TABLE OF CONTENTS

ARTICLES

   EDITORIAL
   An Authentic Black Psychology
   By Halford H. Fairchild, 3

STUDENT CIRCLE
Convention 2001:  Roles for Students of The ABPsi
   By Satira Streeter, 4

Social Context Affects Black Students’ Black Identity:  A Randomized Experiment
By Nisaa S. Kirtman, 5

Preliminary Convention Program, 10
Convention Registration, 19

ANNOUNCEMENTS, 20
2001 Convention News, 20
Commentary:  Multi-Cultural Racism, by John Egbeazien Oshodi, 20
Call for Papers, 21
Student Circle Contacts, 21
Members in the News, 22
Email Directory, 22

CLASSIFIED ADVERTISING, 25
   Job Opportunities and Internships, 25
   Products and Services, 27

Life Members of The ABPsi

The ABPsi Board of Directors

 Much has been written about the nature of Black Psychology.  What is it?  How is it unique?  What are its missions?

 Contemporary work in the field is emphasizing a “back-to-Africa” approach in reclaiming traditional African beliefs, rituals, and cultural practices in reconstructing an authentic Black psychology.

 The problem with this approach is that traditional African beliefs and cultural practices are not necessarily adaptive in the current socio-political climate of White racial hegemony.  White people changed everything in Africa and for Africans throughout the Diaspora.

 An authentic Black psychology must be authentic to the world in which it is being articulated.  That world is now post-colonialism, a misnomer because European colonialism has the appearance of a fait accompli.  The theft of continents by murderous violence--North America, Africa, Australia, New Zealand, the South Pacific—is a done deal.  Colonized people exist in a state of constant tension in their efforts to reclaim what is rightfully theirs.

 But the old traditions, rituals and beliefs are not fully operative in contemporary reality.  This is not to say that these traditions, rituals and beliefs are without value.  But we should recognize that we must create contemporary traditions, rituals and beliefs to deal with contemporary reality.

 Most of us subscribe to the idea of Black psychology being defined in terms of theory, research and practice.  But contemporary Black psychology is long on theory and research, but short on practice.  Yes, we treat the symptoms of a people in distress.  But we must go far beyond this cooling out the mark, and apply our Black psychological perspective to force changes in the macro-secular political, economic and military systems that perpetuate European colonialism.

 Doing this is a social justice issue.  An authentic Black psychology can do no less.

 
Hotep Student Circle,

I am reminding you of all the great things we have in store for you at this year’s annual convention. Please register now. Activities include Breakfast with our Elders; Conversations with the Experts, Gettin’ In: Undergraduate informational about Graduate School, and the Awards Reception/Student Circle Meeting/Party.  In addition to these events we will have a nightly hospitality suite with food and drinks.  Each night we will have a theme , such as Poetry Night, Meditation and Reflections, and Personal Empowerment: Keys to Success in Higher Education with Dr. Benson G. Cooke.  If you have any ideas for additional themes or are interested in hosting a night, please contact me.

Volunteers.  We are also in need of volunteers.  Graduate student panelists are needed for the Graduate Informational.  We also need individuals that will donate a few hours to sit at the Student Circle table to sell T-Shirts.  For the first time, we are the official “T-Shirt vendors” for the convention.  The proceeds from our sales allow us to implement student research awards, travel awards, and other activities that the Student Circle requires. Our help has also been requested for the Children’s Program.  Students are need who are interested in spending a few hours with the children on Saturday.  Remember, it is never too early to be a mentor!  Please contact me if you can volunteer in any capacity. satira@juno.com/ 804-458-0867

Lastly, if you are in need of a roommate at the convention please let me know.  This is a great way to cut your costs in half.  Several individuals have contacted me and I am in the process of matching them up.

Remember, this is our Student Circle, if we don’t take a more active role in running it, who will?  If you have ideas for improvement, please contact me or any member of the Central Committee.

Peace,
Satira

“Research should focus more on the dynamics of racism, from an environmental point-of-view, and examine Black individuals as subsystems of the larger White society.  Furthermore, the process by which race is absorbed and deflected by the mere presence of others, in a short amount of time, is a topic that deserves further investigation.  This study begins this objective.”

Few scholars have examined the influence of environmental and societal cues on the differences in Black racial-group identification.  Of these few scholars, DuBois (1903) described the dynamics of “dual consciousness,” the need to be devoted to one’s culture while living in a White-dominated world of oppression.  Some earlier conceptual analyses have suggested that structural conditions and processes in American society affect racial identity, but little research has identified the specific external factors that contribute to the expression of Black identity.  In particular, insufficient attention has been given to the condition of being Black in a predominantly White environment, and how this status influences personality, adjustment, or racial identification (the extent to which Black individuals identify with their racial group).

Social identity theory and self-categorization theory predict that social environment (racial composition) affects racial identity due to changes in the salience of race (Elmer & Hopkins, 1990; Haslam, Oakes, Reynolds & Turner, 1999; Oakes, 1987; Waddell & Cairns, 1986).  This suggests that the importance of racial identity depends on whether or not in-group members are present.

Studies of how Black people are affected by contextual changes have generally focused more on long-term situations, such as living in a predominantly White neighborhood, or attending a predominantly Black college.  Discriminated against racial minorities, such as African Americans, typically share their collective social environment as a disparaged and discriminated against group.  It has been argued that as Blacks interact more frequently with Whites and members of other groups, they become detached from Black culture and group identification is therefore weakened (see Jones, 1991).

This study explores whether short-term contextual changes can produce effects on African Americans’ racial identity.  It focuses on social-environment, being in a predominantly White setting versus a predominantly Black one.  It was hypothesized that in a short-term, predominantly Black setting, Black students will have a stronger racial-group identity and affiliation, compared to being in a predominantly White setting.  This predicted change of identity and affiliation was consistent with social identity theory, self-categorization theory, and social density theory.

Participants were undergraduate students at a consortium of private liberal arts colleges in Southern California.  Thirty of the participants were African American or Black, 72 were White.  White participants were used as research confederates, as described below.  Black students voluntarily participated in this study.  Two introductory psychology courses were used to solicit White participants.  As compensation, White participants were given extra credit for their introductory psychology course.  Black students were not compensated.

Materials

The materials used in this study were the Multigroup Ethnic Identity Measure (MEIM), and a personal self-identification data sheet, where five different social identities (gender, race/ethnicity, religion, sexuality and political affiliation) were ranked ordered (1 = least important, 5 = most important).  The Multigroup Ethnic Identity Measure is a questionnaire of ethnic identity (Phinney, 1992) based on the elements of ethnic identity that are common across different groups.  Hence, the MEIM can be used with all ethnic groups.

Procedure

White participants were asked to participate in this study from a total of four introductory psychology courses from the intercollegiate consortium.  Black participants signed up in response to announcements at weekly social lunches, in care of the student affairs office that is devoted to African American students, and an e-mail message sent to the entire Black population at the consortium.  Black and White participants were not informed of the focus or procedures of the present study (to avoid bias in the MEIM instrument).  biased.  Participants were simply told that they would be participating in an experiment on racial identity.

All participants were assigned to one of two conditions, with a total of 12 or 17 students per condition.  Condition one (a predominantly White environmental setting) consisted of two Black participants and 10 White participants.  Condition two (a predominantly Black environmental setting) consisted of 15 Black participants and two White participants.  Condition one took place in seven separate trials in order to test a total of 15 Blacks in predominantly White settings (two Black students per predominantly White setting).  In the seventh trial, three Black students were assigned instead of two, to equal a total sum of 30 Black participants.  Condition two took place in one trial in order to test a total of 15 Blacks in a predominantly Black setting.

Participants entered a small room and sat individually in a circular seating arrangement, similar to a classroom.  Everyone was asked to introduce themselves to the group, stating their name, school, and major.  All participants were then given a self-identification data sheet and were asked to rank five social identities in an order that best represented their self-identity.  The five social identities ranked, as stated earlier, were religion, political affiliation, race/ethnicity, gender and sexuality (1 = least important, 5 = most important).  After completion, a 15-minute discussion was then mediated based on the social categories in which they belong.  Some group members were asked to voice their opinion about the quote and share the reasons for their individual rankings.  Hence, the introductions, completion of the self-identification sheet, and discussion served as non-related ways of introducing the questionnaire and increasing the saliency of a particular racial group.

