TABLE OF CONTENTS
ARTICLES

   EDITORIAL
   American (In)Justice
   By Halford H. Fairchild, 3

Strategic Planning for The ABPsi:  1993-2001
   By Kobi K.K. Kambon, 4

PTSD and Veteran Readjustment Counseling:  An African American Perspective
By Ernest R. Myers, 7

How to Write the Op-Ed Article
By Halford H. Fairchild, 10
 

ANNOUNCEMENTS, 12
2001 Convention News, 14
Call for Papers, 14
ABPsi Elections, 15
Student Circle Contact Information, 15
Events, 16
E-Mail Directory, 17
 

CLASSIFIED ADVERTISING, 19

   Job Opportunities and Internships, 19
   Products and Services, 25

   Harambee:  The Student Circle Newsletter,
   Supplement

 Lionel Tate was 12 years old when he killed Tiffany Eunick.  He claims that he was imitating professional wrestling and did not realize that the throws and drop-kicks that are faked on television could have lethal consequences in real life.  He was tried for first degree murder in the State of Florida, convicted, and now faces a sentence of life imprisonment.

 This is the nature of injustice in American society:  trying a pre-teenager as an adult, and incarcerating him for life.

 At the January meeting of The ABPsi Board of Directors, I helped to write, and the Board approved, the release of the following press statement:
 

The Association of Black Psychologists, an international professional association based in Washington, D.C., denounces the decision to try 13-year-old Lionel Tate as an adult with a charge of first degree murder of Tiffany Eunick.

Whereas we mourn the death of Tiffany Eunick and offer condolences to her family, the tragedy of her killing is not solved by blaming a child who is himself victimized by the culture of violence that is unique to the United States.

To try children as adults is a grotesque miscarriage of justice.  The real culprits in this tragedy are the mass media that celebrate violence as a form of commercial entertainment, and the criminal justice system that allows a child to be tried as an adult and to be sentenced to life imprisonment.

The Association of Black Psychologists affirms its commitment to a non-violent society and the compassionate treatment of children who commit violent crimes.

The Association of Black Psychologists, founded in 1968, is committed to restoring dignity in human affairs.

Introduction and Brief History

I have been asked to prepare this report to The ABPsi Membership regarding the history and activities of The Association in the area of Strategic Planning over the past six to seven years.  Let me focus first on the brief history, definition and philosophy of Strategic Planning that have guided the work of the committee’s activities to date.  I was initially appointed to this project in 1993 by then ABPsi National President, Dr. Anna M. Jackson, to work with Dr. Daniel Williams, Past President (1980-81), in organizing a Strategic Planning Committee (SPC) and to develop a Strategic Planning agenda for The Association.

Since that time, I have been re-appointed by subsequent National Presidents to continue this project.  With the assistance of Dr. Williams, and later joined by Dr. Charlyn Harper and currently by Dr. Harriette Richard, we are continuing this effort.  Since the committee did not function during the period of 1996-98, or last year, 1999-2000, we are in the process of reconstituting the committee and reviewing and re-conceptualizing its agenda and activities for this year.  At least four Strategic Planning Committee Annual Reports have been developed and submitted to the BOD over the seven-year span of the Committee’s existence, 1993-94, 1994-95, 1995-96 and 1998-99.

What is Meant by Strategic Planning?

Strategic Planning generally refers to futuristically looking at some key goals and objectives, even hopes and aspirations, of organizations that carry out and expand upon their basic functions and operations, guided by their philosophy and stated mission.  The organization’s mission, as put forth in its Mission Statement, usually frames Strategic Planning.  Such planning therefore looks at new and various ways to improve upon an organization’s fulfillment of its stated mission.

At a fundamental level, Strategic Planning presumes “a future,” a viable, long-term existence/survival of the organization.  In strategically planning their future operations and expansions, organizations generally focus on conceptualizing and strategizing about needs, policies and procedures, and methodologies and resources that are/will be required to allow them to (systematically) improve upon what they do, and to increase, expand, preserve and protect/fortify themselves in specific ways over projected periods of time.  Such planning incorporates periodic assessments of progress in the areas/objectives and tasks identified.  It can focus on improving upon strengths, lessening or eliminating weaknesses, and anticipating future needs/resources and making additions/expansions where necessary to enhance the organization and its overall operations toward the fulfillment of its mission.

The ABPsi’s Mission is articulated as “the liberation of the African Mind, empowerment of the African Character, and the enlivenment and illumination of the African Spirit.”  Its purpose has been articulated as promoting and advancing the profession of African Psychology, influencing and affecting social change, and developing programs that will enable us to assist in solving problems of the Black community throughout the African Diaspora (see Williams, 1974).

What Has Been Our Under Girding Philosophy of Strategic Planning?

The philosophy of Strategic Planning in The ABPsi has been one anchored in Pan-African Cultural Nationalism and African-centered deep thought (Kambon, 1998).  By that I mean that we have focused on looking at how to make the organization more African-centered in the future, and to put it in the best position ideologically, intellectually, financially, and culturally to assume a significant supportive and leadership role in the broader African/Pan-African community’s movement toward the reconstructing of an African-World Order reflective of a psychologically liberated Diasporan and Continental African people.  From the beginning, we saw The ABPsi as a Pan-African Nationalist organization of African professionals and students in psychology and related disciplines who have been anointed by destiny (the Ancestors) to lead African people to a healthier state of psychological and mental well-being, and able and ready to assert our collective racial/cultural right to independent self-determination, to control our own psychological, cultural, physical/material, and spiritual space--and to everlastingly project our cultural imprint on the world.  Thus, our philosophy sees us, The ABPsi, as a professional, organized body of African scholars, practitioners and researchers in psychology who represent the African cultural reality and the African Survival Thrust, and assumes all of the rights and responsibilities that accompany that recognition in the service of the psychological/mental health and general well-being of the global (National, Continental and Diasporan) African community (see Kambon, 1998).

What Has Been Accomplished So Far?

In our Strategic Planning to date, we have set out to articulate seven areas of focus in contemplating The Association’s future.  These areas of focus have been organized around short- and long-term future projections.  They are as follows:
 

Short-Term Projections:

(1) Restructuring The ABPsi Convention Model focused on expanding the Africentric training role of the National Convention;

(2) Developing an ABPsi HBCU Recruitment Initiative focused on strategies for increasing ABPsi’s affiliation with and access to HBCU Psychology Departments and programs (faculty and students);

(3) Increasing The ABPsi General Membership through strategies aimed at strengthening and broadening our appeals and approaches to membership recruitment; and

(4) Strengthening and expanding the Funding Base of The Association by expanding upon our current strategies for fund raising and marketing.

Long-Term Projections:

(1) Strengthening and expanding Funding efforts;

(2) Expanding on Professional Affairs activities (developing CEU credits and certification & licensure projects);

(3) Expanding on Membership development activities (an international development and expansion initiative);

(4) National Office/Headquarters development and expansion;

(5) Strengthening and expanding Communication efforts (publications/media production, technology, etc.);

(6) Organizational restructuring on national and local chapter levels; and

(7) Expanding on Black business and organizations affiliations/networking with a National, Diasporan and Continental African focus.
 

Where Are We Headed From Here?

We are currently looking at engaging in more substantive developments of the long-term projections (areas of focus, goals and objectives) that have been identified and articulated in earlier reports to the BOD (and noted above).  This is more or less where we presently are in this effort.  We have recommended the development of several Task Forces to execute the recommended short-term projects.  The BOD is considering how to proceed on these projects.

The four Task Forces that have been recommended to carry out the short-term projects are as follows:

(1) The ABPsi Convention Restructuring Task Force.  This Task Force will design, develop and execute the new ABPsi Convention structure centered around Africentric re-training of the membership in addition to our usual professional/scholarly discourse.

(2) The ABPsi HBCU Task Force.  This Task Force will design, develop and execute a multi-pronged strategy for ABPsi to gain access to HBCU psychology departments’ faculty and students for affiliation and collaboration across a broad range of activities beneficial to The Association’s growth and development.

(3) The ABPsi Membership Development Task Force.  This Task Force will design, develop and execute a multi-pronged strategy for ABPsi membership expansion nationally, regionally and globally.

(4) The ABPsi Organizational and Funding Task Force.  This Task Force will design, develop  and execute a multi-pronged strategy for creating new fund raising initiatives and production and marketing strategies for increasing ABPsi’s annual income.

We also want to engage in some very serious work this year toward looking at developing 5-, 10-, 15-, 20- and 25-year Strategic Plans for The Association.

What Do We Need From the Membership?

The membership can assist the SPC by submitting their ideas to the Task Force that you feel would contribute to the areas of activity and foci that have already been put forth.  Furthermore, the membership can make additional suggestions of the particular focus areas that you would like to see added to the SPC’s agenda in the coming years, and by volunteering to participate on various Task Forces that may be instituted by the BOD to operationalize and activate some of the SPC’s recommendations.  Since all of the work is still in progress, given that the BOD has not as yet activated the Task Forces needed to operationalize the short term projects that have been identified, they are all open to reassessment and further input until BOD endorsement is forthcoming and activation is imminent.  Therefore, we welcome your input (suggestions, recommendations, etc.) in whatever ways you choose to make it.  Please direct your ideas to us through your Regional Representative, members of the BOD, or directly to me or Dr. Harriette Richard at the e-mail addresses indicated at the end of this article.

A Final Word

As we can see, then, Strategic Planning is concerned with our collective short- and long-term futures as an organization, not the immediate and ongoing management functions of the organization.  The latter is the purview of the BOD, the General Assembly, and their various policy and operational committees.  The SPC concerns itself with a long-range vision of The Association, through engaging in rigorous and systematic contemplation, conceptualization, and strategizing about our future and survival in the fulfillment of our Mission as an organization.  This function should never cease as long as The Association exists.  It should transcend any particular administration and immediate agenda set forth at any specific time by the organization.  In this way, Strategic Planning can serve us well and ensure our perpetual contribution to the cultural (mental, physical and spiritual) well-being of African people.  It will allow us to fulfill the courageous, wise and victorious vision of our Founders who embarked upon this vital project for African vindication and redemption nearly 33 years ago (Kambon, 1998; Williams, 1974).  We are committed to fulfilling the promise of that great undertaking.  Asé, Asé, Asé!

