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On-Line Corey Habben, Psy.D. Who would have thought that Terry Bradshaw and HBO could have unknowingly outdone SPSMM in achieving part of our mission. In a recent surf through cable channels, I settled upon a piece on the weekly HBO show RealSports which chronicled Hall of Fame NFL star quarterback and current network football analyst Terry Bradshaws long-standing battle with depression. In this piece, which was probably seen by a few million men and women who have never read a psychology journal, he describes how his early-developed rules of boys dont cry and coping through self-medication no longer helped him out of a seemingly bottomless pit of isolation and depression. He goes on to the herald the life-changing benefits of seeking professional therapeutic help and facing and expressing deep emotions. As I watched this, I thought about how many depressed men may have been reached by this former professional athlete and that the first sentence of our mission statement states that we are committed to an enhancement of mens capacity to experience their full human potential. I was humbled to realize that Terry Bradshaw did more to meet that goal in a fifteen-minute piece than I probably could in an entire year of work with SPSMM. This made me consider the tremendous role sports plays in shaping masculinity. For better or for worse, sports has done more to shape masculinity than psychology ever has. And yet, there seems to be a professional disdain for sports. It is often viewed solely as an expression of all the so-called evils of masculinity: aggression, competition, even violence. Many see it as pointless and insignificant when there are so many other things in the world on which to focus our energy. Others see some of the ego-absorbed athletes or drunken and obsessive shirtless fans and turn up their nose at the very thought of sports as crass and uncouth. Have you ever known psychologists to make quick generalizations about sports enthusiasts as being homophobic, or intellectually shallow, or bourgeoisie, or (dare I say) a traditional male? I have known several. Incidentally, this is the same sort of stereotyping and generalizing that we are supposed to oppose. For whatever reason, psychology does not seem to place the same value on sports that the rest of our culture does. If we are trying to understand, reach, and influence positive change upon masculinity, then that is a problem. Before I continue, please realize that I did not grow up an athlete and I certainly have never painted my face in team colors as a crazed fan. But I did grow up with an enjoyment of various sportsan appreciation that I gained from my mother. Although my father appreciated sports, my mother loved sports. She helped me to see beyond statistics and physical actions and helped me to appreciate the human drama and emotion and unity that can be played out in the course of a sporting event. And although I do not have the time to watch much television, one of my favorite programs is the Sportscentury series on ESPN Classic. Each show provides a look into the life of a single athlete, both on and off the playing field. You do not need to be a fan of sports to appreciate some of these incredible human stories. The same can be said for Ken Burns nine-part PBS documentary series simply entitled Baseball. It goes beyond the statistics and box scores of a sport and examines how America and our culture not only changed along with the game baseball; baseball was often ahead of the curve with the rest of America in changing cultural norms. Some (many athletes included) will advance the notion about sports that it is just a game and, in light of so many more pressing issues one could devote energy and passion to, a game with a score and rankings is relatively insignificant. And yet, in small communities all throughout the country, something as simple as a high school basketball game can bring together and energize communities in a way that other local institutions (churches, politics, local organizations) can not. One can say that a sporting event is just a game. But consider how many people are influenced by sports. Every year, the most widely-viewed television shows are sports events such as the Super Bowl or the World Series. Because of this, social and cultural norms can actually be affected by a singular event in sports. Jackie Robinson, whose entry into major league baseball in 1947 as the first African-American ballplayer pre-dated the civil rights advancements of the 1960s, caused millions to reconsider their own racial views. Jim Abbott, a man born without a right hand, challenged traditional views on disability when he pitched a rare no-hitter for the New York Yankees in 1993. Today, female athletes are challenging sexist and homophobic norms in sports such as golf and basketball. Sports has done so much to positively influence and shape our culture that it would be short-sighted to refer to it as meaningless. While cultural norms can be shaped through sports, individual rules can also be written and reinforced through sports. We often talk about the damaging effects of the boys dont cry and play through the pain axioms, often learned in sports. Yet, boys and girls today are still learning tremendous life lessons about teamwork and cooperation, about respecting rules and fairness, about winning with grace and losing with dignity, about struggling with adversity and self-doubt, about setting and achieving personal and communal goals. Whether you are a boy or a man, or a girl or a woman, spectator or participantsports can (and often does) have the same kind of sweeping positive effect on masculinity that we have set out to accomplish in our work. Can you be a non-traditional male and still be a sports fan? I certainly hope so. Being a non-traditional male should not mean an across-the-board rejection of any and all traditional male norms and values. And even if you are not a sports fan in any sense of the word, you should still consider that sports has probably done more to shape masculinity than psychology ever has. Whether this is for the better or the worse is debatable. I believe it has been for the better, and I also believe that we could learn a lot about reaching men and shaping masculinities if we placed the same value on sports that the rest of our culture does. I look forward to the day when a psychologist can have the same positive influence over a mass audience of men that Terry Bradshaw did. Fred Rabinowitz, Ph.D.
