The CalSouthern Sun

CalSouthern’s Master Lecture Series Continues with Susan Brown’s and Sara Gilman’s
“EMDR in the Treatment of Trauma and Substance Abuse.”

Susan Brown, LCSW, BCD

CalSouthern is pleased to announce that on July 29, 2011, from 10:00 a.m. to 12:00 p.m., the university will be hosting two of the world’s leading experts and practitioners of Eye Movement Desensitization and Reprocessing (EMDR). Susan Brown, LCSW, BCD, and Sara Gilman, MFT, will deliver a lecture titled “EMDR in the Treatment of Trauma and Substance Abuse,” at CalSouthern’s Irvine, California headquarters.

Sara Gilman, MFT

Brown and Gilman are noted authorities and sought-after speakers on the subject of EMDR. Brown has presented nationally on EMDR and is widely published on the topic, including an article co-authored with Dr. Francine Shapiro—founder of EMDR in 1987—on the use of EMDR to treat trauma and addiction. She is an approved consultant with the EMDR International Association, serving on its Standards and Training Committee. She is also a designated facilitator for EMDR training with the EMDR Institute and EMDR’s Humanitarian Assistance Program.

In addition to holding fellowship status with the American Academy of Experts in Traumatic Stress, Gilman is an EMDR-approved consultant and a past president of the EMDR International Association. She—along with Brown—is a principal investigator in a research study piloting an Integrated Trauma Treatment Program combining EMDR and Seeking Safety for co-occurring trauma and substance abuse in an adult drug court program. An acclaimed lecturer on the topic, Gilman has also appeared on national television addressing EMDR.

The July 29 lecture will provide a comprehensive overview on EMDR, one of the most highly researched psychotherapies for Post-traumatic Stress Disorder (PTSD), with additional research support for the treatment of substance abuse and behavioral addictions, depression, panic disorder, borderline personality disorder, and phantom limb pain, among other conditions. It’s also been used in connection with performance enhancement.

EMDR uses a structured, eight-phase approach to address trauma. In a distinctive element of the psychotherapy method, during the processing phases, the client focuses on the trauma as the therapist administers a bi-lateral attention stimulus, by directing eye movement with a wand, or via alternate hand-tapping or bi-lateral auditory tones.

It’s at once an extraordinarily effective psychotherapy, and one that is commonly misunderstood and about which many misconceptions exist.

The event is complimentary and can be attended live or via streaming webinar. After the event, a video recording of the presentation will be posted to the CalSouthern website. To register to attend this event, please click here.

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By Richard Insel

My first course at CalSouthern was Ethics in the Helping Profession (PsyD7504). As I progressed in my studies, it occurred to me that often, one tends to create a theoretical dichotomy of ethics vs. empirical-based practice. But over the course of the past couple of years wherein I synthesized my training in guidance counseling and psychology, I strongly espoused the view that yesterday’s “ethics” or “right thing to do” is today’s “evidenced-based best practice for attaining positive clinical outcomes.”

Let me explain.

Our schools are filled with individual children that carry multi diagnoses, including ADHD, Impulse Control Disorder, Oppositional Defiant Disorder, and MMR. Interestingly, thanks to modern medical technology, it has been shown that children who have experienced childhood trauma (physical, sexual, or emotional abuse) share common neural developmental anomalies in addition to common brain regional asymmetries with adults diagnosed with schizophrenia. Specifically, the HPA Axis (hypothalamic-pituitary-adrenal) is the major “response to stress network,” which includes adrenal secretion of glucocorticoids as stimulated by ACTH from the pituitary.

When the HPA Axis is exposed to chronic stress, this results in hyper-sensitization to stressors as opposed to habituation. In addition, the hippocampus, due to its high density of glucocorticoids receptors, is also negatively impacted by this neural anomaly. In this regard, Walker & DiForio (1997) report finding higher baseline levels of cortisol, “demonstrating a unique neural response to HPA in schizophrenics.” As opposed to pre-existing diathesis models of schizophrenia, hypersensitivity to stress is not only a consequence of a prior genetic disposition, but also part of the etiology of the disease itself. Interestingly, Heim, Newport, Graham, Wilcox, Bonsall, Miller, and Nemieroff (2000) have discovered the same HPA axis hyperactivity as a consequence of childhood abuse.

Another deficit shared by these two distinct populations is damage to the left hemisphere’s brain regional functioning. These findings should result in reduced verbal learning and memory in both schizophrenics and children having suffered abuse. Indeed, these are the findings of Heinrich & Zakzanis (1998) who studied childhood trauma victims and schizophrenics where both scored significantly higher on measures of non-verbal versus verbal learning.

The aforementioned findings have reinforced the theoretical underpinnings of recent research, including “The Contribution of Early Traumatic Events to Schizophrenia in Some Patients: A Traumagenic Neurodevelopmental Model” (Read, Perry Moskowitz & Connoly, 2001).

Before I relate these findings to Ethics in the Helping Professions, let’s return to the child in school diagnosed with multi diagnoses. To put it as simply as possible, a child that is hyper-vigilant for external stressors (as indicated earlier due to HPA axis hyper sensitivity) utilizes lower regions of the brain (mid-brain) related to the “fight or flight” phenomenon, as opposed to frontal cortical brain regions involved in executive functioning, abstract thought, and general cognitive processes. As such, the multi symptoms exhibited in school are perhaps all interrelated to familial stressors.

The implications for Ethics in the Helping Profession, in my opinion, are that ethics include not only that which is morally, ethically, professionally, or even spiritually correct, but an empirical imperative as well. “Principle ethics” such as beneficence and autonomy and “virtue ethics” such as benevolence and respectfulness are conducive to increasing neural symmetry in left/right hemispheric brain regions which should serve to facilitate the attainment of positive treatment outcomes.

Dr. Richard Davidson, while at Harvard (presently associated with Univ. of Wisconsin), in opposition to neuroscience dogma which held that the limbic system is exclusively responsible for emotion, took the position that the brain’s frontal lobes, normally associated with higher order cognitive functioning, create neural pathways to the limbic system, i.e., thinking can affect emotions.