References

Kambon, K.K.K. (1998).  African/Black Psychology in the American Context:  An African-Centered Approach.  Tallahassee, FL:  Nubian Nation Publications.

Williams, R. L. (1974).  A history of The Association of Black Psychologists.  The Journal of Black Psychology, 1(1), 9-24.

Co-Chairs of The Strategic Planning Committee of ABPSI, 2000-2001:

Kobi K. K. Kambon, Ph.D., Co-Chair, kkkkambon@aol.com

Harriette Richard, Ph.D., Co-Chair, hwrichard@ngcsu.edu

An historical perspective on Post Traumatic Stress Disorder (PTSD) as a diagnosis originated in the clinical assessments of psychoneurotic symptoms and the social maladjustments exhibited by Vietnam Era Veterans who participated in the so-called “Vietnam Conflict” in the mid-1960s.

 Generations earlier, however, WWI veterans (1916-1918) showed postwar disorders then called “shell shock.”  The noise of explosives along with the trauma of combat, caused multiple physical health problems that endured beyond active duty—all quite similar to PTSDs’ physiological characteristics such as:  hyper-arousal, nausea, headaches, high blood pressure, breathing difficulties, generalized pain, flashbacks, mental distress, tremors, etc.  Later, in 1919, the renowned neurologist Sigmund Freud, who founded psychiatry, referred to this veteran condition as a “war neurosis”—an emotional disorder calling for psychoanalysis—a new therapy he formulated  (Brende & Parson, 1985).

Even earlier, traumatic stress disorders were recognized in 1865, after the U.S. Civil War (Morrison, 1995).  Imagine the distress of nearly 170,000 African American veterans of the Civil War struggling with abrupt discharges from the military and slavery, no public security or protection, harassed by the Ku Klux Klan, homeless, jobless, denied any reparations for centuries of slave labor (President Andrew Johnson vetoed the congressional law to provide “40 acres and a mule” to ex-slaves), and with all these handicaps and injury, they were burdened with severe anxiety disorders from their war experiences.  This state of affairs set the stage for chaos in the Black family for many future generations.

 By the late 1970s, Vietnam Veterans’ problems convinced the mental health community that their symptoms called for a new diagnostic category.  Further, PTSD applied to civilians and non-veteran survivors of any catastrophic experience—rape, floods, accidents, earthquakes, and so on.

 As for the evolution of   PTSD, prior to the entry of this new diagnosis into the Diagnostic and Statistical Manual IV (Morrison, 1995), this condition was previously known by several other labels:  Post Traumatic Delayed Stress Syndrome (PTDSS) and Post Vietnam Syndrome.  By the late 1960s through the mid-1970s, countless Vietnam Era Veterans were revealing the devastating effects of their soldiering experiences, captured in media coverage of PTSD features:  high co-morbidity in substance and drug abuse and dependency, spouse and family battering, massive instability of employment, hyper-vigilance and armed robbery, occasional homicides, and more frequent suicides.  Mental health professionals circled their clinical wagons.

 Veterans’ Administration (VA) hospitals were crowded in their psychiatric units; but most stressed-out veterans avoided this bureaucratic human service environment, preferring to “self-medicate” with drugs and alcohol, a “remedy” cultivated during the war experience.  There was, then, no VA outreach service system for relief even though the President’s Commission on Vietnam Veterans (1970) recommended outreach counseling services—pushed by veterans’ organizations and Vietnam Era Veterans’ rallies and anti-war protests.  This resulted in establishing the government’s first non-VA administered veterans’ counseling program.

I resigned from a full-time research directorship at the Federal City College to be the Expert-Consultant (from mid-May, 1971 through mid-December, 1971) to develop and direct what was known as the Servicemen’s Early Educational Counseling (SEEC) Program (see Myers, 1973).  This was also the first overseas services program in the history of the U.S. Office of Education—a federal inter-agency effort requiring negotiated contracts with the Department of Defense, the Department of Labor, and the Veterans’ Administration.  The SEEC Counselors required infrastructure support from these agencies, particularly the Department of Defense, to carry out their tasks on the U.S. military bases in Vietnam, the Far East, and Europe.  The objectives were to provide educational guidance counseling concerning careers that active duty soldiers (who were scheduled for discharge within 90 days) might pursue.  In Vietnam, these troops were in combat zones.

 This was a pilot or crash program whose development and management was heavily monitored by the White House as President Richard Nixon saw this effort as an instrument to not only increase his credibility with populations of veterans and anti-war protesters, but also as a feather in his campaign cap for the presidential elections of 1972.  Nixon was re-elected although his Watergate maneuvers forced him out of office a few years later.

The SEEC program, however, operating for two years overseas, had demonstrated the usefulness of outreach counseling for duty-bound, soon-to-be veterans or “short-timers” (Myers, 1973).  Often, these educational-vocational-career counselors engaged in clinical counseling in the combat zones to which they were assigned in Vietnam.  Six of the 10 SEEC counselors were themselves Vietnam Veterans—all African Americans whom I recruited and selected into the program.  All had Masters degrees in counseling including the other counselors—a White female, a Mexican-American male, a White male, and a Black female.  They were all highly motivated, and were provided with intensive orientation before their assignments to overseas military commands.

African Americans & PTSD

 Because about 38 percent of the front-line Vietnam, combat troops were African Americans, as revealed in a U.S. Department of Defense documentary film, coupled with the racial discrimination they endured—from base commanders to fellow White troops—the Black, Hispanic and other soldiers manifested greater signs of PTSD (Myers, 1980, 1981).  However, it was 10-15 years after their war experiences before any Vietnam Veterans had access to proper PTSD diagnosis and treatment.

 Former Assistant Secretary of the Department of Defense, Frank W. Render (an African American), took  an investigating team to Germany between September and October, 1970, to examine race relations problems among U.S. soldiers.  While there, he was exposed to a copy of a memo from one White base commander sent to another White commander (numerous bases were surveyed) stating, “Mr. Render is a top-grade militant.  If he were not  in  the  Pentagon,  he’d  be  a leader in the Black Panthers.”  As I had maintained liaison with the OEO of the Pentagon, Mr. Render shared his report with me in late 1971.

 Black soldiers in Europe, Germany in particular, were scarce in the military police staffing; they were disproportionately charged with insubordination, and received most of the Special and General Court Martials resulting in “bad” (dishonorable) or general discharges, or harsh military jail sentencing.  Some bases were observed to blatantly display Confederate flags and symbols of the Ku Klux Klan.  Also, many German enterprises were threatened by White U.S. troops if they welcomed African American soldiers (Render, 1970).  I also witnessed this while in Germany during the post-Korean war years in the United States Air Force.

 As a result of other-than-honorable discharges, thousands of African American Vietnam Era Veterans were denied GI Bill and Veterans’ benefits, including treatment for PTSD.  This, of course, impacted marital and family relations within the Black community (Myers, 1989).  Again, like the Civil War’s impact on Black Veterans noted earlier, readjustment to civilian life was complicated further with few assets and denied access to much-needed health services.

 Misdiagnoses have frequently handicapped combat veterans.  Popular misdiagnoses for this population are Phobic Disorder, general anxiety, and Depressive Disorder, which disqualify combat veterans from  PTSD VA disability benefits.  Also, 77% of Vietnam Era Veterans were misdiagnosed in 1976 at VA hospitals as having Schizophrenia as their major diagnosis (Brende & Parson, 1985).

 Several other events increased the vulnerability of African American Veterans to PTSD.  First, between 1966-69, the Pentagon  (DOD) implemented Project 100,000, a program to draft wayward male youths—disqualified from Job Corps Centers due to delinquency backgrounds—for Vietnam war duty.  About a quarter of a million youngsters, mostly African Americans, were recruited and assigned to infantry or combat duty in Vietnam (Brende & Parson, 1985).  Reportedly, about 38 percent of Vietnam U.S. combat soldiers were African Americans, as announced by the moderator in a DOD training film shown by Don Crawford, the VA Veterans’ Center head at a VA Regional Training Program on September 9, 1980.  As the consulting keynote speaker at this event, I was shocked to learn that Black front-line troops were over-represented in the Vietnam war’s combat by 300%!  (The U.S. Black population was less than 13% in the 1960s.)  Consequently, those who survived suffered with PTSD, co-morbidity problems of drug and alcohol abuse, many with other-than-honorable discharges, and most relegated to the civilian public welfare rolls of the unemployable (Myers, 1975, 1980).

 Second, the Civil Rights Movement in the U. S. was escalating at this time, and Martin Luther King’s assassination in April, 1968, further distressed the Black fighting troops in Vietnam.  They were already struggling with ambivalence in the war against another oppressed people of color, and they were also fighting racist White fellow troops who were sporting Confederate flags and burning Klan crosses.  Thus, race riots became another traumatic, stressful event in their lives.

The Readjustment Counseling Program Background

 The SEEC program of 1971-1973 had served as a model for delivering readjustment-counseling services for duty-bound short-timers.  The VA, a co-sponsor of the SEEC, was under recurrent pressure by the veterans, mental health professionals, and the U.S. Congress to establish such outreach counseling services throughout the nation.  The VA initially opposed the idea of non-VA personnel operating services for veterans.  But 15 years after the Vietnam War started, the U.S. Congress enacted the Readjustment Counseling Program of Veteran Outreach Centers in mid-June 1979.  Community-based, storefront facilities were recommended.  The $50 million earmarked by a 19-member, bipartisan group, led by Representative David Bonior (D.-Mich.), was cut down to an appropriation of $12.1 million—one tenth of one percent of the VA’s budget at that time.  A counseling psychologist, Don Crawford, formerly of Connecticut’s West Haven VA Hospital, was appointed to head the program—to be operational by October, 1980 (APA Monitor, 1979).  By the mid-1980s, 188 outreach veterans’ centers were in operation.  By the mid-1990s, 203 were in operation in all 50 states, Guam, Puerto Rico, and the Virgin Islands.

