colorado message from the president association tcp.pdfmessage from the president ... idm...

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Message from the President

I am so grateful for all of you who have supported me this year.I can’t imagine doing this by myself. There were wonderfulreminders and lessons I learned as your CPA leader this year.Some of the insights were as follows:

•It is critical to have a strong active board, committees, etc.(Thank You!);

VOLUME XLV ISSUE 3

June 2017

ColoradoPsychologicalAssociation

http://www.coloradopsych.org

American PsychologicalAssociation

http://www.APA.org

Inside This Issue1 Message from the

President2 Calendar of Events3 Message from the

Editors4 Training in Supervision

is Essential5 Seven Ways to

Surpass YourSupervisors

7 Welcome New &Returning Members

9 Am I Competent toSupervise?

12 CPA Info & AdvertisingRates

Olga M. Vera, PhDPresident, CPA

Hello CPA community! Wow… Irealize this is my last message to youas CPA President. Once again,another transition. As I sit to write ona warm evening, overlooking theColorado Rockies, after a delightfultrail run and wonderful friendconnections, I can certainly say thatthe summer sun and activities areapproaching us quickly. I hope yourwinter was full of inspiring re-flections, insights, and growingedges that are about to burst like thebeautiful Colorado sunshine. Withthat said, I am going to keep myfarewell simple and heartfelt.

Though endings have, at times, beenchallenging and painful for me, Iexperienced positive and rich end-ings as well. Some endings arenecessary for other opportunities toflourish. This can also be exciting,nourishing, and a chance to reflectand grow.

• Always be transparent withyour decisions and behaviors;• Be open to feedback,especially the ones that areedgy;• Communication is not onlycritical, but necessary;• It is OK to disagree and, quitefrankly, it is healthy;• Be predictable/consistent withactions;• Set healthy boundaries;• Have fun and celebrateaccomplishments;• Follow-through and holdothers accountable forexcellence;•Work-life integration is critical;• Take moments ofnourishment, especially whenyou think you don’t have time;• It’s OK to be vulnerable andask for help;• A deeper understanding of theethics of power.

I want to thank the Civica teamfor all the hard work and commit-ment throughout our transitionthis year. You truly have beenvital in helping me navigate thisyear with grace. The Civica teamstrives for continuous improve-ment at all levels of our asso-

!ISSUE 3 2017: PAGE 2 of 11 The Colorado Psychologist

Message from the President – Continued

CPA Calendar of Events 2017

125th APA ConventionAugust 3-6th

Walter E. Washington Convention Center

CPA Board Meetings3rd Friday of May, November, January, & March

(unless otherwise notified)12:00 noon - 3:00 pm

CPA Executive Committee Meetings3rd Friday of June, October, February, & April

(unless otherwise notified)12:00 noon – 3:00 pm

Articles due for The Colorado PsychologistJuly 10, 2017

to Brian Beaumund, PsyD [email protected]

ciation, and they continue to be committed tothe overall positive membership experience.

I want to thank the Executive Team, CPABoard, CPA Committees, Task Force and CPALiaisons for all your hard work and dedication.You are truly amazing!!

Lastly, it is with great excitement that I get tointroduce our CPA President starting effectiveJuly 1st, 2017, Dr. Rebecca Richey.

I am so looking forward to supporting her

vision this year. I hope to see you all at ourannual businessmeeting in July towelcomeDr.Richey and to celebrate our accomplishmentsthis year.

Until we meet again my colleagues! Wishingyou well in your journey, both professionallyand personally.

Friend of the way!

Olga M. Vera, PhDPresident, Colorado Psychological Association

Thank you to All Our RenewingMembers!

As of May 1, 2017, CPA's 2017 membershipstood at 383. Thank you to everyone who hasrenewed over the first four months of theyear. We look forward to having morerenewals and new members in the comingweeks.

Lead Editor - OPEN

ISSUE 3 2017: PAGE 3 of 11!

CPA Members,

I can’t believe we are almost halfway through2017! It’s been a challenging and exciting yearand I hope all of you are maneuvering throughall of it with the strength and intelligence whichis so prevalent throughout CPA membership. Ihope you have taken advantage of the newwebsite and are finding more ways to connectwith colleagues.

TCP continues its search for a CPA member tostep into the role of Lead Editor. If you arecurious and wish to make an impact on yourcolleagues and within your chosen profession,please outreach Shawna Urbanski [email protected] ASAP.