To prove his theory, Davidson, in 2001, encouraged by the Dalai Lama, conducted an experiment with an abbot of a Buddhist monastery, in which he asked him—while he had electrodes attached to his head—to first think neutral thoughts followed by compassionate thoughts. During the compassion meditation, the left asymmetry was “off the charts,” 97 percent higher than anyone had measured. Davidson’s conclusion was that we can train the mind to be happy.

Richardson subsequently used an FMRI, which is more precise in pinpointing exact brain region areas, asked novices and adept meditators to do compassion meditations. In all subjects (albeit adept meditators to a greater degree), results indicated heightened activity in left frontal brain regions (cognitive) and in the insula (empathy) of the limbic (emotional) system. In addition, regions which keep track of self versus other became quieter.

In another experiment, also using FRMI, Richardson used novice subjects (without meditation experience) and asked them to view a horrific scene of a child with an eye tumor. In this first segment of the experiment, the subjects’ amygdala (limbic system) associated with anger and fear, had significant increased activity. Subsequently, in a second stage of the experiment, subjects when exposed to the picture were directed to think of “aspirations for freeing suffering” which significantly reduced activity in the amygdala and the right hemispheric region of the pre-frontal cortex.

In 2006, Davidson and colleagues published a paper in which they noted that “drawing a casual line between left pre-frontal cortex activation and happiness was too simplistic. The casual strand takes a long and winding path…. People with this pattern of brain activation feel they have their life under control. They experience personal growth, feel they have purpose in life and good personal relationships. They accept themselves for whom they are. In contrast, subjects with increased right frontal region activity feel their life is out of control and feel discontented in work, relationships, and in how life turned out in general”.

To simply rephrase Davidson’s findings in terms of the Jewish mystic Baal Shem Tov: “Think good and it will be good.”

Clearly, the positive impact of increased left frontal lobe activity on autonomy (control) beneficence, justice, etc., sounds straight out of a handbook on ethical codes. In summary, I hope that advances in the neurosciences will increase our clinical motivation for servicing our clients with the highest level of aspirational ethics while simultaneously allowing us to maintain our heartfelt wish to do so. To cite Dr. Gerald Corey’s quotation of the mystic Rumi, “Out beyond ideas of right doing and wrong doing there is a field—I’ll meet you there.”

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CalSouthern PsyD Graduate Publishes Book on Autism Spectrum Disorders and Sexual Behavior

Dr. Gerry Blasingame, a 2010 graduate of CalSouthern’s PsyD program and student speaker at last year’s commencement ceremony, has recently published Autism Spectrum Disorders, Sexual Behaviors, and Therapeutic Intervention. It addresses the problem presented when traditional treatment strategies for problematic sexual behaviors in children and teens often fall short with those diagnosed with Autism Spectrum Disorders (ASD).

The book provides a wealth of essential information regarding ASD, including how to adjust the assessment process to accommodate these disorders, and practical approaches to understanding unique family dynamics and healthy and problematic sexual behaviors. It also provides insight into working with Autism Spectrum cases when there is the co-occurrence of intellectual disabilities and/or various mental health problems.

CalSouthern caught up with Dr. Blasingame for a brief discussion about the book and his future plans:

CalSouthern: What was your motivation in authoring the book, and what did you hope to accomplish with its publication?

Dr. Blasingame: I have worked for many years with people who have developmental disabilities, and have previously written and edited books on clinical work with individuals who have developmental disabilities and others who have sexual behavior problems. Along with the books, I do quite a few conference presentations and trainings, so I frequently get questions and emails about related subjects including how to address these issues among people who have Autism Spectrum Disorders.

Unfortunately there is a paucity of current information on the subject, but I began collecting as much as I could so as to be able to have some empirical support for responses to the questions that came my way. When NEARI Press asked me to write a book on the subject, it only made sense. I wanted to help fill a gap in the literature to help therapists who already deal with sexual misconduct to better understand how to address this with children and adolescents who have ASD conditions.

CalSouthern: Could you tell us a bit about the writing experience? Do you believe that you’ve grown as a practitioner as a result of the process?

Dr. Blasingame: I enjoy both the research and writing processes. Having published before, I know my own style for gathering information, organizing my time and energies, and doing it all at a pace that works for me and my busy calendar.

With every writing project I learn more, and hopefully expand my clinical skills as well as knowledge base. There’s something about committing something to writing that helps you gain more mastery over the material.

CalSouthern: Could you tell us a bit about your current practice and your future plans?

Dr. Blasingame: I am employed by a company that provides treatment services for sexual offenders under contract with State and County agencies. In addition, I provide consultation and training for many clinicians who provide the direct services. I also maintain a private consulting business providing clinical staff training, program development, and consultations for programs and therapists across the country. And while I’m sure I have a couple more books left in me, I don’t have anything concrete planned right now.

To order a copy of Autism Spectrum Disorders, Sexual Behaviors, and Therapeutic Intervention, call (888) NEARI-12 or go to www.nearipress.org.

Watch Dr. Gerry Blasingame speak at the 2010 CalSouthern Commencement Ceremony:

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Understanding CalSouthern’s Interlibrary Loan Services

There are two primary interlibrary loan options which CalSouthern Learners can take advantage of. University Interlibrary Loan is a free service that allows you to obtain copies of journal articles, newspaper articles, and individual book chapters that are not available via the library databases. (Please note that articles that are specifically listed on your syllabi—including the supplemental resources section—cannot be borrowed via interlibrary loan due to copyright restrictions.)

To use the service, just fill out the “Request Articles” form on the Library’s “Services” tab. The requested articles will be fulfilled by partner libraries who own a printed copy of the journal. You’ll receive an electronic copy of the article typically in two to five business days.