 In April 1991, the U.S. Congress expanded the Veterans’ Centers’ services to veterans serving in the wars in Lebanon, Grenada, Panama, and the Persian Gulf between 1982 and the early 1990s.

 Given the dubious soundness of the U.S.’s ten-year war in Vietnam, the following prose probably had some relevance for many hesitant heroes in the thick of battle.

REFERENCES
APA Monitor, July-August, 1979, Vol. 10, Nos. 7-8.
Brende, J. O. and Parson, E. R. (1985).  Vietnam Veterans: The Road to Recovery, New York:  Plenum Press.
Morrison, J.  (1995).  DSM-IV Made Easy: The Clinician’s Guide to Diagnosis, New York.
Myers, E.R.  (Dec., 1973).  Counseling Today’s Veterans:  The SEEC Program and Its Implications, American Personnel and Guidance Journal, Wash., DC, Vol. 52, No. 4.
Myers, E.R.  (Jan., 1975).  In Search of Survivability—The Vietnam Veteran.  Presentation at the First National Conference of the National Association of Veterans Program Administrators, Wash., DC.
Myers, E.R.  (Aug., 1980).  The Prevailing Readjustment Crisis for the Vietnam Era Veteran, Black Yank Magazine, Los Angeles, CA.
Myers, E.R.  (Sep. 9, 1980).  Minority Issues in Readjustment Counseling.  Presentation at the VA Regional Training Conference, Rehoboth Beach, Delaware, New Commodore Hotel.
Myers, E.R.  (June, 1981).  Critical Issues in Psychological Readjustment of Minority Veterans, The Minority Veterans Observer, Vol. 1, No. 2.
Myers, E.R.  (1989).  The Impact  of  the Vietnam War  and PTSD on the Black Family. Testimony given to the CBC Legislative Weekend Congressional Workshop, by Invitation of Rep. Charles Rangel.

Render, F. W.  (November 2, 1970).  Memorandum for the Secretary of Defense: U. S. Military Race Relations in Europe, Washington, D.C.
The author may be reached at 5315 Colorado Ave. NW, Washington, DC  20011-3622.

 Over the past 15 years, I have enjoyed some success in writing and publishing op-ed articles, the position papers that appear opposite the editorial page in newspapers.  This article offers suggestions for writing such pieces, and offers two recent examples of pieces that appeared in the Los Angeles Times.

Why Write Op-Ed Articles?

 Aside from the personal recognition and monetary compensation for writing articles for mass consumption, it is part of our mandate as psychologists, and especially as Black psychologists, to offer our ideas and expertise to the public at large.  The problems confronting modern societies are so vast that we must take advantage of every opportunity to inform and educate the public about the causes and solutions to these problems.

 Of course, as Black psychologists, we should direct our intellectual energies toward the problems that are unique to African communities and other communities of color.  Inasmuch as these communities are embedded in a broader social-cultural matrix, we cannot ignore those extra-community individuals and agencies as we seek the liberation of the oppressed around the world.  This requires that we address as broad an audience as possible, one that may read a large circulation periodical such as the Los Angeles Times.  It is worth noting that the Los Angeles Times publishes its paper on the Internet and also syndicates op-ed pieces to large and small newspapers throughout the United States.

How to Write the Op-Ed Piece

 One first must be alert to newsworthy items that can be addressed in a short essay or position paper.  We should seize as many opportunities as possible to put forth our point of view on topical issues that have the attention of the public at large.  One can also generate pieces that have enduring interest to the public, whether it is currently in the news or not.  The two pieces presented herein demonstrate these different approaches to writing the op-ed piece.

 Most newspapers have strict guidelines regarding the length of the submission, and that is typically around 750 words.  So it is incumbent upon the writer to ensure that the essay is very close to that word limit.

 In writing an op-ed piece, I generally engage in the following steps:

1. A decision has to be made to write on a particular topic.

2. Ideas have to be generated for possible inclusion in the article.  This step can be fairly painstaking, and I will typically make an exhaustive list of possible points that I want to include.  At this stage, I’m not too concerned about order or organization, rather, it is an exhaustive listing that I’m after.  In some (rare) instances (such as the first piece presented below), I will do a fair amount of reading and create an annotated bibliography of that reading.

3. The list of ideas should be studied, revised, and expanded upon.

4. Einstein suggested that “Creativity is 99% perspiration and only 1% inspiration.”  I agree.  So after thinking through the ideas and making the list, I will develop an organizing idea or “thesis” that provides the direction for the article.  This thesis is often best accomplished through the formation of a title for the piece.

5. With the organizing principle, or thesis, in mind, the next step is to create an outline that puts the list of ideas into some sort of coherent order.

6. The outline may be studied and revised as needed.

7. While looking at the outline, I write the first draft, basically putting the outlines into words.  I try to do this without too much criticism or editing, just to get the first draft completed.

8. A critically important point, here, is to think about stating the thesis at the outset, and again at the conclusion.  This gives the reader a sense of “closure” in being introduced to an idea that is somehow concluded at the end.

9. In writing the piece, one has to keep the audience in mind.  Op-ed pieces are potentially read by hundreds of thousands of individuals (the daily circulation of the Los Angeles Times is well over one million and has a global audience through the Internet).

10. The piece is carefully revised, at least two or three times, but perhaps a dozen times, until it has a satisfying content and flow of ideas.

11. I may show the article to a favorite critic (typically my wife, Denise), and incorporate any useful suggestions.

12. I’ll count the words (most word processors will do this for you), and ensure in the final edit that the piece is close to 750 words.  If the piece is too long, editors will not want to engage in the difficult process of helping the writer to be more succinct.

13. I submit the article, which is the final but also the most necessary step.  The whole process can take two or three hours or two or three days, but averages a few hours.

An Example

 Last Fall I taught a Seminar in Social Psychology that focused on the psychology of racism.  Students were required to write weekly papers that synthesized the reading material.  I encouraged them to write papers that could be suitable as an op-ed article, that is, papers that were thematic, integrative, and about 750 words in length.  To show them how to do it, I also wrote papers based on the weekly readings (when time permitted).  The first of these papers was sufficiently satisfying to me that I submitted it to the Times in the early morning before my 8:20 a.m. seminar.  By the time I got to class, I got the good news that it would be published within the next few days.  My students, of course, were suitably impressed.
 

“Modern-Day Racism Masks Its Ugly Head”
Published in the Los Angeles Times,
September 11, 2000, Page B7

There are those who assert that racism is obsolete and not a contemporary problem. But racism is a current event; only its expression is more disguised and subtle. And it requires intervention.

We can best understand the contemporary reality of racism by delving into its past. In antiquity, knowledge of racial differentiation was not necessarily accompanied by dehumanizing sentiments; indeed, the ancient Greeks and Romans looked upon the ancient Ethiopians with respect and romanticism. The ancient Egyptians' awareness of racial variation did not carry with it the dehumanization of those who were superficially different.

The idea of race took on the patina of a scientific enterprise primarily in the early to mid-1800s, as part of what is largely known as the European Enlightenment. Scientists at that time, particularly in biology and botany, were earnest in classifying the diversity of life on Earth, and part of this classification included the human species. Perhaps because of ethnocentrism and cultural chauvinism, the classification of human beings included a rank ordering with Europeans at the top of the scale and Africans at the bottom.

The institutionalization of slavery within the Americas required an intellectual justification for the mistreatment of millions of African men, women and children. Muslims had mirrored this process of intellectually justifying enslavement in the earlier enslavement of East Africans. Slavery required racism and was the proximate cause of it.

Racism became unique in the United States largely because of the efforts to abolish slavery. These efforts intensified the efforts of slavery's apologists to justify their “peculiar institution.” Thus if we can say that contemporary racism is a product of American slavery, then we must also accept the premise that American slavery demonstrates other consequences that are as alive and well today as is racism.

Racism in contemporary world affairs is disguised, and it is what some refer to as symbolic racism, modern racism or aversive racism. These eschew the old-fashioned, redneck ideology of white supremacy and black inferiority and instead espouse support for the ideals of equality in human affairs. Yet these ideals of equality are discordant with the preference for the status quo of white privilege.

Thus aversive racism is manifested in opposition to programs and policies that seek to undo white privilege or provide advantages to blacks on the basis of historical discrimination. Interestingly, contemporary research in social psychology demonstrates that the aversive racist is unaware of his or her racism; much of contemporary racism is an unconscious process.

In a series of interesting experiments, some in the laboratory and some in real-world settings, social psychologists have illustrated the presence of unconscious or aversive racism in a number of contexts. The effects of aversive racism are manifold and affect the quality of life of Africans and African Americans both physically and psychologically. Thus we see the ravages of racism at work in the appalling statistics of HIV/AIDS in Africa and among African Americans. We see the life-and-death consequences of old-fashioned and modern racism in the rates of infant mortality among Africans and African Americans as well as their much higher rates of preventable deaths from hypertension, heart disease, cancer and violence.

The current effects of racism have led to a widening of the economic gulf between white Americans and black Americans. Although the proportions of African Americans in the middle and upper classes have increased, so too has the proportion of African American children reared in poverty. The presence of African Americans in the higher echelons of corporate America, government and the military is about one-tenth of what one would expect given a system of true equal opportunity.

To solve these problems of structured inequality, we must first acknowledge the reality of racism in contemporary world affairs. We can no longer afford to hide from this reality. We must make conscious unconscious racism. Then we must develop and propagate social and institutional norms and values that reject racism--conscious and unconscious--and advance true equal opportunity.

 Prospective writers should also be alert to the fact that newspapers editors always edit the submissions.  I generally accept their edits without complaint, although I am frequently not completely happy with their editorial decisions.  You should note, too, that editors will typically come up with their own titles to the articles.  My title for the above article was “Making Conscious Unconscious Racism,” which I thought engaged a nice play on words.  In publishing nearly 20 of these op-ed pieces over the years, I have never had my proposed title used, except for the most recent one (which follows).