While most of us might take off time from golf, Love has pushed on, “believing that the most difficult challenge is to show people who love someone vital to their lives that you are strong and you can help.” Love lost his father in a plane crash in 1988. His family was on vacation in Florida with his sister’s children. Love was living for the week by himself in a motor home in the parking lot of the Olympia Fields Country Club. The scenario seems to fit almost perfectly, the strong, “sturdy oak” stereotype of masculinity in which a man continues to work in the face of loss and adversity. Maybe this is his way of working out the loss or distracting himself from depressing thoughts and emotions that might haunt him otherwise. Maybe golf allows him to stay in the present and not think about the dark side of life. Certainly men use distractions to keep themselves from ruminating. What about Knight, whose shame, guilt, and depression, allowed him to take his own life, even though he had a family with two children, ages 4 and 15? From a traditional masculine lens, Love is being strong and stoic, while Knight was weak and broken. Perhaps Knight was feeling pressured by the need to provide for his family and stole from his brother in law, knowing it was wrong, but not feeling that he would be loved and accepted if he admitted his dire financial straights. This example of traditional male gender role strain reminds me that many men are still hampered by the internalized rules of masculinity that say you are more of an honorable man if you kill yourself than one who shows weakness, admits confusion and vulnerability, and asks for understanding from those who love him. I’m not sure Knight’s family, in their grief, will see his death as honorable, but rather as tragic. By the way, Love had a harder time distracting himself than he thought he would at the U.S. Open. He was eleven over par and missed the cut. On this Father’s Day, Love did get to be with his family, and begin to work through some of his pain partly through being a supportive husband, brother, and father to those who have been affected by this human tragedy. SPSMM Division 51 Election Results
FRED RABINOWITZ, PH.D. PRESIDENT
MICHELE HARWAY, PH.D., TREASURER
KURT A. DEBORD, PH.D. MEMBER-AT-LARGE GLBT SLATE
MICHAEL MOBLEY, PH.D. MEMBER-AT-LARGE ETHNIC MINORITY SLATE Congratulations to all newly elected officers and special thanks for all those who ran for office. NOMAS Friday August 1, 2000 Keynotes www.nomas.org LEVANT TO RUN FOR APA PRESIDENCY Co-founder and first President of Division 51 Ronald F. Levant is a candidate for APA President. He received the largest number of nomination votes in history (2344). Division 51 has endorsed his candidacy. During these uncertain times, psychology is increasingly called upon for its scientific knowledge and professional skills. Psychology needs an experienced leader who has a history of working with all of psychology’s constituencies, and who can bring us together to effectively respond to these challenges. Dr. Levant has served as professor, research investigator, clinical and academic administrator, clinical supervisor, public and private practitioner, author, political advocate, and public communicator. Through this experience, he has developed a broad perspective on the discipline and profession of psychology. He knows that psychology’s strength derives from its rich scientific and professional traditions, that the students in APAGS are our future, that our future will be affected in unexpected ways by technological change as the 21st century evolves, and that APA, despite all of our differences, is one family. He has a vision for psychology’s future in which the growing integration of the science and practice of psychology will expand opportunities for knowledge generation and service delivery aimed at addressing society’s most pressing problems, and thus make psychology a household word. He stated: “I want to make psychology a household word. As one of the learned professions, we have much to offer society. Building on the Decade of Behavior and Talk to Someone Who Can Help campaigns, I would seek to raise the visibility and perceived relevance of psychology to solving society’s most difficult problems. Public education would bring the best of psychological science and practice to the center of the public eye. Legislative advocacy would aim at significantly enhancing funding for psychological science and effectively positioning psychology to emerge as a top tier health profession in the coming integration of healthcare.” He is committed to: Ron Levant’s Experience Recent Accomplishments: As a member of the Board of Directors he chaired the Task Force that resolved the long-standing issue of representation of small state psychological associations and divisions on the APA Council of Representatives through the creation of the "Wildcard Plan." Most recently he co-chaired the “Wildcard 2” effort that now seats all State, Provincial and Territorial Psychological Associations. He co-chaired the Commission on Education and Training Leading to Licensure, is currently chairing the APA and American Psychological Foundation Task Force on Promoting Resilience in Response to Terrorism. Academic Experience: Dr. Levant has served on the faculties of Boston, Rutgers, and Harvard Universities. He is currently Dean and Professor, Center for Psychological Studies, Nova Southeastern University. He has authored, co-authored, edited or co-edited 13 books and over 120 refereed journal articles and book chapters in family and gender psychology and in advancing professional psychology. One of Dr. Levant’s contributions is in the new psychology of boys and men. He has been developed theory and conducted a fifteen-year research program on masculinity ideology in multicultural perspective. In addition to his writing, Dr. Levant has served as guest editor for special issues of several journals (The Counseling Psychologist, Psychotherapy, Journal of Clinical Psychology in Medical Settings, and The Journal of African American Men), and serves on the Editorial Boards of eleven journals. He has also received many awards for his work, including the Distinguished Professional Service Award from APA Division 51, the Jack Krasner Memorial Award from APA Division 29 (Psychotherapy), the Heiser APA Presidential Award for Advocacy, the Ezra Saul Psychological Service Award from the Massachusetts Psychological Association, and the Harold Hildreth Award from APA Division 18 (Psychologists in Public Service). He is a Fellow of the American Psychological Association, a Diplomate of the American Board of Professional Psychology in both Clinical and Family Psychology, and a Distinguished Practitioner of the National Academies of Practice. For more information, please visit Ron’s website: http://www.DrRonaldLevant.com Psychology of Men and Masculinity Psychology of Men and Masculinity is among the world’s first scholarly publications devoted to the dissemination of research, theory, and clinical scholarship that advance the discipline of the psychology of men and masculinity. This discipline is defined broadly as the study of how men’s psychology is influenced and shaped by gender, and by the process of masculinization, in both its socially constructed