The Department of Psychology Faculty
Phone: (646) 312-4162
Location: VC 8-220
Jennifer Mangels, Chair of Psychology, received her BA at the University of Delaware and Ph.D. in Psychology at the University of California (Berkeley). Following a post-doctoral fellowship at the Rotman Research Institute (Toronto, Canada), she investigated the influence of executive control functions on declarative memory using converging cognitive neuroscience methods, including patients with focal lesions, neuroimaging (PET, fMRI), and neuromonitoring (EEG/ERP).
As Principal Investigator (PI) of the Dynamic Learning Lab at Baruch College, she has incorporated additional social, affective, and educational components aimed at investigating how individual and/or environmental factors influence selective attention, learning, and decision-making. She also has experience modeling socio-cognitive behaviors with agent-based modeling methods. Her work, which has been published widely in journals including Science, the Journal of Cognitive Neuroscience, and Social Cognitive and Affective Neuroscience, has been funded by NIH, NSF, IES, DOD, and DARPA.
A current goal of the lab is to understand how one’s learning and decision-making success is enhanced or impaired by aspects of the to-be-learned material, the motivation of the individual learner, and their beliefs about what they know and don’t know (metacognition). But we also recognize that learning and decision-making typically takes place in a social context. Thus, many of our current studies aim to integrate concepts and theories from social psychology, cognitive psychology, and cognitive neuroscience to help students bridge gaps in knowledge and overcome academic challenges. Related work addresses how we use the information we receive from others to work collaboratively toward improved decision-making. Although this work takes place in a virtual or physical lab environment, it is designed to have direct relevance to everyday educational contexts.
The Dynamic Learning Lab supports a vibrant group of undergraduate, post-bac, and PhD students through volunteer, credit-based, and (occasionally) paid research positions. Undergraduates from her lab have gone on to highly respected Master’s and Ph.D. programs in clinical and cognitive psychology, as well as cognitive neuroscience programs. Ph.D. students have entered both academia and industry. New students typically start at the beginning of the academic semester or in the summer, but inquiries about the lab are invited all year round.
Whiteman, R., & Mangels, J. (2020). State and Trait Rumination Effects on Overt Attention to Reminders of Errors in a Challenging General Knowledge Retrieval Task. Frontiers in Psychology: Emotion Science, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.02094/full
Abraham, D., McRae, K., & Mangels, J. (2019). “A” For Effort: Rewarding Effortful Retrieval Attempts Improves Learning from General Knowledge Errors in Women. Frontiers in Psychology. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01179/full
Mangels, J., Hoxha, O., Lane, S. P., Jarvis, S. N., & Downey, G. (2018). Evidence that Disrupted Orienting to Evaluative Social Feedback Undermines Error Correction in Rejection Sensitive Women. Social Neuroscience, 13(4), 451-470.
Mangels, J., Rodriguez, S., Ochakovskaya, Y., & Guerra Carrillo, B. (2017). Achievement Goal Task Framing and Fit with Personal Goals Modulates the Neurocognitive Response to Corrective Feedback. AERA Open (American Educational) Research Association), 3(3), 1-16. https://journals.sagepub.com/doi/full/10.1177/2332858417720875
Whiteman, R. C., & Mangels, J. (2016). Rumination and Rebound from Failure as a Function of Gender and Time on Task. Brain Science, 6(1), 7; https://doi.org/10.3390/brainsci6010007
Phone: (646) 312- 3788
Location: VC 8-296
Dr. Albright is a clinical psychologist and former chair of the Department of Psychology. At Baruch he teaches the Trauma, Grief, and Recovery course in the Mental Health Counseling program and Introduction to Psychology classes.
His research examines the efficacy of game-based virtual human role-play simulations designed to teach users how to implement evidenced-based communication strategies to manage challenging conversations in the areas of health and mental health to bring about sustained positive changes in attitudes and behaviors.
His work has resulted in numerous publications that examined the impact of role-play simulations utilizing intelligent virtual humans to support initiatives that address substance use, trauma, depression, anxiety, suicide prevention, and bullying in PreK-12, higher education, healthcare, and military populations. His hope is to be able to cost-effectively impact large numbers of geographically dispersed vulnerable populations that would benefit the most from such training.
Phone: (646) 312-3837
Location: VC 8-284
Daniele Artistico, Ph. D (University of Rome, 2002; postdoctoral work at the University of Illinois at Chicago, 2005), is a Professor of Psychology in the Psychology Department and the Mental Health Counseling Program at Baruch College of the City University of New York. He specializes in Gerontology and Personality Science. His current work focuses on everyday problem solving theory and self-efficacy research intervention (previously funded by the National Institute on Aging). When he is not teaching Research Methods or Adult Development to undergraduate students, he supervises research experience for undergraduates sponsored by the National Science Foundation.
I am an occupational health psychologist broadly interested in economic stressors, workplace safety, and organizational research methods. I earned my doctoral degree from Washington State University. At Baruch, my research focuses on: (i) understanding the nature of economic stressors (e.g., job insecurity and financial stress), their explanatory mechanisms, novel consequences, and individual and contextual moderators; (ii) uncovering predictors and correlates of proactive safety behaviors in the workplace, including safety voice and accident underreporting; (iii) examining how advancements in quantitative methodology (e.g., multilevel modeling and structural equation modeling) can be best utilized to advance empirical and substantive work in organizational psychology. Papers I have coauthored have been published in prestigious outlets such as Journal of Applied Psychology, Journal of Occupational Health Psychology, and Applied Psychology: An International Review. In my free time, I enjoy exploring the world through travel, as well as immersing myself in the local culture and art scene. I am also an avid scuba diver and love discovering the underwater world. As a foodie, I enjoy trying out new restaurants and experimenting with different cuisines.
Bazzoli, A., & Probst, T. M. (2023). Psychometric properties of the shortened and rescaled job security index and job security satisfaction scale. Applied Psychology: An International Review, 72(2), 832-848. https://doi.org/10.1111/apps.12397
Bazzoli, A., & Probst, T. M. (2023). Vulnerable workers in insecure jobs: A critical meta-synthesis of qualitative findings. Applied Psychology: An International Review, 72(1), 85-105. https://doi.org/10.1111/apps.12415
Bazzoli, A., & Probst, T. M. (2022). Taking stock and moving forward: A textual statistics approach to synthesizing four decades of job insecurity research. Organizational Psychology Review, 12(4), 507-544. https://doi.org/10.1177/20413866221112386
Bazzoli, A., & Curcuruto, M. (2021). Safety leadership and safety voices: Exploring the mediation role of proactive motivations. Journal of Risk Research, 24(11), 1368-1387. https://doi.org/10.1080/13669877.2020.1863846
Probst, T. M., Bazzoli, A., Jenkins, M. R., Jiang, L., & López Bohle, S. (2021). Coping with job insecurity: Employees with grit create I-Deals. Journal of Occupational Health Psychology, 26(5), 437-447. https://doi.org/10.1037/ocp0000220
Probst, T. M., Lee, H. J., & Bazzoli, A. (2020). Economic stressors and the enactment of CDC-recommended COVID-19 prevention behaviors: The impact of state-level context. Journal of Applied Psychology, 105(12), 1397-1407. https://doi.org/10.1037/apl0000797
Norian Caporale-Berkowitz, Ph.D. is focused on improving mental wellbeing at scale. He researches and builds technologies that make self-awareness, communication skills, and emotional regulation available to everyone. Dr. Caporale-Berkowitz is interested in variables such as mindfulness, self-compassion, resilience, grit, and loneliness that are malleable (changeable), and that lead to large, preventive mental health improvements. He then studies interventions that target these variables on a large scale, such as online courses that reach millions of people simultaneously. He is interested in interventions that work both bottom-up (e.g. decentralized peer-to-peer counseling networks) and top-down (e.g. mindfulness and emotional intelligence training for leaders). Dr. Caporale-Berkowitz began his career at Coursera building the technology that allowed Massive Open Online Courses (MOOCs) to run on-demand. He then joined the team that built Minerva University, the most selective U.S. university (1-2% acceptance). While completing his Ph.D., Dr. Caporale-Berkowitz taught the popular course “Strategic Learning for the 21st Century” at the University of Texas at Austin. Dr. Caporale-Berkowitz published the first peer-reviewed study on Google’s mindfulness training program, has been an invited speaker at Oxford University, and has written for MIT Press and Harvard Business Review. As an Executive Coach, he has worked with leaders at LinkedIn, Apple, Adobe, Glassdoor, Skillshare, and a diversity of startup and educational organizations. Dr. Caporale-Berkowitz completed his Ph.D. in Counseling Psychology at the University of Texas at Austin, and a yearlong Clinical Internship at the University of California at Berkeley. He holds a B.A. from Brown University, an M.A. from the University of Texas at Austin, and has completed a variety of mindfulness and meditation trainings.
Caporale-Berkowitz, N. A., Boyer, B. P., Muenks, K. M., Brownson, C. B. (2022). Resilience, not Grit, Predicts College Student Retention Following Academic Probation. Journal of Educational Psychology. DOI: 10.1037/edu0000721
Caporale-Berkowitz, N. A., Boyer, B. P., Rochlen, A. B. & Parent, M. C. (2021). Search Inside Yourself: Investigating the Effects of a Widely Adopted Mindfulness-at-Work Development Program. International Journal of Workplace Health Management, 14(6), 593-604. DOI: 10.1108/IJWHM-08-2020-0139
Caporale-Berkowitz, N. A. (2020). Let’s Teach Basic Counseling Skills to All Students: Here’s How and Why. Journal of American College Health. DOI: 10.1080/07448481.2020.1841775
Nadeau, M. M., Caporale-Berkowitz, N. A., & Rochlen, A. B. (2020). Improving Women’s Self-Compassion Through an Online Program: A Randomized Controlled Trial. Journal of Counseling & Development, 99(1), 47-59. DOI: 10.1002/j.1556-6676.2014.00000.x
Bernecker, S. L., Williams, J. J., Caporale-Berkowitz, N. A., Wasil, A. R., & Constantino, M. J. (2020). Nonprofessional Peer Support to Improve Mental Health: Randomized Trial of a Scalable Web-Based Peer Counseling Course. Journal of Medical Internet Research, 22(9), e17164. DOI: 10.2196/17164
Phone: (646) 312-3813
Location: VC 8-282
Website: Diversity and Careers Lab
Dr. Dia (Deepshikha) Chatterjee received her PhD in Organizational Psychology from Michigan State University, and her BS in psychology from Illinois Institute of Technology. She received her Associates in Arts from Harold Washington College and is a proud community college alum.
