist” where there is dedicated series to the issue of sibling abuse. www.amymeyersphd.org www.linktr.ee/drmeyerspod FB/IG/TT @drmeyerspod Kina's linktree:https://linktr.ee/cptsdtherapist --- Support this podcast: https://podcasters.spotify.com/pod/show/complextraumarecovery/support

Join us to hear from Lisa Bronner, author of the book “Soap and Soul”, and grand-daughter of Emanuel Bronner, the founder of Dr. Bronner's magic soaps back in the 1800s. She will tell us about her family's legacy and philosophy, what efforts are made to make their castile soaps so sustainable, and why living an eco-friendly life is important overall. #DrBronners This episode of The Sustainable Living Podcast is sponsored by⁠⁠ ⁠⁠⁠Molloy University, https://www.molloy.edu/⁠⁠⁠ FOLLOW Green Inside and Out Web: ⁠⁠⁠⁠⁠greeninsideandout.org⁠⁠⁠⁠⁠ Facebook: ⁠⁠⁠⁠⁠@greeninsideout⁠⁠⁠⁠⁠ Instagram: ⁠⁠⁠⁠⁠@greeninsideandout⁠⁠⁠⁠⁠ Twitter: ⁠⁠⁠⁠⁠@greeninsideout⁠⁠⁠⁠⁠ MUSIC Opening: Maltese anthem on flute by ⁠⁠⁠⁠⁠Ray Furuta⁠⁠ --- Support this podcast: https://podcasters.spotify.com/pod/show/giao/support

Join us for an exploration of the UAP/UFO phenomenon and its connections to shamanic practices, Native American worldviews, and non-ordinary states of consciousness. Some topics we explored include: - UFO culture past and present - The kinship worldview and extraterrestrial contact in Native American traditions - The link between UAP encounters and non-ordinary states of consciousness - The connections between “alien abduction” accounts and Shamanic initiation - Profound value shifts in UAP contact experiences This is an introduction to the upcoming 6-week class starting March 6, 2024. More info at https://www.thesanctuaryheal.com/event-info/the-shamanic-worldview-and-ufos-uap-et-contact-ancient-wisdom-and-new-paradigms Kimberly S. Engels holds a PhD in philosophy and is a past participant in The Sanctuary's Path of the Warrior course. She is currently a philosophy professor at Molloy University as well as the Director of Research and Development at the John E. Mack Institute. She has taught courses on the Phenomenology of UFOs/UAP through the Society for UAP Studies, as well as courses on Native American philosophy at her university. Her academic research centers on the lived experience of individuals who report UAP encounters, as well as ET contact, as an ongoing lived reality in Native American societies and cultures. In the Summer of 2023, she conducted a formal study of individuals who reported contact with non-human intelligences (NHIs), and how such experiences had influenced their beliefs, values, and worldviews. This research suggested that UAP/UFO encounters are deeply intertwined with contact with non-ordinary realities and new paradigms for understanding consciousness.

Irene Burga, Climate and Clean Air Program Director for the national group Green Latinos, will tell us about their mission and work to address impacts of climate change on workers, and about the Latino Climate Justice Framework. This episode of The Sustainable Living Podcast is sponsored by⁠⁠ Molloy University, https://www.molloy.edu/ FOLLOW Green Inside and Out Web: ⁠⁠greeninsideandout.org⁠⁠ Facebook: ⁠⁠@greeninsideout⁠⁠ Instagram: ⁠⁠@greeninsideandout⁠⁠ Twitter: ⁠⁠@greeninsideout⁠⁠ MUSIC Opening: Maltese anthem on flute by ⁠⁠Ray Furuta⁠⁠ Closing: ⁠⁠Alien Chatter --- Support this podcast: https://podcasters.spotify.com/pod/show/giao/support

Seán Molloy (University of Kent - ⁠⁠⁠⁠⁠⁠⁠⁠⁠@SeanMolloyIR) speaks with the Thinking Global team about Realist Ethics and the work of E.H. Carr. Dr. Molloy chats with Kieran about what 'Realism' as a school of IR theorising is, how considering Realism as amoral or immoral is incorrect, responses to and misinterpretation of Carr's 'The Twenty Years Crisis' , the importance of hermeneutics, what Carr's 'impure' or 'inconsistent' ethics looks like, and how figures like Mearsheimer fit into this discourse. Thinking Global is affiliated with ⁠⁠⁠⁠⁠⁠⁠⁠E-International Relations⁠⁠⁠⁠⁠⁠⁠⁠ - the world's leading open access website for students and scholars of international politics.