and biological forms. We welcome scholarship that advances our understanding of men’s psychology, across the life span, across racial and ethnic groups, and across time. Examples of relevant topics include, but are not limited to, the processes and consequences of male gender socialization, including its impact on men’s health, behavior, interpersonal relationships, emotional development, violence, and psychological well-being; assessment and measurement of the masculine gender role; gender role strain, stress, and conflict; masculinity ideology; fathering; men’s utilization of psychological services; conceptualization and assessment of interventions addressing men’s understanding of masculinity; sexuality and sexual orientation; biological aspects of male development; and the victimization of male children and adults. Submitted manuscripts must be written in the style outlined in the 1994 Publication Manual of the American Psychological Association (fourth edition). Psychology of Men and Masculinity will accept both regular length submissions (7,500 words) and brief reports (2,500 words). Submitted manuscripts must not have been previously published and must not be under consideration for publication elsewhere. Four copies of the manuscript should be mailed to: Sam Cochran, PhD, 3223 Westlawn, University of Iowa, Iowa City, IA 52242-1100, Phone: , Fax: , Email: . Nominations for Fellow Status in divisions 51, APA are presently being accepted. If you are aware of a member who has been exemplary in the areas of Research or Service for the Psychology of Males and Masculinity (or if you yourself fit the mold), please forward names by September 1 to Marty Wong, Ph.D.; Fellows Chair; 15 Elizabeth St.; Charleston, SC 29403 (email: ). MENTORING STUDENTS INTERESTED IN MEN AND MASCULINITY Special Focus Editor: Matt Englar-Carlson, Ph.D. This special section of the bulletin focuses on mentoring those interesting in the growing field of the psychological study of men and masculinity. Johnson (2002, p. 88) defined mentoring as “a personal relationship in which a more experienced (often older) faculty member or professional acts as a guide, role model, teacher, and sponsor of a less experienced graduate student or professional.” The mentor looks to provide the protégé with knowledge, experience, guidance, advice, and most of all, support as the protégé works to enter a chosen profession or field. Further, the mentor is committed to providing upward support and mobility to their protégés’ careers (Ragins & Scandura, 1997). Clearly, mentorship is a unique and distinctive relationship between two people within a field of study. Mentoring relationships are important determinants in career success and advancement (Ragins & Scandura, 1997). The benefits of mentorship are well documented in the literature for both those who are mentored and for the mentors themselves (Clark, Harden, & Johnson, 2000). Through mentoring, protégés develop their professional skills and awareness within their chosen field, gain exposure to networking circles, often experience greater satisfaction with graduate work and research, enhance their professional identity, experience growing levels of support, and often develop a vision of the bridge from student to professional through real-life experience (Clark et al., 2000; Mellot, Arden, & Cho, 1997). Graduate students believe that having a mentor is a critical component of graduate training (Luna & Cullen, 1998). Mentors gain intrinsic benefits such as enhanced career satisfaction, an infusion of energy from the often younger protégé, and a sense of generativitiy (Levinson, Darrow, Klein, Levinson, & McKee, 1978). When protégés succeed, mentors often receive increased research productivity, further opportunities to network, and enhanced professional recognition (Ragins & Scandura, 1994). Like any relationship, mentoring relationships are influenced by multicultural issues such as gender and race. Although most graduate students are women, the majority of faculty (particular senior faculty) are men. Within Division 51, it must be noted that men comprise a majority of the membership. Although women report being mentored at a rate equivalent to men (Clark et al., 2000), mentors must be aware of gender differences so that within Division 51 and the psychological study of men and masculinity, men and women both see the potential for mentoring. It is not required, preferred, or even possible for students to be mentored by someone of the same sex or race. Atkinson, Neville, and Casas (1991) note that 73% of ethnic minority psychologists mentored by a White professor report mentor satisfaction equal to those with a same race mentor. Because ethnic minority faculty are underrepresented in most academic fields (Brinson & Kottler, 1993), nonminority faculty should intentionally recruit and mentor ethnic minority students. Similar to counseling, mentors should consider culturally appropriate and relevant ways to interact and mentor. As Division 51 looks to become more diverse in representing and addressing all forms of masculinity, potential mentors should look to intentionally provide opportunities for all students. Within the business field, many organizations have recognized the value of mentoring programs and thus created formal mentoring programs (Ragins & Cotton, 1999). Bragg (1989) noted that one third of the major companies have formal mentoring programs. That number has no doubt only increased. The literature on mentoring has identified that within the field of psychology, however, most psychologists rarely received training in the process of mentoring. Instead, an underlying belief is that mentoring “just happens” without formal instruction or guidance. To address the need for guidelines in mentoring, a small but growing body of literature on the process of mentoring has been appearing (see Johnson, 2000). Further, some organizations (i.e., APA Division 35- The Psychology of Women, the Association for Black Psychologists) have created formal mentoring programs for students within their organizations. As Division 51 continues to grow in both numbers of members and scope of psychological study, new professionals in the division will most likely find entry via a mentoring relationship with current division members. Mentoring within the field of the psychological study of men and masculinity presents many unique aspects and opportunities. Division 51 is still small enough so that students and new professionals can “be known” relatively quick and feel like a part of the division. The scholarly study of men and masculinity is also relatively new which provides many areas of investigation for students. When considering aspects of gender and race, however, mentoring within this field can get more complex. The articles below represent different perspectives on mentoring that address the experiences of being a student, reflections on