 I provided my e-mail address at the bottom of the article, and received a very informative set of e-mails that I have placed on my website as a companion to the article itself (you can find the article and the e-mail correspondence on my website, http://bernard.pitzer.edu/ ~hfairchi/)
 

A Second Example

 Several months ago I proposed at a College Council meeting at Pitzer College the abolishment of the SAT as a criterion for admission (Pitzer is a small, private liberal arts college that engages in a participatory governance system).  When Richard Atkinson, President of The University of California, recently made a similar proposal, it added a great deal of credibility to this idea (see also, my editorial in the February 2001 issue of Psych Discourse).  The writing of the following piece was made difficult because I had to sandwich it in between a number of very pressing activities, including the publication of Psych Discourse.  Yet, it was an opportunity that was too good to pass on, and I put together the following essay in about two to three hours.
 

“SAT's ‘Halo Effect’ Casts a Long Shadow”
Published in the Los Angeles Times,
February 26, 2001, Page B7

The discussion emanating from the University of California regarding the SAT is an invigorating move for American higher education. It is long overdue. The SAT is ideally viewed as a yardstick of merit. It has been used for decades as a key criterion for admission to four-year colleges and universities. Yet, in reality, the SAT is a poorly defined test that reflects racial and economic privileges. It reproduces sex, race and class inequalities in access to the nation's educational resources that produce wealth and power.

The SAT affords a too-easy sorting of students’ applications into the categories of admit, maybe admit and don’t admit. The problem is that many of the students in the don’t-admit category could succeed with flying colors if they were given the chance.

The SAT creates a halo effect that colors the more holistic evaluation of applicants’ statements of purpose and letters of recommendation. It creates a mind-set that is tough to overcome for students who don't have the “test-wiseness” to correctly fill the bubbles on questions that involve obscure vocabulary or reasoning that is embedded in white cultural trivia. Students might be expected to know Shakespeare or Voltaire, but they are safe if they are ignorant of Wheatley or Nkrumah. After more than 20 years of college teaching, I've learned that the single most important criterion for a student’s success is his or her motivation and effort, attributes that are untapped by SAT scores.

I’ve seen students with abysmal scores excel and students with stellar ones flounder. For millions of aspiring college students, the SAT tests students on material that they have not been taught. In the context of known racial inequalities in educational opportunity, the use of an inflexible yardstick such as the SAT is inherently racist. Ward Connerly, the regent who has led the movement to abolish affirmative action at UC and in the nation, suggested that he would not want the banning of the SAT to be a “proxy” for racial preferences. But the use of the SAT is, in fact, a proxy for maintaining the racial and economic advantages of rich whites.

UC President Richard H. Atkinson is correct in casting doubt on the SAT, but he is wrong in suggesting that the SAT II, a subject-matter test, is an improvement. Students are advised to take the verbal and math sections of the SAT II (and a subject area of their choosing), which re-create the same biases as the SAT I. Standardized tests cannot assess merit in the context of non-standardized educational experiences. This is also true for the tests that act as gatekeepers to the professions, the MCAT (for medicine), the LSAT (for law) and the GRE (for the social sciences and humanities).

The under-representation of minorities who face discrimination in undergraduate programs dramatically worsens in graduate schools. Much is at stake in Atkinson’s proposal because of the multibillion-dollar nature of the testing and test-preparation industries. Students waste valuable time and money in preparing for exams that are irrelevant to their success or failure in higher education. Students take the tests several times in hopes of improving their scores--a cost that is prohibitive to families that do not have financial resources.

SAT scores are weak predictors of first-year college success, explaining only 10% of the variance in grades, and have virtually no bearing on subsequent success or failure. Other measures of presumed merit, such as grade-point averages, are also problematic. GPAs are inflated by advanced placement courses that may produce GPAs above 4.0. We know that students in predominantly African American and Latino schools have less access to these courses, just as they have less access to books and experienced teachers.

In a perverse irony, African American and Latino communities support public institutions that they do not benefit from in proportion to their tax dollars. Admissions procedures must eschew criteria that have known biases and incorporate those that allow students’ drive and determination to manifest themselves. They should emphasize the more important qualities of critical thinking, intercultural awareness and a healthy skepticism of the so-called knowledge items contained in the SAT.

Instead of spending billions of dollars to exclude students, we should redirect those dollars to create more seats in more universities. At Pitzer College, students, faculty and staff have been engaged in an ongoing dialogue about the merits of the SAT. In a recent opinion study on the matter, the college’s constituencies have been nearly evenly divided. Atkinson’s bold proposal nudges us in the right direction.

Halford H. Fairchild Is a Professor of Psychology and Black Studies at Pitzer College. E-mail: Hfairchild@pitzer.edu

 I must credit my wife, Denise, for making a number of very useful suggestions on this piece.  These included the idea of the specific content of the tests, the notion of taxation without representation, and the need to suggest alternatives to the SAT.

 In this piece, I was happy that I was finally able to come up with a title that pleased the paper’s editors; but I wasn’t pleased with the way they fooled around with the original paragraph divisions in a way that I didn’t find particularly logical.

Conclusion

 The Los Angeles Times accepts unsolicited op-ed pieces at op-ed@latimes.com.  Articles should NOT be submitted to more than one paper at a time, and you should so state in the submission.
 Our struggle for the liberation of African people necessarily involves all of the people of the Earth.  We must give away what we know about the world in the hopes of making the world a better and more just place to live.  Metropolitan newspapers provide a large audience for making the necessary incremental changes in the thinking of people that provide the opportunity for evolutionary, and perhaps revolutionary, social change.

Halford H. Fairchild is Editor of Psych Discourse and may be reached at PsychDiscourse@aol.com.

CONF. CO-CHAIRS:    Mr. Art Atwell, fishmanaj@msn.com and  Willene Nelson, wd7731n@aol.com
PROGRAM:  Dr. Tony Bandele,   ABANDELE@DU.EDU, 303-871-3883
SPECIAL EVENTS & DECORATIONS:  Dr. Gayle Hamlett,  Gayle_Hamlett@dpsk12.org, 303-355-4069
VOLUNTEERS:  Barbara Avent, bavent6658@aol.com, 303-344-3557
PR/MARKETING:  Ms. Carnita Groves,  sensuret@cs.com, 303-733-3548
REGISTRATION:  Dr. John Brown,  brown.john@tchden.org, 303-861-6153
VENDORS & EXHIBITORS:  Dr. Robert Atwell, robertatwell@sprintmail.com, 303-698-0446
YOUTH PROGRAM:  Mr. Nate Wilson, dnwilson@uswest.net, 303-574-9390
 

ANNOUNCING THE CALL FOR PRESENTATIONS for “The First Eight Years, Pathways to the Future,” Head Start’s 6th National Research Conference, presented by the ACYF, U.S. Department of Health and Human Services, in collaboration with Columbia University, and SRCD, to be held June 26-29, 2002 in Washington, DC. The Call will be mailed and available at http://www.headstartresearchconf.net. Proposals are due on June 15, 2001. Direct all inquiries about submissions to Dr. Faith Lamb-Parker; flp1@columbia.edu; (212) 305-4154; Fax: (212) 305-2015. If interested in becoming a reviewer for these submissions, contact: Bethany Chirico; bchirico@eainet.com; (703) 821-3090 ext. 233; FAX: (703) 821-3989.

CALL FOR PROPOSALS
The Institute for the Study and Promotion of Race and Culture 1st Annual Diversity Challenge Conference to be held October 12-13, 2001 in Boston, MA.
Diversity Challenge theme for 2001: How to Survive Teaching Courses on Race and Culture.
We invite you to submit a proposal for a workshop, symposium, individual presentation, or structured discussion, which reflect some aspect of your experience in teaching, studying or learning about race or culture in educational, mental health, or organizational settings. Topics may include curricula development and teaching strategies, mental health concerns, legal issues, evaluations, or institutional policies.
Deadline to submit a proposal is May 31, 2001.
Please send proposals to Mary Kostman or LaToya Shakes Malone: ISPRC, Boston College, 318 Campion Hall, 140 Commonwealth Avenue, Chestnut Hill, MA 02467 or fax 617-552-1981. For additional information please call 617-552-2482 or e-mail ISPRC@bc.edu.
 

You will soon be receiving nomination forms for the ABPsi elections.  Plan now for the future of ABPsi.  Think about leadership and commitment.  Run for an office or ask someone else to run.  The ABPsi depends on many as the Proverb says "One head does not go into counsel."
Mawiyah Kambon, Ph.D.  Immediate Past President
 

Student Circle Contact Information
The current members of the Central Committee of the Student Circle are as follows:

Chairperson:  Satira Streeter (sstreeter@BOP.GOV)
Immediate-past Chairperson:  Deirdre Sermons, M.A. (deeisat1@aol.com)
Mid-West Regional Representative:  Athena Porter, Ph.D. (athnprtr@aol.com)
Southern Regional Representative:  Kevin Prince, M.A. (harambee@arches.uga.edu)
Undergraduate Representative:  Sandra Wilson (swilsoncannon@hotmail.com)

GRANT WRITERS!  THE ASSOCIATION OF BLACK PSYCHOLOGISTS is in need of Grant writers to write grants for the Association.  We invite you to commit to assist our Association in remaining fiscally stable.  You would work closely with the Grants Committee of the National Board of Directors.  Grants are available to organizations such as ours but we often receive notices with turn around times of only two months.  Grant money is available but must be applied for promptly.  ABPsi could benefit if we had a core of grant writers in place.  The Black community needs the research and services of Black psychologists.  We encourage you to help us move to our rightful place as leaders!  If you are interested in becoming more involved with the heart and soul of ABPsi, please let us know.  Please send letters of intent with a copy of your resume to: Ms. Judy Ross, National Treasurer, The ABPsi, P.O. Box 55999, Washington, D.C., 20040-5999.
 

The Ford Foundation has postdoctoral, predoctoral, and dissertation fellowships for "minorities."  For more information, contact:  Fellowship Office, National Research Council, 2101 Constitution Avenue, Washington, DC  20418.  Phone:  (202) 334-2872; Fax: (202) 334-3419; E-mail: infofell@nas.edu; Website:  http://national-academies.org/osep/fo.  Applications may be downloaded from our Website or filled out on-line.

