The Department of Psychology Faculty
Phone: (646) 312-4162
Location: VC 8-220
What do you want to learn about?
Seeking out knowledge is a dynamic motivational state. The overarching goal of our research is to understand how the to-be-learned material, the motivation of the individual learner, and social context in which that individual is learning work together to facilitate or inhibit one’s learning and problem-solving success. Many of our studies aim to apply this basic social, affective and cognitive neuroscience research to help students bridge gaps in knowledge and overcome academic challenges, and has direct relevance to education. Other work addresses how we seek out and use information we receive from others in social networks and informs research on military intelligence.
The Dynamic Learning Lab supports a vibrant group of undergraduate, post-bac and graduate students through volunteer, credit-based and (occasionally) paid research positions. 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. This interdisciplinary research involves collaboration with scientists in cognitive and social psychology, neuroscience and computer science, at institutions throughout New York State and beyond.
Hughes, D., Adali, S., Cho, J-H, & Mangels, J. (2015). Individual differences in information processing in networked decision making, In Proceedings of BRIMS 2015 : Conference on Behavior Representation in Modeling and Simulation.
E. I. Sklar, S. Parsons, Z. Li, J. Salvit, S. Perumal, H. Wall, & J. Mangels. (2015). Evaluation of trust-modulated argumentation-based interactive decision-making tool. Autonomous Agents and Multi-Agent Systems. (DOI) 10.1007/s10458-015-9289-1.
Mangels, J. A., Good, C., Whiteman, R.C., Maniscalco, B., & Dweck, C. S. (2012) Emotion blocks the path to learning under stereotype threat. Social Cognitive and Affective Neuroscience (SCAN), 7(2), 230-241.
Mangels, J. A., Butterfield, B., Lamb, J., Good, C. D., & Dweck, C. S. (2006). Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. Social Cognitive and Affective Neuroscience (SCAN), 1, 75-86.
Mangels, J. A., Picton, T. W., & Craik, F. I. M. (2001) Attention and successful episodic encoding: An event-related potential study. Cognitive Brain Research, 11(1), 77-95.
Phone: (646) 312- 3788
Location: VC 8-296
Professor Albright is a licensed psychologist who received his PhD from City University of New York in the area of Experimental Cognition and Applied Psychophysiology. His initial research involved identifying correlates between numerous cardiac functions, such as stroke volume and myocardial contractility, to Type A behavioral indices as well as biofeedback intervention for cardiovascular disorders such as hypertension. He has published in the International Journal of Psychophysiology, Perceptual and Motor Skills and Biofeedback and Self-Regulation.
Dr. Albright is currently examining the usage of a distant learning classroom management system (Blackboard) to facilitate the delivery and management of multidisciplinary pedagogy in large lectures of Introduction to Psychology and Public Affairs, 2) the application of an online English Analyzer in implementing a new low cost/high benefit writing requirement in large lecture formats and 3) utilizing student’s web authoring skills to enhance the classroom experience.
Dr. Albright is also Director of Pedagogical Development for the Weissman School of Arts and Sciences, which runs Baruch College’s annual Teaching and Technology conference that draws national audiences.
Phone: (646) 312-3837
Location: VC 8-282
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 Adult Development to undergraduate students and Life-Span Development to graduate students, he supervises research experience for undergraduates sponsored by the National Science Foundation. Dr. Artistico is the founding editor of UP Scholars.
Phone: (646) 312-4331
Location: VC 4-296
Phone: (646) 312-3818
Location: VC 8-286
Website: Emotions in Organizations
I received my Ph.D. from the Department of Psychology at the University of California, Berkeley. I have an M.Sc. in Management, Organizational Behavior from the Faculty of Management, Tel-Aviv University, and a BA in psychology from Tel Aviv University. I am a Professor at the Department of Psychology, Baruch College and the Graduate Center of CUNY.
My research interests focus on emotions, particularly within organizational settings. I study how emotions motivate the behavior of individuals, groups, and organizations, and how individuals and organizations can influence the emotions and behaviors of others. The unpleasant emotions I mainly focus on are envy, jealousy, and fear; the pleasant emotion I focus on are feeling happy for someone else’s success (firgun). Additional lines of research in which I am involved include issues of fairness and justice in organizations; the interface between justice and emotions; the influence of personality on job attitudes; self-esteem and emotions; and power and emotions.