mentoring within a clinical training setting, perspectives on mentoring African-American and Asian-American men, and mentoring students in research. Each contributed piece is both scholarly and personal in nature. My hope for the reader is that this section serves as an opportunity to reflect on both experiences as a protégé and as an ever-developing intentional mentor. On a personal note, I am finishing this section on the eve of my doctoral mentor’s retirement after 42 years as a child psychologist and 32 years of teaching at the university level. Together we traveled the path from mentor/protégé to colleagues, and ultimately, close friends. Besides all the benefits and aspects of the mentoring relationship previously mentioned above, what strikes me the most about my mentoring relationship has little to do with research, teaching, or scholarly work. With all the stress and strain of being a doctoral student, I remember my mentor more for the caring, compassion, and sincerity embodied in leading and teaching by example rather than directing or expectation. I believe it is rare for a graduate school mentor to emphasize the importance of music, food, basketball, literature, love and friendship over scholarly production, yet that is what has transformed and helped me most. Comments or questions about this section can be addressed to me via email:
PSYCHOLOGY MENTORING: A STUDENT'S PERSPECTIVE Among participants in the mytho-poetic men's movement it has long been the belief that many of our culture's ills can be traced to the lack of appropriate mentors for young men. Some believe that there is too much competition between fathers and sons for a father to mentor his son, and that our homophobic society causes us to look with suspicion upon older men who try to form close relationships with younger men (Moyers & Bly, 1991). As a result, there is bereft of mentoring relationships. Fortunately, the empirical evidence does not entirely support this gloomy hypothesis (Mintz, Bartels, & Rideout, 1995), and even more fortunately, it has not been true for me. Mentoring relationships are especially critical in psychology, which I recently heard characterized as "a profession that eats its young". Students feel psychology taking bites as we sell homes and use proceeds to finance tuition, move to strange towns to attend school, only to move again for internship, and once again for a job or post-doc. More bites are consumed as we leave relationships for academic settings, form bonds with classmates and faculty which are doomed to be short-lived, only to become close to intern cohorts whom we will ultimately leave. We are dined on while being stewed in the crucible of an academic program skewered by entrance exams, a dissertation proposal defense, comprehensive exams, final dissertation defense, and internship application processes, all of which are overlaid by intense practicum experiences. We call the intense and constant evaluation that accompanies training "supervision" and recognize it as an intervention; but I don't seem to remember signing an informed consent document. Histrionic? Well, maybe but I sometimes felt that way, and the literature indicates that many other students do too, at least in the area of supervision (see Gray, Landany, Walker, & Ancis, 2001; Nelson & Friedlander, 2001). I am surprised that a profession that characterizes itself as "healing" treats its developing members this way. It is been my experience that supportive and nurturing mentorship has not only enhanced my education and ability to practice psychology, but it has enabled me to survive the grueling process of training. I'm still not sure how it is that I was able to find good mentors. The process through which mentors and protégé's select each other is somewhat mysterious. In psychology training we often assume that the dissertation director also serves as mentor. I feel fortunate that this worked for me, yet in talking with my colleagues, I find that this is often not the case. In addition, two of my most valuable mentoring relationships developed from the supervisory relationship. The carnivorous nature of psychology training guarantees that students seeking support and nurturing will hope for parental characteristics in mentors. My best mentors gracefully accepted the transference I heaped upon them and in the early part of our relationship used my "need to please" to not only help me learn, but to move us into a more genuine relationship. In one case, a mentor overtly let me know that it was all right to be angry with him; and used working through the conflict in our relationship to help me into a more egalitarian space. With another mentor I shared a love of fountain pens. To celebrate my success, and to signal the next phase in our relationship, he created a ritual for me during which he carefully selected a special fountain pen with which to sign each letter of recommendation. In supervisory relationships, I was consistently shocked by the inconsistency of letters of recommendation. Letters were consistently in sharp contrast to the course of supervision and accompanying evaluations. Conversations and evaluations from the majority of my supervisors seemed to focus on criticism, while letters of recommendation from them seemed to indicate that I am an advanced trainee and one of their best students. Criticism also seems to be the norm in toxic mentoring relationships (Johnson, & Huwe, 2002). This conflicting information is difficult to reconcile, and may indicate that supervision has yet to replace the pathology-based medical model with strength based counseling techniques. Literature indicates that I'm not the only student to struggle with the sting of the supervisory or harsh mentoring relationships (Gray et al., 2001; Nelson & Friedlander, 2001; Johnson & Huwe, 2002). My experience with people whom I consider mentors are quite different. While I have been moved to tears by their letters, the information never surprised me. It was affirming and seemed more real to have it in writing, and yet I had heard it from them before. Both invitations to change and the accolades found in the letters were reinforced throughout the course of our work together. Since I am a WASP, straight, male in my late '40s, it was almost inevitable for me to find mentoring experiences with people who are similar to myself. The literature indicates that there are not enough minority psychologists for all students to have a mentor with whom they share similar demographics (Johnson, 2002). However, my experience informs me that these characteristics are not the heart of the mentoring process. Indeed, several of my most cherished mentoring relationships are with people who are different from me. I have found that the depth of conversation depends on the connection; the breadth of conversation is sometimes greater with those who are of different cultures or races. The validation