Her major research interests include diversity (stigmatization and identity management) and careers in organizations. Dr. Chatterjee has published in journals such as Journal of Organizational Behavior, Nature Human Behavior, Occupational Health Science, and Industrial and Organizational Psychology to name a few. Her paper on policing won the Journal of Organizational Behavior’s First Runner Up Best Paper Award for 2020. Prior to Baruch, she was an Assistant Professor at Salem State University where she also led the MS in IO Psychology program.
In addition to her research, teaching, and leadership positions, she has worked in domains such as strategy consulting (Incandescent), healthcare (Spectrum Health), educational testing (ETS and ACT), and finance (Accident Fund Insurance) focusing largely on issues such as organizational strategy, performance management, and organizational change.
Den Houter, K.M., Chatterjee, D., Ryan, A.M., & Liebler, J. (2022). Policing Is Not for Me: Repelling Factors Implicated in Vocational Choice Elimination. Journal of Policing & Society.
Leong, F.T., & Chatterjee, D. (in press). Career psychology and work in the Asian American context. Chapter prepared for Walsh, Flores, Hartung, Leong, and Savickas’ (Editors) Career Psychology. Washington, D.C., American Psychological Association.
Chatterjee, D., & Ryan, A.M. (2020). Is policing becoming a tainted profession? Media, public perceptions, and implications for trust repair. Journal of Organizational Behavior. ~Selected as the Journal of Organizational Behavior’s 1st Runner Up Best Paper of 2020~
Chatterjee, D., & Leong, F.T.L. (2020). Occupational health disparities among racial and ethnic minorities: Lessons from diverse research frameworks. Occupational Health Science.
Den Houter, K.M., & Chatterjee, D. (2020). Identity management in the face of occupational stigma: Considering the role of police officer race and gender. Special issue on Stress, Health, and Wellness in Policing: Understanding and Addressing Complex Issues in Policing: An International Journal of Police Strategies and Management.
Phone: (646) 312-3818
Location: VC 8-274
Professor Cohen-Charash received her Ph.D. from the Department of Psychology at the University of California, Berkeley. She has an M.Sc. in Management, Organizational Behavior from the Faculty of Management, Tel-Aviv University, and a BA in psychology from Tel-Aviv University.
Her research interests focus on emotions in general and within organizational settings. She studies how emotions motivate the behavior of individuals, groups, and organizations, and how individuals and organizations can influence the emotions and behaviors of others. She mainly focuses on envy, jealousy, and feeling happy for someone else’s good fortune (firgun). She is also interested in other emotions, such as fear and greed. Additional lines of research in which she is involved include issues of fairness and justice in organizations; the interface between justice and emotions; the influence of language on emotions, the value-judgment of emotions, and over-disclosure at work.
At the Ph.D. level, she teaches the core Organizational Psychology seminar, the core Personality seminar, and elective seminars on emotions and justice. At the undergraduate level, she teaches the Introduction to Psychology general course and a seminar about the Holocaust.
Professor Cohen-Charash manages the Emotions in Organizations lab (see more details in her lab description). She is currently an Associate Editor of Emotion Review. She is also an executive coach.
Crusius, J., Gonzalez, M. F., Lange, J., & Cohen-Charash, Y. (2020). Envy: An adversarial review and comparison of two competing views. Emotion Review, 12(1), 3-21. doi.org/10.1177/1754073919873131 | Link to Paper
Cohen-Charash, Y., & Larson, E. C. (2017). An emotion divided: Studying envy is better than studying “benign” and “malicious” envy. Current Directions in Psychological Science, 26, 174–183. Doi.org/10.1177/0963721416683667 | Link to Paper
Cohen-Charash, Y. (2009). Episodic envy. Journal of Applied Social Psychology, 39(9), 2128–2173. Link to Paper
Cohen-Charash, Y., & Mueller, J. S. (2007). Does perceived unfairness exacerbate or mitigate interpersonal counterproductive work behaviors related to envy? Journal of Applied Psychology, 92(3), 666-680. doi.org/10.1037/0021-9010.92.3.666 | Link to Paper
Cohen-Charash, Y., & Spector, P. E. (2001). The role of justice in organizations: A meta-analysis. Organizational Behavior and Human Decision Processes, 86(2), 278-321. doi.org//10.1006/obhd.2001.2958 | Link to Paper
Phone: (646) 312- 3805
Location: VC 7-257
Tatiana Aloi Emmanouil, Associate Professor of Psychology, investigates the cognitive and neural mechanisms of vision in humans. Her work spans the fields of visual attention, awareness and memory as it attempts to understand how we process, store and experience the complex visual world that surrounds us.
Professor Emmanouil received a BA in Psychology from UC Berkeley, a PhD in Psychology and Neuroscience from Princeton University under the tutelage of Anne Treisman, and worked as a postdoc at CUNY with Tony Ro. Her work, inspired by psychological theory, is based on behavioral experiments. She examines brain activations using current neuroimaging tools such as functional Magnetic Resonance Imaging, transcranial magnetic stimulation, and electroencelphalography.
Location: VC 8-283
My Post-Doctoral Fellowship and Clinical Internship were completed at Brown University. I earned my PhD and MS in Clinical Psychology at Northwestern University and my BS at the State University of New York at Binghamton.
Dedicated post-graduate and undergraduate students who have a passion for research and who enjoy working on projects are the members of our lab. Many have had presented posters at regional and national professional conferences and a number have been authors on papers published in peer-reviewed journals. We have two areas of focus. One is on climate change and environmental sustainability and the second is on sleep loss, sleep recovery through nap taking and the influence of both on objective measures of effort.
Climate Change and Environmental Sustainability
We have been collecting survey data on student attitudes and behaviors regarding climate change and environmental protection for over 10 years. Though we measure each student only once, we now have a picture of the evolution of undergraduates’ worry about climate and engagement in protecting vital natural resources. Another important survey in our lab assesses childbearing decisions and the role of climate change in family planning decision-making.
A recent experiment in our lab have focused on engaging students in environmental protection by finding strategies to overcome the limitations imposed by temporal cognition (a focus on today’s behaviors and outcomes at the expense of considering one’s behavior and its impact on the future).
Sleep loss, Nap-taking and Effort
The research in our lab focuses on the effects of sleep deprivation, and the effects of nap-taking as a sleep recovery strategy on performance requiring varying degrees of effort. I am particularly interested in how people make choices depending on the objective effort tasks require, and the use of mental short-cuts, choice behavior in math tasks, and engagement in social situations to determine how effort is expended with and without restorative naps. Recently, we’ve included athletes and regular exercisers in our participant pool to assess how naps may affect their effortful performance both in the sports setting and on cognitive tasks.
Ethics and Legal Issues in Mental Health Counseling
The graduate level Ethics and Legal Issues in Mental Health Counseling course (Psychology 9814) focuses on ethics in the therapeutic setting including issues of acculturation, bias, boundaries, confidentiality and conflicts of interest.
Psychology 3185 considers climate change and environmental issues and how human strengths and limitations can damage or protect our fragile environment and our critical natural resources.
Psychology of Sleep
The Psychology of Sleep course (Psychology 3054) addresses sleep from many dimensions including sleep stages, sleep need, developmental changes in sleep, the physiology of sleep, sleep deprivation, sleep disorders and dreaming.
I have been the Baruch College Ombuds since fall 2002. The Baruch College Ombuds office offers a confidential, neutral and independent resource for faculty, staff, students and guests within the Baruch College community to voice concerns and complaints. We attempt to help find solutions and resolve conflicts that arise between members of the College. http://www.baruch.cuny.edu/ombuds/
Chair, Baruch College Task Force on Sustainability
Launched in the spring of 2008, Baruch College’s Task Force on Sustainability http://blsciblogs.baruch.cuny.edu/sustainability/ is part of the City University of New York’s Sustainability Project and PLANYC http://www.nyc.gov/html/planyc2030/html/home/home.shtml.
The Baruch College Task Force on Sustainability works to create a culture within the Baruch community, including students, faculty and staff, which understands climate change, values and practices environmental protection, seeks to solve sustainability issues at the College and facilitates broad College-based learning about sustainability. I have been the chair of the Baruch College Task Force on Sustainability since its inception. The Baruch 2018-2023 Strategic Plan includes Climate Change as a curricular goal.
Member of the Baruch College Climate Change Faculty Seminar
Baruch College faculty across Weissman College of Arts and Sciences, Zicklin School of Business and Marxe School of Public and International Affairs come together to discuss climate change education and research, and apply for grant support for Baruch College climate change initiatives.
NSF-Research Experience for Undergraduates (REU)
The Department of Psychology at Baruch College, City University of New York is site of a training program funded by the National Science Foundation entitled Research Experience for Undergraduates (REU). The program offers advanced research training for one academic year to 12 undergraduate students who attend colleges and universities in the New York metropolitan area. The program targets students belong to historically disadvantaged groups.
Publications of Interest
Engle-Friedman, M. & Young, S. (2019). Sleep’s role in effortful performance and sociability.
In Zlatan Krizan (Ed.) Personality, and Social Behavior. Springer-Nature, Switzerland.
Engle-Friedman, M., Mathew, G. M., Martinova, A., Armstrong, F., & Konstantinov, V. (2018). The role of sleep deprivation and fatigue in the perception of task difficulty and use of heuristics. Sleep Science, 11(2), 74-84.
Engle-Friedman, M., Furman, G., Lui, F., & Lee-Furman, E. (2015). Trust in media representation of environmental problems. The International Journal of Sustainability Education, 10(2), 1-18.
Engle-Friedman, M. (2014). The effects of sleep loss on capacity and effort. Sleep Science, 7(4), 213-224.
Engle-Friedman, M. (2010). Sleep and effort in adolescent athletes. Journal of Child Health Care, 14(2), 131-141.
Engle-Friedman, M., Lee, E., Furman, G., Maculaitis, M., & Cho, K. (2010). What affects attitudes and behaviors regarding environmental sustainability. The International Journal of Environmental, Cultural, Economic and Social Sustainability, 6(6), 41-68. http://ijs.cgpublisher.com
Presentations of Interest
Engle-Friedman, M. & Tipaldo, J. (2020, January). Family planning decisions affected by climate change. Sixteenth International Conference on Environmental, Cultural, Economic & Social Sustainability. Santiago, Chile.
Tipaldo, J., Sawhney, K. & Engle-Friedman (2019, July). Climate change: Legal activism by youth inspires age-mates. Annual Conference of the European Association of Psychology and Law 2019 that will be held in Santiago de Compostela, Spain.