The June edition of The Colorado Psychologisthighlights Supervision. Michael Karson, PhD,JD, ABPP shares with us his wisdom andexperience in are article entitled “Seven Waysto Surpass Your Supervisors”; how can you notbe intrigued to read this? Nicole Taylor-Irwin,PhD shares her thoughts within “Training inSupervision is Essential”; a must read for all ofus! And Sandra Mann, PsyD helps us answerthe question: “Am I Competent to Supervise?”As always, this edition also includes highlightsof news within the CPA community andleadership, CPA organizational updates, high-lighted CPA board minutes, and announce-ments relevant to Colorado psychologists.

The content of each TCP edition reflects thetalent of CPA membership and we cannotprovide amazing editions without your contri-

Brian Beaumund, PsyDSubmission Coordinator

Message From the EditorsThe Colorado Psychologist

Krystine Jackson, PsyDFormat Editor

This could be you!

Ask us how!

Catherine Greisch, PsyDContent Editor

butions. Please reach out when you have news,career highlights, innovative research, clinicaladvances, legislative and policy updates, orrecent awards—anything that letsmembershipknow what is going on within their community!TCP is interested in sharing CPA members’achievements, interests, and experiences.Interested authors should contact Dr. BrianBeaumund at: [email protected].

Check out the Calendar of Events, Announce-ments and Advertisements, Member’s Corner,and other posted tidbits relevant to you as aCPA member. Remember to check out CPA’swebsite: www.coloradopsych.org.

Upcoming topics for 2017August: Specific AssessmentsOctober: American Psychological AssociationConferenceDecember: Future of the Field

Thank you to all contributors for yourcommitment to TCP. As always, we appreciatethe time and expertise you give tomembershipeach issue!

Shawna Urbanski, PsyDCommunication Committee ChairInterim TCP Lead Editor

!ISSUE 3 2017: PAGE 4 of 11

Training in Supervision is EssentialNicole Taylor-Irwin, PhD

The Colorado Psychologist

Clinical supervision training has traditionallyfollowed an apprenticeship model, which holdsthat capable therapists have likely receivedgood supervision during their training, and aretherefore well-equipped to eventually assumea supervisory role. This approach is not accept-able for other critical competencies in psy-chology, so why should it be applied to super-vision, the fundamental pedagogy of our field(Barnett, Cornish, Goodyear, & Lichtenberg,2007)?

Fortunately, this area continues to develop.APA standards for competencies in clinicalsupervision were developed in 2014, andgraduate programs and internships increas-ingly include supervision training. However,many practicing psychologists may not havehad the opportunity to benefit from theserecent advances. If you have not receivedtraining in supervision, here are a few tips toconsider:

1. It’s never too late to improve supervisionskills. Start now.

My colleague Dr. Athena Baca-Chieza recentlyshared an important lesson with our class ofgraduate students: everyone in the class willlikely one day be a supervisor. The time fortraining is now! Clinical supervision is the thirdmost common activity reported for psychol-ogists (Barnett et al., 2007).Whether you haveformal supervisees, informal mentoring, orconsultative relationships with colleagues,learning more about best practices in super-vision is a key step.

2. Actively seek feedback.

During graduate school, as my supervisor andI began our final “feedback” supervision of theyear, he immediately provided me withnumerous suggestions for how I could im-prove. I felt there were also opportunities forhim to improve—throughout the semester, myclassmates and I became aware of somemulticultural missteps he had made—andwhen I began to point out some outdated racialand ethnic terminology he had used, he

immediately shut me down. He explained thatour feedback session was unidirectional. Fromthen on, I vowed to always solicit feedbackfrommy supervisees and to create supervisoryrelationships that allow for open exchange.

3. Consider context and aim for anegalitarian relationship.

In taking a feminist approach to supervision, Iaim for an egalitarian and collaborativerelationship with my supervisees (Brown,2016). However, the supervisory relationshipis inherently unbalanced due to the super-visor’s position of power and evaluative role,and it is important to note that the supervisor’ssuggestions around risk management andethical situations are mandatory and must befollowed. Empowering supervisees to bothpraise and critique themselves usually leads tomore lasting change. Addressing relationalthemes that emerge in supervision, modelingtransparency, and pointing out parallel pro-cesses can be more beneficial than justproviding direct consultation on supervisees’clinical questions.

4. Learn how to give feedback.

As you reflect on your own supervisionexperiences, the supervisors who helped yougrow themost probably provided youwith bothpositive and critical feedback. My first super-vising experience required me to give difficultfeedback to a supervisee after she becameFacebook friends with a client. I was hesitant,but knew immediate intervention was re-quired. Our conversation was productive andsupportive: she benefitted from direct, timely,and specific feedback, and I grew by practicingthe difficult skill of providing critical feedback.