Because of copyright issues and mailing costs, books and textbooks are not available via the University Interlibrary Loan. However, if you’re looking to borrow a copy of a required textbook, you may be able to take advantage of the public library interlibrary loan service. It can be a great way to save on textbook costs.

Most public libraries offer this service, whereby they will borrow books from partner libraries, including brick-and-mortar university libraries, who typically own copies of textbooks. You need to be aware of a couple of drawbacks and limitations, though. First, books borrowed via public interlibrary loan can take up to two weeks to arrive. In addition—and depending on the particular library’s loan policy, the loan period is likely to be only three to six weeks.

Here are a couple of resources for you to use if you plan on exploring the public library interlibrary loan option: www.worldcat.org is a librarian search engine that enables you to search for items in library catalogues around the world. In addition, the U.S. library directory at www.publiclibraries.com will provide you with website and phone contact information so that you can inquire at local public libraries about their interlibrary loan service and policies.

As always, if you have any questions regarding these resources or any other aspect of the CalSouthern Library, please call contact Jennifer Hill, MSI, Director of Library Services, at (714) 882-7833 or at jhill@my.calsouthern.edu.

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Current and Prospective Learners Encouraged to Join Graduates, Mingle With Fellow Students

With just over two weeks remaining until California Southern University’s 33rd Annual Commencement Ceremony, it’s your last chance to register for what’s sure to be an uplifting and inspirational event. The 2011 graduation ceremony returns to the spectacular Barclay Theatre and Cheng Hall in Irvine, California, and will be held on Saturday, August 6, at 2:00 p.m.

The response from CalSouthern graduates has been fantastic, and a great turnout is expected. In addition to enjoying refreshments and conversation with CalSouthern faculty, administration, and staff—in addition to graduates from around the world—attendees will receive a message from Michael Lambert, Executive Director of the Distance Education and Training Council, as well as enjoy the reflections of student speaker Dr. Kirsteen Moore. Dr. Moore—who recently earned her PsyD from CalSouthern—is a Registered Clinical Counselor from British Columbia, Canada, where she specializes in working with suicidal children and teens.

This year’s keynote address will be given by Dr. Clifford R. Kettemborough. A Faculty Mentor in CalSouthern’s School of Business, Dr. Kettemborough also serves as Director of Technology at The Walt Disney Company and has singular expertise in corporate strategy, global technology trends, innovation and change management, organization development, and e-commerce, developed over the course of a business career that has spanned 30 years. He also has held senior management positions at such world-class organizations as Boeing, NASA-Jet Propulsion Laboratory, California Institute of Technology, Xerox, and IBM Europe. His unique insight makes him an in-demand speaker at professional conferences around the world and is sure to result in a fascinating address.

CalSouthern encourages any graduates who have not yet registered to do so now. In addition, current and prospective students are invited to attend, as well, to take advantage of the opportunity to mingle with Faculty Mentors, University Deans and fellow students—and to take inspiration from the truly exceptional 2011 graduates.

Registration is complimentary for students and their guests, but CalSouthern asks that you register in advance so that appropriate arrangements can be made. Simply click here or call (800) 477-2254.

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Excellence in Education, Leadership in Practice

By Tom Dellner

As online higher education continues to grow and gain acceptance across the country and around the world, questions—and misconceptions—remain. How does the faculty-student relationship compare to that found in the traditional university setting? Is the learning methodology effective? Is the coursework rigorous? Is it relevant to today’s workplace? Are students adequately supported as they work through their degree programs?

We sat down with four recent graduates from California Southern University—two from the School of Business, two from the School of Behavioral Sciences—for a candid and wide-ranging discussion addressing these, and other important issues regarding online education generally, and CalSouthern specifically.

CalSouthern: Why did you choose to pursue your degree online?

Julie Myers, PsyD: I had been through two doctoral programs, earned my teaching credential, received an addiction treatment certification—I’ve been to so many classes and, frankly, wasted so much time driving to and from campus, waiting for professors, and listening to other students pontificate in class. Then there’s the sometimes-toxic culture that exists in traditional graduate schools, with students trying to impress or intimidate you with their intelligence—behaviors that you would expect people to grow out of after high school, but which still can be pervasive. I was ready to be finished with that nonsense and to focus strictly on learning, learning at my own pace, and not wasting time.

Bashar Elkhatib, DBA: I work full time, have a family, and travel. Going to a brick-and-mortar school and attending classes—whether during the day or at night—simply wasn’t a viable option for me. Committing to a regular classroom schedule would have more than an inconvenience; it would have been an impossibility.

“Coach” Mara Leigh Taylor, PsyD: Getting my PsyD would not have been possible had I not been able to do it on my terms and on my schedule. I simply did not fit into a formal, structured academic environment. I have a life; I have a child; I have a non-profit; I have a house that needs to be paid for. There wasn’t a chance on earth that I could have done it if I had to sit in a classroom as most traditional institutions require.

CalSouthern: Why did you ultimately decide upon CalSouthern?

Elkhatib: I did my research and asked questions. I spoke with Dean Minchin of the School of Business on multiple occasions. I was impressed with the business faculty. Most not only have doctoral degrees, but also are leaders in the field, as well, and fully immersed in the business world. This was very attractive to me. I wanted more than simply learning from a textbook. I wanted feedback and input on real-case scenarios; it was important to me for my education to include both traditional coursework and real-world experience.

Taylor: I had a number of friends who helped me research the School of Behavioral Sciences. They found that it had a strong reputation among online schools and that the degree would qualify me to sit for the licensure exam in my state.

CalSouthern: What are some of the most significant benefits of online higher education?

Benjamin Valdez, DBA: For me, one of the best aspects was the education model. Much of the learning is research- and writing-based. You learn to research, interpret, synthesize and then apply information, and in the business world, that’s everything. There’s very little memorizing to regurgitate and then forget, which I have found can happen in some traditional programs. I firmly believe that the skills required and enhanced by this model more closely track the skills demanded from the business world.