from mentors who are different than I has the potential for feeling even more genuine, and can better speak to a student's ability to work in a multi-cultural setting. In all cases, my best mentors were those who encouraged me to seek additional support outside of our relationship. Because of the power differential inherent in the student/faculty system, it was important for me to discover mentors who are also not faculty. Some were off campus psychologists. They provided a distanced perspective that helped keep my feet on the ground while my head was in the top of the ivory tower. Psychologists in private practice often have a more "real world" viewpoint and are invaluable in helping students understand how they may fit when the students leave the academic world. In addition to off campus psychologists, other students were an incredible source of support and guidance. Gram (1992) suggested that peer relationships could serve as an alternative to mentor - protégé associations. While I would not go so far as to say that close peer relationships can replace mentors, but for me they were essential. For every one "freak out" moment that my mentors walked me through, my student mentors walked me through five. Finally, and perhaps most importantly, there is a "something else" which passes between mentor and protégé. It is the courageous man or woman who allows themselves to get close enough to a protégé, risking the ethical dilemmas inherent in such intimacy, to let this "something else" flow. The "something else" is the result of the intersection between education and relationship, affirms the mentor in the role of tribal elder, and helps move the protégé into the role of esteemed colleague. The initiation rites of graduation help, but it is a mentor whose feet are firmly planted in their own professional and personal identity, as well as in the profession of psychology, that hauls the student onto the same solid ground. This "something else" is what feeds the soul of the student and replaces some of the bites taken out by the process of training a new psychologist. Many have tried with varying success to identify this food that nurtures the student's sprit. I am not the first to name it as blessing (Johnson, 2002). I would encourage all of those who are in position to do so, to watch closely for opportunities to pass on this "something else." Now please help me honor those who provided the mentoring I needed. Thank you Don, Jeff, Jennifer, Leslie, Lesley, Marie, Peggy, Rex, Rob, and Rocky. Mark Stevens, Ph.D. Twenty-seven years old, married and a father of a seven-month-old daughter, I started my pre-doctoral internship at the San Diego State University Student Counseling Center. In graduate school I started reading about feminist theory and about male gender roles. I went to workshops on male identity issues. Consciousness Raising groups for men were forming and I joined a weekend group. Issues of male competition, homophobia, sexism and fathers were often the center of discussion. Large questions were swirling in my mind: What type of father did I want to be? How was I going to balance studies, work and family life? Money, time, dissertation, being a new father, marital satisfaction, learning to be a therapist…how was I going to negotiate the demands and stress of this stage in my life? Dr. Sam Gange was the training director at the center and I asked him if he would be interested in co-facilitating a men's therapy group. What first started as lunchtime planning meetings, turned into a fairly regular and casual lunchtime connections and conversations. He became my mentor. More specifically, he was a male mentor. As we started to plan the men's therapy group our conversations quite naturally were both professional and personal. How could we talk about planning a men's therapy group without personal sharing of our own experiences as a male. Sam was quite open. He also had very good boundaries. I remember being so impressed with how my training director, with so much authority and status, could be so open and vulnerable as he shared about his personal background and present experiences. I also shared about my life, with seemingly more discomfort than Sam, and held onto his words as he reacted with support and kindness. Once or twice a week, during lunch we had our own "mini" men's group. It was not therapy, but it was tremendously therapeutic for me, and most likely Sam. Personally, I participated in a wonderful on-going men's group, went to several men and masculinity conferences and my wife and I were expecting our third child. I knew that I was interested in mentoring interns about men's issues. But I also had several reservations. Was I old enough to be a mentor to an intern? Many of the interns were around my age and older. Could I be a mentor to female interns? The closeness that I had felt with Sam was not the closeness I wanted with a female intern. Would I be perceived as playing favoritism with a male intern who was interested in learning about men's issues? I did not really know my new staff and how they would respond to my relationship with my interns. As a new coordinator of training, I was understandably concerned about forming good working relationships with my staff. Seventeen years later, I sit in front of my computer having been asked to reflect upon and write about my experiences and approaches to mentoring interns who are personally and professionally interested in men's issues. First, a couple general observations. While I do remember reading and being impacted by Levinson et al.’s (1978) Seasons of a Man's Life, particularly the comments about the mentoring relationship, my approach or paradigm to mentoring interns about men's issues has been primarily learned through modeling and experience. Mentoring is often viewed as a critical ingredient of a teaching relationship and subsequent learning, yet there seems to be an absence of intentional discussion about the process and strategies of effective mentoring for those interested in men's issues. Mentoring has become easier as I get older and become more comfortable within my role as Coordinator of Training. All interns who come through our training program have to a certain degree shown an interest in men's issues, regardless of their sex or other demographic backgrounds. Then there are those interns (always been males) who make explicit their desire to become more familiar and develop an expertise in counseling and/or researching the psychology of men and masculinity. I am not certain why it has only been males who have shown that degree of interest. I suspect it has to do with some implicit behaviors and attitudes on my part. Lastly, it goes without saying, I learn a tremendous amount from the men that I have mentored and at times there is blurring of who is the teacher and who is the student. Mentoring Issues Clear Boundaries Perception of Others-Staff Perception