5. Learn from your supervisees and checkyour ego.

Stoltenberg and McNeill’s Integrated Devel-opmental Model for supervision (2010)provides a good theoretical framework forunderstanding where you and your super-visees may be struggling. They suggest that


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

Training in Supervision is Essential - ContinuedThe Colorado Psychologist

new supervisors must accurately assess theirgrowth areas. Being mindful of your intent iscritical for supervisors as well as therapists;with each supervisory intervention, questionthe purpose behind the statement. Avoidfalling in to the trap of trying to impresssupervisees with knowledge or show off clinicalacumen with a sophisticated concept-ualization.

Growth as a psychologist is a lifelong quest andimproving our skills in allmodalities of ourworkis essential. Supervisors do not need to knoweverything, but when one can establish anenvironment in which learning is valued andcollaboration is key, everyone can grow fromthe experience.

References

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

Seven Ways to Surpass Your SupervisorsMichael Karson, PhD, JD, ABPP

It seems obvious that you can become a betterclinician than your supervisors if your super-visors are less intelligent, less robust, lessempathic, or simply less interested in clinicalwork than you are. But what if they’re not?Does their ability to recognize patterns, applyideas, and develop a working alliance set a capon what you can learn?

The challenge of achieving clinical excellencerequires some discussion of what is meant bythat term. Unfortunately, clinical work is anenterprise that lacks widespread consensus onwhat constitutes excellence. Is it measured byratings of peers—peers whomay not be able torecognize excellence due to their own deficits?Is it measured by approval from clients, whomay be biased for a host of reasons tooverestimate the efficacy of the treatment? Ifyou teach someone fencing, nearly everyoneagrees on who won a particular match. Inclinical work, one therapist’s success isanother’s irrelevance.

Still, for the sake of this discussion, themajor clinical theories agree that problematic

patterns—relational paradigms, behaviors,beliefs, and organizing principles—will governthe client’s approach to the therapist. Workingonproblematic patterns in the office is effectivebecause, in Skinner’s phrasing, the variablesthat control behavior in the office are probablythose that control behavior elsewhere. Patternrecognition can be taught, but can a traineelearn finer discriminations that the ones thesupervisor makes?

For example, a man was violently ejected froman airplane after he refused to give up his seat,and it turned out he had a criminal history. Tome, the sort of person who would disobey theflight attendants might be the sort of personwho disobeys other rules. Indeed, many civilrights activists haveahistory of not conformingtheir behavior to societal expectations. I canteach trainees to notice these kinds ofpatterns, but can they get better at it than Iam? If so, how?

1. Become even more resilient andpsychologically-minded than your supervisor.


2. Learn more patterns. Pattern recognition islimited by the patterns you know. Popularfiction and melodrama, in books, film, ortelevision, repeat the same old patterns. Findnew stories by reading literature, watchinggreat films, and discovering unique twists fromeach client.

3. Check your privilege. Your supervisorsinevitably abused their power and exercisedvarious privileges at your expense. Check yourown by thoroughly screening the positivefeedback you receive from subordinates andclients for toadyism.

4. Become multilingual. Learn your super-visors’ theoretical orientations and then learnone or two more. Learn, especially, eachclient’s theoretical orientation. New per-spectives foster new ideas.

5. Evaluate your position on the learning curve.“Thosewith limited knowledge […] suffer a dualburden: not only do they reach mistakenconclusions and make regrettable errors, buttheir incompetence robs them of the ability torealize it” (Kruger & Dunning, 1999, p. 1134).In the give and take of improvisational, mutualtherapy, a relative beginner with accurate self-appraisal might be more effective than peoplewho think they are experts when they merelyhave experience. The former will enlist theclient as an ally in the process; the latter maynot.

6. Enjoy the adventure of improvingmore thanthe status of expertise. Find like-mindedcolleagues to challenge you. Ask what youcould do better.Make “Excelsior!” your banner,but (unlike Longfellow’s mountain climber) bereasonable about how fast you can go uphill.

7. Distinguish surpassing your supervisors ontheir learning curves from surpassing them onyour learning curve. Therapy is a personalbusiness. You first learn to say what anytherapist would say to any client. Then, youlearn what any therapist of a given theoreticalorientation would say to any client. Then, youlearn what any therapist of a given theoreticalorientation would say to this particular client.Finally, you learn to say what only you wouldsay (while playing the role of therapist) to onlythis client. No one can be better at saying whatonly you would say than you are.