Our emotions lab is composed of Ph.D., Masters, and undergraduate students who volunteer to work with me. Many of the students working in our lab continue to graduate schools, usually to Ph.D. programs (see more details in our lab description).
Phone: (646) 312- 3805
Location: VC 7-257
Tatiana Aloi Emmanouil, Assistant 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 8283
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 http://www.cuny.edu/about/resources/sustainability/about-us/project.html 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. https://www.baruch.cuny.edu/strategicplan-archived/.
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. http://www.commongroundpublishing.com
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.
Phone: (646) 312- 3820
Location: VC 8-285
Harold Goldstein is an associate professor of Industrial/Organizational Psychology at Baruch College, The City University of New York. Harold’s primary areas of expertise are in the areas of personnel selection, equal employment opportunity issues, strategic competency modeling, and leadership assessment and development. He is known for his work in developing valid selection and assessment systems that operate cross-culturally to identify diverse talent in a fair manner. In particular, his current research focuses on the measurement of intelligence with reduced racial and gender subgroup differences. His work in this area has been recognized by honors such as the M. Scott Myers award for Applied Research in the Work Place and the IPAC award for Innovations in Testing. Harold has published articles on his research in journals such as Personnel Psychology, Journal of Applied Psychology, and Human Performance, and has presented his work at numerous conferences and invited talks. In addition, Harold has served as an expert to the United States Department of Justice on the application of legal issues in personnel selection processes.
Currently, Harold serves as director of both the MS and MBA Programs in Industrial/Organizational Psychology. He is also on the doctoral faculty at the Graduate Center of the City University of New York. Harold received his doctoral degree in 1993 from the University of Maryland at College Park. He previously held teaching positions in the psychology departments at Bowling Green State University and New York University. He joined the psychology department at Baruch College in 1997.
Goldstein, H., Pulakos, E., Passmore, J., & Semedo, C. (in press). The Wiley Blackwell Handbook of the Psychology of Recruitment, Selection, and 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. A., Goldstein, H. W., Yusko, K. P., Ryan, R., & Hanges, P. J. (2012). Intelligence 2.0: Reestablishing a research program on g in I-O Psychology. Industrial and Organizational Psychology: Perspectives on Science and Practice, 5(2), 128-148.
Goldstein, H. W., Scherbaum, C. A., & Yusko, K. P. (2009). Revisiting g: Intelligence, adverse impact, and personnel selection. In J. L. Outtz (Ed.), Adverse impact: Implications for organizational staffing and high stakes selection (pp. 95-134). New York: Taylor & Francis.
Goldstein, H. W., Zedeck, S., & Goldstein, I. L. (2002). g: Is that your final answer? Human Performance. 15(1/2), 123-142. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
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
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.
Phone: (646) 312- 3792
Location: VC 8-222
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.)
Phone: (646) 312- 3791
Location: VC 8-224
Professor of Psychology; BA, Boston University; PhD, Temple University
David O’Brien’s research program investigates declarative knowledge, i.e., knowledge that can be expressed with linguistic propositions, beginning with the epistemological assumption that in order to store declarative knowledge in memory, there must be a representational format with which to store it. This format must be capable of representing properties and the things that have those properties and to distinguish between the two, and to keep track of which things have which properties and vice versa. In other words, the mind must have some basic logical predicate/argument structure. Further, the mind should have some ways of representing alternatives among properties or the entities that have those properties, as well as conjunctions, suppositions, and negations — the sorts of things that are done, for example, with English-language words such as or , and , if , and not . These assumptions are the basis for the “mental-logic” theory O’Brien co-developed with the late Martin Braine of New York University.