Today on Long Island Tea, Sharon and Kristen recap their very long weeks filled with events, meetings, open houses at school, concerts, and more. The ladies are gearing up for exciting things at DLI, the Tourism Symposium, new board members, and the launch of the new Discover Long Island app. Plus, it's Hispanic Heritage month and there are so many things going on around LI. (See some of our top picks below) Kristen shares the Tourism Economics numbers for 2022, and Long Island has broken a new record! For the Taste of Long Island, two delectable desserts from Bijou restaurant: a Fruity Pebbles Cheesecake and Nutella-filled beignets. Yum! The ladies talk about football, whale watching, and share some tips from Discover Long Island blogs: Top 11 things to do in September, and the official “You Pick” guide for fall. (Links below) For today's Charitea- Mamas and Minis Long Island is hosting a benefit for the first Long Island chapter of the “Happy Birthday Cha Cha Cha” Organization- a great charity that supplies underprivileged children with gifts and needs on their birthdays. The ladies close the episode with some interesting headlines and some anxieTEA about group text messages. Sands is a proud sponsor of the Long Island Tea Podcast. Incomparable Luxury. Sands leaves nothing to the imagination. Visit sandsnewyork.com#LONGISLANDLIFE:GIVEAWAY (ends 9/19): Enter to Win a facial from Alexandra Accardo Follow @longislandteapodcast and @alexandra_accardo on Instagram and find out how you can win.GIVEAWAY (starts 9/20):GiftMix: shopgiftmix.com Follow @longislandteapodcast and @shopgiftmix on Facebook & InstagramHispanic Heritage Month Sept 15- Oct 15LI Childrens Museum AdvoKids Monthly Program. 9/24Lin Manuel Miranda and Friends: The Tilles Center 9/27Coco Live to Film Concert: 10/6 - Molloy University 10/9- Staller Center“References to Salvador Dalí Make Me Hot” - Westbury Arts Center 10/21-11/12ChariTEA:September Social - Family Fest to benefit the Long Island chapter of “Happy Birthday Cha Cha Cha”https://www.eventbrite.com/e/september-social-family-fest-tickets-697066453527?aff=oddtdtcreator@mamasandminislongisland on InstagramBlogs:Your "U-Pick" Guide This Falldiscoverlongisland.com/blog/stories/post/your-u-pick-guide-this-fallTop 11 Things to Do on Long Island This Septemberdiscoverlongisland.com/blog/stories/post/top-11-things-to-do-on-long-island-this-septemberASK US ANYTHING!DM us on Instagram or email us at spillthetea@discoverlongisland.com. Tell us what you want to hear! Whether it is Long Island related or not, the ladies are here to spill some tea with you!TAG US!@DiscoverLongIsland and @LongIslandTeaPodcast and join the conversation!TEA TIME:Check out our Amazon Affiliate link: www.amazon.com/shop/discoverlongislandWATCH US:And SUBSCRIBE on YouTube: youtube.com/DiscoverLongIslandNYFOLLOW US:Follow The Long Island Tea podcast on Facebook, Instagram, and Twitter @LongIslandTeaPodcastWRITE TO US:Email spillthetea@discoverlongisland.com if you are interested in collaborating with us, need some "uncorked advice"or if you just want to say “How you doin?"RATE AND REVIEW US:Be sure to leave us a 5 star rating and review wherever you're listening, and screenshot your review for $5 off our Merch!WEAR US:Shop Long Island merch at shop.discoverlongisland.com Hosted on Acast. See acast.com/privacy for more information.

How we physically present ourselves does leave room for judgment. Does our appearance send the message we want regarding how we would like to be perceived? Can we control how we are perceived? Attire and physical being are compared to earning respect as Molloy University students reveal their own personal styles and the impact that has had on them, and others.

In this episode Brook has back as a special guest Amy Meyers. This episode I think is an under explored aspect of the family dynamics that arise in High Conflict custody cases and when I found Amy's expertise in this area I knew I wanted to address it in a podcast. Dr. Meyers has some amazing insights on this subject and I think it will induce exploration for all that listen. Enjoy!!!   Dr. Meyers is a professor of Social work at Molloy University in Long Island New York and her podcast is What Would Dr. Meyers Do. Free High Conflict Diversion Program Booklet: “When Co-Parenting Doesn't Work.” https://disengage.highconflict.net/free-booklet Join our mailing list: Disengage and Thrive: One Email at a Time https://www.highconflict.net/emails For classes or one on one consults with Brook please visit our http://www.highconflict.net website to register.