After the discussion, participants completed the Multigroup Ethnic Identification Measure.  Immediately after each trial, all participants were individually debriefed. Questionnaires of the White participants were not included in this study.  Data of the Black students were used only if they marked both of their parents as “Black or African American,” (question 13 on the MEIM).  The same procedure was used for each trial.  Each trial lasted for approximately 30 minutes.

An independent samples t-test was used to examine the differences in racial-group identity (based on the MEIM) between Blacks in a predominantly Black setting and Blacks in a predominantly White setting.  A significant difference was found.  As hypothesized, the results indicated that Black students identified more with their racial group when in a predominantly Black setting, M = 44.47, SD = 3.91, as opposed to a predominantly White setting, M = 38.40, SD = 6.86 (t(28) = 2.98, p < .01).  The differences in scores indicate a more salient racial identity for Black students while in a predominantly Black setting.

Further analyses indicated that being in a predominantly Black setting impacted racial pride, feelings of attachment toward other Blacks, and overall feelings about one’s racial group.  A significant result was found for Black students having more pride in their racial group while in a predominantly Black setting, M = 3.93, SD = .26, compared to a predominantly White setting, M = 3.20, SD = .77 (t(28) = 3.48, p < .01).  A significant result was found for Black students having a stronger attachment toward their racial group in a predominantly Black setting, M = 3.73, SD = .46, compared to a predominantly White setting, M = 2.93, SD = .88 (t(28) = 3.11, p < .01).  Lastly, a significant result was found for Black students having better feelings about their ethnic background in a predominantly Black setting, M = 3.87, SD = .35, compared to a predominantly White setting, M = 3.47, SD = .52 (t(28) = 2.48, p < .05).

The results are consistent with social identity theory, self-categorization theory, social density theory, and the proposed hypothesis.  The temporary salience of Black students’ racial group, as a function of racial composition of the social setting, had an effect on the strength of their racial-group identification.  The mere presence of fellow racial group members in the immediate environment was found to be quite important in predicting the probability of identifying with one’s racial group.  As hypothesized, Black students in a predominantly Black setting identified more strongly with their racial group (including stronger feelings of attachment, pride, and overall better feelings about their ethnic group) than Black students in a predominantly White setting.

This study provides several unique insights about the process by which people identify with their racial group depending on the presence of fellow racial-group members and the presence of other non-Black group members.  First, group identification can be defined as the “collective awareness” of the group as a distinct social entity (Turner, 1987).  The present findings imply that groups can influence individuals, and create a collective awareness of one another’s presence, even though the individuals may have never interacted with other members of the group.  Merely the perception that one is part of a racial group (and other people are not part of that racial group) is sufficient for people to identify and act differently toward in-group members and out-group members (see, for example, Jackson & Sullivan, 1987).  According to the social density hypothesis, and shown in the present study, the more fellow group members that were in a person’s environment, the more likely that person was to identify with that group (Lau, 1989).  Findings of the present study not only indicate that the presence of White students weakened the racial-group identification for Black students, but the differences of racial-group identification (in a short-term White or Black setting) indicate that Black identity is capable of significantly changing within a short time frame.  This is a finding that previous research has failed to demonstrate.

This study offers unique implications for the maintenance of Black identity.  While in the presence of large numbers of White students, and with fewer fellow group members in an immediate environment, Black students affiliated less with their racial group, demonstrating an effect of short-term environmental factors on self-identity.  According to past research on the psychosocial well-being of Black students at predominantly White institutions, when Blacks are socialized into the predominant culture, it leads to a diminished Black identification, a possibly weakened mental health and weaker sense of purpose (Cheatham et al., 1990; Thompson, 1994).  The current findings suggested that these effects may occur in a shorter period of time than previously demonstrated.  Short-term, predominantly White social environments are situations that Black students at predominantly White institutions experience on a daily basis.

Although the present study shows that being in a predominantly White environment can lower the racial-group identity of Black students, there are many other possible factors that may have affected this result.  For example, the racial salience at the study site may have influenced the Black students’ racial identification.  The intercollegiate consortium where the study was conducted is one where Black students may be systematically different from Black students in general.  That is, they may be used to being in a predominantly White setting, thus, creating potential situational flexibility in racial identity.

A second factor that may have influenced Black students’ racial identity was the content of the discussions in the experimental treatments.  In the predominantly Black setting, for example, discussion topics tended to revolve around the importance of being Black at a predominantly White institution, and in American society in general.  Being in a predominantly Black environment and discussing the importance of Blackness, prior to completion if the MEIM, may have caused Black students in this setting to feel strongly identified with other Blacks.  On the other hand, during the seven different trials of the predominantly White setting, discussion topics tended to revolve either around the importance of gender (e.g., being a woman at a women’s college), or “White pride” (e.g., what it means for White people to feel strongly identified with their racial group).

Black students in the predominantly White setting, compared to the Black setting, were not given the opportunity to fully express the societal pressures attributed to being Black and what it means to be Black in a larger White society.  Because there were more Black students in one setting, it is possible that Black students felt a sense of comfort and willingness to express the parameters of Black identity, leading to a stronger racial-identification in this particular time frame.  The different discussions from the Black and White settings served as notable confounds, possibly resulting in dissimilar racial identification scores.  The interpretation of the present results should also be tempered by the small sample size and unique recruitment strategies.

Interestingly, some researchers have concluded that African-American students on White campuses are at risk regarding their racial identity (Baldwin, Duncan, & Bell, 1987).  Similarly, Taylor (1986) asserted that “many Black students on predominantly White campuses do not have a clear understanding or acceptance of themselves…This is a desperate situation” (p.199).  According to Fordham (1988), Black students at White institutions may experience “racelessness,” an identity in which one distances oneself from the Black community.  Hence, since Black students at predominantly Black institutions appear to be more advanced in the development of racial consciousness, further research should compare the differences in short-term environments (Black and White settings) among students at predominantly White colleges and predominantly Black colleges for further insight into Black identity maintenance.

Lastly, and most importantly, future research should distinguish between various aspects or dimensions of racial identity.  Specifically, literature on Black racial identity has not clearly distinguished between identifying with being Black and individual attitudes or beliefs regarding what it means to be Black; and definitions of race and ethnicity may vary for different people, affecting how they choose to identify with fellow group members.

Usually, studies on the topic of Black identity implicitly assume that group identity is a globally positive (or negative) feeling toward a homogeneous racial referent (Allen, Dawson & Brown, 1989).  This view fails to recognize that subgroups of Blacks have different attitudes about various groups within the racial group or category (e.g., poor Blacks vs. middle-class Blacks).  In this perspective, it is also common to treat Blacks as having assimilated to American society, not seeing Black identity as an alternative cultural experience (Porter & Washington, 1993).  These assumptions result in an approach that rarely views attitudes as a mixture of positive and negative feelings; they are usually predicted to be either one feeling or the other.  Within the Black racial category, there are various boundaries and identities prioritized in a variety of ways.

In this examination of the relationship between racial salience, contextual change, and Black racial-group identity, it is important to recognize that racial identity consists of many variables.  Many other factors could logically influence one’s racial identity in a particular setting.  The implications of the present findings for Black students and how contextual change and salience influence racial-identity remain important questions for future research.

Research should also investigate whether or not Black students should be encouraged to have a strong racial-group identity, and whether or not racial or ethnic-specific organizations should exist on college campuses.  Importantly, according to Cheatham et al. (1990), it is time to separate the effects of background, selection, and admission from the effects of the college environment and to consider which types of environment might be preferable for which students, given particular sets of characteristics and circumstances.  Questions such as these may be difficult to answer.  However, the racial demographics of any college or university might yield information that could be helpful in understanding the psychosocial development, and identity stability, of Black college students and possibly Blacks in similar environmental settings.