The basic research approach could be called “experimental epistemology,” because it brings the methods of experimental psychology to bear on these epistemological issues. The idea is to discover what is psychologically basic in such knowledge, and this goal requires investigating not only the thinking of adults, but also addressing what sorts of representational formats and inferences are available early in development and across languages and cultures. O’Brien thus engages in empirical research across a varied set of populations, including children, and deaf and illiterate populations in Portuguese-speaking Brazil. Recently he has been engaged in setting-up research projects with recently discovered indigenous groups in the northwestern Amazon basin. In addition, he remains engaged in more traditional research in his laboratory located in the Psychology Department at Baruch College. He welcomes inquiries from students who are interested or curious about gaining research experience working in his laboratory and can be reached by email at: David_OBrien@baruch.cuny.edu.
O’Brien, D.P., and Bonatti, L.L. (1999). The semantics of logical connectives and mental logic. Cahiers de Psychologie Cognitive (Current Psychology of Cognition) , 18 , 87-97.
O’Brien, D.P., Dias, M.G., and Roazzi, A. (1998). A case study in the mental-logic and mental-models debate: Conditional syllogisms. In M.D.S. Braine and D.P. O’Brien (Eds.) Mental logic . pp. 385-420. Mahwah, NJ: Lawrence Erlbaum Associates.
O’Brien, D.P., Dias, M.G., Roazzi, A., and Braine, M.D.S. (1998). Conditional reasoning: The logic of supposition and children’s understanding of pretense. In M.D.S. Braine and D.P.
O’Brien (Eds.) Mental logic . pp. 245-272. Mahwah, NJ: Lawrence Erlbaum Associates.
O’Brien, D.P., Dias, M.G., Roazzi, A., and Cantor, J. (1998). Pinocchio’s nose knows: Preschool children recognize that a pragmatic rule can be violated, an indicative conditional can be falsified, and that a broken promise is a false promise. In M.D.S. Braine and D.P.
O’Brien (Eds.), Mental logic . pp. 447-472. Mahwah, NJ: Lawrence Erlbaum Associates.
O’Brien, D.P., Braine, M.D.S., and Yang, Y. (1994). Propositional reasoning by models? Simple to refute in principle and in practice. Psychological Review , 101, 711-724.
Braine, M.D.S., and O’Brien, D.P. (1991). A theory of if: A lexical entry, reasoning program, and pragmatic principles. Psychological Review , 98, 182-203. Reprinted in M.D.S. Braine and D.P.
O’Brien (Eds.), Mental logic . (1998).
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 has been interested in investigating the mental process and representations that affect social judgment and behavior, with a focus on the implicit and unconscious ways in which social category information influences human judgment and behavior. He has also conducted research on cognitive, affective, and motivational factors that might affect jurors’ legal decision making in courtroom. Lastly, he is also interested in exploring the impact that culture can have 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 psychology and law, psychology and culture, statistics, psychometrics, and research methods.
Park, J., & Feigenson, N. (2013). Effects of a visual technology on mock juror decision making. Applied Cognitive Psychology, 27, 235-246.
Kim, S., Park, J., Park, K., & Eom, J. (2013). Judge-jury agreement in criminal cases: The first three years of the Korean jury system. Journal of Empirical Legal Studies, 10, 35-53.
Park, J. (2010). The jury system and legal psychology. Seoul, Korea: Ore Publishing Co.
Feigenson, N., & Park, J. (2006). Emotions and attributions of legal responsibility and blame: A research review. Law and Human Behavior, 30, 143-161.
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. She teaches Statistics for Social Science (STA 2100), Research Methods (PSY 3001), and Abnormal Psychology (PSY 3055) at the undergraduate level and Research and Program Evaluation in Mental Health Counseling (PSY 9922) and Assessment and Treatment of Eating Disorders and Obesity (PSY 9826) in the Masters in Mental Health Counseling Program.
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’s research is focused on two related areas: obesity and eating disorders. Her research in obesity has included working with community-wide weight loss initiatives and conducting randomized clinical trials (RCTs) of weight loss interventions. Her work examines outcomes of weight loss treatment in terms of clinical effectiveness (e.g., weight loss, behavioral changes in diet and physical activity) and health parameters (e.g., health-related quality of life). She is also interested in factors that influence initiation and maintenance of weight management behaviors more generally. Her research in eating disorders centers on cognitive factors such as motivation for change and self-efficacy that impact treatment engagement and outcome for individuals with anorexia nervosa and bulimia nervosa. Beyond clinical eating disorders, she is also interested in body image concerns and subclinical eating disordered behavior and attitudes in nonclinical samples.
