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Adler University is a post-baccalaureate, non-profit institution of higher education and private graduate school of social and health science located in Chicago, Illinois and Vancouver, British Columbia. Adler University continues the pioneering work of psychiatrist and first community psychologist Alfred Adler by graduating socially responsible practitioners, engaging communities, and advancing social justice. Formerly named The Adler School of Professional Psychology, in November 2013 the institution's Board of Trustees voted unanimously to advance the institution's collegiate status to that of a university. The name change -- to Adler University -- occurred officially in January 2015 to reflect both the growth of the institution and its broadening pedagogical focus beyond psychology. Adler University offers three doctoral degrees, one in clinical psychology , a Doctor of Couple and Family Therapy , and a Ph.D. in Counselor Education & Supervision -- and more than a dozen master’s degree programs in areas such as counseling psychology, art therapy, public policy, nonprofit management, emergency management leadership, criminology, and rehabilitation. Adler enrolls more than 1,200 students at both its campuses in Chicago, Illinois and Vancouver, British Columbia. The current president of Adler University is Raymond E. Crossman, Ph.D. Crossman is the fifth president of university, appointed in 2003, and since then has realized a new vision, new academic programs, and significant growth for the institution.In striving to be the leader in educating socially responsible practitioners, Adler University attracts applicants to its graduate programs who are broadly interested in social justice -- and its interface with social science, public policy, and the health science, rather than applicants who are merely interested in traditional private practice.Adler Toronto and the Adler Graduate School in Minneapolis, Minnesota are not affiliated administratively with Adler University in Chicago, Illinois and Vancouver, British Columbia. Wikipedia.

Kanukollu S.N.,Adler School of Professional Psychology | Mahalingam R.,University of Michigan
Journal of Child Sexual Abuse | Year: 2011

In this paper, we propose an interdisciplinary framework to study perceptions of child sexual abuse and help-seeking among South Asians living in the United States. We integrate research on social marginality, intersectionality, and cultural psychology to understand how marginalized social experience accentuates South Asian immigrants' desire to construct a positive self-identity. Using model minority ideology as an example of such a construction, we highlight its role in silencing the topic of child sexual abuse within this immigrant community as well as its impact on attitudes towards professional mental health services. We contend that our framework, the idealized cultural identities model on help-seeking and child sexual abuse, provides a unique analytical model for clinicians and researchers to understand how South Asian Americans process, experience, and react to child sexual abuse. Copyright © Taylor & Francis Group, LLC.

Lewis K.M.,University of California at Davis | Schure M.B.,Oregon State University | Dubois D.L.,University of Illinois at Chicago | Day J.,Governors State University | And 5 more authors.
American Journal of Preventive Medicine | Year: 2013

Background: Youth problem behaviors remain a public health issue. Youth in low-income, urban areas are particularly at risk for engaging in aggressive, violent, and disruptive behaviors. Purpose: To evaluate the effects of a school-based social-emotional learning and health promotion program on problem behaviors and related attitudes among low-income, urban youth. Design: A matched-pair, cluster RCT. Setting/participants: Participants were drawn from 14 Chicago Public Schools over a 6-year period of program delivery with outcomes assessed for a cohort of youth followed from Grades 3 to 8. Data were collected from Fall 2004 to Spring 2010, and analyzed in Spring 2012. Intervention: The Positive Action program includes a scoped and sequenced K-12 classroom curriculum with six components: self-concept, social and emotional positive actions for managing oneself responsibly, and positive actions directed toward physical and mental health, honesty, getting along with others, and continually improving oneself. The program also includes teacher, counselor, family, and community training as well as activities directed toward schoolwide climate development. Main outcome measures: Youth reported on their normative beliefs in support of aggression and on their bullying, disruptive, and violent behaviors; parents rated youths' bullying behaviors and conduct problems; schoolwide data on disciplinary referrals and suspensions were obtained from school records. Results: Multilevel growth-curve modeling analyses conducted on completion of the trial indicated that Positive Action mitigated increases over time in (1) youth reports of normative beliefs supporting aggressive behaviors and of engaging in disruptive behavior and bullying (girls only) and (2) parent reports of youth bullying behaviors (boys only). At study end-point, students in Positive Action schools also reported a lower rate of violence-related behavior than students in control schools. Schoolwide findings indicated positive program effects on both disciplinary referrals and suspensions. Program effect sizes ranged from -0.26 to -0.68. Conclusions: These results extend evidence of the effectiveness of the Positive Action program to low-income, minority, urban school settings, and to middle school-aged youth. © 2013 American Journal of Preventive Medicine.