African American Success Foundation Offers New Research Grant:  The African American Success Foundation (AASF) is pleased to announce the availability of a new award that provides $1,000.00 to graduate students or professionals who are studying instructional strategies that contribute to African American high academic achievement. Through the Shelia Starks Dudley Educational Research Award, the Foundation encourages research that highlights students who are excelling academically at the preschool, elementary, middle, and/or high school levels and related instructional strategies, institutional and/or policy variables. The application deadline for this award is March 30, 2001.  AASF also provides an award of $1,000.00 to support research being conducted by graduate students or professionals studying African Americans who are high academic achievers. Through its Lydia Donaldson Tutt-Jones Memorial Award, AASF encourages research that highlights the attitudes and behaviors that are contributing to high academic achievement in African Americans. Research focus may be upon students/graduates, their parents, or both, and may address early childhood education, student performance in the elementary, middle or high school years, as well as the attitudes and behaviors that help individuals finish college and graduate school. Parental behaviors that contribute to student success, as well as related home and community variables that promote excellence in educational performance may be included. The application deadline is June 29, 2001.  The African American Success Foundation’s mission is to promote the positive image of African Americans and, through these particular awards, is interested in encouraging research that increases the body of knowledge about African American students who are excelling in school to aid in the replication of that success for others. The research should be completed within one year, and award recipients must prepare a publishable caliber paper upon completion of the project to provide to the Foundation. For application criteria and procedure visit http://blacksuccessfoundation.org/ or contact Dr. E. Carol Webster at 954.792.1117 or drcarolwebster@blacksuccessfoundation.org.

March 8-11, 2001:  National Black Family Conference, held in Louisville Kentucky.  Please check the website for BFA:  www.louisville.edu/edu/bfa.

JULY 15-24, 2001.  The 2nd International Conference and Exhibition on Traditional Medicine:  We wish to reinforce information already forwarded to your Association that we shall be co-hosting the 2nd International Conference and Exhibition on Traditional Medicine at the Accra International Conference Centre, Ghana with the Ministry of Health of that country from the 20th to 21st July, 2001.  The conference under the theme:  “Integrating Orthodox Medicine Into Traditional Medicine” is open to doctors, professors, paramedics, nurses and students in the practice and study of both conventional and alternative/complementary medicine in continuation of the process of dialogue and education which begun at the July 2000 International Conference on Traditional Medicine in that country.  In an ever-changing world of diverse population with equally diverse health and medical issues, the need for such a forum to discuss ways and means to advance global health care cannot be over emphasized.  There will be pre/post conference tours to hospitals and other interesting sites. Medical institutions, doctors and nurses are encouraged to offer voluntary services and medical supplies to specific institutions as indicated in the tentative itinerary (e-mail a request for details).  Practitioners, nurses and students wishing to present papers are encouraged to submit abstracts having direct bearing on the theme of the conference to Africa First LLC not later than May 15, 2001. Papers must be 5-20 pages (A4 format, double spacing, font 12) with not more than 30 minutes duration in presentation.  The 10 days program which commences on July 15 to 24, 2001, is at the cost of $2,450.00 per person round trip Baltimore-Washington/Accra/ Baltimore-Washington on Ghana Airways; cost includes round trip airport transfer with assistance, hotel on double occupancy, 3 meals daily, pre/post conference tours, conference participation in keeping with attached itinerary (e-mail for details).  Single and triple rooms are available at extra cost. Interested parties from the USA, Canada and neighboring countries should fill in the attached registration form and send with it a non-refundable deposit of $350.00 to Africa First LLC, 517 Asbury Street Suite 11, Saint Paul, MN 55104 USA, telephone (651) 646-4721 telefax (651) 644 3235. E-mail:  africafirst@yahoo.com not later than November 30, 2000. Balance is due on April 30, 2001.  Sincerely yours, J.William Danquah, Chief Executive Officer.
 

THE ASSOCIATION FOR WOMEN IN PSYCHOLOGY Announces the Eleventh Annual Women of Color Psychologies Award.  Submissions:  Empirical, theoretical, and applied papers and books that contribute significantly to the understanding of the psychology of women of color will be considered.  Eligibility:  Manuscripts must be by and about women of color.  Jointly authored manuscripts will be considered if the first author is a woman of color.  Papers should be approximately journal length, written in APA manuscript style, and publication-ready (i.e., no drafts of papers).  Papers that have been submitted for publication or presented at a professional meeting, and papers and books that have been previously published or accepted for publication are eligible.  Submission Procedures:  The following material must accompany submissions:  four copies of the manuscript, two self-addressed stamped legal-sized envelopes, and a cover sheet with your name, address, phone number, and the title of the paper.  The author’s name should not appear anywhere on the paper itself.  Please send the above materials to:  Dr. Jeanette Hsu, VA Palo Alto Health Care System, 3801 Miranda Avenue (116B), Palo Alto, CA  94304, (650) 493-5000, ext. 67915, Fax:  (650) 852-3445, E-mail:  Jeanette.Hsu@med.va.gov.  Deadline for Submissions:  April 1, 2001.  Review:  A diverse panel of AWP members will conduct a blind review (except when reviewing published books).  Submissions will be evaluated on the basis of creativity, sound methodology, clarity of presentation, contribution of new knowledge, and importance to the advancement of the psychology of women of color.  Awards:  The recipient of the award will be announced at the American Psychological Association convention in August 2001.  The recipient will be invited to present at the 2002 AWP Conference and will receive up to $250 in travel expenses.

Attention Women:  Your participation is invited:  The Association for Women in Psychology (AWP) Women of Color Psychologies Award Committee would like additional AWP members for the committee who are familiar (or would like to become more familiar) with the literature by and about women of color.  We appreciate members from all backgrounds to ensure a diverse panel of reviewers.  Your responsibilities will include the recommendation of manuscripts for the committee to review and participation in the review process itself.  Even if you do not wish to serve as a reviewer, please feel free to make suggestions of articles and books for the committee to review.  We wish to consider as many articles and books as possible for the award.  The deadline for submissions is April 1st.  We will begin reviewing the submissions soon after that, with a deadline for completion of reviews of July 15th.  Members of the committee attending the annual APA convention will meet during APA and confirm the year’s awardee. For additional information about the committee and/or the recommendation process, please contact the committee chair:  Dr. Jeanette Hsu, VA Palo Alto Health Care System, 3801 Miranda Avenue (116B), Palo Alto, CA  94304, (650) 493-5000, ext. 67915, Fax:  (650) 852-3445, E-mail:  Jeanette.Hsu@med.va.gov.