Horne, K.A., Tipaldo, J., Kelly, C., Sawhney, K., Engle-Friedman, M. (2019, June). New and parallel-form measures of objective effort: Math task and everyday task difficulty. SLEEP, San Antonio, Texas.
Horne, K.A., Kelly, C., Tipaldo, J., DelaMata, C., Lou, J., Sawhney, K., Engle-Friedman, M. (2019, June). Objective effort and math performance predicted by night-time awakenings and total sleep time. SLEEP, San Antonio, Texas.
Horne, K.A., Lee, M., DelaMata, C., Tipaldo, J., Engle-Friedman, M. (2019, April). Relationship between anxiety and optimism and its effect on frequency of sustainable behavior. Western Psychological Association, Pasadena, California.
Horne, K.A., Lee, M., Osiecka, Z., Sawhney, K., Jones, K., Engle-Friedman, M. (2019, March). Students’ attribution of responsibility for combating climate change and its relationship to frequency of sustainable behaviors. Eastern Psychological Association, New York, New York.
Tipaldo, J., Horne, K.A., Piskorki, N., Cruz, N., Engle-Friedman, M. (2019, March). Planning to have kids? What about climate change? Eastern Psychological Association, New York, New York.
Kelly, C., Horne, K.A., DelaMata, C., Tipaldo, J., Skorokhod, Y., & Engle-Friedman, M. (2019, March). A methodological study developing parallel forms for the objective assessment of effort. International Convention of Psychological Science, Paris, France.
Horne, K.A., Lee, M., & Engle-Friedman, M. (2019, March). Correlations between personality and sustainable behaviors: Identifying the traits of future leaders on climate change. International Convention of Psychological Science, Paris, France.
Horne, K.A., Lee, M., Skorokhod, Y., & Engle-Friedman, M. (2018, November). Gender differences in sustainable behaviors and efficacy in reducing or stopping climate change. New England Psychological Association, Worcester, Massachusetts.
Violet Gitman received her MA in Mental Health Counseling from Baruch College in 2017 and her BSBA with a concentration in Marketing and a minor in Psychology from Drexel University. Ms. Gitman worked in residential real estate for over a decade in varying cities prior to switching careers to mental health counseling. Ms. Gitman has a private practice alongside of her role as Lecturer and Fieldwork Coordinator in the MMHC program. Ms. Gitman has clinical experience in a variety of settings and populations with a speciality and emphasis on working with individuals with eating disorders at varying levels of care. Additional clinical experience includes working in school settings, substance abuse clinics and employee assistance programs.
Phone: (646) 312-4480
Location: VC 8-271
Website: Motivation and Technology Lab
Anna Gödöllei earned her Ph.D. in I/O Psychology at the University of Waterloo and her M.S. in I/O Psychology from the University of Calgary. Her research focuses on two main areas: 1) employee motivation and 2) technology at work.
In the area of employee motivation, she studies people’s subjective experiences of goal progress (e.g., perceived progress, boredom, regulatory focus) and how these experiences shape people’s self-regulatory behaviors. In the area of technology at work, her research examines employees’ attitudinal and behavioural reactions to the implementation of technology in various organizational domains. Anna collaborates internationally with scholars from Canada, Australia, and the United States. Her work has been published in outlets such as Human Performance and the Handbook of the Psychology of the Internet at Work. She has won numerous awards, in excess of $180,000, from agencies such as AoM, SIOP, Canadian-SIOP and the Canadian federal government’s Social Sciences and Humanities Research Council (SSHRC).
Gödöllei, A. F. & Beck, J. W. (2020). Development and validation of the state regulatory focus scale. Human Performance, 33, 104-129. https://doi.org/10.1080/08959285.2019.1710513
Beck, J. W. & Gödöllei, A. F. (2020). A dynamic perspective on workplace motivation. In Y. Griep, and S. D., Hansen (Eds.), Handbook on the Temporal Dynamics of Organizational Behavior (pp. 237-250). Edward Elgar Publishing. https://doi.org/10.4337/9781788974387.00024
Chapman, D. S. & Gödöllei, A. F. (2017). E-recruiting: Using technology to attract job applicants. In G. Hertel, D. L. Stone, R. D. Johnson & J. Passmore (Eds.), The Wiley Blackwell Handbook of the Psychology of the Internet at Work (pp. 211-230). Wiley-Blackwell. https://doi.org/10.1002/9781119256151.ch11
Phone: (646) 312- 3820
Location: VC 8-285
Harold is a professor of industrial‐organizational psychology at Baruch College, The City University of New York. He received his doctoral degree in I/O psychology from the University of Maryland in 1993 and held faculty roles at Bowling Green State University and New York University before joining Baruch College in 1997. His primary areas of expertise are in personnel staffing and equal employment opportunity issues, diversity and inclusion, leadership and managerial development, and organizational culture. He is best known for his work on the design of tests of intelligence that produce reduced racial and gender-based group differences. In addition, he is recognized for his research on using psychological tests to predict performance in professional sports. Harold regularly publishes in scholarly journals and books and is the lead editor of the Wiley Blackwell Handbook of Recruitment, Selection, and Employee Retention. In addition, his work on designing intelligence tests earned him and his team multiple M. Scott Myers Awards for Applied Research from the Society of Industrial and Organizational Psychology and International Personnel Assessment Council’s Innovations Awards.
Harold has served as an expert witness and advisor on issues involving human capital in the workplace for the U.S. Department of Justice. Harold has taught classes on topics such as personnel staffing, organizational behavior, and leadership and managerial development. He also serves as the director of the Masters in Industrial/Organizational Psychology program at Baruch College.
Yusko, K., Aiken, J., Goldstein, H., Scherbaum, C., & Larson, E. (2019). Solving the “Quarterback Problem”: Using Psychological Assessment to Improve Selection Decisions in Professional Sports. In Ronald R. Sims & Sheri K. Bias (Ed.), Human Resources Management Issues, Challenges and Trends: “Now and Around the Corner”. Charlotte, NC: Information Age Publishing.
Larson, E., Yusko, K., Goldstein, H., Scherbaum, C., Aiken, J., and Oliver, L. (2018). Intelligence in the workplace: Recent developments in theory and measurement in intelligence at work. In V. Zeigler and T. Shackelford (Eds.), The Sage Handbook of Personality and Individual Differences. Thousand Oaks: CA.
Goldstein, H., Pulakos, E., Passmore, J., & Semedo, C. (2017). The Wiley-Blackwell Handbook of the Psychology of Recruitment, Selection, and Employee Retention. Hoboken, NJ: John Wiley & Sons.
Reeve, C., Scherbaum, C., & Goldstein, H. (2015). Manifestations of intelligence: Expanding the measurement space to reconsider specific cognitive abilities. Human Resource Management Review, 25, 28-37.
Scherbaum, C., Goldstein, H., Ryan, R., Agnello, P., Yusko, K., & Hanges, P. (2015). New Developments in Intelligence Theory and Assessment: Implications for Personnel Selection. In J. Oostrom & I. Nikolaou’s (Eds.) Employee Recruitment, Selection, and Assessment. Contemporary Issues for Theory and Practice (99-116). London: Psychology Press-Taylor & Francis.
Grant Funding (2010-Present)
Improving Graduate Business School Admissions: Supplementing the GMAT with Alternative Predictors. MERInstitute of the Graduate Management Admissions Council, co-PI ($100,000).
Phone: 646 312-3862
Location: VC 8-298
Dr. Good’s research focuses on the social forces that shape academic achievement, intellectual performance, motivation, and self-image. In particular, her lab focuses not only on how negative stereotypes contribute to females’ underachievement and under-representation in math and science fields, but also on methods of helping females overcome vulnerability to the stereotype. She also studies these issues as they relate to minority student achievement. Since much of the work is conducted in local schools, students of Dr. Good’s lab gain experience in designing and conducting studies in both laboratory and applied settings.
Good, C., Aronson, J., & Harder, J.A. (2008). “Problems in the pipeline: Women’s achievement in high-level math courses.” Journal of Applied Developmental Psychology, 29, 17-28.
Good, C. (2006). “Transforming classroom culture through the use of student allies.” Network News: Newsletter of the Minority Student Achievement Network, 22. Evanston, IL: MSAN.
Inzlicht, M., Aronson, J., Good, C., & McKay, L. (2006). “The particular resiliency of self monitors to threatening environments.” Journal of Experimental Social Psychology, 42, 323-336.
Mangels, J.A., Butterfield, B., Lamb, J., Good, C., & Dweck, C.S. (2006). “Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model.” Social Cognitive and Affective Neuroscience, 1, 75-86.
Good, C., Aronson, I., & Inzlicht, M. (2003.). “Improving Adolescents’ Standardized Test Performance: An Intervention to Reduce the Effects of Stereotype Threat.” Journal of Applied Developmental Psychology, 24, 6, 645-662.
Aronson, J, Freid, C., & Good, C. (2002). “Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence.” Journal of Experimental Social Psychology, 38, 113-125.
Aronson, J., Lustina, M. J., Good, C., Keough, K., Steele, C. M., & Brown, J. (1999). “When white men can’t do math: Necessary and sufficient factors in stereotype threat.” Journal of Experimental Social Psychology, 35, 1, 29-46.
CHAPTERS IN BOOKS
Good, C. & Aronson, J. (2008). The Development of Stereotype Threat: Consequences for Educational and Social Equality. To appear in E. Turiel, C. Wainryb, and J. Smetana (Eds.), Social Development, Social Inequalities, and Social Justice, (pp 155-183). New York, NY: Lawrence Erlbaum Associates.
Good, C., Dweck, C. S., & Aronson, J. (2007). Stereotype threat, achievement motivation, and social identity. To appear in A. Fuligni (Ed.), Social Categories, Identities and Educational Participation, (pp. 115-135) New York, NY: Russell Sage Foundation.
Inzlicht, M. & Good, C. (2006). How environments threaten academic performance, self knowledge, and sense of belonging. In S. Levin & C. van Laar (Eds.), Stigma and Group Inequality : Social Psychological Approaches (pp. 129-150) Mahwah, NJ: Lawrence Erlbaum Associates.
Good, C. & Dweck, C. S. (2005). A motivational approach to reasoning, resilience, and responsibility. In R. Stemberg and R. Subotnick (Eds.), Optimizing Student Success in School Reasoning, Resilience, and Responsibility with the Other Three R’s. (pp. 39-56). Charlotte, NC: Information Age Publishing.
