Faculty Books and Book Chapters
This is a select list of works produced by the faculty of the College of Psychology at Nova Southeastern University
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Newspaper Databases-NYT and WSJ
Bonnie DiGiallonardo
A brief introduction to the New York Times and the Wall Street Journal available to NSU students.
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Introduction to Violence in the Military
Monty T. Baker, Alyssa R. Ojeda, Jessica Blalock, Hannah Pressley, Riki Ann Martinez, Brian A. Moore, and Vincent B. Van Hasselt
[Chapter Abstract] The global war on terrorism resulted in a continual involvement of the United States military and allied nations from 2001 to 2021. While the training and experiences of service members are essential to national security, 20 years of conflict and ongoing military operations greatly impacted service members, families, and veterans. This impact is not unique to the US military but also extends to many of our close allies including Canada, the United Kingdom, Australia, and New Zealand. This comprehensive review addresses the impact of the training and deployment experiences on service members’ mental health, behavior, and propensity toward non-combat-related violence. Non-combat-related violence manifests in a variety of ways, including suicidality and self-harm, sexual violence, intimate partner and domestic violence, and other violent criminal behaviors. Thus, identifying and addressing violent behavior and the factors enabling or exacerbating it is crucial for the long-term health and safety of service members, their families, and the communities in which they live.
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Deaf Defendants and the Legal System
David M. Feldman, Paul M. Silvasi, Dayna Rotshtyn, and Caleigh Covell
[Chapter Abstract] The legal system can be a confusing and challenging experience for the Deaf defendant. Very often Deaf defendants may be deprived of their civil and due process rights due to communication and language differences. In addition, evaluations by forensic psychologists for legal purposes can often be misleading and lead to erroneous conclusions and opinions by unaware examiners. Issues like criminal responsibility and competency may need to be viewed through linguistic and cultural perspectives and how they may affect the outcomes of such evaluations.
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Deaf Inmates and Correctional Settings
David M. Feldman, Paul M. Silvasi, Dayna Rotshtyn, and Caleigh Covell
[Chapter Abstract] Correctional settings often present unique challenges for the Deaf inmate. The need for accommodations to successfully and safely navigate these systems may not be provided or be inefficient. As such, the Deaf inmate may not have the same access to technology, activities, and social interactions as their hearing peers. Deaf inmates are also likely to be seen as victims by other inmates and face physical danger. In addition, Deaf inmates may be isolated due to a lack of communication with other inmates and staff.
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The Deaf Community and Law Enforcement
David M. Feldman, Paul M. Silvasi, Dayna Rotshtyn, and Caleigh Covell
[Chapter Abstract] Like any other population, the Deaf community as part of society will have individuals they come into contact with law enforcement officers and the criminal justice system. Because of differences in hearing ability and communication, law enforcement officers and both Deaf suspects and victims will often face challenges while navigating these interactions. The officer will not be likely to realize that a suspect or victim is Deaf until they are attempting to communicate. This can have dire consequences for the Deaf suspect who may find themselves at a disadvantage when interacting with law enforcement and may escalate routine situations. The Miranda warnings, interrogations, and criminal charges may also be affected by a lack of awareness and communication with Deaf suspects.
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Understanding Deaf Culture, the Deaf Community, and American Sign Language in a Criminal Justice and Legal Context
David M. Feldman, Paul M. Silvasi, Dayna Rotshtyn, and Caleigh Covell
[Chapter Abstract] Because culture and language often play such a crucial role in both the individual’s understanding of the world around them and their interactions with that world, it is important to recognize how various systems interact with individuals from a particular background or community. For some, these systems include interactions with law enforcement, legal settings, and correctional institutions and are crucial as they will often have life-changing outcomes for the individual. Failure to successfully understand and navigate these systems will likely impact such things as the individual due process, justice, and freedom. Law enforcement, the legal system, and correctional institutions have traditionally been established with little or no thought toward, or understanding of, the cultural and linguistic issues that will affect the deaf suspect, defendant, or inmate trying to comprehend and function within these environments.
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In the Beginning
Charles R. Figley, Lenore E. A. Walker, and Ilene A. Serlin
[Chapter Abstract] This first chapter provides the meaning and efforts by the Task Force that guided the development of the book, Pandemic Providers. We introduce the almost 100 members of our Task Force here and provide some of the reasons they joined together in their own words. We also asked them to describe how they experienced the pandemic and the impact it had on them. Many also indicated how satisfied they were with their volunteer experience despite the increase in time needed to maintain both their psychology and their personal lives. Not all of those who joined the Task Force joined work groups, nor did they all participate in writing the chapters in section two of the book. Many came on the twice monthly Friday meetings for support and connection. Those who did join the work groups provided insights into the chapters written about them. A summary of the 12 chapters can also be found in this first chapter.