E-Mail Directory

Samella B. Abdullah <Sbabdullah@aol.com>
Beverly Colwell Adams <badams@rmwc.edu>
Adisa Ajamu <Aajamu@apa.org>
Na'im Akbar <nakbar@mindpro.com>
Patricia Allen <pallen@members.fyinfo.net>
Tonya D. Armstrong <tarmstrg@duke.edu>
Kimlin Ashing-Giwa <kashing@mail.cspp.edu>
Patricia Allen <pallen@members.fyinfo.net
Robert Atwell <RobertAtwell@sprintmail.com>
Ike Azuonye <Azuonye@aol.com>
Carolyn F. Bailey <CFBailey@aol.com>
Oscar A. Barbarin <barbarin@umich.edu>
Pearl Barner <barne004@maroon.tc.umn.edu>
Allister Barton <abarton_byhl_ca@hotmail.com>
Ruby Beale <rubeale@umich.edu>
Ron Beavers <RBeaverPHD@aol.com>
Faye Z. Belgrave <fzbelgra@saturn.vcu.edu>
Lester Bentley <hoteplb@africana.com>
Cheryl Beverly CBeverly@elcamino.cc.ca.us
Christopher L. Bishop <cbishop131@aol.com?
Adetokunbo Borishade <sankofa@leading.net; website: http://users.southeast.net/~sankofa>
Rhonda Cherie Boyd <rboyd@welchlink.welch.jhu.edu>
Craig Brookins <biadnow@unity.ncsu.edu >
Deborah Brome <brome@umbsky.cc.umb.edu>
Wendy Buskey <buskey@umbc.edu>
Jeffery Butler <JButler@CSLANET.CalStateLA.edu>
Leon D. Caldwell <lcaldwell2@unl.edu>
Pat Canson-Griffith <CansonGrif@aol.com>
Dale Carter <WMYSS@aol.com>
Dominique Charlot-Swilley <dswilley@jhsph.edu>
Dennis Chestnut <CHESTNUTD@MAIL.ECU.EDU>
Diahann Clark <Diahann00@aol.com)
Kevin Cokley <kcokley@siu.edu>
Sandra Cox <Sandilane4@aol.com>
U-Shaka Craig <Ushaka1@aol.com>
Claytie Davis III <cdavis@uhs.berkeley.edu>
Debra L. Davis < dldavis@gwu.edu>
Ramona Davis <rdavis@DHVX20.CSUDH.EDU>
Anthony Davison <adavison@umich.edu>
Darlene C. DeFour (ddefour@shiva.hunter.cuny.edu>
Dana Dennard <aakhet@aakhet.com>
Rhoan Dennis <RHOAN1@AOL.COM>
Adeeba D. Deterville <sankofainc@msn.com>
Martha Dorsey <Marthaldorsey1@AOL.COM>
Richard Doss <richdoss@sunset.backbone.olemiss.edu>
Glorious K. Dunkerley <Kerined@aol.com>
Kelly S. Ervin <ervink@mail.wsu.edu>
Halford Fairchild <HalFairchild@aol.com;
 website: http://bernard.pitzer.edu/~hfairchi/>
Fatima Ford <FYFORD@aol.com>
Juliet Francis <jmfrancis@erols.com>
A.J. Franklin <ajaxfrank@aol.com>
Stan Gaines <sogainesjr@aol.com>
Yolanda Y. Garcia <ygarcia@tamiu.edu>
Angela R. Gillem <gillem@arcadia.edu >
Lawford Goddard <llgodd@sfsu.edu>
Paula G. Gomes <PGGomes@aol.com>
Samuel Gordon <sagord@usa.net>
Harvette Grey <hgrey@wppost.depaul.edu>
Patricia Grice <Pagpsi@aol.com
Stan Griffith <Twigs959@aol.com>
Tawede Cheryl Grills <Cgrills@aol.com>
Carnita Groves <SENSURET@cs.com>
Jerry E. Hargrove, Jr. <HuNewmanCr@aol.com>
Angela Hargrow <amhargro@unccvm.uncc.edu>
Mary Elizabeth Hargrow <mehargrow@pc-systems.net>
Denise Hatter <DHatter@otterbein.edu>
Denise/Ayo Hinds-Zaami <DHindsZaam@aol.com>
Bertha G. Holliday <bholliday@apa.org>
Bill Jackson <R_Ready@pacbell.net>
James Jones <jaimejones@msn.com>
Arthur C. Jones <ajones@nova.psy.du.edu>
Patricia Jones <alienist@ix.netcom.com>
Willa Jones < Willa3@africana.com>
Lisa Jordan <ljordan@umbc.edu>
Journal of Black Psychology <rkburlew@juno.com>
Kobi Kambon <Kkkkambon@aol.com>
Jennifer F. Kelly <JFKPHD@aol.com>
Naa Oyo A. Kwate < nkwate@earthlink.net>
Demetrius Lamar <dlamar@lynx.dac.neu.edu>
William B. Lawson <WLawsonPsy@aol.com>
Harold Lee <H42537@aol.com>
George Leary <gleary1@gl.umbc.edu>
Dawn Katrina Lewis <hotep13082@aol.com>
Debra Lewis <dlewis2201@aol.com>
Dyanne P. London <Dyengland@aol.com>
Kemba A. Maish <kmaish@igc.org>
Charles Mate-Kole <matekolec@ccsu.edu>
Hariette McAdoo <mcadoo@pilot.msu.edu>
Kathleen McDuffie <kfm9@cdc.gov>
Jeanne McIntosh <jmcintos@wppost.depaul.edu>
Paulette Melina <AziJo@aol.com>
Isaac T. Miller <Fhsike@aol.com>
Kenneth P. Monteiro <monteiro@sfsu.edu>
Lynda C. Morris <lmorris@lesley.edu>
Carolyn Murray <victory@citrus.ucr.edu>
Linda James Myers <Myers.19@osu.edu>
Willene Nelson < wd7731n@aol.com>
Dee Newson <dnewson@helios.acomp.usf.edu>
Wade W. Nobles <wnblkstd@sfsu.edu>
Kimani Norrington-Sands <peedub@pacbell.net>
Velile Notshulwana <notshulwanav@hotmail.com>
Nettie Ball Obleton obleton@imap4.asu.edu
A. Orton <aorton@st.maryca.edu>
John Oshodi <jos5930458@aol.com>
Olufemi Osunmilaya <Mawakana@aol.com>
Thomas Parham <taparham@uci.edu>
Nashay Pendleton <Ebnprncess@aol.com>
Nolan Penn <npenn@san.rr.com>
Temille Porter <tporter@mizar.usc.edu>
Randolph Potts <potts@mail.hartford.edu>
Carlton Quarells <carltonquarells@e-mail.msn.com>
Suzanne Randolph <sr22@umail.umd.edu>
Harriette Richard <Rich1599@aol.com>
Larry T. Richardson <ibhcltr@aol.com>
Al Roberts <aroberts@fac.howard.edu>
George Roberts <gwr2@CDC.GOV>
M. Renee Robinson < mrr25@drexel.edu >
Judy Ross <abpsitreas@Africana.com>
Vera P. Roquemore <vroquemore@yahoo.com>
Daryl Rowe <daryl.rowe@pepperdine.edu>
Ayo Sanyika asanyika@lu.lincoln.edu
Eleanor K. Seaton <eseaton@astro.ocis.temple.edu>
Deirdre 'Dee' Yvette Sermons <DEEISAT1@AOL.COM>
Pamela Shipp <shippp@leaders.ccl.org>
Kumea Shorter-Gooden <ksgooden@mail.cspp.edu>
Meryl Sirmans <msirms@hotmail.com>
William Smith <zodiacll@aol.com>
Satira Streeter <satira@juno.com>
Judy Sundayo <jsundayo@earthlink.net
Doris Taylor <DDRDORIS@aol.com>
Bill Thomas <WThomas181@aol.com>
Reva Thomas <Rreva@aol.com>
Lorean Thompson <L1Thompson@aol.com>
Shawn N. Thompson <snthomps@ic.sunysb.edu>
Ivory L. Toldson <itoldson@bellsouth.net>
Nkechi (Florence) Townsend <Nkechit 2@aol.com>
Chinita Trotter <ACTrotterPhD@JUNO.com>
Alvin Turner <alvin55@earthlink.net>
Larry D. Turner <turner@uic.edu>
Joycelyn Turner-Musa <jturner@jhsph.edu>
Shawn O. Utsey <utseysha@shu.edu>
Gretchen Chase Vaughn <vaughng@earthlink.net>
Charles Waddell <cmwaddell@mindspring.com>
James Walker, Jr. <walkerj@eden.rutgers.edu>
Duncan Walton <duncan_walton@hotmail.com>
Nsenga Warfield-Coppock <drnsenga@aol.com>
Tameka Wellington <twellington@excite.com>
Lisa Whitten <Whittenphd@aol.com>
Linda Whittington-Clark <lwhittingtonc@aol.com>
Dan Williams <DWilliamsp@aol.com>
Khaliyah Williams <khaliyah@OREGON.UOREGON.EDU>
Robert L. Williams <DR1EBONICS@aol.com>
Nathaniel Andrew Wilson <dnwilson@uswest.net>
LaPearl Logan Winfrey <lapwinf@aol.com>
Carl Word <CWord1147@aol.com>
Michael Wynne <mwynne@elcamino.cc.ca.us>
Tony Young <TutmoseFCS@aol.com>

To join this listing or for an electronic copy, send an e-mail to PsychDiscourse@aol.com (Hal Fairchild).  If you think you have sent a note to join the list before, and don't see your name, please send it again!  Nonworking addresses are periodically removed.

Authors Wanted

1.  Psych Discourse wishes to publish biographical articles on elders and other members of The Association.  Articles should be between 1000-3000 words and submitted to the Psych Discourse editor.

2.  Articles are requested that focus on Black mental health, to be published in the April issue of Psych Discourse.  Submit articles to the editor.
 

Please Notify the National Office of Address Changes!
 
 

NOTICE TO CONTRIBUTORS:
Send manuscripts, hard copy and diskette (specify diskette format), to:  Halford Fairchild, Editor, Psych Discourse, The ABPsi, P.O. Box 55999, Washington, D.C.  20040-5999.  Editor's FAX:  (323) 734-0076.  Or e-mail the submission to PsychDiscourse@aol.com.  IBM-formatted files are strongly preferred.  Macintosh users should convert to Word for Windows prior to submitting.  Phone Inquiries should be made directly to the editor:  (323) 734-0809.

 Arizona

ARIZONA SCHOOL OF PROFESSIONAL PSYCHOLOGY:  seeks one full-time appointment to the Clinical Psychology Core Faculty.  Please submit cover letter, vita and three letters of recommendation, at least two of which address teaching effectiveness, to:  Philinda Hutchings, Ph.D., ABPP, Search Committee Chair, AzSPP, 2301 W. Dunlap Ave., Ste. 211, Phoenix, AZ  85021.  AzSPP encourages applications from minorities and women.  For further information call (602) 216-2600.  [AZ1]

Colorado

UNIVERSITY OF DENVER - DEPARTMENT OF PSYCHOLOGY:  The University of Denver Department of Psychology is searching for an exceptionally qualified researcher and teacher who has an established program of research on developmental processes.  We hope to fill the position in September 2001, and the position will remain open until it is filled.  Level is open, but our preference is to hire at least at the advanced assistant level.  Applicants with developmental interests in any area of psychology will be considered.  Send a letter of interest, vita, at least three letters of recommendation (or the names and addresses of three referees who will not be contacted without your permission) and reprints/preprints to: Developmental Search Committee, Department of Psychology, University of Denver, Denver CO 80208.  The University of Denver is committed to enhancing the diversity of its faculty and staff and encourages applications particularly form women, minorities, veterans, and people with disabilities.  [CO1]

Connecticut

THE GRADUATE INSTITUTE OF PROFESSIONAL PSYCHOLOGY (GIPP) at the University of Hartford seeks experienced core faculty member to assume position as tenure track Associate Professor and one of two Associate Directors in its APA accredited, practitioner/scholar, Psy.D. program in clinical psychology.  Year round position with competitive compensation package, ideally to begin January, 2002.  Faculty experience in APA well-published scholar in a clinically relevant area ability to join/mentor more junior faculty in developing their scholarship.  CT license or license eligibility required.  We are committed to diversity in all of its manifestations, and are involved in several joint intervention and research programs with community hospitals, agencies and groups, as well with other regional universities.  Applications from women and members of other historically marginalized groups are particularly welcome.  Equal opportunity, affirmative action employer.  Please send letter of application, vitae and the names of three references to:  David L. Singer, Ph.D., ABPP, Director, Grad. Inst. Prof. Psych, University of Hartford, 103 Woodland Street, Hartford, CT  06105.  EOE/AA/M/F/D/V.  [CT1]