Also, I like the way the courses and programs are laid out. Each assignment builds on the previous one throughout a course, just as each course builds upon the previous as you progress through your program. It’s all there for you to see and for you to track your progress. It really adds context to your education; you gain an understanding of how it all integrates together, and this is something I think is lacking in many traditional schools.

Elkhatib: The first thing that comes to mind is probably the most obvious: the flexibility, being able to login at any time day or night to work, submit assignments or review graded work, or to post comments to other students. I once had to travel overseas to visit my parents for two weeks and found it easy to keep up with my program—everything I needed was available to me with a laptop and Internet connection.

The other thing that stands out to me is something that might be counter-intuitive: the access I had to my professors. I know that many people would assume that this is a downside to online higher education, and perhaps at some schools, it is. But I had the email addresses of my professors, their cell phone numbers, and many were available on the weekends. With some, I would chat via instant messaging. People assume that there is less communication with faculty in an online education environment, but I certainly don’t remember having this sort of communication access to my professors at the brick-and-mortar institutions I have attended.

Taylor: Whenever I got discouraged, I would go to the “Degree Plan” section of the Learners website. Seeing your progress right in front of you and having access to all the information was very comforting to me. You get visibility of the big picture and the pot of gold at the end. It’s very transparent, it’s all there, and it’s available at any time. It’s so nice to have control over your program and to be able to chart your progress.

Myers: Being able to work at my own pace with no wasted time was critical for me. The program isn’t easy; in fact, it’s lots of work. But all the time, all the effort you put into it brings you that much closer to your degree. I found that to be gratifying.

CalSouthern: Conversely, what are a few of the challenges associated with online education?

Taylor: People procrastinate, and as a busy adult deciding where to devote your time, the squeaky wheel gets the grease. Online education—as opposed to job or family—is never the squeaky wheel. You need to dig deep and be very disciplined.

Elkhatib: There is opportunity for student interaction, but it is, of course, virtual. Some students, I know from my experience teaching, like to work with others in groups. Perhaps they like the social element or require encouragement, constant feedback, or a support group. For me, this was not critical, but I imagine it might be for others.

Valdez: You need to be responsible and resourceful. You have to recognize and be honest with yourself when you are not grasping an aspect of the material, and then you need to proactively reach out to your instructor to ask a question or request additional assistance.

CalSouthern: Did you find your academic program to be rigorous?

Myers: In many ways, it mirrored my experience at traditional universities in that if you wanted a good grade, the work was quite rigorous. You could also take it easier, but your grade would reflect it. That online students don’t receive a quality education is a horrible misconception, from my experience. The textbooks and other resources are often the same as in traditional programs, and you have to establish that you’ve learned the material. The thought that someone needs to physically stand in front of you and lecture for you to learn is just ridiculous, and it’s certainly not the way of the future. In many ways, it’s not even the way of the past: Abraham Lincoln did just fine.

Valdez: One of the biggest misconceptions about online education is that it is an easy path to a degree. I have found it to be at least as challenging—and often more so—than a traditional ground-based or even a hybrid education model because it requires discipline and self-motivation. And some people have an idea that the coursework itself is somehow substandard. The textbooks are often, in fact, the same as those used in traditional schools.

CalSouthern: How were you able to manage your schedule to devote sufficient time to your coursework?

Taylor: You just have to find the will and the discipline. I approached it in two ways. I would calendar the time—maybe two hours—as a daily or regular activity, whether it was the first thing in the morning or the last thing I did at night. Essentially, I created a classroom-like schedule for myself. Also, I would take advantage of larger blocks of time when it was available, often on holidays or the weekends. This enabled me to successfully complete the more demanding assignments that were not—for me, at least—best approached with an hour-at-a-time approach on a daily or nightly basis.

Elkhatib: You need to be committed, consistent, and organized with your tasks.

I’m one of those people that, if I have the time and a quiet environment, I can very easily work five or six productive hours continuously. But I can’t be thinking of family or work—I have to be focused. So I would work late on Friday or Saturday nights, or I would get up very early on a Saturdays. I would sequester myself in my office and go through everything required for that specific assignment. Or, if had a hard time motivating myself, I would go to the library. We have a wonderful local library and it, of course, has Internet connections. The key is time management—getting those hours and creating the environment that allows you to make those hours count.

CalSouthern: Did you feel sufficiently connected to the university?

Myers: For my needs, I was able to develop satisfactory relationships with faculty, staff, and other students. I wasn’t looking to graduate school to develop a second family or a large network of friends, and I am not the type of person that needs constant support and encouragement. For these people, online education might not be the
optimal environment.

Taylor: I suppose it would’ve been nice to have met more of the faculty face to face and known them on a more intimate level.

Elkhatib: Great question. I had a wonderful experience with the school and remain connected to it. I am one of those students that prefers to feel a connection with the school and to develop relationships with faculty, fellow students, and the administration. I actually reached out to Dean Minchin and told him that I would like to be more engaged with the school if any opportunities were available. He allowed me to be part of the university’s student advisory committee, helping to represent the student body in meetings with the president, deans and other administrators. And I also had the honor of speaking at the university’s commencement ceremony in 2009.

With online education, at least at CalSouthern, the school will not impose on your personal space outside of your studies. But in my experience, the door is open and there are opportunities to be more engaged with the university if you express an interest.

CalSouthern: Was your online education relevant to your interests and/or your career?

Taylor: I have a very specialized, unique area of interest: changing our penal system in the United States, focusing on restorative justice and inmate self-education. I often was given the flexibility to focus elements of my work—and certainly my doctoral project—on this topic. In most cases, I wasn’t forced to digest material or perform activities that meant little to my career. Almost everything I did enhanced my ability to become an authority in the field that I have chosen. I think this is a true rarity in education.

Myers: Absolutely. I got my license on the first try and was able to open up a private practice. Now I’m on to a master’s in psychopharmacology which will allow me to write prescriptions in certain states. The program and degree did everything for me I hoped it would.