ReferencesKruger, J. & Dunning, D. (1999). Unskilled andunaware of it: How difficulties in recognizingone’s own incompetence lead to inflated self-assessments. Journal of Personality and SocialPsychology, 77(6), 1121–1134.

Seven Ways to Surpass Your Supervisor - Continued

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

Check It Out!

Registration Open for 2017 Convention

Celebrate APA's 125th anniversary by attending theannual convention in Washington, DC this August.

Dates: August 3-6, 2017 (Exhibit Dates: August 3-5)

Meeting Facility: Walter E. Washington COnventionCenter, 801 Mount Vernon Place, NW, Washington, DC

20001

Register: http:/www.apa.org/convention/register-housing/index.aspx


Welcome New & Returning Members

Exempt Life MembersPaula BernsteinWilliam HansenDouglas HenningTerry LevyWilliam OsbornSandra RhodesWilliam SobeskyLois Vanderkooi

Early Career Psychologist MembersMica AdessoGenery BoosterDana CharatanTrey ColeTiffany ErspamerJackie GrimmettRohini GuptaBriana JohannesenOdessia KnowlesScott La PointKim MathewsonAlexis Saccoman

Academic MemberShelly Smith-Acuna

Student MembersJoshua BurgLindsey ColbertKiersten EberleHeather GhaffariElizabeth KunkleCaitlin O'LearyKaitlin RossSarah Staats

Master's Level Associate MemberC. Lisa Kurth


Full MembersLisa Aweida-RossZ. Benek AltayliDavid BensonBruce BishopAnn BortzMac BradleyStacey BrombergSarah BrownCathryn CalvertHeather CarrollLindsey EinhornDeborah GalaskaLorie GoseAngela GreenBrook GrieseBarbara GueldnerHarriet HallSuzanne HammJoseph HammockDouglas HanzeAimee HenleyElizabeth HickmanHeatherlyn HoffmanLouis HoffmanMary Margaret JonssonHeather KaplinskiKathleen KennedyLon KopitAndrew LoizeauxKaren McCarthyCarrie McCruddenMimi McFaulKathleen McNamaraBenjamin MillerDaniel MosleyAlyssa OlandNicole PeakPatricia RidleyGlenda RussellTrina SeefeldtElissa SteinRandy StithKay ToomeyRobert VitalettiHeather WedgleMelanie WeitzenfeldThomas WelchJason WilliamsJill YoungMelanie Young


“Psychologist A” reflects: So, now that I’mlicensed I can supervise one of the studentsfrom my program? Woah, hold on; I haven’tactually supervised before! I mean, I’ve had asupervision class where I consulted with somejunior colleagues. And, I’ve been a supervisee,quite a bit. I guess I could review my course-work and refresh my knowledge a bit. Is theresomething else I should be doing?

“Psychologist B” reflects: I supervised a coupleof students a while back, but I’ve mostly beenfocusing on building upmy career over the pastfive years. Things are pretty stable now, andI could take on a supervisee, and a second yearstudent sounds manageable. Wait, what kindof patients will I be supervising? Oh, I haven’tworked with Latino children in a school settingsince my training, but I guess I was trained inthis work so I could supervise, right?

“Psychologist C” reflects: I had somewonderful supervisors early on and haveenjoyed supervising over the last severaldecades. No, we never had a supervisioncourse, but I obtained a few continuing edu-cation credits on the subject. I’mwinding downmy career now and working with a newerclinician eager to learn could be enjoyable. Aslong as the student is solid and relativelyautonomous; I don’t have much patience forhand-holding and want some freedom fortraveling.

Over the past several decades, Health ServicePsychology (HSP) has increasingly recognizedthe necessity of intentional training and edu-cation in supervision, rather than leaving usmerely to learn via osmosis from our ownsupervisors. The American Psychological Asso-ciation (APA) has: required specialized super-vision training in doctoral programs (1996);established supervision as a functional com-petency (Kaslow, et al., 2004); published for-mal guidelines for clinical supervision (APA2014); and promulgated general expectationsabout what HSP trainees should know at eachlevel of training (APA, n.d.-a).