Dweck, C. S., Mangels, J., & Good, C. (2004). Motivational effects on attention, cognition, and performance. In D.Y. Dai & R.J. Stemberg (Eds.), Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development. (pp. 41-55). Mahwah, NJ: Lawrence Erlbaum Associates.
Aronson, J., & Good, C. (2003). The development and consequences of stereotype vulnerability in adolescents. In F. Pajares & T. Urdan, (Eds.), Adolescence and education: Vol. 2. Academic motivation of adolescents (pp. 299- 330). Greenwich, CT: Information Age Publishing.
Good, C. (2006). Transforming classroom culture through the use of student allies. Network News: Newsletter of the Minority Student Achievement Network, 22. Evanston, IL: MSAN.
Elliott’s research is focused on the development of fair, valid, and innovative employee selection systems. Through his research on test design and psychometric properties, he examines the predictive validity and group score differences of cognitive and non-cognitive assessments and the utility of these measures in high-stakes testing situations. In addition, Elliott partners with organizations to implement evidence-based programs for identifying and developing talent and maximizing inclusivity. His work has been published in Current Directions in Psychological Science, the Encyclopedia of Industrial and Organizational Psychology, and the Wiley Blackwell Handbook of the Psychology of Recruitment, Selection, and Retention. In addition, Elliott was one of the recipients of the International Personnel Assessment Council’s 2017 Innovations Award for his work on personnel selection and validity techniques.
Goldstein, H., Yusko, K., Scherbaum, C., & Larson, E. (2023). Reducing black–white racial differences on intelligence tests used in hiring for public safety jobs. Journal of Intelligence, 11, 62.
Yusko, K., Aiken, J., Goldstein, H, Scherbaum, C., & Larson, E. (2019). Solving the quarterback problem: Using psychological assessment to improve selection decisions in professional sports. In R. Sims & S. Bias (Eds.), Human resources management issues, challenges, and trends (pp. 568-587). Charlotte, NC: Information Age Publishing.
Larson, E., Yusko, K., Goldstein, H., Scherbaum, C., & Oliver, L. (2018). Modernizing intelligence in the workplace: Recent developments in theory and measurement of intelligence at work. In V. Zeigler-Hill & T. Shackelford (Eds.), SAGE handbook of personality and individual differences (pp. 568-587). Thousand Oaks, CA: SAGE
Scherbaum, C., Dickson, M., Larson, E., Bellenger, B., Yusko, K., & Goldstein, H. (2018). Creating test score bands for assessments involving ratings using a generalizability theory approach to reliability estimation. Personnel and Assessment Decisions, 4, 1-8.
Cohen-Charash, Y., & Larson, E. (2017). An emotion divided: Studying envy is better than studying “benign” and “malicious” envy. Current Directions in Psychological Science, 26, 174-183.
Phone: (646) 312-3806
Location: VC 8-223
Dr. Jaihyun Park is a professor in the psychology department at Baruch College. He received his BA from Seoul National University in Seoul, Korea, and MS and PhD in social psychology from Yale University. After receiving his PhD in 1998, Dr. Park worked as a postdoctoral fellow in the National Institute of Health. He joined the psychology department at Baruch in August 2001.
Dr. Park has been interested in several research areas in social psychology. Among others, he has conducted a program of research on (a) stereotyping and prejudice, (b) jury decision-making, and (c) cultural psychology. More specifically, Dr. Park’s research has investigated the mental process and representations that affect social judgment and behavior, with a focus on the implicit or unconscious ways in which social category information influences human judgment and behavior.
Dr. Park has also conducted research on psychological and situational factors that may affect jurors’ legal decision making. He has recently examined jury competence in the Korean jury system. Lastly, he has also explored the impact of culture on shaping the self and characterizing its behavior. He has actively been working with graduate and undergraduate students on research projects across all his three research interests.
Dr. Park has been teaching undergraduate, master’s, and doctoral level courses on social psychology, psychology and law, psychology and culture, statistics, psychometrics, and research methods.
Park, J. & Feigenson, N. (2021). Picturing pain and suffering: Effects of demonstrative evidence, instructions, and plaintiff credibility on mock jurors’ damage awards. Applied Cognitive Psychology, 35, 730-750
Park, J. (2021). The Korean jury system: The first decade. In S. Kutnjak Ivkovic, S. S. Diamond, V. Hans, & N. S. Marder (Eds.), Juries, lay judges, and mixed court courts: A global perspective (pp. 88-106). New York, NY: Cambridge University Press.
Park, J., & Feigenson, N. (2013). Effects of a visual technology on mock juror decision making. Applied Cognitive Psychology, 27, 235-246.
Park, J. (2010). The jury system and legal psychology. Seoul, Korea: Ore Publishing.
Park, J., & Banaji, M. R. (2000). Mood and heuristics: The influence of happy and sad states on sensitivity and bias in stereotyping. Journal of Personality and Social Psychology, 78, 1005-1023.
Phone: (646) 312-4447
Location: VC 8-297
Dr. Angela Marinilli Pinto is an Associate Professor in the Psychology Department at Baruch College and has served as the NCAA Faculty Athletic Representative (FAR) for Baruch’s Athletic Department since July 2020. She teaches/has taught Statistics for Social Science (PSY 2100), Research Methods in Psychology (PSY 3001), and Abnormal Psychology (PSY 3055) at the undergraduate level.
Dr. Pinto earned her bachelor’s degree in psychology and biology from Harvard University in 1997 and her Ph.D. in clinical psychology with a subspecialty in behavioral medicine from the University of Maryland, Baltimore County in 2004. She completed her clinical psychology internship at Montefiore Medical Center/Albert Einstein College of Medicine also in 2004. Following graduation, she completed a postdoctoral clinical research fellowship in the Department of Psychiatry and Human Behavior (DPHB) at Brown Medical School where she studied behavioral obesity treatment. She held a faculty position as Assistant Professor (Research) in the DPHB at Brown from 2006-2007 before joining the faculty at Baruch.
Dr. Pinto conducts research on eating disorders and obesity. Her research in eating disorders has addressed cognitive factors such as motivation for change and self-efficacy that impact treatment engagement and outcome for individuals with anorexia nervosa and bulimia nervosa. She is also interested in body image concerns and eating attitudes and behaviors in nonclinical samples. Her research in obesity has focused on behavioral weight management, specifically approaches to increasing access to effective programs through community-based initiatives and commercially available weight loss programs. This work has involved randomized clinical trials of weight loss interventions that examine clinical efficacy (e.g., weight loss, behavioral changes in eating and physical activity) and health parameters (e.g., health-related quality of life). She is also interested in behavioral strategies that facilitate healthy eating and physical activity and factors that influence initiation and maintenance of weight management behaviors.
Phelan S, Halfman T, Pinto AM, & Foster GD. (2020). Behavioral and psychological strategies of long-term weight loss maintainers in a nationally available weight management program. Obesity, 28(2), 421-428.
Pinto, AM, Fava JL, Raynor HA, LaRose JG, & Wing RR. (2013). Development and validation of the Weight Control Strategies Scale. Obesity, 21(12), 2429-2436.
Pinto AM, Fava JL, Hoffmann DA, & Wing RR. (2013). Combining behavioral weight loss treatment and a commercial program: A randomized clinical trial. Obesity, 21, 673-680.
Wing RR, Pinto AM, Crane MM, Kumar R, Weinberg B, & Gorin AA. (2009). A statewide intervention reduces BMI in adults: Shape Up Rhode Island Results. Obesity, 17, 991-995.
Guarda AS, Pinto AM, Couglin J, Hussain S, Haug NA, & Heinberg LJ. (2007). Perceived coercion and change in perceived need for admission in hospitalized eating disorder patients. American Journal of Psychiatry, 164, 108-114.
Pinto AM, Guarda AS, Heinberg LJ, & DiClemente CC. (2006). Development of the Eating Disorder Recovery Self-Efficacy Questionnaire. International Journal of Eating Disorders, 39, 376-384.
Dr. Andrew Plath earned his BS in Psychology from Ball State University, MA in Counseling Psychology from the Chicago School of Professional Psychology, and PhD in Counselor Education and Supervision from Northern Illinois University. As an educator, Dr. Plath’s passion for teaching culminates in constructivist and discussion-based lectures. Dr. Plath’s professional background is rooted in clinical mental health, with a focus on working with mandated domestic violence perpetrators to end the cycle of violence. As a researcher, his major research interest is counselor/student self-care and wellness. Dr. Plath was published in the Journal of Creativity in Mental Health discussing the creation of a new self-care method: Task-Oriented Self-Care (TOSC). Dr. Plath’s additional research interests include creative pedagogy, student dispositions, and domestic violence prevention. Dr. Plath also enjoys mentoring students in the research process. He served as adviser for several student honors projects and collaborated with students to present at conferences. Dr. Plath has presented at several national conferences. Most recently, he presented at the Association for Humanistic Counseling on faculty wellness modeling in the classroom. Previously, he presented on music as an instructional tool, behavior modification in the classroom, secondary traumatic stress and self-care, working with domestic violence perpetrators and co-occurring substance use concerns, the wellness and self-care of doctoral students, and TOSC.
Phone: (646) 312-3819
Location: VC 8-281
In 1984 I received my Ph.D. from Columbia University in Cognition with a Special Education focus. I hold a License Clinical Social Work ( LCSW) as a result of competing a degree in Social Work from Hunter School of Social Work in 2006. I also have two other master’s degrees in the areas of Mental Retardation and Curriculum from Teacher’s College, Columbia University. Currently I am interested in writing cases as well as exploring evidenced based clinical interventions that apply behavioral and cognitive sciences to clinical problems. I enjoy working closely with students and mentoring the use of evidence-based research to support position papers on a variety of areas in the field of psychology.
I am available and interested in assisting students to explore next career steps within either their major in Psychology or within their Minor in Psychology.
Reis, E. (2002) Attention deficit hyperactivity disorder: Implications for the classroom teacher. Journal of Instructional Psychology, 29(4), 175-178.
Hickson, L., Blackman, L.S. & Reis, E. M. (1995). Mental retardation: Foundations of educational programming. Allyn and Bacon: Needham Heights, MA.
Dr. Daniel Rovenpor received his BA from Brandeis University and his PhD in Social Psychology from the University of Massachusetts Amherst. He was a postdoctoral fellow at The Ohio State University and a faculty member at the University of East Anglia before joining Baruch College in 2023. Dr. Rovenpor’s research examines A) how emotions influence attitudes and social cognition, B) how motivational factors shape emotions, and C) how basic emotional processes influence broader socio-political issues, including intergroup conflict, prejudice, economic inequality, and political partisanship. Much of this research considers why people make a variety of choices that initially seem appealing (e.g., pursuing meaning, positive emotions) but ultimately produce undesirable outcomes (e.g., prolonging intergroup conflict, exacerbating economic inequality). The research examines the tension between emotional and societal functioning in hopes of finding novel ways of addressing both.