CalSouthern: Was the technology associated with the online learning platform sufficient? We you able to get the support you required if you needed help?

Elkhatib: I was impressed with CalSouthern’s learning management system. And, in addition to the course materials, exams, etc., there are numerous other resources available to you. For example, if you were struggling with APA format, there was a guide and examples for you. There was an online library with vast databases of case studies, articles, whitepapers—everything you might need to conduct research. And there was a staff librarian available to help you. Sure, all this is available in a traditional setting, but here it was right there at your fingertips in your user interface. The support model was strong, too. I found IT responsive and committed, and you can contact them via phone, email, or chat. In addition, the entire school has an open-door policy. You can speak directly with the president, the deans, or the registrar’s office. I’ve had experience with other online schools and can tell you firsthand that this doesn’t always happen.

Myers: The learning platform enabled the learning process, provided the necessary resources, and never got in the way.

CalSouthern: If you were in a hiring position, would you consider an applicant with an online degree? Would you perceive him/her differently if the degree was from a traditional university?

Myers: I would focus on the applicants’ skills and wouldn’t favor one over the other. But I would know that the candidate with the online degree would be a self-driven learner, which is a great asset for any employer. I do suppose there might be situations that I might place more weight on the traditional degree, though. If I were hiring someone to write papers for leading journals, for example, I understand that a degree from a prestigious school might be more valued in those circles. But in other circumstances, I would just look to their skill sets.

Valdez: As a hiring manager, I would know that the person with the online degree would be resourceful and a self-starter, which are qualities I would want. However, I certainly would not discount a degree from a traditional school.

CalSouthern: What are some of your strongest memories of your experience at CalSouthern?

Valdez: For me, they all involve the process of completing my doctoral project. Friends and associates had told me horror stories about doctoral project committees and the defense of the project. But my committee chair was terrific. I met every Friday for one to two hours with her, and occasionally on Saturdays, as well. She put so much effort and so much of her time into guiding and encouraging me through the process. Other members of the committee were extremely helpful in honing my writing. I wasn’t out there by myself. I had people to support me the whole way.

Taylor: I remember all the little milestones along the way. Completing projects or courses and watching the grades appear as you progress through your degree plan is extremely satisfying.

Myers: I have very pleasant memories about the graduation ceremony the university held. Other fond memories are of interactions with some of my best professors, like Dr. Caroll Ryan, who is now the university president.

Elkhatib: I remember long, late nights, or waking up early on Saturday mornings so that I could get my studying done and then spend the rest of the day with my family. These might sound like bad memories, but they aren’t. Anything worthwhile you need to work for, and there’s great satisfaction in meeting a significant goal.

CalSouthern: Overall, are you satisfied with your experience in online education and at CalSouthern specifically? Would you recommend it to others?

Taylor: Oh, yes. It allowed me to polish the stone of my previous education with an advanced degree and program that was, in many respects, closely tailored to my area of interest. It’s increased my confidence level in my area of expertise. I would recommend it to anyone who finds themselves stagnated in their lives or careers. It’s a wonderful way to push the envelope of your creativity and potential.

Myers: I am quite satisfied; the experience did everything for me I had hoped it would. And I would definitely recommend it to any learner who has the requisite level of maturity and self motivation.

Valdez: I am very pleased and would recommend—and have recommended—CalSouthern to others.

Elkhatib: I’m quite satisfied. It’s a great way to stay competitive in your field in a tough economic environment, enter a new field, or develop a back-up plan to an existing career. Also, I am glad my kids saw how hard I worked to attain a higher degree. I hope they’ve gained an appreciation for the importance of education, and how it doesn’t end once you’ve graduated from high school or college and settle into a job.

Excellence in Education, Leadership in Practice is published in conjunction with Learning Without Limits:
The California Southern University Initiative for a New Paradigm in Higher Education.

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By Tom Dellner

For as long as mankind has engaged in warfare, combat has exacted a mental toll from warriors. And in many respects, the stress of combat—and the mental health issues that can result—has changed very little throughout history. Whether it was called “nostalgia,” “shell shock,” or the “thousand-yard stare,” post-traumatic stress disorder (PTSD) has afflicted U.S. soldiers since the country’s inception. Likewise, depression, substance abuse, and traumatic brain injury (TBI) have plagued service men and women for centuries.

The modern battlefield has only increased the stress of combat. The inability to distinguish the enemy from innocent civilians, the constant risk of attack, and repeated deployments have combined to make the conflicts in Iraq and Afghanistan extraordinarily stressful for our service men and women.

Fortunately, knowledge and awareness of the mental health issues facing the military have also grown, and treatment options have improved, too. Helping to drive these advanced in military mental health is the Defense Centers of Excellence for Psychological Health and Traumatic Brain Injury (DCoE).

The DCoE was founded in 2007. Its mission is to identify promising practices and quality standards for suicide prevention and psychological health concerns, combat stress, and traumatic brain injury for service members. The DCoE leads a collaborative effort that includes the Department of Veterans Affairs, civilian leaders, advocacy groups, clinical experts, and academic institutions dedicated to expanding the state of knowledge of psychological health and TBI.

An umbrella organization, DCoE is comprised of six component centers, the missions of which range from training military and civilian health professionals, to researching best practices in the treatment of PTSD and TBI, to educating service members and the public regarding military mental health issues, and improving telehealth and other technology-based treatments, all in addition to providing hands-on medical and psychological care to service members and veterans.

We sat down with the DCoE’s Dr. James Bender to learn more about the mental health issues impacting the military, as well as the DCoE’s efforts to increase the knowledge and improve the treatment of these conditions. Dr. Bender has a doctorate in clinical psychology and recently returned from Iraq, where he spent 12 months as the brigade psychologist for the 4-1 CAV out of Ft. Hood.

Tom Dellner: What are the primary mental health issues facing today’s service men and women?