of Others-Interns Power Differential- Evaluations Knowing and Anticipating What Can Go Wrong Transitioning Out of the Training Director/Evaluator Role Formal Methods of Mentoring Co-facilitating a men's group Seminars Presenting together on topics related to men's issues Informal Methods of Mentoring Invitation to join professional organizations, events, meetings and networking Closing Thoughts MENTORING AFRICAN AMERICAN MEN Mark C. Fleming, Ph.D. As an African American man in the academy, I constantly sought after role models and appropriate mentors to help me navigate both my academic and professional lives. I often encountered, through my life journey, different individuals who would serve as supervisors, advisors, and teachers, but never really mentors. Though I attempted to develop a mentoring relationship with a few of my clinical supervisors, I soon recognized that the type of mentoring relationship I needed could only come from being in a mentoring relationship with another African American man. This was quite a daunting task. Since I began school at the age of five, I have only had three African American male professors/teachers. The classes I had with these men took place during my high school and undergraduate career. Unfortunately, it was a time in my professional and academic career that I was not looking for the type of mentoring that I so strongly desired in my graduate training. When I joined my fraternity, I was surrounded by older, African American men who were able to provide mentoring in surviving and thriving as an African American man in my community and beyond. However, I still was unable to find an African American male who had gone through the process of becoming a licensed psychologist while attending predominately white institutions of higher learning. It was not until I began my doctoral training at Penn State that I was to engage in the first mentoring relationship with another African American male who would serve as one of my academic advisors. Three years later, I would meet another African American male who would supervise, train, and mentor me throughout my pre-doctoral internship. Both of these men have become both life long mentors and friends. It is through the relationship with my fraternity brothers, my advisor at Penn State, and my clinical supervisor during my internship that I can speak fully about the concept of mentoring African American men. The most profound piece when mentoring an African American male is helping him cope with stereotype threat. Both at work and especially in my graduate training, I was always concerned with what others thought of me. Do they think I am a quota? Do they think I need special attention? Do they want to be in the same group with me? This type of rumination often fed a belief that was instilled by me from my first mentor, my father. He always told me that in order to survive as a black man in this society; I had to work twice as hard to be equal to my white counterparts. As a result, I found myself in school and at work doing much more than needed. I worked full time while going to school, I served on several boards of directors in the community, and I was generally the first person in my class finished. In fact, I was the first person in my class to complete my master’s thesis as well as the first person in my class to complete my dissertation. Through my relationships with my advisor at Penn State and my clinical supervisor at my pre-doctoral internship, I was affirmed for my struggles and, for the first time, given permission to slow down. I found it much easier to allow myself to listen to these men because they had literally gone through the process. It was even different from speaking with African American women because of the real gender issues that are a part of being a black man in this country. By learning to free myself of this stereotype threat and make goals that were for me and not others, I was able to navigate my life in a way that there was much less pressure. The openness of my relationships with my two supervisors, their willingness to appropriately disclose some of their struggles, and their ability to create an environment of safety that allowed me to explore my issues and how they affected both my clinical and professional work was the most helpful part of our mentoring relationship. Another important aspect to consider when mentoring African American men is that it must go beyond professional development and include personal issues and challenges that African American men face daily. The most relevant piece of this mentoring included learning how to negotiate myself in a bi-cultural society. Being able to speak with another African American man helped me deal with pressures I was feeling from my black friends and my white colleagues. I struggled with not being black enough, or man enough, or masculine enough because I was a black man getting an advanced degree. At the same time, my white colleagues refused to accept my life as a black man because they experienced me so differently than what they had come to know black men to be in our society. I needed a relationship where I could discuss these issues as well as issues that were more institutional in nature. For example, simply because I challenged students on issues of multiculturalism, I was accused in teaching evaluations of hating whites and being racist. Another example included supervising a white woman’s clinical work. In the middle of supervision, she stated that she did not take my advice and decided to speak with her uncle who was a psychologist. Further, I had colleagues who actually asked me to tell them when they were being multiculturally incompetent. The only place I could really discuss my anger and frustration with these issues were with my mentors. The most critical piece was not my anger, but rather my fear. What would my supervisors do with this? If I talked about it, will it be seen as my issue? How do I address this in a way that is real but does not endanger my livelihood? These were all very real issues that often kept me up at night. It was not until I had a place to really talk about these issues without fear of being judged or shut down that I was able to successfully move ahead in my graduate level training. In fact, during my internship year, I experienced issues that singled me out as the only black intern. Due to the mentoring I received from my supervisor, I was able to take a very tense situation and integrate in a way that it did not interfere with both my personal and professional goals for the year. I have focused this article on my personal mentoring relationships and how they have helped me survive as a black professional in America. Though I have never had a mentor who was not an African American male, I am not convinced that someone who does not fit that description cannot be a mentor for an African American male. I think, however, that there