Rovenpor, D. R. (2022). “We built it” in the past, but “let’s build it together” in the future: The roles of temporal framing and social justice orientation in shaping attributions for personal success. Journal of Experimental Social Psychology, 100, 104250. https://doi.org/10.1016/j.jesp.2021.104250
Rovenpor, D. R., O’Brien, T., Roblain A., De Guissmé, L., Chekroun P., & Leidner, B. (2019). Intergroup conflict self-perpetuates via meaning: Exposure to intergroup conflict increases meaning and fuels a desire for further conflict. Journal of Personality and Social Psychology, 116(1), 119-140. https://doi.org/10.1037/pspp0000169
Rovenpor, D. R. & Isbell, L. M. (2018). Do emotional control beliefs lead people to approach positive or negative situations? Two competing effects of control beliefs on emotional situation selection. Emotion, 18(3), 313-331. https://doi.org/10.1037/emo0000353
Rovenpor, D. R., Leidner, B., Kardos, P., & O’Brien, T. C. (2016). Meaning threat can promote peaceful, not only military-based approaches to intergroup conflict: The moderating role of ingroup glorification. European Journal of Social Psychology, 46(5), 544-562. https://doi.org/10.1002/ejsp.2183
Phone: (646) 312-3807
Location: VC 8-275
Dr. Scherbaum’s research generally focuses on issues of diversity and equal opportunity in the context of employee selection, measuring individual differences, and analytics. Recent research has focused on sources of bias and construct-irrelevant variance on standardized cognitive tests, noncognitive predictors of job performance, detecting faking, attitudes toward stigmatized employees, and alternative validation strategies. This research has appeared in peer-reviewed journals such as Personnel Psychology, Organizational Research Methods, Journal of Business and Psychology, and Human Resource Management Review.
Dr. Scherbaum was one of the winners of the 2011 and 2021 M. Scott Myers Award and the 2018 Adverse Impact Reduction Research Initiative and Action Research Grant from the Society for Industrial and Organizational Psychology, the 2011 and 2017 Innovations Award from the International Personnel Assessment Council for his research on personnel selection techniques. He has received funding from the National Science Foundation and the Graduate Management Admissions Council.
Dr. Scherbaum teaches courses on employee selection, analytics, and performance management (U.S., Hong Kong, Singapore, and Taiwan). He has consulted with numerous global and Fortune 1000 firms, governmental entities, and consulting firms. Dr. Scherbaum has worked as an expert in employment litigation including class action litigation, settlements, and federal consent decrees related to discrimination in hiring, compensation, and performance assessment. He has worked for plaintiffs, defendants, the Department of Justice and the EEOC.
Scherbaum, C., Goldstein, H., Yusko, K., Larson, E., Kato, A., Patel, K. & Cheban, Y. (in press). Advances in cognitive ability assessment to mitigate group differences. Invited Chapter in T. Kantrowitz, J. Scott, & D. Reynolds (Eds.), Talent Assessment Innovations and Trends. Oxford University Press.
Kuzmich, I. & Scherbaum, C. (2021). Identifying faking on forced-choice personality items using mouse tracking. Personnel Assessments and Decisions, 7.
Saari, L., & Scherbaum, C. (2020). Data Privacy and Ethical Considerations with Employee Surveys and Emerging Technologies (pp. 391-406). In B. Macey & A. Fink’s (Eds.) Employee Surveys and Sensing: Challenges and Opportunities. American Psychological Association.
Scherbaum, C. Dickson, M., Larson, E., Bellenger, B., Yusko, K., & Goldstein, H. (2018). Creating Test Score Bands for Assessments Involving Ratings using a Generalizability Theory Approach to Reliability Estimation. Personnel and Assessment Decisions, 4.
Phone: (646) 312-3833
Location: VC 4-289
Dr. Sibrava earned his B.A. from The Ohio State University in Psychology and Criminology, and his M.S. and Ph.D. in Clinical Psychology from the Pennsylvania State University. Following his graduate studies, Dr. Sibrava completed an NIMH-funded postdoctoral fellowship at Brown University Medical School, and was Assistant Professor in the Department of Psychiatry and Human Behavior at Brown before joining the faculty of Baruch College.
Dr. Sibrava’s research focuses on the factors that contribute to the cause, maintenance, and treatment of anxiety and related disorders. His research explores neurobiological, cognitive, developmental, interpersonal, and sociocultural variables that underlie pathological anxiety and present barriers to recovery. His recent work includes studies examining the role of race, ethnicity, and culture as risk factors for developing anxiety disorders, cognitive factors that serve to maintain pathological anxiety, and interpersonal dynamics that may facilitate or hinder recovery in psychotherapy. Dr. Sibrava has received support from the National Institute of Mental Health, and maintains an active research program in pursuit of a greater understanding of anxiety and related disorders, as well as improved interventions for these conditions.
In addition to his research, Dr. Sibrava teaches undergraduate and graduate courses on Theories of Counseling, Developmental Psychopathology, Research Methods, and Clinical Assessment, and he is a faculty member in the Health Psychology and Clinical Science PhD Program at the CUNY Graduate Center, and the Master’s in Mental Health Counseling Graduate Program at Baruch.
Students interested in working with Dr. Sibrava may contact him at Nicholas.Sibrava@baruch.cuny.edu to learn more about research assistant opportunities in his lab.
Sibrava, N.J., Bjornsson, A.S., Pérez Benítez, A.C.I., Moitra, E., Weisberg, R.B., & Keller, M.B. (2019). Posttraumatic stress disorder in African American and Latinx adults: Clinical course and the role of racial and ethnic discrimination. American Psychologist, 74(1), 101-116.
Sibrava, N.J., Boisseau, C.L., Eisen, J.L., Mancebo. M.C., & Rasmussen, S.A. (2016). An empirical investigation of incompleteness in a large clinical sample of obsessive compulsive disorder. Journal of Anxiety Disorders, 42, 45-51.
Sibrava, N.J., Beard, C., Bjornsson, A.S., Moitra, E., Weisberg, R.B., & Keller, M.B. (2013). Two-year course of generalized anxiety disorder, social anxiety disorder, and panic disorder in a longitudinal sample of African American adults. Journal of Consulting and Clinical Psychology, 81(6), 1052-1062.
Pérez Benítez, C.I., Sibrava, N.J., Kohn-Wood, L.P., Bjornsson, A.S., Zlotnick, C., Weisberg, R.B., & Keller, M.B. (2014). Posttraumatic Stress Disorder in African Americans: A two-year follow-up study. Psychiatry Research, 220(1-2), 376-383.
Sibrava, N.J., Boisseau, C.L., Mancebo, M.C., Eisen, J.L., & Rasmussen, S.A. (2011). Prevalence and clinical characteristics of mental rituals in a longitudinal clinical sample of obsessive compulsive disorder. Depression and Anxiety, 28, 892-898.
Bjornsson, A.S., Sibrava, N.J., Beard, C., Moitra, E., Weisberg, R.B., Pérez Benítez, C.I., & Keller, M.B. (2014). Two-year course of generalized anxiety disorder, social anxiety disorder and panic disorder with agoraphobia in a sample of Latino adults. Journal of Consulting and Clinical Psychology, 82(6), 1186-1192.
Eisen, J.L., Sibrava, N.J., Boisseau, C.L., Mancebo, M.C., Stout, R.L., Pinto, A., & Rasmussen, S.A. (2013). Five-year course of obsessive-compulsive disorder: Predictors of remission and relapse. Journal of Clinical Psychiatry, 74(3), 233-239.
Dr. David Sitt is a licensed clinical psychologist teaching and practicing in New York City. He has taught at Baruch for over 20 years in the undergraduate Psychology program and graduate level Mental Health Counseling program. As a teacher, Dr. Sitt transforms 400-student jumbo lectures into intimate classroom experiences where the students in the last row participate as if they were in the first. Dr. Sitt’s passion for teaching has led to him being ranked #8 in the country on ratemyprofessor.com, among other accolades.
Dr. Sitt has conducted grant-funded research exploring the impact of technology on interpersonal communication, social engagement, and emotional wellbeing. Dr. Sitt is a sought after expert voice in the areas of Adult ADHD, Mindfulness, Cognitive Behavioral Therapy (CBT) and Positive Psychology.
In his NYC-based clinical practice, Dr. Sitt specializes in the assessment and treatment of adults with ADHD, anxiety, and mood disorders. Dr. Sitt uses a strength based approach consistent with positive psychology and is certified in Mindfulness Based Cognitive Therapy (MBCT).
Dr. Sitt is the founder of The Mindful Consulting Group, which enables him to use his expertise to help others outside the academic sphere. The Mindful Consulting Group has worked with clients such as Visa, WeWork, VICE Media, The Howard Stern Show, Stamford Hospital, McGraw Hill, Research Insight Group, and Naked, among others. To learn more, visit www.DrSitt.com
Dr. Patrycja Sleboda is an Assistant Professor in the Department of Psychology at Baruch College. Dr. Sleboda uses advanced quantitative methods and insights from judgment and decision-making psychology and behavioral science to understand environmental and health behavior, so as to inform interventions for shifting attitudes, risk perception, and behavior. She is particularly interested in examining how to facilitate healthy and sustainable food choices and technology acceptance, and how to promote actions that mitigate and adapt to environmental hazards. Dr. Sleboda’s research goal is to conduct cross-disciplinary research that 1) has real-world applications for public policy, 2) has the potential to positively impact society and 3) provides new insights into psychological processes of judgments and decision making. Dr. Sleboda earned her Ph.D. in Decision Psychology from SWPS University of Social Sciences and Humanities in Warsaw, Poland in 2017. Before joining Baruch College, Dr. Sleboda held a research associate position in environmental and health behaviors at the Wrigley Institute for Environment and Sustainability and the Schaeffer Center for Health Policy and Economics at the University of Southern California. She has also worked as a postdoctoral researcher at the Department of Economics at the Swedish University of Agricultural Sciences in Uppsala, Sweden, and the Cancer Research Center for Health Equity at Cedars-Sinai Medical Center in Los Angeles, CA.