Blacks are members of a color divided system in this society and are subjected to oppression and discrimination.  White society therefore plays an important role in the formation and strength of Black identity.  As noted in previous discussions of racial identity and environmental cues, it is important that future investigations begin to examine the self-concepts and developments of the majority group rather than minority groups.  As Parham (1993) noted, it must be recognized that “the substance and foundation for racism cannot be revealed through an examination of the subjects of imposition” (p. 82).  Research should focus more on the dynamics of racism, from an environmental point-of-view, and examine Black individuals as subsystems of the larger White society.  Furthermore, the process by which race is absorbed and deflected by the mere presence of others, in a short amount of time, is a topic that deserves further investigation.  This study begins this objective.

Allen, R., Dawson, M., & Brown, R.  (1989).  Schema-based approach to modeling an African American racial belief system.  American Political Science Review, 83, 421-441.
Baldwin, J. A., Duncan, J. A., & Bell, Y. R.  (1987).  Assessment of African self-consciousness among Black students from two college environments.  Journal of Black Psychology, 13, 24-41.
Carter, R. T., & Helms, J. E.  (1988).  The relationship between racial identity attitudes and social class.  Journal of Negro Education, 57, 22-30.
Cheatham, H. E., Slaney, R. B., Coleman. N. C.  (1990).  Institutional effects on the psychosocial development of African-American college students.  Journal of Counseling Psychology, 37, 453-458.
DuBois, W. E. B.  (1903).  The Souls of Black Folks.  New Yoek: New American Library.
Elmer, N, & Hopkins, N.  (1990).  Reputation, social identity and the self.  In D. Abrams & M. A. Hogg (Eds.), Social identity theory: Constructive and critical advances (pp. 113-130).  New York: Springer-Verlag.
Fordham, S.  (1988).  Racelessness as a factor in Black student’s school success: Pragmatic strategy or pyrrhic victory?  Harvard Educational Review, 58, 54-84.
Haslam, S. A., Oakes, P. J., Reynolds, K. J., Turner, J. C.  (1999).  Social identity salience and the emergence of stereotype consensus.  Personality and Social Psychology Bulletin, 25, 809-818.
Jackson, L. A., & Sullivan, L. A.  (1987).  The ingroup favorability bias in the minimal groups situation.  Journal of Social Psychology, 127, 461-472.
Jones, R. L.  (Ed.).  (1991).  Black Psychology  (3rd ed.).  Berkeley:  Cobb & Henry.
Lau, R.  (1989).  Individual and Contextual Influences on Group Identification.  Social Psychology Quarterly, 52, 220-231.
Oakes, P.J.  (1987).  The salience of social categories.  In J.C. Turner (Ed.), Rediscovering the social group: A self-categorization theory (pp. 117-141).  Oxford, England: Basil Blackwell.
Parham (1993).  Psychological storms: The African American struggle for identity.  Illinois:  African American Images.
Phinney, J.  (1992).  The Multigroup Ethnic Identity Measure: A new scale for use with adolescents and young adults from diverse groups.  Journal of Adolescent Research, 7, 156-176.
Porter, J., & Washington, R.  (1993).  Minority identity and self-esteem.  Annual Review of Sociology, 19, 139-161.
Taylor, C. A.  (1986).  Black students on predominantly White campuses in the 1980s.  Journal of College Student Personnel, 27, 196-202.
Thompson, V. S.  (1994).  Socialization to race and its relationship to racial identification among African Americans.  Journal of Black Psychology, 20, 175-188.
Thompson, V. S.  (1999).  Variables affecting racial-salience among African-Americans.  Journal of Social Psychology, 139, 748-761.
Toomer, J. W. (1975)  Beyond being Black: Identification alone is not enough. Journal of Negro Education, 44, 184-199.
Waddell, N., Cairns, F.  (1986).  Situational perspectives on social identity in Northern Ireland.  British Journal of Social Psychology, 25, 25-31.

Nisaa Kirtman graduated from Scripps College in May, 2001.  She may be reached at Nkirtman2001@yahoo.com.

About the Convention Theme:  The convention focuses on the multiple sources of knowledge and the skills and behaviors engaged in by people of African descent in America in their efforts to build a healthy village.  The topics addressed will encompass psychological theories, mechanisms of service delivery: both (Africentric and Eurocentric) as well as health care behaviors and strategies (both contemporary and traditional) that honor and enhance the African American spirit.  Only by exploring and advocating for a collaborative approach to the integration and delivery of services can we build a healthy village.  Such a collaborative approach to healing the wounds of our people involves partnerships between care providers and recipients.  Our people must learn to take responsibility for aggressively pursuing physical and mental health.
 

July 30 – August 4, 2001
(Dates include Pre-Convention, Convention, and Post-Convention Workshops)

Hyatt Regency Hotel
1750 Welton Street
Denver, Colorado
Room Reservations: (303) 295-1234, (800) 223-1234 (Specify ABPsi!)

Saturday (July 28)
12:00 pm – 5:00 pm Board of Directors’ Meeting

Sunday (July 29)
8:30 am – 12:00 pm Board of Directors’ Meeting
1:00 pm – 5:00 pm Meeting of The ABPsi General Assembly

Monday (July 30)
9:00 am -5:00pm:
Pre-Convention Workshop: Leadership Development Institute
Presenters: Harvette Grey, Ph.D. & Daniel Williams, Ph.D.

Tuesday (July 31)
8:30 am -12:30 pm

Workshop: Reflexology For The Caregiver in You, Presenter: Njideka Olatunde, Ph.D.  Description: The objectives of the experiential workshop is to focus on three major issues: 1) Introduction of reflexology techniques that can be used for preventive healthcare training and wellness programs. 2) Present reflexology as a therapy that is a compliment to conventional medicine. 3) Provide introductory therapeutic reflexology training that can be used by family caregivers and healthcare professionals.  Fee $50.00

Workshop: Self-Care Time For Care Givers & Care Receivers, Presenter: Jennie Trotter, M.Ed.  Description: This workshop will focus on teaching participants how to recognize and manage stress from daily living. The approach used in the workshop was developed through the Wholistic Stress Control Institute (WSCI) in Atlanta. The WSCI uses a wholistic approach, which advocates the harmonious development of the total person; mind, body and spirit.  Fee $50.00

Workshop: Being Comfortable With the Uncomfortable: Healing the Pains of Black Women.  Presenter: Deidre Sermons, Psy.D.  Description: This professional development workshop is designed to be a self-healing process for Black female mental health professionals that would turn better assist them in working with Black female clientele. The presenters are interested in having an experiential symposium that provides a safe environment for self-exploration of “the Pains of Black Women” such as body image, skin color, hair texture, relationships, mother-daughter conflicts, etc. It is hoped that participants will leave the workshop with a stronger sense of connectedness with their own internal process and with each other. This will facilitate a more open therapeutic process around unique issues facing Black women.  Fee $50.00

12:00 pm -4:00 pm

Workshop: MAAT Retreat in the Rockies.  Presenters: Members of the Ritual Committee, Opalanga Pugh primary facilitator.  Description: You are invited to a retreat in honor of Maat, the Kemetic deity, who stands for righteousness, justice, balance and harmony. Join the Ritual Committee on an adventure in ritual in the Colorado Rockies! We will explore and experience basic elements (common threads) of ritual, the processes of making the ordinary extraordinary. We will create sacred space, walk, play, sit quietly in the mountains; enjoy lunch and complete the journey with a mud bath. Bring your swimsuit, walking shoes, water bottle, sunscreen, journal, and an open mind.  Fee:  $50.00.  Transportation: To be provided.

1:30 pm -5:30 pm

Workshop: Parent Wise Parenting Program (PWPP), Presenter: Gloria Elder, MA.  Description: PWPP is a 10-hour prevention program structured to empower parents and their families. The objectives for this workshop is for participants to 1) gain knowledge of the parent training model and program implementation procedures, 2) increase coping skills for self, 3) gain information on how to duplicate the parent training model in their communities and 4) share replication strategies and funding resource ideas.  Fee $50.00

Workshop: Effective Healing of Stress & Cancer With Qigong.  Presenter: Chunyi Lin.  Description: Qigong has been practiced in China for over five thousand years. A great number of studies have shown that Qigong can be used to help people to heal a wide range of sicknesses without side effects. The workshop will explore how Qigong can be used to healing stress and cancer.
Fee $50.00

Tuesday, 7:00 pm – 10:00 pm
Presidential Opening

Wednesday August 1, 2001

8:45 am –10:15 am
Keynote Address: U.S. Surgeon General and Assistant Secretary of Health, David Satcher, M.D., Ph.D.