Despite these commendable advances, in-adequate or even harmful supervision is far

more common than we might imagine. In arecent, large study, 93% of trainees receivedinadequate supervision and 35.3% receivedharmful supervision (Ellis, Berger, Hanus,Ayala, Swords, & Siembor, 2014). Manyseasoned supervisors never formally studiedsupervision and newer graduates are morecommonly entering the field with onesupervision course and a handful of consul-tation sessions, likely without directsupervision of supervision. New graduatesmight obtain no further supervision experienceor education and go on to pass the Examinationof Professional Practice in Psychology (EPPP)with relatively little attention to supervision.Once their license is conferred, they areimmediately and automatically eligible tosupervise andmost jurisdictions do not requirecontinuing education in supervision. Is thispreparation sufficient? Are you actually com-petent to supervise?

“Psychologist A” in the above vignette couldconceivably be a competent, beginning super-visor, providing adequate supervision, grantedshe generally knows what to do, has asupervision contract, is prepared to meetregularly and for sufficient time, and caneffectively manage clinical issues in anethically and culturally sound manner. Still,she should participate in supervision of super-vision, either with a senior colleague or via apeer supervision group. She should alsocarefully assess her readiness to facilitate thelearning of others while still establishing herown competency and confidence. Hopefullyshe considers carefully her role, self-assessesand is conscientious about her preparation,and does not further promulgate poorsupervision experiences. Myriad potentialchallenges exist for a novice supervisor, andmanaging supervisee performance problems ispossibly the most challenging. In accordancewith the APA’s supervision guidelines (2015a),“Domain 7: Professional Competency Pro-blems” urges supervisor competency in devel-oping and implementing remediation planswhen needed and taking appropriate andethical action. Recognizing and respondingeffectively and efficiently, andwith finesse, canbe a tall order even for the most seasoned

Am I Competent to Supervise?Sandra Mann, PsyD


Am I Competent to Supervise? - Continuedsupervisor. The program/agency setting towhich the supervisee is accountable shouldensure supervisors are well-prepared for thistask and collaborate closely in such situations.

“Psychologist B” is an early-career psychol-ogist and fairly adept in his niche, but hisknowledge and skill with regard to thepopulation and setting to be supervisedprobably warrants refreshing. He should alsoask himself how enjoyable it may be to spendsuch energy on an area that apparently holdsless interest for him. In accordance with“Domain 1: Supervisor Competence”, Psychol-ogist B should exhibit competence acrossdiverse populations and settings. If he were toaccept this supervision role, it would beincumbent upon him to refresh his knowledgeand skills and establish a viable resource forconsultation. He should be able to properlyguide and support the supervisee throughissues of mandated reporting, negotiatetension between school setting andHSP ethics,and exhibit good knowledge and skills forworking with Latino youth and collateralsources. Certainly, if he were to choose not tosupervise this work, he would not need toestablish such competence.

“Psychologist C” is a seasoned psychologistand supervisor; her knowledge of supervisionis derived primarily from her own graduateschool and internship supervisory experiences.She could be both a strong clinician andsupervisor, better at one or the other, ormediocre at both. How is this assessed oraddressed? In accordance with Domain 6:Assessment, Evaluation and Feedback, sheshould seek feedback from her superviseesand others and incorporate this feedback tocontinuously assess and improve hercompetence. Her supervision has likely neverbeen directly observed, feedback from thesupervisee has been tempered due to thepower differential in the relationship, and inputfrom the system has suggested she is at leasta sufficient supervisor by virtue of continuedrequests to supervise. In accordance withDomain 1: Supervisor Competence, she hasacquired some continuing education toestablish and maintain competency. However,presently she seems to have less motivation to

to advance her supervision skills or beinconvenienced by a relatively needysupervisee or patient. Perhaps she shouldcarefully consider if this is a role she wants tocommit to fully and presently.

Assuming the role of supervisor is no easy feator decision. It is often uncompensated, carriessignificant responsibilities, and is considered a“high risk” professional activity in manyjurisdictions (The Trust, 2015). The experiencevaries considerably based on the participantsand their relationships, and is not predictable.Yet it is a tradition that many of us choose toperform, vitally so as it is how our field ispreserved.

References

American Psychological Association. (1996). Guidelinesand principles of accreditation. Washington, DC:Author.

American Psychological Association. (2015a).Guidelines for clinical supervision in health servicepsychology. American Psychologist, 70, 33-46.http://dx.doi.org/10.1037/a0038112

American Psychological Association. (2015b).Standards of accreditation for health servicepsychology. Washington, DC: Author.

American Psychological Association, Commission onAccreditation (n.d.-a). Implementing regulations.Section C: IRs Related to the Standards ofAccreditation. Unpublished manuscript.