Do you ever struggle with the benefits vs. limitations of communicating through texting? How about when used in the therapeutic relationship? Emily Brierly, a Molloy University social work student feels misaligned with a co-intern's intervention with a group of high school students as they planned a conference and were in need of task follow-through. What arises is the questionable use of texting as a tool for, or inhibitor of engagement.

In this episode Brook has special guest Dr. Amy Meyers in to discuss the family systems and functioning that create differing beliefs of children that are raised in the same family and how those beliefs can create conflict between siblings as well as coercive alignments where those siblings find themselves caught in the middle of not only the parental conflict but between their siblings. This is a great conversation that everyone with more than one child needs to hear.  Dr. Meyers is a professor of Social work at Molloy University in New Your City and her podcast is What Would Dr. Meyers Do. Free High Conflict Diversion Program Booklet: “When Co-Parenting Doesn't Work.” https://disengage.highconflict.net/free-booklet Join our mailing list: Disengage and Thrive: One Email at a Time https://www.highconflict.net/emails For classes or one on one consults with Brook please visit our http://www.highconflict.net website to register.

Undocumented immigrants aged 15 and younger now qualify for HUSKY health insurance in Connecticut. The state is suing the owners of Stone Academy. Molloy University will give some money back to students enrolled during the pandemic. And a new play opening in Connecticut was inspired by a WSHU podcast!

Petrina Williams, a new professional and graduate of Molloy University and Columbia University Social Work programs raises the question when and how to be your authentic self with clients: when it may work well - and when it may not. With humor, she opens about her high expectations of herself, her military background, and how she inadvertently transfers those standards of behavior onto clients.

BIO I received my PhD and Masters in Social Work from Hunter College School of Social Work and trained for 10 years in psychoanalytic psychotherapy at the National Psychological Association for Psychoanalysis. I have enjoyed 30 years working with diverse populations and consider it an honor to be invited into people's emotional lives. My direct practice, supervisory, and consultation experience include settings such as outpatient mental health, inpatient psychiatry, program development, child welfare, and family court. Additionally, I have provided consultation and trainings for the Administration for Children's Services and served as Clinical Director of Family Justice, a community and research based organization. I am a Professor and the Director of Field Education at Molloy University on Long Island where I teach courses in Human Behavior Across the Life Span; Diversity: Oppression, Privilege, and Social Justice; Clinical Practice; and, Field Instruction. My interest in family issues led me to carrying out an extensive qualitative research study on sibling abuse, and I have presented nationally on the topic. I recently received the Educating Communities/Diversity Award from Long Island Business News. I am committed to creating inclusive school environments and increasing our primary and secondary school's culturally responsive educational practices. I am excited to produce a podcast launching November 2022 on clinical issues which can be accessed through my website (on the "podcast" tab) or on spotify, apple, or google titled "WWDMD: Insights not Oversights". Sign up for 10% off of Shrink Rap Radio CE credits at the Zur Institute

Soon to be graduates of Molloy University's social work program grapple with “what am I going to do with my life?”. Societal pressures of success combust with their personal expectations. As Dr. Meyers normalizes their fears, they are offered new ways of thinking about a grand plan.

In this episode, Louis is joined by Dr. Tyce Nadrich, an assistant professor and the graduate program director for the Clinical Mental Health Counselling program at Molloy University. He is a Licensed Mental Health Counsellor (NY), Board Certified Counsellor, and Approved Clinical Supervisor. They discuss stigmas around mental health care for men in the Black community and the mental health needs of Black fathers during the perinatal period amongst other important issues.Dope Black Dads is a place where we are changing the narrative and having progressive conversations about black fathers to create a safe digital space within the community. Join the conversation and the community online through our social channels:Twitter: @DopeBlackDadsInstagram: @DopeBlackDadsFacebook Page: @DopeBlackDadsIf you want to get in touch with us, email us at hello@dopeblackdads.org or follow our conversations in-depth on our Facebook Group by searching 'Dope Black Dads'. Hosted on Acast. See acast.com/privacy for more information.