10:30 – 11:00
Press Conference

10:30 am -12:00 pm

Paper Session: A Qualitative Look at the AIDS/HIV Awareness and the Use of Protection Among Students at the University of Ghana.  Presenter: Deidre Sermons, Psy.D.  Description: Research addresses the need for awareness for the prevention of HIV/AIDS

Paper Session: Gender Differences Among African American Students in the Impact of Racial Identity on Academic Psychosocial Development.  Presenter:  Kevin Cockley, Ph.D.  Description: Paper address creative ways of facilitating the racial & academic identity of Black males.

Paper Session: Personal Empowerment for People of Color & Keys to Success in Higher Education.  Presenter: Benson Cooke, Ph.D. Description: Paper discusses empowerment strategies to students seeking to pursue studies in higher education.

Paper Session: Having an IMPACT: A Substance Abuse Intervention Program for Families.  Presenter: Cheryl Groce-Wright, Ph.D.  Description: This intervention model focuses on the empowerment of children, parents, and family systems. In doing so, we believe that this contributes to the empowerment of communities in which IMPACT participants live, work and serve.

Paper Session: Fulfilling Our Destiny: The Role of Researchers/Theorists in Building a Healthy Village for the New Millennium.  Presenter: Lennell Dade, Ph.D.  Description: Psychology needs a new paradigm and it’s the fate of African psychologists to bring about this much needed scientific revolution. In reviewing our measures, i.e.; our theories and our paradigm, we will be well on our way to building a healthy village for the new millennium.

Paper Session: Differences in Perceived Racism & Its Psychological Effects on College Students Along Ethnic Lines.  Presenter: Kisha Bazelais.  Description: The study was designed to determine if perceived racism is a psychological stressor for individuals who experience it on their college campuses and how the experience of racism effects the psychological well-being of individuals who are constantly exposed to it because of their racial/ethnic affiliation.

Paper Session: Faculty & Graduate Students of Color Serving Students: Building a Community “The Psychology Group.”  Presenters: Neal-Barnett, Ph.D., Mitchell Michelle, MA & Stacy Crup.  Description: This paper describes how one can build an African-centered village within a university department setting.

Workshop:  Post Traumatic Stress Disorder: A Compensable Consequence of Racism.  Presenters: Robert L. Atwell, Psy.D., Ernest Myers, Ph.D., and Afi Samella Abdullah, Ph.D.  Description: Post Traumatic Stress Disorder (PTSD) is one of the most widely diagnosed mental health consequences of exposure to physical and psychological violence. African-Americans have manifested this disorder since being brought to America and enslaved. It has often gone either unrecognized or misdiagnosed as character pathology.  This symposium will examine the residue of slavery (Post Traumatic Slavery Disorder) and the ongoing impact of racism on the mental health of African-Americans.  The presenters will outline and discuss the relationship of current dysfunction and distress to the diagnostic category and demonstrate how to present the symptoms as a compensable disorder. The discussion will also amplify the importance of the Black Reparations Movement in the eventual remediation of the distress associated with racism

Symposium: A Case For Reparations From the American Psychological Association (APA) For The Perpetuation of Scientific Racism.  Presenters: Shawn Utsey & Mark Bolden.  Description: This symposium is intended to provoke a discussion on the role of U.S. psychology and the APA in the advancement of scientific racism. Moreover, attendees of this symposium will be challenged with the following questions: 1) What remnants of scientific racism remain in the discipline of psychology and how do they continue to impact African Americans and other people of color? 2) Are the victims of scientific racism entitled to reparations? and 3) What are the recommendations for addressing these and other issues related to scientific racism?

Symposium: Domestic Violence: African-Centered Analysis.  Presenter: Daudi Azibo, Ph.D.  Description: The “Healthy Village” will never materialize if domestic violence is not eliminated. The general goal of this symposium is to provide a concrete assessment of what African-centered culture can tell us about domestic violence.

1:30 pm -3:00 pm

Workshop:  The Real Deal… Super Sized!  Presenter: Carnita Groves, BA.  Description:  Area high school and junior high school-age youth share their thoughts—through role play, music, drama, poetry, and other means—about what’s well and what is not well in the village.

Workshop: Culturally Connecting Complementary Healthcare with Conventional Care.  Presenter: Njideka Olatunde, Ph.D.  Description: As the population of America becomes increasingly diversified, it is important for healthcare providers to recognize and acknowledge the multi-ethnic and cultural healthcare choices desired by our diverse society. This session will focus on understanding and exploring the role of multicultural healthcare choices in treatment and preventive healthcare.

Paper Session: Psychological Blackness, Psychological Defense Mechanisms, And Mental Wellness: Empirical Reports.  Presenter: Daudi Azibo, Ph.D.  Description: This 90-minute presentation focuses on the following premise: If the village is going to be healthy, the villagers will need high levels of psychological Blackness (identity) which is associated with mental wellness.

Poster Session : Stress Spirituality & Health Promoting Behaviors Among African American College Students.  Presenter: Terra Bowen-Reid.  Description: The present study adds to the growing body of literature that implicates the role of culture on health.

Poster Session : Cultural Differences in Coping Strategies of College Students.  Presenter: Dana Cunningham.  Description: Examines the cultural differences in coping strategies that contribute to health and wellness.

Poster Session : The Relationship Between the Impostor Phenomenon & Self Efficacy Among Students at a Predominantly Black University.  Presenter: Karen Witherspoon.  Description: Imposter feelings prevent a sense of well being. Suggestions for reducing these feelings will help to build leaders for the 21st century.

Poster Session : Preventing Weight From Being an Obstacle for African American Adolescent Girls.  Presenters: Donsha Robinson-McClain, MS & Deidre Sermons, Psy.D.  Description: The research address a program geared toward healing the thoughts of adolescent girls.

Poster Session: Capacity Building Mechanisms for Community Based Organizations Providing HIV/AIDS Prevention/Interrvention to African Americans.  Presenters: Mark Colomun, Ph.D. & Marilyn Moering.  Description: This presentation discusses healing efforts of agencies that provide healing to those providing services to a high-risk population: African Americans.

Workshop: A Culturally Specific Approach to Marriage Preparation in the Afrikan American Community.  Presenters:  Huberta Jackson-Lowman, Ph.D. & Rebecca Johnson, BS.  Description: Using didactic and experiential strategies, participants will be given information about four critical components which research indicates are important to marriage preparation and success among Afrikan Americans.

Workshop: Ye FA Ogyam, Ghana.  Presenter:  Harvette Grey, Ph.D.  Description: The presentation will focus on the Fihankra International, a social, cultural, spiritual and economic organization. The focus will be to explain in detail the organization and the village Ye Fa Ogyam such as the work and plans of the organization and what people, who desire, can do to become a part of it.

Workshop: Addressing the Psychological Needs of Students.  Presenter: Harry Davidson, Ph.D.  Description: The purpose of this workshop is to examine the impact of escalating psychosocial problems on the academic performance of public school students and to explore the role of the mental health professional in 1) Providing mental consultation/education to educators and legislators; and 2) Providing school-based services.

Think Tank: Post Traumatic Slavery Blues.  Presenter: Gayle Hamlett, Psy.D

Thursday August 2

9:00 am -12:00pm

Workshop: The Deep Cost of the Maafa: Implications for International Healing & Reparations.  Presenter: Kevin Washington, Ph.D.  Description: This think tank will discuss the legal aspects of defining people as a Nation (i.e. ethnic, race, culture) and the need for psychologists and healers to assess psychological (spiritual) trauma caused by the MAAFA. The participants can consider the development of Psyche (Spirit) Devastation Index to measure the residuals of the MAAFA. The future implications of taking the struggle for reparations on the International arena will be explored.