are things that need to be put into place in order for that to occur in a real way. The mentoring relationship must be able to deal with the real issues of the black man living in a bi-cultural society. The relationship must deal with not only clinical skill development, but also other areas of professional development including both personal and professional issues, challenges, and concerns. The relationship must be bi-directional in that the mentor is willing to teach, but also learn from the protégé in the form of feedback and encouragement. The mentor must be willing to openly discuss his or her own racism in a way that the black man feels affirmed, appreciated, and understood. This type of openness can only help create a relationship less like that of supervisor/supervisee and more like that of mentor/protégé. Issues that are difficult to discuss but must be a part of the relationship include black-white issues, gender issues, issues of masculinity as they are defined by the dominant culture and the African American community, stereotype threat, implicit and explicit forms of racism black men may encounter from people in society, within academic departments, and from other colleagues. I continue to be mentored by my former advisor at Penn State and my former clinical supervisor at my pre-doctoral internship. They continue to offer advice, support, and mentoring in a very meaningful way. They are not just former advisors/supervisors, but also esteemed colleagues and good friends. As I begin to take on the role of mentor for both my younger fraternity brothers and for black men who have sought me out as they pursue advanced studies in psychology, I use my relationships with my former advisor and supervisor as the basis for forming this new mentoring relationship. MENTORING ASIAN AMERICAN MEN Asian Americans represent one of the most diverse communities in the U.S. Within this community, Asian Americans vary according to acculturation level (Sodowsky, Lai, & Plake, 1991), racial identity (Liu, 2002), social class (Sue and Sue, 1990), and gender roles and attitudes (Kim, O’Neil, & Owen, 1996; Liu, Pope-Davis, Nevitt, & Toporek, 1999; Sue, 1990), to name a few. And yet, Asian Americans are often racialized as the model minority, and perceived as not having significant mental health issues. Consequently, counselors may not consider Asian Americans as a group in need, experiencing conflict, or adjustment difficulties. One group, in particular, that may be overlooked within the Asian American community is Asian American men. Even though mental health services have been sensitive to the cultural needs and values of Asian Americans in counseling (e.g., more direction in counseling), counseling has yet to address the intersection of race, culture, and masculinity among Asian Americans. Cultural prohibitions to seeking counseling on top of masculine expectations that exhort men to “handle their own problems” and “show no weakness” may present Asian American men with multiple barriers that may hinder, restrict, or retard health. Thus, to provide effective service for Asian American men, the intersection of multiple identities needs to be considered. While it is difficult to overcome the cultural and masculine stigma attached to counseling, it has been my experience that Asian American men may be willing to seek out counseling services or other help from other venues, if they have an opportunity to discuss options, figure out their internal conflicts about seeking services, and ease into counseling. Many of these issues can be discussed through mentoring relationships. Mentoring, like executive coaching, may be an alternate to stigma-inducing counseling and mental health services, or at least, a bridge to counseling. Mentoring relationships can be formal or informal, and may not always be a one-on-one relationship but might happen in groups. My experience across various campuses has shown me the importance of such mentoring relationships. My work with, and mentoring of, Asian American men comes from a wide array of experiences. To begin, I was a member and president of my Asian American fraternity at the University of California at Irvine. I was an advisor to Asian American students and a teacher of Asian American studies at the University of Maryland. When I went to the University of Southern California, I was an advisor for another Asian American fraternity, and now, at the University of Iowa, I serve as the faculty advisor for the Asian American Coalition. From these experiences, I provide the following recommendations about mentoring Asian American men that are personally relevant for me. These may appear to be over-generalizations and stereotyping of Asian American men, but I believe there may be some applicability among the three suggestions I provide. Silence is an important value within Asian American families. Mentoring may be a culturally congruent style of relating among Asian American men. The importance of mentoring as a culturally congruent masculine relationship among Asian American men is that for many men, there already exists a culturally sanctioned mechanism for a “mentoring-type” relationship. Although the relationship tends to be hierarchical such that, the younger one will take confrontation and be deferent to the older man, it does not mean that the hierarchical relationship necessarily needs to be “bad” or detrimental to the younger man. There is space and flexibility for collaboration and reciprocity that is expected and negotiated within the relationship. Saving face The importance of understanding saving face among Asian American men is that first, this is a culturally ingrained value and is constantly operating. Second, for many Asian American men, a breach of the social agreement around saving face (i.e., when someone does not reciprocate the face-saving ethic) could potentially lead to violence, aggression, and alcohol/drug use as a means to cope. Take for instance the recent brawls between two Asian American fraternities in San Jose where one member was left dead. I can understand their fight as a type of masculine aggression, gang-like behaviors, and maintaining fraternity pride. Having been in similar situations, I also understand the importance of saving face as a cultural value and the masculine concerns that propelled two groups of men into, what they believed, was an inevitable conflict. To them, maintaining honor, saving face, and group pride worked in concert because they were not only Asian American values, but also masculine norms and values. Consequently, the lack of mature mentorship and leadership within the groups and the need to maintain honor and save face left one man dead. It is important to understand that saving face is an actionable emotion that operates at a collective level. In closing, the three concepts that I touched upon - silence, mentorship, and saving face - were derived from