Georgia

IMMEDIATE OPENING FOR A CORPORATE PSYCHOLOGIST.  Sperduto & Associates, Inc., an Atlanta-based corporate psychology consulting firm, has grown steadily and profitably since it was founded in 1982.  As a result of continued strong growth, we are aggressively searching for high quality candidates to immediately fill a current opening.  We are seeking individuals who possess the desire and ability to make a long-term career commitment so we can maintain our record of excellent service and very low turnover.  We work with established long-term clients and a steadily growing list of new clients.  We serve a diverse clientele nationwide and provide many services tailored to the needs of top management. These services include individual psychological assessment, executive coaching, attitude and 360? surveys team building, training, culture change, organizational development, and acquisition/merger work.  We provide a supportive but fast-paced learning environment.  We offer a competitive salary with exceptional bonus opportunities, profit-sharing, and long-term earning potential based on performance.  Qualified candidates possess a Ph.D. in Industrial/Organizational, Clinical, or Counseling Psychology and are licensable in Georgia.  We are looking for candidates who possess strong interpersonal skills, well-developed problem solving skills and judgment, conscientiousness, insight into self and others, an understanding of individual personalities and behavior, the ability to work both as an individual performer and a team member, and the desire to learn and grow.  This full position includes moderate travel of no more than two nights away from home per week.  We encourage you to learn more about us at www.sperduto.com.  Please send a resume and letter of interest to:  Dean Stamoulis, Ph.D.; Attn:  Recruiting Representative; SPERDUTO & ASSOCIATES, INC.; 235 Peachtree Street NE, Suite 300, Atlanta, GA 30303.  [GA1]

THE REGENTS’ CENTER FOR LEARNING DISORDERS AT THE UNIVERSITY OF GEORGIA (UGA) is recruiting a full-time psychologist (doctoral level).  The Regents’ Center provides comprehensive psychological evaluations of older adolescent and adult college students referred for assessment of possible developmental or acquired learning disorders, psychological disorders, or cognitive/language deficits impacting academic success.  The Regents’ Center also provides training and supervision of graduate students and postdoctoral fellows, and staff actively conducts theoretical and applied research.  Successful candidates will be licensed or license-eligible in Georgia, experienced in conducting comprehensive psychological evaluations (i.e., knowledgeable of a wide range of cognitive, achievement, and psychological measures), experienced in evaluating older adolescents/adults with cognitive, language, and/or learning disabilities, and interested in working on multidisciplinary evaluation teams.  Review of applicants by the search committee will begin immediately and continue until the position is filled.  A completed application includes a letter of interest, current curriculum vitae, work sample, and three letters of reference sent to: Scott E. Miller, Ph.D., 331 Milledge Hall, The University of Georgia, Athens, GA  30602.  Additional details about the position can be obtained by contacting Dr. Miller via e-mail at scmiller@arches.uga.edu or at (706) 542- 4589.  AA/EOE employer.  We especially welcome applications from women and members of minority groups.  [GA2]

TENURE-TRACK FACULTY POSITION IN BEHAVIORAL NEUROSCIENCE:  THE DEPARTMENT OF PSYCHOLOGY AT GEORGIA STATE UNIVERSITY invites applications for a tenure-track faculty position in Behavioral Neuroscience.  We are particularly interested in individuals who work with non-human species and employ neuroimaging approaches to the study of how the nervous system regulates behavior.  The successful candidate appointed at the Assistant or Associate Professor level, depending upon qualifications, will be expected to establish a vigorous, independent, externally-funded research program.  Applicants at more senior levels should have an established, externally-funded research program.  All faculty members also participate in instruction at the undergraduate and graduate levels.  The Psychology Department has a large and active research faculty, outstanding facilities, and Ph.D. training programs (See http://www.gsu.edu/~wwwpsy/).  Our expanding program in Neuropsychology and Behavioral Neuroscience includes two interdisciplinary Centers at Georgia State focused on neuroscience research and involves research in both human and animal behavioral neuroscience.  Georgia State University is engaged in a major expansion of its research and instructional programs in Behavioral Neuroscience as part of the recently launched NSF Science and Technology Center for Behavioral Neuroscience.  Generous state and institutional funds along with $20 million dollars from the National Science Foundation has been committed to fund the Center for the first five years.  The Center is a consortium of more than 60 neuroscientists from Georgia State and other Atlanta area universities including the Atlanta University Center, Emory University, Georgia Tech and Morehouse Medical School.  The purpose of the center is to foster interdisciplinary collaborative approaches towards understanding the basic neural mechanisms underlying the regulation of complex social behaviors and emotions.  The center is also designed to enhance minority participation in science, to encourage technology transfer to industry and, to aid in bringing research findings to the public.  Applicants should include, a CV, reprints of recent papers, at least three letters of recommendation, and a statement of future research plans.  Georgia State University is a Doctoral/Research-Extensive University (Carnegie Foundation, 2000) which is located in a major urban setting with the most diverse student body in the State of Georgia.  Applicants should feel free to include information regarding their ethnic background or experiences that would add to the diversity of the departmental environment.  Send application to:  Chair of the Behavioral Neuroscience Search Committee, Dept. of Psychology, Georgia State University, Atlanta, GA  30303.  Review of applications will commence on April 1, 2001 and continue until the position is filled.  Georgia State University, a Unit of the University System of Georgia, is an EEO/AA Employer.  [GA3]

ASSISTANT PROFESSOR OF PSYCHOLOGY, NORTH GEORGIA COLLEGE & STATE UNIVERSITY.  Nine-month tenure-track position at state supported, co-educational institution.  Teach four of the following courses: Intro psychology, Developmental, Careers in Psychology, Health, Cognitive, Aging, Leadership.  A Ph.D. in Psychology is required.  Application materials must include a letter of application, curriculum vitae, statement of teaching philosophy, description of research experience and interests, transcripts of undergraduate and graduate credits, and three letters of reference.  The department embraces diversity.  Members of under-represented groups including people of color, persons with disabilities, and women are encouraged to apply.  Strong interpersonal skills and the ability to work as a team member are required; grant writing experience and involvement with minority populations are desirable.  Review of applications will begin immediately and continue until the position is filled.  Send materials to: Human Resources, Attn: Assistant Professor of Psychology, North Georgia College & State University, Dahlonega, GA  30597.  AA/EOE.  [GA4]

Indiana

POSITION ANNOUNCEMENT:  Staff Therapist.  STARTING DATE:  July 1, 2001.  RESPONSIBILITIES:  Primary responsibility for CAPS’ (Counseling and Psychological Services) programs for African American students on campus.  Provide support to CAPS’ staff in identifying important issues for programming and service delivery to this population.  Provide psychological services to students, including intake interviews, psychotherapy, referral and consultation.  Consult with campus faculty, staff, and agencies regarding psychological needs of students.  QUALIFICATIONS:  Doctorate in Clinical or Counseling Psychology from an APA-approved program, or M.S.W.  Licensed or license-eligible in the State of Indiana preferred.  Interest/experience in multicultural counseling, with a focus on the African American population.  Interest/experience with university student populations.  Proficiency in assessment, therapy, supervision, and program development.  APPOINTMENT, SALARY, BENEFITS:  Full time, twelve month appointment. Salary competitive. Excellent fringe benefits, including retirement program, medical, disability and term life insurance programs.  APPLICATION INFORMATION:  Review of applications will begin immediately and continue until the position is filled. Women and minorities are encouraged to apply. Candidates should submit a letter of interest, vita, and three letters of recommendation to:  Susan L. Prieto-Welch, Ph.D., Acting Director, Counseling and Psychological Services, Purdue University  West Lafayette, IN  47907-1826.  ATTN: WLAD 1826.201.  1-826 PSYC 1120.  http://www.purdue.edu/caps/job.html.  Equal Opportunity/Affirmative Action Employer.  [IN1]
Massachusetts

UNIVERSITY OF MASSACHUSETTS, AMHERST – DEPARTMENT OF PSYCHOLOGY-THE DEPARTMENT OF PSYCHOLOGY AT THE UNIVERSITY OF MASSACHUSETTS periodically has openings for postdoctoral research positions in areas including Biopsychology, Cognitive, Developmental, Educational Psychology, Personality and Social Psychology, and Clinical Psychology to work with members of our departmental graduate research faculty.  Various positions are available with members of our departmental graduate research faculty; salaries and terms of employment vary depending on the needs of individual faculty researchers.  Information about faculty researchers and current opportunities may be found at the Department of psychology departmental WWW site, http://www.umass.edu/psychology.  If you are interested in having your candidacy considered for any potential opening in your preferred specialty area, please submit a recent curriculum vita, description of education and research background, and three letters of reference to:  Postdoctoral Searches, Department of Psychology, 438 Tobin Hall, University of Massachusetts, Amherst, MA  01003.  If you would like to work with a particular faculty member at our department, please be sure to mention the faculty member’s name in your application package.  Our review of applications begins March 1, 2001 and will continue until all openings within this fiscal year are filled (though June 30, 2001).  All postdoctoral positions are subject to funding availability.  The University of Massachusetts is an Equal Opportunity/Affirmative Action Employer that encourages applications from women and minority candidates. [MA1]

Minnesota

CHAIR, HEALTH PSYCHOLOGY, CHAIR, FAMILY PSYCHOLOGY, CHAIR, SCHOOL PSYCHOLOGY, CAPELLA UNIVERSITY:  Capella University invites applications for three full-time Chair positions within the Harold Abel School of Psychology starting July 1, 2001.  Capella University offers a unique experience for the professional psychologist to contribute to the success of adult learners within a collaborative partnership of academic excellence.  Regionally accredited, Capella delivers undergraduate and graduate degree programs, certificates and continuing education to adult learners who seek to integrate advanced study with their professional lives.  The following leadership positions are available in the Harold Abel School of Psychology due to rapid growth:  Chair, Health Psychology; Chair, Family Psychology; Chair, School Psychology.  As a full-time, core faculty member, the Chair will provide leadership to faculty and enrolled learners in the specific psychology specialization and will report to the Dean.  The Chair will direct and influence curriculum development, maintain academic standards, assure quality educational experiences in all phases of the program, oversee faculty recruitment and retention, and maintain desired learner enrollment aligned with yearly goals. The Chair also supports enrolled learners and graduates in their preparation for entering appropriate applied practice settings for their psychology specialization and applying to various professional and regulatory agencies. Additionally, the chair will work in concert with the Dean and other academic leaders to obtain appropriate state and national accreditation for the specialization. Qualifications:  earned doctorate, interest in and commitment to teaching in an online environment, proficient in the use of internet tools, minimum of 3 years prior graduate teaching experience.  At Capella, we offer a comprehensive compensation/benefits package including Employee Stock Ownership within a team-oriented, collaborative work environment.  To make application, please send vita and references to: Dr. Jeff Leichter, Psychology Search Committee, Capella University, 222 South Ninth Street, 20th Floor, Minneapolis, Minnesota 55402.  email resumes to:  mprice@capella.edu    Please visit us at our website: www.capellauniversity.edu   EOE.  [MN1]
 