Workshop: Eliminating Racism in Ourselves & the World Around Us: Healing From Internalized Racism.  Presenter: Sheryl Weston, MA.  Description: Participants will learn how to: 1) Assess one’s internalized racism, 2) Examine how internalized racism manifests itself culturally, and 3) Explore ways to cope with and heal from internalized racism.

Think Tank: Building a Network of African Oriented Interventions in U.S. Prisons.  Presenters: Randolph Potts, Ph.D., Satira Streeter, BS, Paul Hill, MA, Lorie Nicholas, Ph.D., Ida Terry, MA & Charles Groce, Ph.D.  Description: The main goal of this session is to initiate a discussion on how we as a community of healers may address the continued expression of the MAAFA as manifested by the number of children and adolescents who fall prey to the “criminal justice” system. The think tank will focus on prevention and solutions to incarceration. By adopting a “think tank” format for the various presentations, it is hoped that this will generate discussion among all in attendance on how existing programs may be coordinated, and new programs may be developed in addressing this urgent problem.

Workshop: Rebirthing: Conscious Connected Breathing.  Presenter: Kali Thompson.  Description: Rebirthing is a process of conscious connected breathing that brings awareness to our physical body. This Spiritual purification tool reminds us that Spirit (inspiration) is as close to us as our breath. This tool addresses being aware of our deep- down unconscious feelings. The benefits of this experience is to release judgements against the body and its functions, awareness of the natural state of having a body, listening deeply to emotional intelligence, and having a connection to the natural world.

Workshop: “African American Strategies for Success in White Academia”  Presenter: Carnita Groves, BA.  Description: This workshop will explore strategies to help maximize the success of African American undergraduate, graduate, and doctorate level students in predominantly white institutions.  Participants will have opportunity to share their experiences and receive support for their respective journeys from a panel of students who are currently at predominantly white institutions or who have recently graduated from one.

Symposium: African-American Men in the New Millenium.  Presenter: Joseph L. White, Ph.D.  Description: African-American men face particularly difficult challenges in the upcoming years.  The stereotypes and projected expectations of white America often function to limit and/or impair opportunities for African-American men.  This workshop will address these issues and identify the true nature of the struggle facing African-American men as they attempt to develop their identity, establish truly intimate relationships, cope with racism, and find sources of strength to enhance their African-American way of being.  Dr. Joseph L. White, co-author of Black Man Emerging and The Psychology of Blacks, will draw from his forty years of experience as a champion for African-American men to amplify these issues.

Workshop: Using Historical Research: Reconstructing the Psychosocial Impact of Enslavement & Reconstruction- The McEldery Family of Tallageda County, Alabama.  Presenter: Nettie Obleton, Ph.D.  Description: This presentation will address some of the perceived psychological wounds from enslavement and reconstruction through reconstructing the psychosocial history of enslavement and reconstruction days. Participants will be encouraged to engage in dialogue by sharing the documentation of their family history as an approach to data gathering on African American families.

1:30 pm –3:00 pm

Workshop: For Students Only: Surviving Graduate School While Maintaining Physical, Mental and Spiritual Health.  Presenters: Michelle Mitchell, MA & Michelle Owens, Ph.D.  Description: This workshop will focus on the concept that building and maintaining a healthy village begins with preparation in graduate school as students learn how to manage stressors that often present in graduate school. In this presentation the presenters describe some of the challenges and pitfalls faced by graduate students in general and African American students in particular.

Workshop: Nurturing & Protecting African Diaspora Children So That They Will Love Their Hair: The Importance of Self-Love to Healthy Psychological Functioning in a Hostile Environment.  Presenters: Lisa Whitten, Ph.D. & Imarogbe, MA
Description: Participants will learn the following objectives: 1) The significance of the psycho-social significance of hair in the African Diaspora; 2) Gain insight into the meaning and symbolism of hair in their own lives; 3) How to generate ideas about how childrearing practices that can be enhanced so that our children can love their hair; and 4) Will begin to heal some of the wounds of the MAAFA and their own personal childhood and other experiences in relation to their hair.

Paper Session: African American Leadership: Success in Transitional Environments- An Alternative Perspective on Leadership Development.  Presenter: Aaron Aure. Description: This paper will focus on the process that African Americans go through in their leadership development and how this process may inform general theories on this subject.

Paper Session: Managing Diversity: An Africentric Perspective.  Presenter: Pam Shipp, Ph.D.  Description: This presentation will focus on the unique opportunity for African leaders to leverage the chaos in companies and organizations. An Africentric perspective is the best perspective to handle the diversity needed in organizations.

Workshop: Rebel-Trickster-Betrayer (storytelling).  Presenter: Larry Coleman, Ph.D.  Description: This performance/discussion/workshop by two professional storytellers will explore three archetypes (common character types, symbols and relationships that recur in the myths, legends, folktales and dreams of the human race). The presenters will explore where these archetypes show up in our stories and folklore, how they manifest as experiences in our lives and the possibility they represent for healing as we learn to transform.

Workshop: The African Way: Healing Body, Mind & Spirit.  Presenter: Jahsasamat Apautu.  Description: This workshop will focus on the Afro-Centric approach to wholistic healing. Participants will be expected to discuss and honor their sacred self, discuss the power of adopting a wholistic view of health, identify various methods of healing, identify how to nurture our relationships with others, and to experience guided meditation.

Think Tank: African American Men in the New Millenium.  Presenters: Fredrick Phillips, Psy.D., Thomas Parham, Ph.D., Daniel Williams, Ph.D., and Robert Williams, Ph.D. Discussant- Robert L. Atwell, Psy.D.  Description: African-American men face particularly difficult challenges in the upcoming years.  The stereotypes and projected expectations of white America often function to limit and/or impair opportunities for African-American men.  This think tank will be a complement to the Symposium on African-American Men in the New Millennium.  The think tank will provide a forum for attendees to expand on the ideas and energy emerging in the African-American Men Symposium.

Paper Session: Family Characteristics as Predictors of Life Course Expectations Among Urban African American Girls in Early Adolescence.  Presenters: Melba Reed & Faye Belgrave.

Paper Session: Social Support Resources for Parents of Newly Diagnosed Infants With Sickle Cell Disease: The Grandparent Program.  Presenter: Renee Robinson, Ph.D.

Workshop: Sexual Abuse & The Adolescent Offender: A Public Health Issue.  Presenter: Saundra Johnson & Claudette Johnson.  Description: The workshop will address the challenge of developing effective treatment approaches for those working with the adolescent who sexually abuses.

3:30 pm – 5:00 pm
Business Meeting

Friday August 3

8:45 am -10:15 am

Workshop: Afrikan Fatherhood/Manhood and the Family: Implications for Healing a Nation.  Presenter: Kevin Washington, Ph.D.  Description: The workshop describes a 7-week program that is designed to promote optimal fatherhood and manhood functioning through bringing together fathers to participate in discussions, workshops and spiritual enhancement seminars.

Workshop: Embracing the Authentic Self: Eliminating the Impact of the Idealized Standard of Beauty on Women of African Descent¹s Hair Experiences.  Presenter: Evelyn Winfield.  Description: This workshop will cover the following areas: 1) Increased understanding of barriers to the development of a strong African identity as it relates to women of African descent’s hair experiences; 2) Learn strategies to facilitate a process of embracing one’s authentic physical characteristics toward developing and maintaining a positive African image and 3) Learn how to integrate strategies into teaching and clinical practice.

Paper Session: An African Centered Approach to Empowering Black Woman.  Presenter: Deidre Sermons, Psy.D.  Description: The paper will present a qualitative view of an African-centered approach to empowering Black women with the intent of evaluating a program designed to allow Black women the opportunity to enter into a healing discussion with other Black women that can relate to their plight.

Paper Session: Unhealthy Alliances of Internationalized Racialism.  Presenter: Denise Hatter, Ph.D.  Description: This paper addresses findings from a larger study wherein the relationship between self esteem, racial identity, depression, perceived overall well being, internalized racialism and violence were examined in a sample of African American youth.