Sleboda, P., Lagerkvist CJ. (2022). Tailored Communication Changes Consumers’ Attitudes and Product Preferences for Genetically Modified Food. Food Quality and Preference. doi.org/10.1016/j.foodqual.2021.104419
Sleboda, P., Bruine de Bruin, W., Arangua, L., Gutsche, T. (2022). Associations of Eating Identities With Self-Reported Dietary Behaviors and Body Mass Index. Frontiers in Nutrition. doi.org/10.3389/fnut.2022.89455
Sleboda, P., Lagerkvist CJ. (2021). The inverse relation between risks and benefits: The impact of individual differences in information processing style. Plos One. doi.org/10.1371/journal.pone.0255569
Bubolz, J., Sleboda, P., Lehrman, A., Hansson, S.O., Lagerkvist, C.J., Andersson, Lenman, M., Resjö, S., Ghislain, M., Zahid, M.A., Kieu, N.P., Andreasson, E. (2022). GMO late blight resistant potato field trials in Sweden and consumer attitudes before and after field visit. GM Crops and Food. doi.org/10.1080/21645698.2022.2133396
Phone: (646) 312-3812
Location: VC 8-273
Kristin Sommer is a Professor of Psychology at Baruch College, City University of New York. She holds appointments on the doctoral faculties in Basic and Applied Social Psychology and Industrial/Organizational Psychology at the Graduate Center. Dr. Sommer’s primary research interests lie with the effects of social rejection on individual performance motivation and interpersonal behavior in work and non-work setting. She also conducts research on self-regulation, social influence, and (with her doctoral students) social dominance orientation and discrimination. Dr. Sommer teaches undergraduate and doctoral courses in research methods, interpersonal processes, and social psychology, as well as a course on research design in work organizations as part of Baruch College’s Executive Master’s Program in Management of Human Resource and Global Leadership in Taipei, Taiwan and Singapore. Her research has been funded by the National Institute of Mental Health and the National Science Foundation. She is a former associate editor of the journal Basic and Applied Social Psychology and currently on the editorial boards of Social Influence and Basic and Applied Social Psychology.
Sommer, K., Nagel, J.A., & Williams, K. D. (2021). Ostracism as applied to the workplace. In C. Liu & J. Ma (Eds.), Workplace Ostracism: Its Nature, Antecedents, and Consequences (pgs. 1-34). Cham, Switzerland: Palgrave Macmillan.
Sommer, K.L., Williams, K.D., & Leone, J., (2019). Ostracism and motivation in groups. In S. J. Karau (Ed), Social Loafing and Group Motivation. Cambridge, MA: Elsevier/Academic Press
Kulkarni, M., & Sommer, K. (2015). Language-based exclusion and prosocial behavior in organizations. Human Resource Management, 54(4), 637-652.
Sommer, K., & Bernieri, F (2014). Minimizing the pain and probability of rejection: Evidence for relational distancing and proximity seeking within face-to-face interactions. Social Psychological and Personality Science, 6(2), 131-139.
Sommer, K., & Yoon, J.(2013). When silence is golden: Ego depletion following aversive social interactions. Journal of Personal and Social Relationships, 30(7), 901-919.
Phone: (646) 312-4446
Location: VC 4-282
Dr. Stults earned a Bachelor’s degree in Psychology from the University of Miami, a Master’s degree in Counseling Psychology from Florida International University, and a PhD in Counseling Psychology from New York University. Prior to beginning at Baruch College, Dr. Stults completed the APA-accredited predoctoral internship at program Montefiore Medical Center / Albert Einstein College of Medicine. He is also a Licensed Psychologist and maintains a part-time independent practice in New York City.
The mission of Dr. Stults’s program of research is to improve the lives of sexual and gender minority populations, particularly young adult lesbian, gay, bisexual, transgender, and queer (LGBTQ+) subgroups. His work is comprised of four foci: intimate partner violence (IPV), consensual non-monogamy (CNM), health-risk behaviors (e.g., substance use, condomless sex), and trauma. At Baruch College, Dr. Stults leads the the Sexual and Gender Minority Health (SGMH) Lab. Undergraduate and graduate students are encouraged to apply to join the SGMH team by emailing firstname.lastname@example.org.
Visit (www.christopherstults.com) for more information about Dr. Stults and (blogs.baruch.cuny.edu/sgmhlab) for more information about the SGMH Lab.
Stults, C. B., Khan, E., Griffin, M., Krause, K. D., Gao, S., & Halkitis, P. N. (2021). Sociodemographic differences in intimate partner violence prevalence, chronicity, and severity among young sexual and gender minorities assigned male at birth: The P18 cohort study. Journal of Interpersonal Violence. Advance online publication. https://doi.org/10.1177%2F08862605211021985
Stults C. B., Grov, C., Anastos, K., Kelvin, E. A., & Patel, V. V. (2020). Characteristics associated with trust in and disclosure of sexual behavior to primary care providers among gay, bisexual, and other men who have sex with men in the United States. LGBT Health. Advance online publication. https://doi.org/10.1089/lgbt.2019.0214
Stults, C. B., Javdani, S., Kapadia, F., & Halkitis, P. N. (2019). Determinants of intimate partner violence among young men who have sex with men: The P18 cohort study. Journal of Interpersonal Violence. Advance online publication. https://doi.org/10.1177/0886260519831374
Stults, C. B. (2018). Relationship quality among young gay and bisexual men in consensual nonmonogamous relationships. Journal of Social and Personal Relationships, 36(10), 3037-3056. https://doi.org/10.1177/0265407518809530
Stults, C. B., Kupprat, S. A., Krause, K. D., Kapadia, F., & Halkitis, P. N. (2017). Perceptions of safety among LGBTQ people following the 2016 Pulse nightclub shooting. Psychology of Sexual Orientation and Gender Diversity, 4(3), 251–256.
Ron Whiteman earned his BA in Psychology from Gordon College in Wenham, MA, and his PhD in Psychology, with a special focus in Cognitive Neuroscience, from the CUNY Graduate Center in New York, NY. His doctoral research used both eye tracking and electroencephalography (EEG) measures to assess how the repetitive and self-reflective cognitive style of thinking known as “rumination” might influence (for better or for worse) students’ attention to errors in a challenging academic environment, as well as their ability to rebound from failure.
More recent research of Dr. Whiteman’s has focused on assessing instructors’ pedagogical styles in the college classroom and working to promote an even greater understanding among faculty of successful teaching approaches, as informed by theory and research, and as defined by the American Psychological Association. This work has guided Dr. Whiteman’s efforts with groups like the Graduate Student Teacher Association (GSTA) and Baruch College’s very own Center for Teaching and Learning (CTL), where he has helped develop teaching tips, strategies, and resources for college instructors as they aim to facilitate deeper and more meaningful learning experiences for their students.
As a Lecturer in the Psychology Department at Baruch College, Dr. Whiteman currently teaches about human cognition, as well as the usefulness of asking good social science questions using sound research methodology. In the realm of Cognitive Psychology, specifically, Dr. Whiteman is especially curious about the areas of attention, memory, emotion, judgment, and decision making. He also enjoys mentoring students in these areas, particularly since learning more about these facets of our mind can help us take better care of ourselves and become agents of change for the better in our communities and in our careers.
Che, E. S., Brooks, P. J., Schwartz, A. M., Saltzman, E. S., & Whiteman, R. C., (2022). How Do Graduate Students Approach College Teaching? Influences of Professional Development, Teaching Assistantships, and Big Five Personality Traits. Frontiers in Education, 8, 982998. https://doi.org/10.3389/feduc.2023.982998
Schwartz, A. M., Saltzman, E. S., Whiteman, R. C., & Brooks, P. J. (2022). Do graduate students’ teaching values align with their approaches to teaching and teaching practices? Scholarship of Teaching and Learning in Psychology, 8(3), 206-224. https://doi.org/10.1037/stl0000228
Whiteman, R. C., & Mangels, J. A. (2020). State and trait rumination effects on overt attention to reminders of errors in a challenging general knowledge retrieval task. Frontiers in Psychology, 11, 2094. https://doi.org/10.3389/fpsyg.2020.02094
Whiteman, R. C., & Mangels, J. A. (2016). Rumination and rebound from failure as a function of gender and time on task [Special Issue]. Brain Sciences, 6(1), 7. https://doi.org/10.3390/brainsci6010007
Harvey Barocas, PhD, Professor of Psychology and Doctoral Faculty in Psychology, CUNY Graduate Center. BBA, MA, CCNY; PhD, CUNY; Postdoctoral Diploma and Certification, Psychoanalysis & Psychotherapy, Postgraduate Center for Mental Health.
Clinical psychologist/psychoanalyst specializing in adjustment issues, psychological trauma and crisis intervention. Director, field work/internship program. Conducts workshops and training programs on child abuse, victims’ assistance, sexual harassment and workplace violence.
Publications include articles on psychological stress, conflict resolution, police-family crisis intervention, domestic violence, and holocaust survivors and their families, Co-author of Personal Adjustment and Growth: A Life-Span Approach. Clinical/organizational consultant on workplace mental health issues. Recipient of the Baruch College Distinguished Teaching Award, N.I.M.H. Postdoctoral Fellowships, CUNY Doctoral Alumni Association Achievement Award.
Phone: (631) 329-7348
Professor Lefkowitz received his undergraduate (BBA) degree at Baruch College, where he returned to teach full time after receiving the PhD in Industrial-Organizational (I-O) psychology from Case Western Reserve University in 1965. He retired from full-time teaching and became Emeritus Professor in 2009, although he retains his association with the psychology department and the I-O doctoral program by teaching the required doctoral course in Ethics and serving on student First Examination and Dissertation committees.
His teaching and research interests have reflected the generalist tradition in I-O psychology, including work in both the “I” aspects of the field (human resources research and administration such as employee selection, test validation, performance appraisal and equal-employment opportunity issues) as well as the “O” (organizational social psychology such as the interpersonal aspects of supervision, the motivations of “non-traditional” or contingent workers, gender bias in the assessment and interpretation of employee job attitudes, and the antecedents of unethical behavior in organizations).
His interest in equal employment opportunity issues led to his being retained as an expert in eeo litigation by the U.S. Department of Justice, Department of Labor, and the Equal Employment Opportunity Commission, as well as private attorneys, in more than 50 cases of alleged employment discrimination against minorities, pay discrimination against women, and age discrimination.
In 2003 Dr. Lefkowitz published the first full-fledged text on ethics in the field, Ethics and Values in Industrial-Organizational Psychology. The book was very favorably reviewed and won the Abraham J. Briloff Prize in Ethics for 2003-04. Dr. Lefkowitz has begun preparation for a revised edition of Ethics and Values in Industrial-Organizational Psychology. Recently, Dr. Lefkowitz’s interests have focused mostly on professional, ethical and values issues in I-O psychology, as reflected in his recent publications.