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Toward the Practice of Pandemic Patience and Persistenc
Charles R. Figley, Lenore E. A. Walker, and Ilene A. Serlin
[Chapter Abstract] This final chapter, titled Toward the Practice of Patience and Persistence, captures the overall lesson of this book. Given the extraordinary era we work within and its unknown and dangerous circumstances, the futures of physical and mental health in the world are emerging daily. Taken and studied like an experiment, this initiative that started with an invitation to collaborate celebrates the report of its work as a Task Force. Expecting this to be a long-term project, this takes us well into the pandemic and beyond. The Task Force has been effective in mobilizing professional and scholarly support among colleagues. We hope that this book, by reflecting on challenges faced and lessons learned from a variety of perspectives, will help you face some of the inevitable challenges from future pandemics, give you more resources to cope, and contribute to your health and well-being.
The chapter provides a final effort to summarize the book and its collaborative enterprise. But no matter how carefully we describe our methods and findings, it either substantially works, or does not. We are bound together by our professional affiliations and guided by the ethical principles we share. Most sacred is the commitment to share what we have with others, in the hopes that it may be beneficial in their efforts to help others during or following the pandemic.
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Therapist Perceptions of Automated Deception Detection in Mental Health Applications
Sayde L. King, Najare Johnson, Kristin Kosyluk, and Tempestt Neal
[Chapter Abstract] This paper discusses the results of a qualitative study which assessed the perceptions of mental health professionals (N=15) on the use of artificial intelligence for deception detection in therapy sessions. Four themes emerged from coding analysis of the interview data, including Functional Components of the Computer Science Implementation, Perceptions of the Computer Science Implementation, Integration of the Computer Science Implementation, and Suggestions. These themes encompass feedback from practicing mental health professionals suggesting a potential use case for automated deception detection in mental health, albeit considerations for confidentiality, client autonomy, data access, and therapist-client trust.
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Clinical Supervision of CBT with Youth, Adolescents, and Families
David Reitman and Maria Alejandra Sisniegas
[Chapter Abstract] This chapter discusses clinical supervision with children and families, focusing on competencies that are especially relevant to working with this population. This chapter also examines some of the unique challenges of supervision work with children and families, such as the balancing of boundaries and relationships between parent and child. Finally, this chapter provides recommendations that address these specific concerns.
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Interpersonal Violence During COVID
Lenore E. A. Walker, Marilyn Safir, Giselle Gaviria, Michaela Mendelsohn, Patricia Villavicencio, Rita Rivera, and Lori Gill
[Chapter Abstract] Interpersonal violence, especially domestic violence, increased at least three times during the first 2 years into the pandemic. High stress already existed in these homes, and fears of death from an unknown virus only escalated the danger. Most psychologists were not trained to work with battered women and other trauma victim/survivors. About 20 of the original 90 who volunteered to participate with Charles Figley’s Task Force on COVID joined the Interpersonal Violence (IPV) and began looking for ways to help mental health professionals help their clients/patients reduce stress to lower the risk of violence. In this chapter we describe some of the innovative ways we provided the necessary support and taught new skills through the use of social media. For battered women we had to find ways to help without relying on the police, courts, or shelters which were closed. When the race riots erupted after the George Floyd murder, we adapted our skills to assist there. Technology helped us reach those in other countries as well as in the USA as we posted ways to deal with the pandemic. We were able to produce weekly roundtables viewed by as many as 600 in some weeks. A novel format was used whereby topics were introduced by one or two members with expertise and then the rest of the experts discussed how they handled them. Viewers were able to join in through Facebook at that time or view the hour-long presentations later. Diversity was interwoven throughout the presentations including cultural issues raised by the global participants.
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Working with psychopathy: Lifting the mask
Thomas D. Kennedy, Elise Anello, Stephanie Sardinas, and Scarlet Paria Woods
This brief explores the research on psychopaths in various settings and in everyday life. Psychopaths are often predatory by nature but may appear normal to laypersons. Individuals working in health professions, forensic occupations, education and corporate environments are likely to encounter a person with psychopathic traits at some point in their respective careers; this brief highlights the value of being able to identify a person with psychopathic traits, to understand the implications, and to navigate any interactions.
With recommendations for assessment and for guiding future interactions, this brief will be beneficial to mental health professionals, practitioners and researchers in psychology, forensic occupations, corrections, education, healthcare, and professionals in corporate environments.