Paper Session: Racial Self-Designation and Disorder in Afrikan American Psychiatric Patients.  Presenter:  Arthur Whaley, Ph.D.  Description: The presentation emphasizes the need to extend research on African American identity to psychiatric settings.

Paper Session: Relationships Between Age, Gender & Socioeconomic Status & Community Values for African & White Americans.  Presenters:  Demetria Logan & Faye Belgrave.  Description: Communal values are the foundation of a healthy community. This study will help researcher’s understand exactly how communal values function among African Americans and Whites and how to promote better intraethnic interaction.

Paper Session: What’s on the Nation’s Health Agenda for the Next Decade? Healthy People 2010 and Opportunities to Improve Health in Africa America.  Presenter: Kathleen McDuffie.  Description: This presentation will begin with an overview of the Healthy People 2010 goals, followed by a discussion of the 10 leading health indicators, and the 28 focus areas. There will be a special discussion on mental health issues and all will be discussed in the context of African Americans.

10:30 am -12 pm

Workshop: Tai Chi & Chi Kung For Health.  Presenter: Nadim Ali.  Description: The objectives of this workshop are: 1) To make the participants aware of internal martial arts; 2) To give participants a greater appreciation of TAI CHI/CHI KUNG as a health management tool; 3) To educate participants about the therapeutic benefits of TAI CHI/CHI KUNG; and 4) To present participants a beneficial intervention for the health concerns of the African American community.

Workshop: A Gathering of Men: Building the Male Support Group.  Presenter: Adeyemi Bandele.  Description: A Gathering of Men is designed to model the support group process for males, age 14 and up. The support group creates a space to allow males to share their joy and challenges.

Workshop: Ritual 101:What’s the Difference Between The Communion of Blood & the Body & Ripple & Wonder Bread.  Presenter: Opalanga Pugh & the Ritual Committee.  Description: Building upon the spiritual foundation of the earlier MAAT retreat, the ABPsi Ritual committee presents a sacred/secular space for participants to develop a personal and professional rite of passage for working within our communities. Focus will include expanding the theoretical frame of MAAT principles and how rituals can be incorporated in outreach and consultation work with students.

Paper Session: Family Characteristics as Predictors of Life Course Expectations Among Urban African American girls in Early Adolescence.  Presenter: Melba Reed & Faye Belgrave.  Description: This discussion has implications for policies and prevention programs that focus on the impact of adult supervision on the expectations of urban African American girls.

Paper Session: Social Support Resources for Parents of Newly Diagnosed Infants With Sickle Cell Disease: The Grandparent Program.  Presenter: Renee Robinson, Ph.D.  Description: This paper will focus on an innovative program designed to help new parents of infants with Sickle Cell disease develop creative solutions in the management of disease related problems and social-emotional concerns across development.

Paper Session: Domestic Violence in African American Women: An African-Centered Intervention.  Presenter: John Queener, Ph.D., Shatiece Riley, MA & Stephanie Ford, MA.  Description: The presenters propose a creative approach to the delivery of services to African American women who are victims of domestic violence. The purpose of this project is two-fold: Increase the member of African American women who utilize services for victims of domestic violence; and develop African-centered interventions.

Symposium:  African-American Women in the New Millenium.  Presenter: To Be Announced.  Description: African-American women face particularly difficult challenges in the upcoming years.  The stereotypes and projected expectations of white America often function to limit and/or impair opportunities for African-American women.  This workshop will address these issues and identify the true nature of the struggle facing African-American women as they attempt to develop their identity, establish truly intimate relationships, cope with racism, and find sources of strength to enhance their African-American way of being.

1:30 pm –3:00 pm

Poster Session: The Effect of Family & Peer Support on the Self-Esteem of African American Preadolescentsl.  Presenter:  Wehmah Jones.  Description: Children are an important part of the “village” therefore providing information about the factors that influence the development of positive self-esteem will help to produce healthier children.

Poster Session: Aversion to Incarcerating Males: An Afrocentric Introspection Model Alternatives Instituted by Mandela.  Presenter: Madakini McSweeney-Johnson, MA.  Description: The poster will focus on the holistic approach in the prevention of incarcerating male adolescent population.

Poster Session: Collective Action and Political Ideology: A Multidimensional Measure of Black Activism.  Presenter:  Osecla Thomas, MA.  Description: Through collective action Blacks can build a healthy community.

Poster Session: Capacity Building Mechanisms For Community-Based Organization Providing HIV/AIDS Prevention/Intervention to African American.  Presenter: Deidre Sermons, Psy.D.

Symposium: Getting-In: A Symposium for Undergraduate Students Interested in Graduate School.  Presenter: Satira Streeter

1:30 pm -4:30 pm

Workshop: Licensing Challenges for African American Psychologists in the New Millenium.  Presenters: Robert Atwell, Psy.D.,Wil Counts, Ph.D., Arthur C. Jones, Ph.D., and Carmen Williams, Ph.D.  Description: Changes in licensing laws and disciplinary rules create constant challenges for psychologists needing to meet the health care needs of the African-American community.  The task of keeping abreast of these issues is made even more taxing by the demands frequently placed on African-American clinicians by our limited numbers in comparison with the needs of our community.  In addition, new issues related to managed care restrictions, telehealth and Internet therapy opportunities, and the possibility of prescription privileges for psychologists are creating even more strain and confusion.  This workshop will address:  Obtaining and keeping a license to practice, Licensure mobility between states, Avoiding disciplinary action, and national regulatory issues.

Think Tank: Afrikan Centered Organizational Structure Development.  Kevin Washington, Ph.D.  Description: The Committee on Afrikan Centered Organizational Structure is charged with the task of establishing and maintaining the organizational structure of ABPsi that is consistent with our Afrikanity and that compliments our Afrikaness. This think tank is advanced to elucidate ways that we can resurrect principles and ethics that are consistent with our Afrikanity.

Workshop: Inward Journey: African American Council; Underground Railroad Training Odyssey.  Presenters: A. Lewis, & C. Lewis.  Description: This presentation utilizes role-play, guided imagery and ritual process to guide participants through a short and powerful journey back into the times of the African Diaspora. Participants will be asked to access their core feelings based on what they witnessed and visualized. Space will be made for participants to explore their judgements and feelings around the mythical journey. Participants will also be introduced to a different form of communication based on archetypal energy patterns and the concept of individual and collective shadow.

Think Tank : The Christian Worldview and African Thoughts, Ideas & Practices: Are They Compatible?  Presenter: Karen Wilson-Starks, Ph.D.  Description: This think tank is proposed as a venue for the membership to explore similarities and differences between Christianity and African ideas and practices. To build a healthy village for the millennium, we must consider the importance of spiritual health as expressed in both beliefs and practices.

Think Tank: On African American Women in the New Millenium.  Presenters: Yvonne Bell, Ph.D., Harvette Grey, Ph.D., Nancy Boyd-Franklin, Ph.D., Gail Wyatt, Ph.D.,  Discussant: Gayle Hamlett, Psy.D.  Description: African-American women face particularly difficult challenges in the upcoming years.  The stereotypes and projected expectations of white America often function to limit and/or impair opportunities for African-American women.  This think tank will be a complement to the Symposium on African-American Women in the New Millennium.  The think tank will provide a forum for attendees to expand on the ideas and energy emerging in the African-American Women Symposium.

9:00 am – 4:00 pm
Training Institute: API Psychology Institute.  (Involves extra fees.)

7:00 pm – 11:00 pm
Presidential Enstollment

Sunday, August 5
8:00 am – 10:00 am
Board of Directors’ Meeting

10:00 am – 12:00 pm
Meeting of The ABPsi General Assembly

Hotel Information
Hyatt Regency Denver
1750 Welton Street
Denver, Colorado

Room Reservations: (303) 295-1234, (800) 223-1234
When making lodging reservations specify that you are with the Association of Black Psychologists.