Values and Ethics of Industrial-Organizational Psychology, 3rd Ed. (March, 2023). [20th Anniversary Edition.]
Forms of ethical dilemmas in Industrial-Organizational Psychology. (2021). Industrial-Organizational Psychology, 14, pp. 297-319.
Ethical incidents reported by industrial-Organizational Psychologists: A ten-year follow-up. (2022). Journal of Applied Psychology, 107(10), 1781-1803.
Lefkowitz, J. (2015). “The maturation of a profession: A work psychology for the new millennium.” Ch. 18 in I. McWha, D.C. Maynard & M. ONeill Berry (Eds.), Humanitarian work psychology and the global development agenda: Case studies and interventions. Routledge Psychology Press.
Lefkowitz, J. (2013). “Values and ethics of a changing I-O psychology: A call to (further) action.” Ch. 1 in J.B. Olson-Buchanan, L.L. Koppes Bryan & L.F. Thompson (Eds.). Using I-O psychology for the greater good: Helping those who help others. Society for Industrial and Organizational Psychology, Frontier Series, 13-42.
Lefkowitz, J. (2012). “The morality of business: From humanitarian to humanistic work psychology.” Ch. 5 in S.C. Carr, M. MacLachlan & A. Furnham (Eds.), Humanitarian work psychology: Alignment, harmonization and cultural competence. London, UK: MacMillan, 103-125.
Lefkowitz, J. & Lowman, R.L. (2010). “Ethics of Employee Selection.” Ch. 27 in J.L. Farr & N.T. Tippins, (Eds.). Handbook of Employee Selection. New York: Routledge/Taylor & Francis Group, pp. 572-591. (2nd Ed. in press.)
Lefkowitz, J. (2003). Ethics and Values in Industrial-Organizational Psychology. Mahwah, NJ: Erlbaum
Dr. Lutwak is a licensed psychologist, and an Associate Professor of psychology at Baruch College. She received her PhD from Fordham University, and completed her postdoctoral analytic training in psychotherapy and psychoanalysis at NYU. She is the Director of the Masters in Mental Health Counseling program at Baruch College where she teaches and supervises graduate students. She is on the training faculty for the Institute for Psychoanalytic Studies where she teaches and trains candidates in character analysis and has a private practice in NYC.
Bruno, S., Lutwak N., & Agin, M., (2009). Conceptualizations of guilt and the corresponding relationships to emotional ambivalence, self-disclosure, loneliness and alienation. Personality and Individual Differences, 47 (5), 487-491.
Lutwak, N., & Ferrari, J. (2007). Shame-related social anxiety: Replicating a link with various social interaction measures. Anxiety, Stress, and Coping, 10 (4), 335- 340.
Lutwak, N. & Panish, J.P., & Ferrari, J.R. (2003). Shame and guilt: Characterlogical vs. behavioral self-blame and their relationship to fear of intimacy. Personality and Individual Differences, 35, 909-916.
Lutwak, N. & Panish, J.P., Ferrari, J.R. & Razzino, B.E. (2001). Shame and guilt and their relationship to positive expectations and anger expressiveness. Adolescence, 36 (144), 641-653. Libra Publishers, Inc.
Lutwak, N., (1998). Women, shame and group psychotherapy. Group. 22 (3)129-143. Human Sciences Press, Inc. (Subsidiary of: Plenum Publishing Corp).
Lutwak, N. & Ferrari, J. R. & Cheek, J. M. (1998). Shame, guilt and identity in men and women: the role of identity orientation and processing style in moral affects. Personality and Individual Differences. 25, 1027-1036. Pergamon.
Lutwak, N., Rassino, B. & Ferrari J.R. (1998). Self-perceptions and moral affect. An exploratory analysis of subcultural diversity in guilt and shame emotions. Journal of Social and Behavioral and Personality, 13, (2), 333-348. Select Press.
Lutwak, N., & Ferrari, J. R. (1998). Understanding shame in adults: Retrospective perceptions of parental-bonding during childhood. Journal of Nervous and Mental Disease, l85 (10), 595-598. Williams and Wilkins.
Lutwak, N. , & Ferrari, J R. (1997). Shame related social anxiety: Replicating a link with various social science interaction measures. Anxiety Stress and Coping l0, 335-346. Harwood Academic: International Publishers Distributor.
Lutwak, N. & Ferrari, J. R, (1997). Moral affect and cognitive processes. Diffferentiating shame and guilt among men and women. Personality and Individual Differences, 21, 891-896. Pergamon.
Lutwak, N. (1993-94).Conceptual Level and therapeutic responsiveness among counselor trainnees. Current Psychology, 12 (4), 353-363. Transaction Publishers.
Lutwak, N. & Scheffler, L. (1991). Supervised fieldwork and the development of counseling skills. Journal of Research in Education, 11, (1), 57-62. University of Georgia, College of Education.
Phone: (646) 312- 3842
Location: VC 8-284
Dr. Karen Lyness is a Professor in the Psychology Department at Baruch College, and a member of doctoral faculty in the Industrial/Organizational (I/O) psychology program at Baruch College and the Graduate Center, CUNY. She teaches courses and conducts research on workforce diversity and inclusion, work-life (work-family) issues, career development, cross-cultural issues, and other topics in industrial-organizational psychology.
The quality and impact of Dr. Lyness’s research have been recognized with five major awards: Fellow of the American Psychological Association, Fellow of the Association for Psychological Science, Fellow of the Society for Industrial and Organizational Psychology, the Sage Award for Scholarly Contributions to Gender and Diversity in Organizations from the Gender and Diversity in Organizations Division of the national Academy of Management, and Fellow of the Society for the Psychology of Women. Before joining the Baruch faculty, Dr. Lyness held a number of positions in management research and human resource management at Citi (Citibank), AT&T, and Avon Products. She earned a Ph.D. in industrial-organizational psychology at Ohio State University.
Dr. Lyness conducts research on women in leadership positions, work-life balance, “glass ceiling” barriers related to women’s advancement, cross-cultural issues, racial/ethnic groups, organizational culture, careers, and other aspects of workforce diversity. Her current research focuses on women and people of color in leadership positions, intersections of multiple identities, stereotypes and bias, work-life balance, and contemporary career issues. Also, she and her students study the effects of cross-cultural values, and other aspects of national and organizational contexts that are relevant for understanding diversity, careers, and work-life issues. Her research has been published in academic journals such as Journal of Applied Psychology, Academy of Management Journal, American Sociological Review, Personnel Psychology, Applied Psychology: An International Review, Human Relations, Organizational Research Methods, and Journal of Vocational Behavior. Four of her articles have been among the finalists for the Rosabeth Moss Kanter Award for Excellence in Work-Family Research.
Dr. Lyness’s research has contributed to our knowledge about gender differences in the careers of executives, cross-cultural comparisons of male and female managers’ work-life balance and careers, challenges for women in executive positions and strategies they use, career penalties for managers who take leaves of absence, supportive organizational work-family culture, and cross-national variation in workers’ control over their working time and its consequences. Findings from her research articles have been highlighted in publications such as Business Week, HR Magazine, Across the Board: The Conference Board Magazine, American Psychological Association Monitor on Psychology, U.S. Banker, Working Woman, Boston Globe, Toronto Globe and Mail, Los Angeles Times, Chicago Tribune, and Australian Financial Review.
Examples of Dr. Lyness’s publications (Bold = I/O doctoral students; ** Alumni):
Lyness, K. S., & Grotto, A. R.** (available on-line, print publication Forthcoming in 2018). Women and Leadership in the United States: Are We Closing the Gender Gap? Annual Review of Organizational Psychology and Organizational Behavior, 5, 227-265. doi:10.1146/annurev-orgpsych-032117-104739.
Lyness, K. S., Judiesch, M. K., & Erkovan, H. E.** (in press). The Work-Family Interface and Careers in the Global Workplace: Insights from Cross-National Research. The Cambridge Handbook of the Global Work-Family Interface: Cambridge University Press.
Ragins, B. R., Ehrhardt, K., Lyness, K. S., Murphy, D. D., & Capman, J. F.** (2017). Anchoring Relationships at Work: High-Quality Mentors and Other Supportive Work Relationships as Buffers to Ambient Racial Discrimination. Personnel Psychology, 70(1), 211-256.
Lyness, K. S., & Erkovan, H. E.** (2016). Lyness, K. S., & Erkovan, H. E. (2016). The changing dynamics of careers and the work-family interface. In T. D. Allen & L. T. Eby (Eds.), Oxford Handbook of Work and Family (pp. 376-388). New York, NY: Oxford University Press.
Ragins, B. R., Lyness, K. S., Williams, L. J., & Winkel, D. (2014). Life spillovers: The spillover of fear of home foreclosure to the workplace. Personnel Psychology, 67, 673-800.
Lyness, K. S., & Judiesch, M. K. (2014). Gender egalitarianism and work-life balance for managers: Multisource perspectives in 36 countries. Applied Psychology: An International Review, 63, 96-129.
Lyness, K. S., Gornick, J. C., Stone, P., & Grotto, A. R. (2012). It’s all about control: Worker control over schedule and hours in cross-national context. American Sociological Review, 77, 1023-1049.
Grotto, A. R., & Lyness, K. S. (2010). The costs of today’s jobs: Job characteristics and organizational supports as antecedents of negative spillover. Journal of Vocational Behavior, 76, 395-405.
Lyness, K. S., & Judiesch, M. K. (2008). Can a manager have a life and a career? International and multisource perspectives on work-life balance and career advancement potential. Journal of Applied Psychology, 93, 789-805.
Lyness, K. S., & Heilman, M. E. (2006). When fit is fundamental: Performance evaluations and promotions of upper-level female and male managers. Journal of Applied Psychology, 91, 777-785.
Lyness, K. S., & Terrazas, J. M. B. (2006). Women in management: An update on their progress and persistent challenges. In G. P. Hodgkinson & J. K. Ford (Eds.), International Review of Industrial and Organizational Psychology (Vol. 21, pp. 267-294). Chichester, U.K.: Wiley.
Lyness, K. S., & Kropf, M. B. (2005). The relationships of national gender equality and organizational support with work-family balance: A study of European managers. Human Relations, 58, 33-60.
Lyness, K. S., & Judiesch, M. K. (2001). Are female managers quitters? The relationships of gender, promotions, and family leaves of absence to voluntary turnover. Journal of Applied Psychology, 86, 1167-1178.
Lyness, K. S., & Thompson, D. E. (2000). Climbing the corporate ladder: Do female and male executives follow the same route? Journal of Applied Psychology, 85, 86-101.