Pinto, A. M., Fava, J. L., Hoffmann, D. A., Wing, R. R. (2013). Combining behavioral weight loss treatment and a commercial program: A randomized clinical trial. Obesity, 21, 673-680. DOI: 10.1002/oby.20044
Pinto, A. M., Fava, J. L., Raynor, H. A., LaRose, J. G., Wing, R. R. (2013). Development and validation of the Weight Control Strategies Scale. Obesity, 21(12), 2429-2436. DOI: 10.1002/oby.20368
Pinto, A. M., Subak, L. L., Nakagawa, S., Vittinghoff, E., Wing, R. R., Kusek, J. W., Herman, W. H., West, D. S., Kuppermann, M. (2012). The effect of weight loss on changes in health-related quality of life among overweight and obese women with urinary incontinence. Quality of Life Research, 21, 1685-1694.
Pinto, A. M., Gorin, A. A., Raynor, H. A., Tate, D. F., Fava, J. L., Wing, R. R. (2008). Successful weight loss maintenance in relation to method of weight loss. Obesity, 16, 2456-2461.
Pinto, A. M., Guarda, A. S., Heinberg, L. J., DiClemente, C. C. (2006). Development of the Eating Disorder Recovery Self-Efficacy Questionnaire. International Journal of Eating Disorders, 39, 376-384.
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.
Phone: (646) 312-3807
Location: VC 8-272
Dr. Charles Scherbaum received his B.S. in psychology from the University of Washington and his Ph.D. in industrial and organizational psychology from Ohio University. He is currently an associate professor of psychology at Baruch College and on the doctoral faculty at the Graduate Center of the City University of New York.
Dr. Scherbaum’s research focuses on issues of diversity and equal opportunity in the context of employee selection, measuring individual differences, and assessing employee attitudes. Recent research has focused on sources of construct-irrelevant variance on standardized cognitive tests, non-cognitive predictors of job performance, detecting lying and dishonest responding, attitudes toward stigmatized employees, alternative validation strategies, attitude measurement, linking employee attitudes to organizational outcomes, employee survey methods, and employee selection. This research draws heavily on recent advances in analytical and methodological techniques.
Currently, the primary focus of Dr. Scherbaum’s research is examining possible explanations for race-based differences on intelligence and cognitive ability tests. This research involves developing alternative formats and types of intelligence tests as well as the examining the role of previous experience, test taking skills, and test characteristics on performance on these types of tests. This research received SIOP’s 2011 M. Scott Meyers Award for Applied Research in the Workplace (Goldstein, Yusko, Scherbaum, & Hanges, Project title: Development and Implementation of the Siena Reasoning Test) and the 2011 Innovation Award from the International Personnel Assessment Council (Yusko, Goldstein, Scherbaum, and Hanges).
Other current projects include: (1) utilizing item response theory to detect response distortion (i.e., faking) on measures of personality and biodata in employment contexts; (2) examining predictors to supplement the GMAT in graduate business school success; (3) modeling ability-performance relationships over time; (4) assessing implicit attitudes toward employees with disabilities and female managers; (5) synthetic validity; (6) impact of survey identification on employee response behavior; (7) impact of customer service climates on service delivery and customer loyalty. Dr. Scherbaum research has been funded by the National Science Foundation and the Graduate Management Admission Council.
Dr. Scherbaum teaches courses in statistics, industrial and organizational psychology, human resource management, statistics, and psychometrics in the United States, Singapore, and Taiwan at the undergraduate, masters, executive, and Ph.D. levels.
Dr. Scherbaum is a past president of the Metropolitan New York Association for Applied Psychology and is currently the chair of the Society for Industrial and Organizational Psychology’s institutional Research Committee. He is on editorial boards of the Journal of Applied Psychology and the Journal of Business and Psychology. He is a member of the Society of Industrial and Organizational Psychology, American Psychological Association, Academy of Management, and the Society of Human Resource Management.