Ellis, M. V., Berger, L., Hanus, A. E., Ayala, E. E.,Swords, B. A., & Siembor, M. (2014). Inadequateand harmful clinical supervision: Testing a revisedframework and assessing occurrence. TheCounseling Psychologist, 42,, 434-472. http://dx.doi.org/10.1177/001100013508656

Kaslow, N. J., Borden, K. A., Collins, F. L., Jr., Forrest,L., Illfelder-Kaye, J., Nelson, P. D., & Rallo, J. S.(2004). Competencies conference: Future directionsin education and credentialing in professionalpsychology. Journal of Clinical Psychology, 60,699-712. http://dx.doi.org/10.1002/jclp.20016

The Trust. (2015). Ethics and risk management in theage of the affordable care act: Everything you didn’twant to know and were afraid to ask. Rockville, MD:Author.

Sandra T. Mann, PsyD is a licensed psychologistin private practice and Director of ClinicalTraining at Maria Droste Counseling Center. Sheoversees a master’s level internship program (apracticum or externship for doctoral students),provides supervision and training to interns andsupervisors, and orients new supervisors to thepractice of supervision. She can be reached [email protected].


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

COMMITTEESCommunications: Shawna Urbanski, PsyDCommunity Service: OPENEarly Career Psychologist: Andrea Liner, PsyDEthics: Jenny Cornish, PhDFinance: Kristin Orlowski, PhDIntegrated Care: Nicole Taylor, PhDLegislative: Julie Jacobs, PsyD, JDMembership: Gift C. Wahiwe, PsyDNominations: Samantha Farro, PhDPolicy & Procedure: Rebecca Richey, PsyDPolitical Action Committee (PAC): Samantha Farro, PsyDProgram: Nathaan Demers, PsyD

ISSUE 3 2017: PAGE 11 of 12

! !CPA Mission Statement

The Colorado Psychological Associationadvances the profession of psychology throughadvocacy and education for the promotion of

psychological health and well-being.


Colorado PsychologicalAssociation

c/o Civica ManagementPO Box 3406 Englewood, CO 80155303-692-9303 Fax 303-200-7099Email: [email protected]

Website: http://www.coloradopsych.org

THE COLORADO PSYCHOLOGIST EDITORSShawna Urbanski, PsyD, Catherine Greisch, PsyD,Brian Beaumund, PsyD, & Krystine Jackson, PsyD

EXECUTIVE COMMITTEEPresident: Olga Vera, PhDPast President: Samantha Farro, PhDPresident-Elect: Rebecca Richey, PsyDSecretary: Erin Baurle, PsyDTreasurer: Kristin Orlowski, PhDPresidential Advisor: Charles H. Smith, PhD

AT LARGE BOARD MEMBERSChris Beasley, PsyD Angela Green, PsyDAndrea Liner, PsyD Julie Jacobs, PsyD, JDLaura Knudtson, PhD Shawna Urbanski, PsyD

SAMD DIVISION REPRESENTATIVEAthena Baca-Chieza, PsyD

NON-METRO REPRESENTATIVESNathaan Demers, PsyDCasey Wolfington, PsyD

APA COUNCIL REPRESENTATIVESarah Burgamy, PsyD

COPAGS CHAIR Vice-Chair (non-voting)Hannah Katz, MA Shane Saenz

CPA OFFICE STAFF/EXECUTIVE DIRECTORStephanie Wentz, Executive Director

DIVISIONS, LIAISONS, AND TASKFORCESCOPAGS: Hannah Katz, MAAPA Council Representative: Sarah Burgamy, PsyDAPA Diversity Representative: Athena Baca-Chieza,PsyDAPA Rural Representative: OPENDisaster Response Network (DRN) Coordinator:Daniel Mosley, EdDFederal Advocacy Coordinator (FAC): Rick Ginsberg,PhDPsychology in the Workplace Network (PWN): OPENPublic Education Campaign (PEC) Coordinator: DawnJewell, PsyDContinuing Education Task Force: B. Thomas Gray,PhD, ABPPForensics Task Force: Nicole Schneider, PhDPTSD Task Force: John Nicoletti, PhD, ABPP

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About The Colorado PsychologistThe Colorado Psychologist is published six times

per year by the Colorado Psychological Association. Articles,advertisements and letters

to the Editor must be received by the editor by the 10th of themonth prior to publication. Letters, opinions, and articles arewelcome and printed at the discretion of the editors. Opinionsexpressed are individual and not necessarily those of CPA or its

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