Judiesch, M. K., & Lyness, K. S. (1999). Left behind? The impact of leaves of absence on managers’ career success. Academy of Management Journal, 42, 641-651.
Thompson, C. A., Beauvais, L. L., & Lyness, K. S. (1999). When work-family benefits are not enough: The influence of work-family culture on benefit utilization, organizational attachment, and work-family conflict. Journal of Vocational Behavior, 54, 392-415.
Lyness, K. S., & Thompson, D. E. (1997). Above the glass ceiling? A comparison of matched samples of female and male executives. Journal of Applied Psychology, 82, 359-375.
Examples of recent & upcoming presentations (Bold = I/O doctoral students; ** Alumni):
Lyness, K. S., (2018, March). Societal gender norms, male-dominated leadership, and stereotypes—Multi-level barriers that perpetuate gender gaps in leadership. In Saari, L. (Chair), Gender Equality in Leadership: Strategies for Making Global Progress. SIOP-sponsored panel presented in conjunction with the 62nd Annual Meeting of the United Nations Commission on the Status of Women, New York, NY.
Leung, D. W., Lyness, K. S., & Judiesch, M. K. (2018, April). Competent but cold: Mixed stereotypes of Asian American men and women. Poster to be presented at the 33rd annual conference of the Society of Industrial and Organizational Psychology, Chicago, IL.
Lyness, K. S., Rainone, N., Maculaitis, M. C.**, Judiesch, M.K., Leung, D. W., Terrazas, J. M. B.**, & Erkovan, H. E.** (2018, April). Gendered stereotypes of unemployed professionals: Implications for reemployment. Poster to be presented at the 33rd annual conference of the Society of Industrial and Organizational Psychology, Chicago, IL.
Lyness, K. S., Judiesch, M. K., Maculaitis, M. C.**, Erkovan, H. E. **, Terrazas, J. M. B.**, Leung, D. W., Gisler, S. (2017, August). Stereotypes and attitudes about Gulf War II veterans: Intersections of gender and sexual identities. In Lyness, K. S. & Judiesch M. K. (Chairs), Diversity interface challenges: Intersectionality, faultlines, and subtle discrimination. Symposium presented at the 77th annual meeting of Academy of Management, Atlanta, GA.
Maculaitis, M. C.** & Lyness, K. S. (2017, August). Why do negative employment outcomes for workers with disabilities persist? Investigating the effects of human capital, social capital, and discrimination. In Lyness, K. S. & Judiesch M. K. (Chairs), Diversity interface challenges: Intersectionality, faultlines, and subtle discrimination. Symposium presented at the 77th annual meeting of the Academy of Management, Atlanta, GA.
Lyness, K. S., Ragins, B. R., Capman, J. F., Erkovan, H. E., & Millsap, R. E. (2015, August). Working on Thin Ice? An Investigation of Race, Organizational Diversity Context, and Job Insecurity. Paper presented at the Academy of Management Annual Meeting, Vancouver, Canada.
Lyness, K. S., Erkovan, H. E., & Judiesch, M. K. (2015, April). Religious Intolerance Among Workers: A Cross-National, Multilevel Investigation. Paper presented at the 29th Annual Conference of the Society for Industrial and Organizational Psychology, Philadelphia, PA.
Maculaitis, M. C., & Lyness, K. S. (2015, April). Stereotypes, Job Social Status, and the Double Bind of Disability. Poster presented at the 29th Annual Conference of the Society for Industrial and Organizational Psychology, Philadelphia, PA.
Maculaitis, M. C., Terrazas, J. M. B., Lyness, K. S., Smith, C. R., Judiesch, M. K., Rutter, J. C., & Erkovan, H. E. (2015, April). Religious and Nonreligious Group Stereotypes: Workforce Diversity Implications. Paper presented at the 29th Annual Conference of the Society for Industrial and Organizational Psychology, Philadelphia, PA.
Erkovan, H.E., Lyness, K.S., & Judiesch, M.K.. (2014, July). Religious Intolerance in the Workplace: A Cross-National Study. Paper presented at the 28th International Congress of Applied Psychology, Paris, France.
Erkovan, H., & Lyness, K. S. (2013, April). Effects of Emotional Labor on Stress, Psychological Well-Being, and Job Satisfaction. Paper presented at the 28th Annual Conference of the Society for Industrial and Organizational Psychology, Houston, TX.
She can be reached at Karen.Lyness@verizon.net
Sam Johnson is the former Chair of the Psychology Department at Baruch College and a counseling psychologist and Professor of Psychology. His research and teaching interests are in culturally competent clinical training and applied psychological training for intercultural competence. His academic career spans over 30 years of service at many institutions, most recently at Teachers College Columbia University and Baruch College, CUNY.
While at Teachers College Dr. Johnson pioneered Multi-Cultural Curriculum Development for Professional Psychologists at Columbia University. He is the founder of the Teachers College Winter Round-Table on Cross Cultural Psychology and Education the longest running professional conference devoted to issues of diversity.
Dr. Johnson was a pioneering proponent of cultural competence in his critical position papers on “Cultural Expertise” (1984, 1987, 1992). He has extensive publications in scholarly journals, books, video, and digital media. Dr. Johnson is an experienced grant writer, principle investigator, and program evaluator. He has received several fellowships and grant awards including the American Association for the Advancement of Science, Science Media Fellowship.
During his tenure at Baruch College Dr. Johnson served as Baruch College’s first VP for Student Development. He established fieldwork placements for master’s level trainees in career and personal counseling. His administration established the first APA approved Doctoral Internship Program in the City University and expanded and improved Peer Counseling Services.
Dr. Johnson led the development and implementation first Internet based career development center in the City University at Baruch. He managed the integration of SEEK counseling services into student affairs and implemented card reader traffic monitoring in student service offices. Dr. Johnson championed the adoption of CAS Standards for student services CUNY-wide and managed the development and implementation of service and business plans for Baruch’s Athletic and Recreation Center (ARC).
Johnson, S.D., (2004). Culture, Context, and Counseling. Chapter 2 in the Handbook of Racial-Cultural Psychology and Counseling, Volume One, Theory and Research, Robert T. Carter (Editor). Hoboken, N.J.: John Wiley, ©2004-©2005.ISBN: 0-471-38628-6 Pp.17-26.
Johnson, S.D., (2000). “Classic Defenses: A critical Assessment of Ambivalence and Denial in Organizational Leader’s Responses to Diversity. In Addressing Cultural Issues in Organizations; Beyond the Corporate Context, R. T. Carter Ed., Thousand Oaks, CA: Sage Publications. Pp. 181-191
Johnson, S.D. & Carter, R.T., Eds. (1993). Addressing Cultural issues in an Organizational Context: The Proceedings of the 1992 Teachers College Winter Roundtable on Cross Cultural Counseling. New York, New York: Teachers College, Proceedings of the 1991 Teachers College Winter Roundtable on Cross Cultural Counseling. New York, New York: Teachers College, Columbia University.
Johnson, S.D. & McRae, Mary B. (1992). Toward Training for Competence in Multicultural Counselor Education. Journal of Counseling and Development, 70, 1,131-135.
Johnson, S.D. (1990). Toward Clarifying Culture Race and Ethnicity in the Context of Multicultural Counseling. The Journal of Multicultural Counseling and Development. 18, 1, 41-50.Columbia University.
Johnson, S.D. (1990). Applying Socio-identity Analysis To Counseling Practice and Preparation: A Review of Four Techniques. Journal of Multicultural Counseling and Development. 18, 3, 133-143.
Johnson, S.D. (1987). “Knowing That” vs. “Knowing How”: Toward Achieving Expertise In Multicultural Training for Counseling. The Counseling Psychologist, 15,2,320-331.
Johnson, S.D. (1984). The Cross Cultural Training Program at Teachers College, Columbia University. New York, NY: Teachers College, Columbia University, Department of Social, Organizational and Counseling Psychology. (ERIC Document Reproduction Service No. ED 241 860.)
Professor of Psychology; BA, Boston University; PhD, Temple University
I graduated from high school in 1964 and eleven years later earned a B.A. in philosophy and psychology at Boston University. I like to think I was on the eleven-year plan, but in fact I was doing other things along the way. I went to Alabama to march with Martin Luther King in the civil-rights movement, I worked in the peace movement against the American war inVietnam. I spent time in a federal prison as a war resister, and was the defendant in a Supreme Court case. I worked for almost five years in a state psychiatric hospital inMassachusetts. I organized a labor union. After obtaining the B.A. degree, I went straight to Temple University in Philadelphia and obtained a Ph.D. in psychology. That didn’t take 11years. I did it in the normal time these things tend to take. I did not obtain a master’s degree along the way because I would have had to spend an extra $15 for the paperwork.
After obtaining the Ph.D. I went to New York University for two years of post-doctoral training with a grant from the National Institute for Child Health and Human Development, followed by one additional year of post-doctoral training at New York University with funding from the National Institutes of Health. During the years of my education and training I taught atColby College in Waterville, Maine, at Pennsylvania State University, in Abington, Pennsylvania and at Barnard College at Columbia University. In 1986 I came to Baruch College as a tenure-track assistant professor, and I have had two promotions—to Associate Professor and to Professor, which is the position I still hold.
My principal research interest and my publications for the most part have concerned the basic mental architecture that makes possible propositional knowledge and the propositional inferences people make. For most of my years at Baruch College I directed the Experimental Epistemology laboratory, and for several years I engaged in cross-cultural research in the northeast of Brazil and in the Amazon. I currently am engaged in work that is more philosophical—returning, in a sense, to my undergraduate roots. I have been working on the question of how our culture has come to explain the world to ourselves as we do, and what the reasons are for the conceptual divisions in our society that lead some people to say“follow the science” and others to reject science. I have found it rare to find a senior at Baruch College who has a clear idea of what science is and what it means to do science.
Braine, M.D.S., and O’Brien, D.P. (1998). Mental logic. Mahah, NJ: Lawrence Erlbaum Associates. Link
O’Brien, D.P. (2021). Natural logic. In Markus Knauff & Wolfgang Spohn (Eds.), The Handbook of Rationality. London, UK: The MIT Press.
Braine, M. D., & O’Brien, D. P. (1991). A theory of if: A lexical entry, reasoning program, and pragmatic principles. Psychological Review, 98(2), 182–203. Link
O’Brien, D. P., Braine, M. D. S., & Yang, Y. (1994). Propositional reasoning by mental models? Simple to refute in principle and in practice. Psychological Review, 101(4), 711–724. Link