Scherbaum, C. & Shockley, K. (February 2015 publication date). Methods for Analysing Quantitative Data for Business and Management Students. London: Sage.
Journal Articles and Chapters
Hanges, P., Scherbaum, C., & Reeve, C. (2015). There are More Things in Heaven and Earth, Horatio, Than DGF. Industrial and Organizational Psychology: Perspectives on Science and Practice, 8, 472-481.
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. London: Psychology Press-Taylor & Francis.
Hanges, P., Scherbaum, C., Goldstein, H., Ryan, R. & Yusko, K. (2012). I-O Psychology and Intelligence: A Starting Point Established. Industrial and Organizational Psychology: Perspectives on Science and Practice, 5, 189-195.
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.
Phone: (646) 312-4480
Location: VC 8-271
Dr. David Sitt is a licensed clinical psychologist teaching and practicing in New York City. He has taught at Baruch for over 18 years in the undergraduate Psychology program and graduate level Mental Health Counseling program. As a teacher, Dr. Sitt transforms 200-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 WeWork, VICE Media, The Howard Stern Show, Stamford Hospital, McGraw Hill, Research Insight Group and Naked.
Phone: (646) 312-3812
Location: VC 8-273
Kristin Sommer is a Professor of Psychology at Baruch College, City University of New York. She also 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 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.
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.
Bourgeois, M.J., Sommer, K.L., & Bruno, S. (2009). What do we get out of influencing others? Social Influence, 4, 1-26.
Sommer, K.L. Kirkland, K.L., Newman, S., Estrella, P., & Andreassi, J.L. (2009). Narcissism and cardiovascular reactivity to thoughts of rejection. Journal of Applied Social Psychology, 39, 1083-1115.
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 Mental Health Counselor 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 emerging 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, and trauma. At Baruch College, Dr. Stults leads the the Sexual and Gender Minority Health (SGMH) Lab. Undergraduate and graduate students are invited to apply to the SGMH Lab. Research projects slated for the Fall 2018 and Spring/Summer 2019 semesters include: (1) a qualitative study of IPV among young gay and bisexual men in New York City, and (2) a quantitative study of IPV among transgender and gender non-conforming young adults in NYC. Students with previous research experience are encouraged to apply but all applicants will be considered. Student research assistants will be involved in all aspects of study design and implementation, including: assisting with participant recruitment, transcribing and coding qualitative interviews, conducting phone screenings with potential research participants, conducting in-person assessments with participants, and managing study data. Some community-based fieldwork may be required throughout the semester. There are paid and unpaid positions available for the 2018-19 and 2019-20 academic years.
Visit https://www.christopherstults.com/research for more information.
For more information about internship opportunities, please contact Dr. Stults at firstname.lastname@example.org.
Stults, C. B. (In Press). Relationship quality among young gay and bisexual men in consensual non-monogamous relationships. Journal of Social and Personal Relationships.
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.
Stults, C. B., Javdani, S., Greenbaum, C. A., Kapadia, F., & Halkitis, P. N. (2016). Intimate partner violence and sex among young men who have sex with men. Journal of Adolescent Health, 58(2), 215-222.
Stults, C. B., Javdani, S., Greenbaum, C. A., Kapadia, F., & Halkitis, P. N. (2015). Intimate partner violence and substance use risk among young men who have sex with men: The P18 cohort study. Drug and Alcohol Dependence, 154, 54-62.
Stults, C. B., Javdani, S., Greenbaum, C. A., Barton, S. C., Kapadia, F., & Halkitis, P. N. (2015). Intimate partner violence perpetration and victimization among YMSM: The P18 cohort study. Psychology of Sexual Orientation and Gender Diversity, 2(2), 152.
Phone: (646) 312-3779
Location: VC 4-292
Overall, my research focuses on the impact of culture on Latino youth’s healthy development. The long-term goal of my research is to use our understanding of how culture and individual’s decision-making interact to impact youth’s healthy development and to inform and develop preventive family-level interventions.