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Understanding and Responding to Sexual and Gender Prejudice and Victimization
C Viehl, M Ginicola, Amy E. Ellis, and R J. Charette
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Big brain book: How it works and all its quirks
Leanne Boucher Gill
Readers are welcomed to the Lobe Labs and Dr. Brain activities in this brightly illustrated, highly engaging book that uses science to answer interesting questions that kids have about the brain and human behavior.
This is a fun primer on psychology and neuroscience that makes complex psychological phenomenon and neural mechanisms relatable to kids through illustrations, interesting factoids, and more.
Chapters include: What is the brain made up of and how does it work? Why can’t I tickle myself? Why do they shine a light in my eyes when I hit my head in the game?
Answers draw from both psychology and neuroscience, giving ample examples of how the science is relevant to the question and to the reader’s life experiences.
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Lobe your brain: What matters about your grey matter
Leanne Boucher Gill
Kids know that their brain does a lot, like make them move, smile, remember, think, feel, and emote.
But do they know how it really works? Readers will take a tour of the lobes of the human brain to discover all the cool things that it can do in this must-have introduction for all nonfiction collections.
Includes kid-friendly examples, simple explanations, and basic anatomy illustrations that show different parts of his brain and central nervous system, basic neurological function, and how everything flows.
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Applying the Attribution‐Value Model of Prejudice to Fat Pedagogy in Health Care Settings
Paula M. Brochu and Roya A. Amirniroumand
There is a need for weight bias to be effectively addressed in health care training programs. Health care professionals often report negative attitudes and stereotypes about fat people, reducing the quality of health care provision (Brochu et al., 2018; Phelan et al., 2015). Some researchers have begun testing interventions to reduce weight bias in health care training settings, with limited success (Alberga et al., 2016). In general, research shows inconsistent outcomes of such interventions for weight bias reduction (Daníelsdóttir et al., 2010; Lee et al., 2014). One mechanism that underlies weight bias is weight controllability beliefs (Crandall, 1994). Interventions that seek to change people's beliefs about the causes of weight and the ability to control body weight are known as controllability interventions. In this chapter, a critical analysis of weight bias reduction interventions that focus on changing controllability beliefs is conducted from the perspective of the attribution-value model of prejudice (Crandall et al., 2001). This analysis is conducted in order to better understand the mechanisms underlying the effective incorporation of fat pedagogy (Cameron & Russell, 2016) in health care training programs.
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Afterword: We Must Be Champions for the Emotional Well-Being of Our Youth
Philip J. Lazarus and Ralph Eugene Cash
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Lessons learned from school shootings: Perspectives from the United States of America
Scott Poland and Sara Ferguson
This brief investigates school shootings and their impact on individual, community, and societal levels. It includes professional and personal perspectives from individuals directly involved in and impacted by school shootings. These novel perspectives will help inform best practices necessary to strengthen school safety measures, as well as prevention and response efforts. This brief will serve as helpful guide to mental health professionals, school administrators, psychology students and educators, law enforcement, and threat management and crisis response teams, aiding in better understanding of the many factors surrounding school shootings.
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Florida School Toolkit for K-12 Educators to Prevent Suicide
Scott Poland and Catherine Ivey
The Florida School Toolkit for K–12 Educators to Prevent Suicide (Florida S.T.E.P.S.) carefully follows the best practices model for suicide prevention released in 2019 by the American Foundation for Suicide Prevention (AFSP), the National Association of School Psychologists (NASP), the American School Counselor Association (ASCA), and the Trevor Foundation. Scott Poland, Ed.D., served as a key advisor in the making of the model, which can be found on the AFSP website and at afsp.org /model-school-policy-on-suicide-prevention. Additionally, according to the Substance Abuse and Mental Health Services Administration (SAMHSA), the best practices model and components of a comprehensive suicide prevention program are prevention, intervention, and postvention. Accordingly, Florida S.T.E.P.S. provides guidance on all three components.
Where Florida S.T.E.P.S. differs, however, is with its unique focus on Florida schools. With more than 300,000 students (Common Core of Data, 2019), Florida’s Miami-Dade County Public Schools ranks as the nation’s fourth-largest school district. Other school districts in Florida, such as Union County School District, have fewer than 2,500 students. Combined, Florida boasts 74 public school districts and approximately 2,700 private schools. Florida S.T.E.P.S. is designed to assist all Florida K–12 schools, both public and private, in suicide prevention, and includes both national and Florida-related statistics and related legislation.
The Florida S.T.E.P.S. framework establishes the driving principles and guidelines of a comprehensive suicide prevention program addressing prevention, intervention, and postvention.