Room Rates
Single Occupancy - $135.00
Double Occupancy - $150.00
Triple Occupancy - $165.00
Quadruple Occupancy - $190.00
 

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

Healer’s Retreat (Preconvention)
Cancelled:  We note, with regret, that the Healer’s Retreat advertised in the April issue of Psych Discourse has been cancelled.

Commentary
Multi-Cultural-Racism
BY John Egbeazien Oshodi
Miami, FL

As we begin the 21st Century, there is a new development that could be called multi-cultural-racism.  This simply means that anti-Black racism has no racial limits:  racism against (American born) Blacks is evidenced among Whites, Latinos, Haitians, and Asians.  The recent U.S. census demonstrated that many Americans of Black African ancestry have chosen to deny their blackness by opting for other racial self-designations.  They do this because of the devastating consequences of multi-cultural-racism.  Who would want to be classified as Black, when to be Black is to be subjected to various forms of racial profiling both on paper and on sight.  Blacks who disassociate from  Black people, neighborhoods and businesses, may believe that they have been accepted and welcomed into mainstream America.  But this new breed of Blacks can never escape racial profiling throughout America’s formal and informal, private and public, institutions.  The subordinate status of Black Americans gives those who disparage them an opportunity to feel superior.  To be non-Black in America is to be superior, innocent, blameless, and accepted.   But Blacks who seek to escape their Blackness must continue to suffer from self-denial, self-hatred, and insecurities.

 The majority of Black Americans embrace their Blackness, as evidenced on the census, and continue to show pride in their African ancestry and black heritage.  They remain a core part of African spirituality and empowerment, and provide challenges to anti-Black racism throughout society..

 Thankfully, the number of Blacks who identified as  Black in the 2000 census  greatly out numbered those who choose a “multi-racial” identity.  The global African community must create ways to support and empower each other.  This requires dialogue, creative workshops and empowering publications.

John Egbeazien Oshodi, Ph.D., is a practicing clinical and forensic psychologist at the Oshodi Foundation, and President of the Institute for Wholistic Empowerment, a corporate specialty in African-centered traditions and perspectives.  He may be reached at: 17235 NW 27th Ave. #209, Miami, FL  33056.    ///\\\///\\\///\\\///\\\
 
Call for Papers

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:  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.

Grant Writers Wanted!

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.
 

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)

Funding!

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.

Members in the News

Robert L. Williams has announced that he is returning to academia.  He has been appointed as The Distinguished Visiting Professor of Black Studies at the University of Missouri, Columbia.  Columbia, Missouri is about 120 miles from St. Louis.  Dr. Williams will teach one course each semester, and is very excited about this appointment.  Dr. Williams is a founder and past National President of The Association of Black Psychologists.  He is known for his work in debunking IQ tests and advances in the study of Black language (“Ebonics”).  He may be reached at DR1EBONICS@aol.com.

Events

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.
 

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 <ptrishallen@worldnet.att.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>
Benson Cooke <bensoncooke@yahoo.com>
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>
Gayle Hamlett <Gayle_Hamlett@dpsk12.org>
Jerry E. Hargrove, Jr. <HuNewmanCr@aol.com>
Angela Hargrow <amhargro@unccvm.uncc.edu>
Mary Elizabeth Hargrow <mehargrow@pc-systems.net>
Warren Harper harperw@nsa.bahrain.navy.mil
Kia Haselrig <hasel831@aol.com>
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>
Erica L. Lewis <ell17@columbia.edu>
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
Genell Rashad <salat5@aol.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 >
David Rollock <rollock@psych.purdue.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@pop.earthlink.net>
Otis Williams III <otisw3@hotmail.com>
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 marriage and the family, to be published in an upcoming issue of Psych Discourse.  Submit articles to the editor at PsychDiscourse@aol.com.
 

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.

ABPsi Quote Corner

Power is the ability to define reality, and to have other people respond to your definition as if it is their own.
    Wade Nobles

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]

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]

Indiana

INDIANA UNIVERSITY – BLOOMINGTON’S DEPARTMENT OF PSYCHOLOGY is seeking applicants for two-year appointments at the rank of visiting assistant professor beginning August, 2001.  The teaching load for these positions will be six undergraduate courses per year.  Courses could include introductory psychology, statistics, abnormal psychology, social psychology, learning and memory, motivation, developmental psychology or cognitive psychology.  Salary $32,000 with health benefits.  To apply, send a letter of application that includes a statement of teaching philosophy and experience, evidence of teaching effectiveness, a curriculum vita, and have three letters of recommendation forwarded to:  Joseph E. Steinmetz, Ph.D., Eleanor Cox Riggs Professor and Chair of Psychology, Department of Psychology, 1101 E. 10th Street, Bloomington, IN  47405-7007.  Applications received by July 1, 2001 will receive full consideration, those received after that date will be considered until suitable candidates are found.  Indiana University is an Equal Opportunity/Affirmative Action Employer.  [IN2]
 

Maryland

JUNIOR FACULTY POSITION: COGNITIVE SCIENCE DEPARTMENT, JOHNS HOPKINS UNIVERSITY:  THE DEPARTMENT OF COGNITIVE SCIENCE, JOHNS HOPKINS UNIVERSITY, is inviting applications for an untenured, tenure-track position in psycholinguistics.  Appointment will be either at the Assistant or Associate Professor level.  The search will continue until the position is filled.  Applicants must have a demonstrated record of achievements in experimental work on language bearing on theoretical issues in either phonology, morphology or syntax.  Teaching experience at both undergraduate and graduate levels is desirable.  Besides theoretical linguistics and cognitive psychology, expertise in other areas of Cognitive Science is a further asset, especially in Neuropsychology, Neuroscience or Computer Science.  Please send a CV and sample publications to: Psycholinguistics Search Committee, Department of Cognitive Science, Krieger Hall, Johns Hopkins University, 3400 N. Charles St. Baltimore, MD 21218-2685.  Please do not send letters of reference at this point.  The Johns Hopkins University is an Equal Opportunity, Affirmative Action employer.  Women and members of under-represented minorities are especially encouraged to apply.   [MD1]

VISITING ASSISTANT PROFESSOR:  SALISBURY STATE UNIVERSITY is accepting applications for a one-year, visiting professor in psychology.  To teach experimental, statistics, research methods and general psychology.  To teach one or more of the following courses on a rotational basis:  learning, physiological psychology, sensation and perception, cognition.  An average teaching load for the semester is four courses.  Ph.D in psychology is required.  Starting August 15, 2001.  Search will be ongoing until position is filled.  Send letter of application with curriculum vita, transcripts, evidence of teaching effectiveness, and three letters of recommendation to Dr. Kathleen Fox, Chair, Search Committee, Psychology Department, Salisbury State University, 1101 Camden Avenue, Salisbury, MD 21801.  Salisbury State University is an Affirmative Action/Equal Opportunity employer.  Qualified women, minorities and disabled persons are encouraged to apply.  [MD2]

Massachusetts
 

New Jersey

PSYCHOLOGY, Instructor/Assistant Professor, Tenure Track.  We seek an Applied Psychologist including but not limited to one of the areas of Applied Cognition, Human Factors, Health Psychology, Clinical/Counseling, Adolescent Mental Health, Rehab Psychology.  Ph.D. (or ABD in final stages of dissertation).  Successful applicant will teach core program courses, advanced seminar(s) related to their particular expertise, as well as courses in Stockton’s innovative General Studies curriculum.  Term:  September 1, 2001 – June 30, 2002.  They will also have the opportunity to participate in Stockton’s interdisciplinary minors and certificates.  Teaching load is three 4-credit courses per term.  Additional duties as expected under collective bargaining agreement, including ongoing scholarly activity, precepting and college service.  SALARY:  Instructor, $31,910 - $36,695; Assistant Prof., $38,788 - $44,608.  Salary may be higher depending upon qualifications, experience and increases in the appropriately established compensation plan.  Screening begins immediately and will continue until the position is filled.  Send letter of application, vitae and three letters of reference to:  William C. Jaynes, IV, Dean, Social and Behavioral Sciences, The Richard Stockton College of New Jersey, AA86a, PO Box 195, Pomona, NJ  08240-1095.  Stockton is an AA/EOE.  Women and minorities are encouraged to apply.  This position is a new 12th full-time faculty line in an expanding undergraduate program.  R014263.  [NJ1]
 