I use a strengths-based perspective and rely on theories and methodologies that allow me to highlight the rarely studied viewpoints of Latino youth and empirically examine the relevance of Latino culture for youth’s development. For example, I am currently studying the role of Latino cultural values in the sexual decision-making of Latina youth from the Bronx. Specifically, I am conducting qualitative interviews to identify the factors that are important to Latina youth’s contraceptive choice, and perceived structural and cultural barriers and facilitators to healthy sexual decision-making.
Another area I examine is the relevance of Latino cultural values for adolescents, and its influence on risk behaviors and communication with parents. Using a social domain theory perspective, my work shows that adolescent endorsement of Latino values is associated with greater communication with mothers regarding their risky activities, but not regarding activities with friends. My work on Latino values in daily-life situations shows that Puerto Rican teens overall believe they should prioritize their Latino values, but would instead engage in competing dating, friendship, and personal activities (Villalobos Solís, Smetana, & Tasopoulos-Chan, 2017). To better understand the role of Latino values on youth’s risk behavior, I am currently examining how adolescents’ judgments and emotions regarding Latino values in daily decisions are associated with their engagement in risk behaviors.
Students are encouraged to contact Dr. Villalobos Solís regarding opportunities to work on research projects that examine various Latino youth issues.
Villalobos Solís, M., Smetana, J.G., & Tasopoulos-Chan, M. (2017). Evaluations of conflicts between Latino values and autonomy desires among Puerto Rican adolescents. Child Development, 88, 1581-1597 doi:10.1111/cdev.12687.
Villalobos Solís, M., Smetana, J. G., & Comer, J. (2015). Associations among solicitation, relationship quality, and adolescents’ daily disclosure and secrecy with mothers and best friends. Journal of Adolescence, 43, 193-205. doi: 10.1016/j.adolescence.2015.05.016
Villalobos, M. & Smetana, J. G. (2012). Puerto Rican adolescents’ disclosure and lying to parents about peer and risky activities: Associations with teens’ perceptions of Latino values. Journal of Adolescence, 35, 875-885. doi: 10.1016/j.adolescence.2011.12.006
Smetana, J.G., Villalobos, M., Tasopolous-Chan, M., Gettman, D., Campione-Barr, N. (2010). Early and middle adolescents’ disclosure to parents about activities in different domains. Journal of Adolescence, 32, 693-713. doi: doi:10.1016/j.adolescence.2008.06.010
Smetana, J.G., Villalobos, M., Rogge, R.D., Taspoulos-Chan, M. (2010) Keeping secrets from parents: Daily variations among poor, urban adolescents. Journal of Adolescence, 33, 321-331. doi: 10.1016/j.adolescence.2009.04.003
Phone: (646) 312-3835
Location: VC 4-246
My research focuses on how face memory and the decoding of emotional expressions are shaped by contextual and situational factors. For example, my research on face recognition investigates how intergroup distinctions, perceiver motives, and the social context in which a face is encountered compel perceivers to carefully attend to and remember certain individuals (e.g., ingroup members) or disregard and poorly encode others (e.g., outgroup members). In a related line of research, I study how social contexts and motives influence how accurately perceivers’ decode emotional expressions. Finally, in a separate program, my research explores how we perceive the important people in our lives and how losing social connections tunes our attention to social information that may facilitate forging new relationships. Collectively, these research lines all reflect my overarching interest in the dynamic and reciprocal interactions between cognition, motivation, and emotion.
In addition to my appointment at Baruch College, I am also a member of the CUNY Graduate Center’s Basic and Applied Social Psychology Ph.D. program. See here for more information.
Hugenberg, K., Young, S.G., Rydell, B.J., Almaraz, S.M., Stanko, K.A., See, P.E., & Wilson, J.P. (2016). The face of humanity: Configural face processing influences ascriptions of humanness. Social Psychological and Personality Science, 7, 167-175.
Young, S.G., Slepian, M.L., & Sacco, D.F. (2015). Sensitivity to perceived facial trustworthiness is increased by activating self-protection motives. Social Psychological and Personality Science, 6, 707-713.
Sacco, D.F., Young, S.G., & Hugenberg, K. (2014). Balancing competing motives: adaptive trade-offs are necessary to satisfy disease avoidance and interpersonal affiliation goals. Personality and Social Psychology Bulletin. 40, 1611-1623.