Dr. James Bender: PTSD is very familiar to people in the mental health profession and the public at large, since it’s received quite a bit of media attention. It’s an anxiety disorder caused by being exposed to extreme trauma. Not limited to the military, it’s somewhat pervasive in the civilian population, as well—victims of crime and abuse or survivors of accidents and natural disasters come to mind. But combat seems to foment PTSD at extremely high rates.

Unfortunately, military suicides have risen significantly in the last seven or eight years, which is another area that the Department of Defense and others have put a lot of effort into addressing.

Also, traumatic brain injuries are on the rise. On this point, it’s important that I make a distinction between mental illness—like depression, PTSD, anxiety, etc.—and TBI. TBI is a physical brain insult, whether it’s an open head injury like a gunshot wound or something more insidious and far more common, such as a concussion from direct impact to the head. Or, the injury can be caused by an indirect impact. For example, if a bomb goes off 50 yards away from you, the blast can—and often does—cause physical brain damage. The rates of TBI have risen quite a bit in the last several years, and it’s another condition that the DCoE focuses intently upon.

TD: How have these mental health issues evolved over the years? Is the military mental health landscape similar to that of prior wars or has it changed significantly?

Dr. Bender: I think the biggest difference is that today we are simply more aware of these problems. PTSD has been around as long as humanity—and combat—have existed. There are ancient Greek writings that discuss how combat affects the warriors’ psyche. In the Civil War it was called nostalgia; in World War II it was referred to as shell shock.

In interviews with WWII vets, they spoke of nightmares and states of hyper arousal, being very anxious. These are textbook PTSD symptoms, but back in the late 1940s and ’50s, the understanding wasn’t there and those suffering from the condition unfortunately were often labeled cowards or accused of faking the symptoms.

So I think the psychological reactions of the service men are the same, but now we have a better appreciation of the causes and available treatments.

TD: Can you give us a sense of the stressors facing today’s soldier? How have they changed from past wars?

Dr. Bender: Back in WWI and WWII, with only a few exceptions, there were very clearly defined front lines. In WWI trench warfare especially, you were in the front line, and there was a guy 50 yards in front of you in the enemy’s uniform. You tried to shoot him; he tried to shoot you. I don’t mean to minimize the extreme stress represented by that scenario, but it was very well defined. And when you were two miles behind the front lines, you were relatively safe. Sure, there were bombings, especially in WWII, but you were fairly safe.

Today, there really is no front line, and the good guys and bad guys are harder to distinguish from one another. That ratchets up the stress exponentially; there’s no safe place. It creates a relentlessly stressful situation and it’s the chronic stress and chronic worry that can be so debilitating. You’re constantly on edge. You see a 15-year-old girl with a soccer ball and wonder if she is getting ready to detonate an explosive device.

TD: What sort of mental health services are available to military personnel on deployment, in the theater of war?

Dr. Bender: You may be surprised to learn that there’s actually quite a lot. Each larger unit has its own mental health officer. For example, I was a brigade psychologist. You’ve got unit mental health assets. You’ve also got troop medical commands (TMCs) which are essentially field hospitals, and pretty sophisticated ones at that. There are psychiatrists in theater. In Iraq, there are one or two neurologists at any given time. There’s access to medication to treat mental illness. There are even stop-smoking clinics in Iraq and Afghanistan, just to give you an idea about how seriously we take mental health issues of all types.

We also have resiliency training that focuses on how to avoid mental illness and make yourself less susceptible to the effects of stress. We have group therapy sessions. If a service member is having trouble sleeping, we can help with that. There are medications available and behavioral interventions, too. I did a fair amount of sleep education and sleep hygiene.

So there’s what I consider to be an impressive amount of mental health assets right there on the ground in Iraq and Afghanistan.

TD: Are the proactive measures such as resiliency training mandatory? Are they well attended?

Dr. Bender: It really depends on the unit. Each unit in the military has a certain amount of autonomy. Part of me thinks that, given their importance, they should be mandatory. But the realist in me wonders that if you take kids and force them to sit through this training, how much will they soak up?

Most of the programs I am aware of are voluntary, but at the same time, it’s been my experience that service members are receptive to them. They understand that it’s training that can really help their performance. The resiliency program I helped create in Iraq emphasized the service member as an athlete. We marketed it as a performance-enhancing exercise—which is precisely what it was—and we ended up getting a great response to it.

TD: Are there still significant barriers to treatment?

Dr. Bender: Stigma and discrimination against mental health treatment, while perhaps not as pervasive as in the past, certainly still exist and despite the progress that’s been made, they probably make up the main barrier.

Our Real Warriors campaign is designed with this in mind. It’s a multi-media public education effort in which a number of service members tell the stories of their struggles with, and recovery from, mental illness. From sergeants to two-star generals, they explain how, for example, they went to combat, got PTSD, received treatment, recovered, and their careers progressed nicely. So many service members are worried that by seeking treatment, they’ll be saddled with a mental health record like a scarlet letter that will keep them from getting promoted, obtaining a security clearance, becoming a Green Beret—whatever the case may be. And that’s just not true. The Real Warriors content—which includes some extremely powerful videos—is available 24-7 at www.realwarriors.net.

TD: Does the military have enough mental health providers trained to meet the specific needs of the service members?

Dr. Bender: The military has gotten serious about hiring mental health providers, both active-duty military people and civilians who work on military bases, treating service members. And the VA has recently had a surge of hiring a wide variety of mental health professionals.

We still could use more providers, though, both in and out of uniform. There’s room for more. It’s a growth industry, unfortunately.

TD: Have the treatments available for the mental health conditions facing the military improved significantly?

Dr. Bender: The ability to diagnose and treat has dramatically improved over the past 10 years. If there’s anything good to come of wars, it’s that you get better at treating wounds, whether they’re physical or psychological. Neuro-imaging, functional magnetic resonance imaging, the ability to use a brain scan to actually see the brain at work, whether you’re tracking glucose levels, blood levels or electronic activity—these are huge innovations which have greatly advanced the science of treating mental illness.