Westermeyer J.,Adler School of Professional Psychology
International Journal of Aging and Human Development | Year: 2013

To explore dimensions of successful aging, 71 men were selected for healthy adjustment and were prospectively studied in young adulthood (average age 20) and reassessed in 32-year and 48-year follow-ups. Despite an increase of medical problems, most men maintained healthy adjustment in early old age. At both follow-ups, successful young adult predictors of favorable overall outcome included good peer social adjustment, an absence of troubled parental discipline, and an absence of immature defensive behaviors when angry. However, young adult factors were more predictive of outcomes in middle age than in early old age, as predictor effect sizes decreased between the first follow-up and the second follow-up 16 years later. Findings support the possibility of both favorable and unfavorable changes in the second half of life that may diminish the impact of some young adult characteristics and family environments on adjustment in early old age. © 2013, Baywood Publishing Co., Inc.

Many cognitive measures have been studied for their ability to detect suboptimal cognitive effort; however, attention measures have not been extensively researched. The current study evaluated the classification accuracy of commonly used attention/concentration measures, the Brief Test of Attention (BTA), Trail Making Test (TMT), and the Conners Continuous Performance Test (CPT-II). Participants included 413 consecutive patients who completed a comprehensive neuropsychological evaluation. Participants were separated into two groups, identified as either unbiased responders or biased responders as determined by performance on the TOMM. Based on Mann-Whitney U results, the two groups differed significantly on all attentional measures. Classification accuracy of the BTA (.83), CPT-II omission errors (OE;.76) and TMT B (.75) were acceptable; however, classification accuracy of CPT-II commission errors (CE;.64) and TMT A (.62) were poor. When variables were combined in different combinations, sensitivity did not significantly increase. Results indicated for optimal cut-off scores, sensitivity ranged from 48% to 64% when specificity was at least 85%. Given that sensitivity rates were not adequate, there remains a need to utilize highly sensitive measures in addition to these embedded measures. Results were discussed within the context of research promoting the need for multiple measures of cognitive effort. © 2012 Taylor & Francis Group, LLC.

Harrison A.G.,Queens University | Rosenblum Y.,Adler School of Professional Psychology
Canadian Family Physician | Year: 2010

OBJECTIVE: To update primary health care providers on the guidelines and standards for documentation of attention deficit hyperactivity disorder (ADHD) at the postsecondary level. QUALITY OF EVIDENCE: We synthesized information from consultations with other experts at postsecondary disability offices and from relevant research in this area (specifically, PsycLIT, PsychINFO, and MEDLINE databases were searched for systematic reviews and meta-analyses from January 1990 to June 2009). Most evidence included was level III. MAIN MESSAGE: Symptoms of ADHD can occur for many reasons, and primary health care providers need to be cautious when making this diagnosis in young adults. Diagnosis alone is not sufficient to guarantee academic accommodations. Documentation of a disability presented to postsecondary-level service providers must address all aspects of the Diagnostic and Statistical Manual of Mental Disorders, 4th edition, criteria for diagnosis of ADHD, and must also clearly demonstrate how recommended academic accommodations were objectively determined. CONCLUSION: Students with ADHD require comprehensive documentation of their disabilities to obtain accommodations at the postsecondary level. Implementing the guidelines proposed here would improve access to appropriate services and supports for young adults with ADHD, reduce the risk of misdiagnosis of other psychological causes, and minimize the opportunity for students to obtain stimulant medications for illicit use.

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