Young, S.G., Slepian, M.L., Wilson, J.P., & Hugenberg, K. (2014). Averted eye-gaze disrupts holistic face encoding. Journal of Experimental Social Psychology, 53, 94-99.
Young, S.G., & Hugenberg, K. (2012). Individuation motivation and face expertise operate jointly to produce the Own Race Bias. Social Psychological and Personality Science, 3, 80-87.
Phone: (646) 312-3834
Location: VC 4-287
Dr. Zhou received his B.A. from Peking University, China and his Ph.D. in Industrial and Organizational Psychology from University of South Florida. Dr. Zhou’s research mainly focuses on the following four areas. In the area of Workplace Mistreatment (e.g., workplace aggression, workplace incivility, abusive supervision, and counterproductive work behavior), his research focuses on how various types of workplace mistreatment (e.g., workplace aggression, workplace incivility, abusive supervision, and CWB) occur in the workplace and affect employee and employer outcomes, and how organizations and employees can effectively prevent and cope with workplace mistreatment.
In the area of Employee Health and Well-being, his research examines how various individual, organizational, and interpersonal factors affect employee health, safety, and well-being, and how employees can effectively cope with and recover from these effects. In the area of Work-nonwork Interface, he studies how work-related experiences and behaviors spill over to employees’ nonwork (e.g., family, social life, community life) domains, and vice versa. In the area of Illegitimate Tasks, he investigates how various leadership and situational factors lead to the occurrence of illegitimate tasks, and how illegitimate tasks might affect employee and employer outcomes.
Graduate students and undergraduate students can contact Dr. Zhou at Zhiqing.Zhou@baruch.cuny.edu if they are interested in Dr. Zhou’s research and would like to get some research experiences in the above areas.
Click here for more information about Dr. Zhou’s research.
Liu, W.*, Zhou, Z. E., & Che, X. X. (2018). Effect of workplace incivility on OCB through burnout: The moderating role of affective commitment. Journal of Business and Psychology. * supervised student
Zhou, Z. E., Eatough, E. M., & Wald, D. R. (2018). Feeling insulted? Examining end-of-work anger as a mediator in the relationship between daily illegitimate tasks and next-day CWB. Journal of Organizational Behavior, 1-11.
Che, X. X., Zhou, Z. E., Kessler, S. R., & Spector, P. E. (2017). Stressors beget stressors: The effect of passive leadership on employee health through workload and work-family conflict. Work & Stress, 1-17.
Zhou, Z. E., Yang, L., & Spector, P. E. (2015). Political skill: A proactive inhibitor of workplace aggression exposure and an active buffer of the aggression-strain relationship. Journal of Occupational Health Psychology, 20(4), 405-419.
Zhou, Z. E., Yan, Y., Che, X. X., & Meier, L. L. (2015). Effect of workplace incivility on end-of-work negative affect: Examining individual and organizational moderators in a daily diary study. Journal of Occupational Health Psychology, 20(1), 117-130.
Phone: (646) 312-3814
Location: VC 8-275
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: (646) 312- 3794
Location: VC 2-301
Dr. Hollander has been CUNY Distinguished Professor of Psychology at Baruch College and the Graduate Center since 1989, and is now Emeritus after teaching and supervising student research in the I/O Doctoral and Masters Programs. Before joining the Baruch Faculty, he was a longtime Professor at SUNY Buffalo, where he served as Provost of Social Sciences and Administration, and was the founding director of the Doctoral Program in Social/Organizational Psychology. His BS in Psychology was earned at Case Western Reserve and his M.S. and Ph.D. at Columbia University. Subsequently, he taught at Carnegie Mellon, Washington (St. Louis), and American University (Washington). He has held visiting appointments as a Fulbright Professor at Istanbul University, an NIMH Senior Fellow at the Tavistock Institute in London, and as a faculty member at Wisconsin, Harvard, Oxford, and the Institute of American Studies in Paris. He served on military duty in psychological services twice, and was Study Director of the Committee on Ability Testing of the National Academy of Sciences.