There also are new medications that are FDA-approved to treat PTSD or to help people sleep, and sleep is such an important component of mental health. Also, some of the psychotherapies are much more effective. Prolonged exposure, for example, has been shown by study after study to be very effective for PTSD.

TD: What are some issues that military personnel face upon returning home and re-integrating into civilian society?

Dr. Bender: It’s very normal to experience certain symptoms upon returning home. I’ve talked to many, many spouses who tell me how their husbands have come home and are now experiencing nightmares or are having trouble sleeping. And to an extent that’s absolutely normal. Most of these common symptoms simply subside over time. But unfortunately, in a small but significant percentage of people, they don’t. There’s also an increased risk for alcohol and substance abuse. These are probably the two biggest issues we face.

TD: Do certain branches have unique or especially severe issues?

Dr. Bender: Records and statistics are compiled and many people are interested in comparing the four main branches, as well as the Guard and Reserve. The Army and the Marine Corps have the highest numbers of suicides, but that is probably because these two branches have borne the brunt of combat operations. All branches engage in combat, of course, but the Army and Marines do a disproportionate percentage of clearing buildings, going on patrols, and other high-stress activities.

The Guard and Reserve have a higher suicide rate as a percentage, though. This is likely due to the fact that active-duty service members go home to a base, which has built-in support groups and people who understand and can relate to what they’ve gone though; this isn’t the case for the Guard and Reserve.

TD: Are there any commonly held misconceptions about our military and mental health issues?

Dr. Bender: There is something of a belief that all our service members in Iraq and Afghanistan come back broken and crazy. But the vast majority of military personnel—and I’m one of them—deploy, come back, and are fine. Maybe it’ll take a couple of months to re-adjust, let the nightmares shake out and get to the point where you don’t jump every time you hear a car backfire, but we’re able to move on with our lives.

Mental health issues need attention; we need to devote significant resources to them and to provide the best possible care to those service members who need it. But we shouldn’t lose sight of the fact that the vast majority of our military come back in good shape.

TD: For those mental health care providers interested in working with the military, how can they get involved? What opportunities exist?

Dr. Bender: My first message is, “Thank you and come on board!” There are lots of different ways for people to get involved. Of course, one can become an active-duty psychologist, psychiatrist, or social worker. But civilian providers also play an extremely important role. It’s not uncommon at all for psychologist and social workers to be contracted to work on military bases. The VA hires lots of mental health care workers, primarily as government civilian GS employees.

There are plenty of volunteer opportunities, as well. There’s an organization called Give an Hour which is comprised of licensed mental health care providers who donate their time to help military and veterans.

Knowing how to treat anxiety, depression, or PTSD is the most important thing. And while you don’t have to serve or have served—there are a lot of excellent mental health care providers who have never served in the military—it helps to have a certain familiarity with military culture.

TD: Are there any DCoE initiatives you’d like to highlight?

Dr. Bender: A couple come to mind. Our telehealth and technology directorate has a couple of really cool and effective applications for smartphones that people might want to check out. Also, our afterdeployment.org website has a variety of helpful resources for the military and their families to help them adjust upon coming home from a deployment. InTransition—a Department of Defense program—helps service members who are transitioning out of the military or from one base to another. And a favorite of mine is a partnership we have with Sesame Street that helps explain to kids, in an age-appropriate way, what’s going on when mom or dad has to take off for six months to a year on deployment. We’ve received quite a bit of positive feedback regarding that program.

TD: Are you optimistic about the current and future state of military mental health?

Dr. Bender: As a psychologist, it’s a very exciting time to be in the field, with all the advancements in neuro-science I mentioned earlier that are leading us to more effective treatments of the litany of mental health issues. And as these conflicts ultimately wind down, we’ll see less stress on the military mental health care system, which will translate into more access and more effective treatment. Also, we’re continuing to train mental health care workers in the evidence-based therapies—treatments that have been proven to work—and adding more and more providers who are better able to treat the conditions that affect the military. These are the sorts of trends I see that have me very optimistic that things are going to get better.

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On Thursday, June 16, Faculty Mentors from CalSouthern’s School of Behavioral Sciences gathered virtually and at CalSouthern’s Irvine, CA headquarters for the department’s semi-annual faculty meeting. In-person attendees flew to Southern California from throughout the western United States and from as far away as Wyoming for the meeting and to tour the facility and meet with university staff.

The meeting began with Dean Barbara Grimes welcoming new Faculty Mentors Dr. Kate Andrews, Dr. Pat Mann, Naomi Schwenke, MA, MFTI, and Juin Phan, MA. Next, CalSouthern President Dr. Caroll Ryan gave a stirring talk about the university’s mission and vision, stressing the focus on the Learner and total commitment to student success that have been the hallmark of CalSouthern since its inception in 1978, and which continue to distinguish the university from its peers.

New courses were discussed, encompassing subjects such as forensic psychology and addiction. Dr. Grimes also unveiled the next two installments of the CalSouthern Maser Lecture Series. On July 29, nationally recognized experts Sara Gilman, LMFT and Susan Brown, LCSW will give a presentation on eye movement desensitization and reprocessing therapy (EMDR) in the treatment of Post Traumatic Stress Disorder (PTSD) as well as other conditions. Then, on August 19, Dr. Jeffrey Zeig—founder and director of the Milton H. Erickson Foundation, which sponsors the industry-leading psychotherapy conference The Evolution of Psychotherapy—will offer “Perspectives on the Masters: Erickson, Satir, Whitaker, Rogers, and Frank.”

Dr. Bob Weathers introduced two new projects involving mental health and the military. They include research into the efficacy of video therapy for the treatment of PTSD, and presentations regarding a plan for the re-integration of service men and women into civilian society, in an environment where as many as 50 percent may suffer from symptoms of PTSD. The strategy focuses on equipping and empowering service members to participate in their own healing, as well as the recovery of their fellow veterans. (We’ll have more information on both of these inspiring—and fascinating—initiatives in the coming weeks.)