In this episode, Louis is joined by Dr. Tyce Nadrich, an assistant professor and the graduate program director for the Clinical Mental Health Counselling program at Molloy University. He is a Licensed Mental Health Counsellor (NY), Board Certified Counsellor, and Approved Clinical Supervisor. They discuss stigmas around mental health care for men in the Black community and the mental health needs of Black fathers during the perinatal period amongst other important issues.Dope Black Dads is a place where we are changing the narrative and having progressive conversations about black fathers to create a safe digital space within the community. Join the conversation and the community online through our social channels:Twitter: @DopeBlackDadsInstagram: @DopeBlackDadsFacebook Page: @DopeBlackDadsIf you want to get in touch with us, email us at hello@dopeblackdads.org or follow our conversations in-depth on our Facebook Group by searching 'Dope Black Dads'. Hosted on Acast. See acast.com/privacy for more information.

Dr. Janice Kelly is a Full Professor, the Chair of Interdisciplinary Studies, and the Program Director of Professional Communications at Molloy University. She was a guest editor for Fathering: Theory, Research, and Practice about Men as Fathers. She produced a documentary on “Perceptions of Fathers in the Media: In search of the Ideal Father.” She co-edited “Deconstructing Dads: Changing Images of Fathers in Popular Culture.”  She holds memberships and leadership in several local and national professional organizations and community-based initiatives. She recently published Sistas in Action: Hearing the call leading the way in the book Black Female leaders in Academia: Eliminating the Glass Ceiling with Efficacy, Exuberance, and Excellence. And co-authored an article, “From Silver Streak to Black Panther: The shifting landscape of Black masculinity in film.” Her recent project examines the evolving images and perceptions of Black fathers in TV commercials between 2018-2022. Her research interests include organizational communication, media literacy, media representation of the black family, and gender and leadership styles.

How can we support or encourage reluctant colleagues to increase collaboration in order to support MLLs? How can we help educators unlearn the often negative perceptions of dreaded observations by administrators and fellow teachers so they can collaborate more effectively? Do schools that have effective collaborative practices in place retain more teachers? We discuss these questions and much more with Dr. Andrea Honigsfeld and Valentina Gonzalez. Dr. Andrea Honigsfeld is TESOL professor at Molloy University , Rockville Centre, NY. Before entering the field of teacher education, she was an English as a Foreign Language teacher in Hungary (grades 5-8 and adult), an English as a Second Language teacher in New York City (grades K-3 and adult), and taught Hungarian at New York University. A Fulbright Scholar and sought after national presenter, Andrea is the coauthor or coeditor of 27 books on education and numerous chapters and research articles related to the needs of diverse learners. Valentina Gonzalez is an educational consultant and content creator for Seidlitz Education. She is also a longtime educator serving emergent bilingual students and their families from around the globe. Her personal experience as an immigrant from Yugoslavia and language learner fuel her desire to advocate for multilingual children and support teachers with the best research-based teaching methods. Valentina is the co-author of Reading & Writing with English Learners: A Framework for K-5. Her work has also been published in numerous journals and professional publications such as Edutopia, MiddleWeb, TEPSA, Ed Week, and School Library Journal. Subscribe to the show here: https://open.spotify.com/show/0W4CYdurgYRIwFGif3H6Qk For additional episodes, blog posts and free resources relating to multilingual education, visit our community page: https://ellevationeducation.com/ell-community. Visit our EL Community page for episode resources, related content and more. Download the episode transcript here. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

Simple gestures from clients may have significant meaning. Dr. Meyers and Molloy University social work students talk about the symbolic meaning of gifts from clients; and, their dis/comfort with self-disclosure.

Dual language stakeholders…get ready! Today we are visiting with educators, authors, and consultants Dr. Andrea Honigsfeld, TESOL professor at Molloy University, in New York, and Dr. Joan Lachance, Associate Professor of Teaching English as a Second Language at the University of North Carolina. Together this team is unstoppable as they venture into their latest book, Collaboration and Co-Teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity Multilingualism, Asset lenses, collaboration, partner teaching, equity, special education, ENL teachers, administration, and assessment are just some of the topics woven into a hands-on complete guide. Listen in to an engaging talk.

We all want to be seen for who we are. What happens when our clients' perceptions of us don't match who we truly are, or how we want to be perceived? Join three Molloy University social work students as they grapple with this discomfort.

Admit It sits down with Jackson Boyar, Co-Founder and CEO of Mentor Collective and Stephen Ostendorff, Dean of Admissions of Molloy University and new Mentor Collective partner, to discuss how peer mentorship programs can increase admitted student yield and overall student success.Resources:Programs and/or Mentors for Newly Admitted Students: January 2022 | 60-Second Survey