Dr. Hollander’s honors include his most recent career awards from the New York Academy of Sciences, the Center for Creative Leadership (CCL), and International Association of Applied Psychology (IAAP). In 2010, he was given a Legacy Lifetime Achievement Award by the International Leadership Association (ILA). He is a Fellow of his major professional associations, and was elected President of the Eastern Psychological Association (EPA), and the General Psychology Division (Div. 1) of APA.
Dr. Hollander’s major interests have focused on group and organizational leadership and followership, innovation, and independence. His research has been directed toward understanding follower expectations and perceptions of leaders , and the consequences to their relationship, loyalty and trust. His latest book, Inclusive Leadership: The Essential Leader-Follower Relationship (2009) deals with these topics. For a review of this book, check here. His previous books include Leaders, Groups, and Influence (1964), Leadership Dynamics (1978), and Principles and Methods of Social Psychology (4 ed., 1981, and in Chinese and Spanish). He was co-editor of the series Current Perspectives in Social Psychology (4 ed., 1976) with Raymond Hunt, and the companion volume Classic Contributions to Social Psychology (1972). He also has authored over a hundred chapters, papers and reviews. Some key recent ones are:
Barack Obama and Inclusive Leadership in Engaging Followership. In D. Sharma & U. Gielen (Eds.) Obama at the Crossroads of Global Leadership: Globalization and Amercian Exceptionalism in the Obama Presidency. New York: Routledge, In Press, 2013.
Inclusive Leadership and Idiosyncrasy Credit in Leader-Follower Relations; Leadership in Higher Education. [Two Chapters.] In M. G. Rumsey (Ed.) The Oxford Handbook of Leadership. New York: Oxford University Press, 2012.
American Presidential Leadership: Leader Credit, Follower Inclusion, and Obama�s Turn. In M. Bligh & R. Riggio (Eds.). Exploring Distance in Leader-Follower Relationships: When Far is Near and Near is Far. New York: Routledge, 2013.
Relating leadership to active followership. In R. Couto (Ed.), Reflections on Leadership:Honoring James McG.Burns.LanhamMD:Univ. Press of America, 2007.
Inclusive Leadership and Leader-Follower Relations: Concepts, Research, and Applications. Hollander, Park, Boyd, Elman, and Ignagni. The Member Connector, International Leadership Association (ILA), 2008 (May/June), 6(5), 4-7.
Fulbright Awards at 65: A Year Teaching at Istanbul University and Beyond. International Psychology Bulletin, 15(2), Spring 2011. (Symposium paper prepared for March 2011 EPA in Cambridge, MA.)
Idiosyncrasy Credit; Upward Influence. [Two Essays] In G. Goethals, G. Sorenson, & J.M. Burns (Eds.) The Encyclopedia of Leadership. Great Barrington, Mass. : Berkshire/Sage, 2004a,b.
Influence processes in leadership-followership: Inclusion and the Idiosyncrasy Credit Model. In D.A. Hantula (Ed.), Theoretical & Methodological Advances in Social & Organizational Psychology: A Tribute to Ralph Rosnow. Mahwah, NJ: Erlbaum, 2006.
Applying psychology to policy issues at the UN and elsewhere: Then and now. International Association of Applied Psychology Newsletter, 7(4),5-8, 2005.
The essential interdependence of leadership and followership. Current Directions in Psychological Science, 1992, 1 (2),71-75.
Leadership, followership, self, and others. Leadership Quarterly, 1992, 3(2), 43-54.
Legitimacy, power and influence: A perspective on relational features of leadership. In M. M. Chemers & R. Ayman (Eds.) Leadership Theory and Research: Perspectives and Directions. Academic Press, 1993, 29-46.
Organizational leadership and followership: In P. Collett & A. Furnham (Eds.), Social Psychology at Work, Essays in Honour of Michael Argyle. London: Routledge, 1995.
Ethical challenges in the leader-follower relationship. Business Ethics Quarterly, 1995, 5(1), 55-65.
Phone: (646) 312- 3789
Location: VC 8-222
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.
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
Phone: (646) 312-3821
Location: VC 8-275
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