New York

THE RIT COUNSELING CENTER AT ROCHESTER INSTITUTE OF TECHNOLOGY invites applications for a full-time (11 month) psychologist or counselor to begin by September 1, 2001.  Position:  Responsibilities include:  1) short-term individual psychotherapy; 2) mental health assessment; 3) crisis intervention; 4) on-call duty; 5) working with culturally diverse populations (especially race, sexual orientation, international); 6) consultation with faculty, staff and parents; 7) design and delivery of psycho-educational workshops.  Qualifications:  Ph.D. in counseling or clinical psychology preferred (NYS licensed or eligible). Masters degree in social work, counseling or related field required (certified or eligible). Counseling with 3 years experience in university counseling center (or equivalent) required.  Experience should include responsibilities and activities in addition to direct clinical service, e.g., psycho-educational workshops, topical programs, outreach efforts. Application:  Anticipated starting date is fall of 2001. Review of applications will begin immediately.  The search will remain open until the position is filled.  Send resume and list of 3 current references to:  Bill Yust, Search Committee Chair, RIT Counseling Center, 114 Lomb Memorial Drive, Rochester, NY 14623, 716-475-2261; FAX 716-475-6548. Full job description available on request.  RIT is an Equal Opportunity/Affirmative Action Employer. [NY1]
 

Ohio

PROJECT DIRECTOR.  PENDING FINAL ADMINISTRATIVE APPROVAL, THE DEPARTMENT OF PSYCHOLOGY AT KENT STATE UNIVERSITY is seeking applications for a Project Director for a federally-funded, 5-year HIV prevention study among inner-city women, focusing on their history of conflict/abuse.  Opportunities to supervise intervention, conduct research, and publish with a multidisciplinary, multicultural team.  Research experience on AIDS prevention, traumatic stress, or health studies desirable.  Ph.D. or equivalent degree required.  Salary $45-$55K, depending on experience.  Review of applications will begin on May 1, 2001, and continue until the position is filled.  Ethnic minorities and women are especially encouraged to apply.  Send vitae and three letters of recommendation to:  Steven E. Hobfoll, Ph.D., Applied Psychology Center, P.O. Box 5190, Kent State University, Kent, OH, 44242-0001 (shobfoll@kent.edu).  Kent State University is an Affirmative Action/Equal Opportunity Employer.  [OH1]

POSTDOCTORAL TRAINING, SCHOOL OF PROFESSIONAL PSYCHOLOGY, WRIGHT STATE UNIVERSITY.  THE POSTDOCTORAL TRAINING PROGRAM has openings for Postdoctoral Fellows, beginning September 1, 2001.  Training is offered with a variety of clinical populations  in three practice settings:  (1) a community-based, comprehensive psychological services training clinic which provides assessment, intervention, and consultation services to adults, children, and families; (2) a specialty treatment and training program which provides assessment and intervention services to adults and adolescents who are perpetrators, or victims, of domestic violence;  (3) a State of Ohio corrections and rehabilitation facility which provides psychological services to male or female inmates, and (4) the Office of Disability Services at Wright State University.  All sites provide services to ethically diverse clients.  Salary is competitive, and medical, dental, and educational benefits are excellent.  University affiliation affords full access to library, computer, and recreational facilities. Teaching is required of all Fellows, and supervision and didactic instruction are consistent with APPIC membership guidelines.  Ethnic minorities and women are encouraged to apply.  Application deadline has been extended to June 15, 2001.  Contact:  James E. Dobbins, Ph.D., ABPP, School of Professional Psychology, Wright State University, 9 N. Edwin C. Moses Boulevard, Dayton, OH 45407. Phone: (937) 775-4308  FAX: (937) 775-4323 e-mail: carol.smart@wright.edu.  [OH2]

Pennsylvania
 

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.

ABPsi   LIFE   MEMBERS
SAMELLA B. ABDULLAH, NA'IM AKBAR, MILDRED R. ANDERSON, RUSSELL ANDREW, BOBBIE M. ANTHONY-PEREZ, KIMLIN ASHING-GIWA, IKE AZUONYE, JOSEPH A. BALDWIN, W. CURTIS BANKS1, OSCAR A. BARBARÍN, ROCHELLE T. BASTIEN, MARGARET P. BEALE-SPENCER, MAISHA HAMILTON BENNETT, CAROLYN B. BLOCK, RUSSELL BOXLEY, MADONNA G. CONSTANTINE, JOY COOLEY, DONNAU MARIA COOPER, WILLIAM E. CROSS, JR., ALPHA OMEGA CURRY, JERRY H. DAVIS, CARRIE B. DIXON, JAMES E. DOBBINS, VICTOR ETTA, HALFORD H. FAIRCHILD, MERRILYN W. FAISON, ARCHIE HARRIS, ANNA M. JACKSON, HUGH E. FAULKNER-JONES, PARIS M. FINNER-WILLIAMS, ANDERSON J. FRANKLIN, JOHNNY L. GIBSON, CONSTANCE E. GOLDING, ELLEN GOLDING, EDMUND W. GORDON, THOMAS GORDON, CHERYL GRILLS, JERRY E. HARGROVE, MARY E. HARGROW, V. ROBERT HAYLES, HERBERT HENRY, VINCENT DEPAUL HENRY, ASA HILLIARD, III, ANNA JACKSON, PATRICIA JONES, REGINALD L. JONES (DAYTON), MAWIYAH KAMBON, MORIBA (RICHARD) KELSEY, HELEN M. KINARD, CARL L. KING, ROMA LITTLE-WALKER, WILLIAM K. LYLES, JOCELYN EMAMA MAXIME', HARRIETTE MCADOO, DOROTHY MCDONALD, HORACE MITCHELL, AMANDA MURPHY, LINDA B. JAMES MYERS, WADE W. NOBLES, NETTIE BALL OBLETON, GARRET E. PAYNE, NOLAN E. PENN, DOROTHY PETTIGREW, FREDERICK B. PHILLIPS, M. HENRY PITTS1, URBAN POLLARD1, SUZANNE M. RANDOLPH, PHILIP RAPHAEL, JAMES E. SAVAGE, JR., ADIB A. SHAKIR, MARGARET BEALE SPENCER, JUDY SUNDAYO, WILLIAM TALLEY, WILLIAM THOMAS, FLORENCE (NKECHI) TOWNSEND, AARONETTE M. WHITE, LINDA WHITTINGTON-CLARK, BIRDEAN WILLIAMS, DANIEL WILLIAMS, MICHAEL A. WILLIAMS, ROBERT L. WILLIAMS, WILLIE S. WILLIAMS, SHEILA WILLIAMS-WHITE, MELVIN N. WILSON
1 Deceased
///\\\///\\\///\\\

2000-2001 BOARD OF DIRECTORS
ANTHONY YOUNG, Psy.D., President
MARY ELIZABETH HARGROW, Ph.D., President-Elect
MAWIYAH KAMBON, Ph.D., Immediate Past President
JUDY ROSS, Treasurer
HALFORD H. FAIRCHILD, Ph.D., Secretary
THOMAS O. EDWARDS, Ph.D., Eastern Region Representative
NKECHI TOWNSEND, Ph.D., Mid-West Region Representative
ROBERT ATWELL, Psy.D., Western Region Representative
STEWARD WASHINGTON, Southern Region Representative
RENEE ROBINSON, Ph.D., General Assembly Chair
SATIRA STREETER, Chair, Student Division
ANNA JACKSON, Ph.D., Elder of Elders
SAMELLA ABDULLAH, Ph.D. and FRED PHILLIPS, Psy.D., Co-Historians
ART ATWELL and WILLENE NELSON, National Convention Committee
DARLENE DeFOUR, Ph.D. & JULES HARRELL, Ph.D., Publications Committee Co-Chairs

Credits
Office Staff: Michelle Roberts
Editor/Photos and Desktop Publishing:  Halford H. Fairchild
Editorial Assistant:  Tracy Y. Lee