The remainder of the meeting focused primarily on dialogue and the sharing of best practices in an effort to further improve the unique, one-on-one learning methodology that distinguishes both the School of Behavioral Sciences and CalSouthern University as a whole.

It was an invigorating, high-energy meeting that left the psychology department enlivened and enthusiastic about continuing to enhance the educational experience for Learners in the CalSouthern School of Behavioral Sciences.

>> Click here to view some photos from the event!

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The California Southern University Library is replete with useful tools and resources to support you in your research and writing as you progress in your studies. From tutorials on how to best utilize the wide variety of article databases, to style and citation guides, to a robust collection of video, and even exam-taking tips, the CalSouthern Library contains everything you need to succeed in your degree program.

But perhaps the best—and most underutilized—Library resource, however, is CalSouthern’s Director of Library Services, Jennifer Hill (although she is far too modest to publicize this fact). Jennifer is a dedicated, American Library Association-accredited librarian who is eager to help you with all of your reference services needs.

Jennifer regularly provides personalized instruction on where to find resources and articles, how to search the library databases, and how to format reference citations according to APA style—all in addition to resolving any issues you encounter (database access issues, for example) and answering any library-related questions you might have.

Jennifer will even locate articles for Learners, for assignments or even doctoral projects. In fact, in just the last few days Jennifer has assisted students in locating reference materials in subjects ranging from existentialism and phenomenology to a doctoral project on the treatment of psycho-social trauma in Jamaican children and adolescents.

You can submit your reference questions to Jennifer in one of three ways: utilize the Ask a Librarian form on the Library Services page, email her directly at jhill@calsouthern.edu, or simply give her a call at (800) 477-2254, ext. 4023.

For more information about CalSouthern’s library reference services, in addition to all the tools and resources provided by the CalSouthern Library, please review the Library Handbook, available here. You may be surprised to learn just how robust and rich CalSouthern’s library services are.

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CalSouthern’s School of Business is pleased to offer six new leadership courses, available to all undergraduate Learners and those taking single-subject courses. Learners in the Bachelor of Business Administration (BBA) program who take 15 credit hours of this coursework can focus their studies on this important facet of business, graduating with a BBA and a concentration in leadership.

“At CalSouthern’s School of Business, we recognize that leadership is the most important characteristic a manager or supervisor can possess in the military or private/public business sectors,” says Dean John Minchin. “Successful business and military leaders still must possess the skills of our past generational leaders, which include being decisive, highly visible, and charismatic. However, our 21st-century leaders must also: 1) be excellent communicators capable of anticipating the needs and requirements of their teams, 2) have the ability to proactively identify weaknesses and threats to their organization, 3) challenge their team to achieve and maximize their full human potential, 4) properly implement “fast-paced” technological tools, and 5) rapidly and efficiently identify opportunities—before the competition—and redirect and lead their teams in a new direction.”

The new leadership program focuses on these leadership traits, and is designed for individuals in either the military or private sectors who want to develop and implement these skills that are so critical to the modern business professional. The new program is comprehensive and diverse, encompassing subjects ranging from group dynamics and project management to oral, written, and non-verbal communication skills. It reflects the School of Business’s ongoing commitment to educate its international community of Learners to be at the leading-edge of business in the 21st-century economy.

Following please find the complete course listing—including course descriptions—which makes up the business leadership program:

LDR 2100 – Foundations of Leadership
Leadership is a combination of human behavior, business skills, social functions, and group interaction. This course provides the necessary tools, concepts, and skills that are important to the role of leadership development. The student learns based on both a theoretical foundation, as well as from learning exercises which help personalize the subject matter. The focus of this initial course is for the student to start developing their full potential as a leader, plus become the type of leader others will admire and want to emulate.

LDR 2125 – Leadership Communication
The ability to communicate effectively is probably the single most important trait a leader, supervisor, or manager can possess. This course is organized around the characteristics and concepts for developing the communication capabilities needed to be a transformational leader. The student investigates the core communication capabilities in strategy, speaking, media, and writing skills. The course will also focus on how to communicate effectively with diverse audiences, understand cultural differences, conduct productive meetings, manage global teams, create and communicate visions, lead change initiatives, and foster external relationships.

LDR 2150 – Leadership Theory and Practice
This course is organized around the characteristics and concepts governing leadership theories and practices. Leadership is a process. This process is a dynamic interaction that engages leaders, followers, and situations. The interactive nature of these three domains has become increasingly important in recent years and can help the student to better understand the changing nature of leader-follower relationships and the increasingly complexity of scenarios that leaders and followers face. The student will focus on how good leadership makes a difference, plus, how it can be enhanced through a greater awareness of how these factors influence the leadership process.

LDR 2460 – Project Management Fundamentals and Leadership
Projects touch our lives every day, from personal and home activities, to our jobs, and community functions and involvement. This course focuses on the two basic areas of project management. First, the student is introduced to the fundamentals and principles of a project. This includes topics such as project initiation, planning, development, monitoring, controlling, and closure. Second, the student explores the various teamwork, group dynamics, and leadership skills required to manage a project. This involves understanding team and group behavior, leadership skills, human relations, and being able to work with people.

LDR 2480 – Leadership Group Dynamics
This course explores the group dynamics of good leadership. It requires the effective leader to be cognizant of how their group interacts and functions both individually and collectively. A good leader recognizes that many team problems are not the result of individual faults, but instead, unfilled functions within their team framework. Being able to recognize and maintain these necessary functions is a learned skill developed through formal training and education.

LDR 2490 – Nonverbal Communications
Depending on the research study, anywhere from 65 to 93 percent of the human message is nonverbal in nature. It is paramount that good leaders understand both how to interpret and send the proper nonverbal cues to their listening audience. This course focuses on the important characteristics of nonverbal communications, such as the basics of nonverbal communications, how to properly send and receive nonverbal information, the impact of personal territory and space, projecting the proper physical characteristics, effective vocal cues, and the use of nonverbal communications on a daily basis.

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