Missouri

CLINICAL PSYCHOLOGY, TENURE-TRACK POSITION AT THE RANK OF ASSISTANT OR ASSOCIATE PROFESSOR in APA-approved program, beginning August, 2001.  Position involves undergraduate and graduate teaching, clinical supervision and an active program of original research.  Clinical and/or research interests in ethnicity and diversity are preferred.  Saint Louis University is a Catholic, Jesuit institution dedicated to education, research and health care.  The department has 23 full time faculty, over 200 undergraduate majors and 100 graduate students, and has doctoral program in clinical psychology and applied-experimental psychology (with specialties in developmental, experimental, organizational, and social).  Applicants must have Ph.D. and internship from APA-accredited programs.  License eligibility preferred (one year of postdoctoral supervised clinical experience.).  Applications from women and minorities are strongly encouraged.  Send vita, preprints/reprints, three letters of recommendation, and brief statement of research, clinical and teaching interests to E.M. Clark, Ph.D., Clinical Search Committee Chair, Department of Psychology, Saint Louis University, Shannon Hall 201, 3511 Laclede Avenue, St. Louis, MO 63103-2010.  Email inquiries may be addressed to clarkem@slu.edu.  The search will continue until the position is filled, but materials should be received by April 23, 2001 to ensure full consideration.  Saint Louis University is an affirmative action, equal opportunity employer.  [MO1]

ASSISTANT RESEARCH PROFESSORS:  Two research faculty positions are available at the University of Missouri-St. Louis, Center for Trauma Recovery (CTR). Applicants must have a doctorate in clinical or counseling psychology from an APA accredited program and must be licensed or license eligible.  Both positions will involve research, clinical, and administrative duties on a NIMH funded treatment outcome study for PTSD, and clinical work/supervision in our trauma clinic. One position will be for a project director and will carry more administrative responsibilities while the other will have a greater clinical load. Cognitive-behavioral treatment orientation is necessary and experience in diagnostic interviewing and therapy with trauma populations is desirable.  Both positions offer opportunities for grant writing and career development. Starting date for the position is June 1, 2001.  Interested applicants should submit letter of interest, vita, and three letters of recommendation to Patricia A. Resick, Ph.D., Center for Trauma Recovery, University of Missouri-St. Louis, 8001 Natural Bridge Road, St. Louis, MO 63121. The University of Missouri-St. Louis is an affirmative action/equal opportunity employer committed to excellence through diversity.  Deadline for application is April 1, 2001.  See www.umsl.edu/divisions/ artscience/psychology/CTRHome.html [MO2]
 

New York

COUNSELOR/THERAPIST, COUNSELING AND PSYCHOLOGICAL SERVICES, GANNETT: UNIVERSITY HEALTH SERVICES, CORNELL UNIVERSITY, ITHACA, NY:  Cornell University has an opening in its office of Counseling and Psychological Services. Generalist sought with competency in one or more of the following areas: diversity and multicultural issues, eating disorders, substance abuse, and sexual assault trauma. Required: Doctorate in psychology (or related field) or an MSW, and licensure or eligibility in New York. Previous college mental health experience, a plus. The successful candidate will possess flexibility to adapt to changing work demands, comfort with a fast-paced environment, strong work ethic, congenial and collaborative approach to students and colleagues, readiness to address multicultural issues, capacity for outreach, commitment to working in an integrated healthcare environment. Applications accepted until position is filled. Send cover letter, vita, and three letters of reference to: Staff Search Committee, Counseling and Psychological Services, Gannett: Cornell University Health Services, Ho Plaza, Cornell University, Ithaca, NY 14853 -3101. Members of minority groups are strongly encouraged to apply.  Cornell University is an equal opportunity/affirmative action employer.  [NY1]

North Carolina

THE UNIVERSITY OF NORTH CAROLINA AT WILMINGTON:  THE DEPARTMENT OF PSYCHOLOGY invites applications for a tenure-track appointment in developmental psychology at the level of assistant professor.  The successful candidate will be expected to teach in an interdisciplinary gerontology program as well as a course in lifespan development.  UNCW is a 10,000 student comprehensive university located on the scenic North Carolina coast.  The department, of 27 full-time faculty members, has 400 undergraduate majors and 45 graduate students in a master’s degree program with general and substance abuse treatment concentrations.  Applications should have completed an earned doctorate by August, 2001.  Teaching and research are the primary responsibilities; service is also expected.  Salary is competitive.  The position will begin in August, 2001.  Members of ethnic minority groups and women are especially encouraged to apply.  A complete application, including a letter of teaching and research interests, a vita, up to three preprints or reprints, and three reference letters, must be received no later than January 3, 2001 to receive full consideration.  Applicants will be reviewed until the position is filled.  Send application materials to:  Chairperson, Search Committee, Department of Psychology, University of North Carolina at Wilmington, Wilmington, NC  28403-3297.  For information contact Dr. Lee A Jackson Jr., Department Chairperson, at 910-962-3376. WWW/UNCWIL.EDU/PSY.  UNCW is an EEO/AA Employer.  [NC1]
 

Pennsylvania

TENURE-TRACK FACULTY POSITION VACANCY:  COLLEGE OF LIBERAL ARTS, DEPARTMENT OF PSYCHOLOGY, SCHOOL PSYCHOLOGY-CALIFORNIA UNIVERSITY OF PENNSYLVANIA invites applications for a tenure-track position  Requirements include:  1) a doctorate in School Psychology or related areas; 2) certification as a School Psychologist in Pennsylvania (or eligibility); 3) a minimum of three years experience as a practicing school psychologist in a public school setting; and )4 eligibility for Pennsylvania Psychology Licensure.  Teaching experience at the graduate and undergraduate level is desirable and preference will be given to the candidate with a history of excellence in teaching.  The successful candidate will teach a range of undergraduate and graduate courses.  ABD candidates will be considered if they meet all other requirements and are actively involved in the completion of their dissertation.  All candidates must be fluent in standard oral and written English, be skilled communicators, perform well in a teaching demonstration and successfully complete the interview process.  The candidate may be assigned to teach at off campus sites, in the Evening./Weekend College and/or provide instruction through distance education.  A letter of application, full curriculum vitae, military discharge papers (if veteran), and the names, addresses, phone numbers and e-mail addresses of three professional references should be submitted to Sam Lonich, Department Chairperson, California University of Pennsylvania, 250 University Avenue, California, PA  15419-1394.  Review of applications begins April 16, 2001, and continues until position is filled.  California University of Pennsylvania is a affirmative action/equal opportunity employer.  Minorities, women and individuals with disabilities are encouraged to apply.  [PA1]

Virginia

HAMPTON UNIVERSITY announces two (2) faculty positions at the level of Assistant Professor.  Doctorate required. Non-tenure track.  Positions begin August 2001.  Seeking candidates with commitment to undergraduate teaching and evidence of research and grantsmanship potential.  Expertise in the areas of Health/Behavioral Medicine, I/O. Experimental or Developmental preferred.  Responsibilities will include teaching introductory psychology or statistics in addition to opportunity to develop courses in area of special interest.  Hampton University is an historically Black university with a thriving community of psychology faculty and students who are energized for growth. Review of applications begins immediately.  Applications accepted until position is filled.  Submit vita, official graduate transcript, cover letter describing teaching philosophy and research interests, reprints and three letters of recommendation to: Chair, Department of Psychology, Hampton University, Hampton, VA 23668.  [VA1]

Washington

TWO CLINICAL PSYCHOLOGY POSTDOCTORAL FELLOWSHIPS available in the Department of Rehabilitation Medicine at the University of Washington School of Medicine. Call 206-731-5443 for more information. Applications now being accepted. The University of Washington is an equal opportunity employer.  [WA1]

Wisconsin

UNIVERSITY OF WISCONSIN-MADISON:  CLINICAL DIRECTOR, COUNSELING AND CONSULTATION SERVICES/UHS:  Position requires degree in Clinical or Counseling Psychology and demonstrated leadership in multicultural counseling and outreach.  Send cover letter, resume and names of three references to:  Chair, PVL # 39162, Search Committee, Counseling and Consultation Services, 905 University Avenue, Madison, WI  53715.  To insure consideration, application materials must be received by April 15, 2001.  Note:  Unless confidentiality is required in writing, information regarding the application must be released upon request.  Finalists cannot be guaranteed confidentiality.  The University of Wisconsin-Madison is an equal opportunity employer.  [WI1]

STUDENT RESOURCE MANUAL.  A Resource Manual for African-American Psychology Students is now in its 5th Edition!  The new updated edition has information on summer research programs, opportunities to present at student and professional conferences, thriving in graduate school, attending the National Convention of The ABPsi, and much, much more!  Send $5.00 plus $.75 postage to:  New York Assn. of Black Psychologists, Inc., P.O. Box 1764, NY, NY  10027.  Or call (212) 926-9451.

ABPSI PHOTOGRAPHS are available.  Custom printed, framed or unframed.  Contact Halford Fairchild, PD Editor, for more information:  HalFairchild@aol.com or 323-734-0809.  This month’s cover photograph, a signed limited edition, is $150 unframed, $250 framed (8x10 unframed, 11x14 framed, sepia toned; add $100.00 for 11x14 unframed and 16x20 framed).  Proceeds benefit The ABPsi.

CONVENTION VIDEOTAPES.  Videotapes of the last 10 years of ABPsi Conventions are available.  Contact Halford Fairchild, PD Editor, for more information:  HalFairchild@aol.com or 323-734-0809.

A D V E R T I S I N G
R A T E S
See Outside Back Cover