my own experiences working with and mentoring Asian American men on college campuses. It has been my experience that there is a tremendous need and demand for mentorship within this community, and that integrating cultural notions of masculinity and mentorship into the new psychology of men will potentially improve mental health services for this group, and also provide multiple avenues for masculine expression. Asian American men are diverse and dynamic, and terrific to work with, and it is my hope that some of my suggestions will facilitate future mentor relationships. Aaron Rochlen, Ph.D. While trying to describe the qualities and characteristics of a mentor, my thoughts inevitably turned to my own experience as a doctoral student at the University of Maryland. In doing so, I realized how fortunate I was to have been mentored by two of the best (and nicest) researchers in counseling psychology, Drs. Clara Hill and Karen O’Brien. Now in the role of trying to be a mentor myself, I try to consider some guiding principles to use in my relationships with advisees. Below, I’ll describe these principles that that may be of use to other faculty members beginning their careers in academia. In this effort, no specific references are provided to mentoring students with interests in men’s studies. Although this is my specialization area, I see few considerations that apply exclusively to students with these interests as opposed to other areas of research in psychology. In addition, despite having some parallels to writing in the academic mentorship literature (Hollingsworth & Fassinger, 2002), these principles are drawn primarily from my own experiences. The Big Picture The Push for Research Flexibility A look in the mirror Recognize the boundaries Mentorship – A title earned not given Atkinson, D.R., Neville, H., & Casas, A. (1991). The mentorship of ethnic minorities in professional psychology. Professional Psychology: Research & Practice, 22, 336-338. Bragg, A. (1989). Is a mentor program in your future? Sales and Marketing Management, 141, 54-59. Brinson, J., & Kottler, J. (1993). Cross-cultural mentoring in counselor education: A strategy for retaining minority faculty. Counselor Education and Supervision, 32, 241-253. Clark, R. A., Harden, S. L. & Johnson, W. B. (2000). Mentor relationships in clinical psychology doctoral training: Results of a national survey. Teaching of Psychology, 27, 262-268 Gram, A. M. (1992). Peer relationships among clinicians as an alternative to mentor-protégé relationships in hospital settings. Professional Psychology: Research and Practice, 23, 416-417. Gray, L. A., Landany, N., Walker, J. A., & Ancis, J. R. (2001). Psychotherapy trainee's experience of counterproductive events in supervision. Journal of Counseling Psychology, 48, 371-383. Hollingsworth, M. A., & Fassinger, R. E. (2002). The role of faculty mentors in the research training of counseling psychology doctoral students. Journal of Counseling Psychology, 49, 324-330. Johnson, B. W. (2002). The intentional mentor; strategies and guidelines for the practice of mentoring. Professional Psychology: Research and Practice, 33, 88-96. Johnson, B. W., & Huwe, J. M. (2002). Toward a typology of mentorship dysfunction in graduate school. Psychotherapy: Theory/Research/Practice/Training, 39, 44-45. Kim, E.J., O’Neil, J.M., & Owen, S.V. (1996). Asian-American men’s acculturation and gender-role conflict. Psychological Reports, 79, 95-104. Koocher, G. P. (2002). Mentor revealed: masculinization of an early feminist construct. Professional Psychology: Research and Practice, 33, 509-510. Levinson, D. J., Darrow, C. N., Klein, E. B., Levinson, M. H.,& McKee, B. (1978). The seasons of a man's life. New York: Ballentine. Liu, W.M. (2002). Exploring the lives of Asian American men: Racial identity, male role norms, gender role conflict, and prejudicial attitudes. Psychology of Men and Masculinity, 3, 107-118. Liu, W.M., Pope-Davis, D.B., Nevitt, J., & Toporek, R.L. (1999). Asian American college students: Understanding the function of acculturation and prejudicial attitudes. Cultural Diversity and Ethnic Minority Psychology, 5, 317-328. Luna, G. & Cullen, D. (1998). Do graduate students need mentors? College Student Journal, 32, 322-331. Mellot, R. N., Arden, I. A. & Cho, M. E. (1997). Preparing for internship: Tips for the prospective applicant. Professional Psychology: Research and Practice, 28, 190-196. Moyers, W., & Bly, R. (1991). W. Moyers (Executive Producer), A Gathering of Men [Motion picture]. United States: Mystic Fire Video. Nelson, M. L., & Friedlander, M. I. (2001). A close look at conflictual supervisory relationships: The trainee's perspective. Journal of Counseling Psychology, 48, 384-395. Ragins, B. R., & Cotton, J. L. (1999). Mentor functions and outcomes: a comparison of men and women in formal and informal mentoring relationships. Journal of Applied Psychology, 84, 529-550. Ragins, B. R. & Scandura, T. A. (1994). Gender differences in expected outcomes of mentoring relationships. Academy of Management Journal, 37, 957-971. Ragins, B. R. & Scandura, T. A. (1997). The way we were: Gender and the termination of mentoring relationships. Journal of Applied Psychology, 82, 945-953. Sodowsky, G.R., Lai, E.W.M., & Plake, B.S. (1991). Moderating effects of sociocultural variables on acculturation attitudes of Hispanic and Asian Americans. Journal of Counseling and Development, 70, 194-204. Sue, D.W. (1990). Culture in transition: Counseling Asian-American men. In D. Moore & F. Leafgren (Eds.), Problem solving strategies and interventions for men in conflict (pp. 153-165). Alexandria, VA: American Counseling Association. Sue, D.W., & Sue, D. (1990). Counseling the culturally different: Theory and practice. (2nd Ed). New York, NY: John Wiley & Sons. Szeto-Wong, C. (1997). Relation of race, gender, and acculturation to proness to guilt, shame, and transferred shame among Asian and Caucasian Americans. Unpublished doctoral dissertation, University of Maryland, College Park. Participate in SPSMM-L, the listserv for SPSMM members. It is a place to share current psychology of men and masculinity news, as well as updates regarding organizational aspects of SPSMM. If you have access to the Internet, you can subscribe to SPSMM-L at no cost. Send your request to —Michael E. Addis, PhD. The Society for the Psychological Study of Men and Masculinity (SPSMM) promotes the critical study of how gender shapes and constricts men’s lives, and is committed to an enhancement of men’s capacity to experience their full human potential. SPSMM endeavors to erode constraining definitions of masculinity which historically have inhibited men’s development, their capacity to form meaningful relationships, and have contributed to the oppression of other people. SPSMM acknowledges its historical debt to feminist-inspired scholarship on gender, and commits itself to the support of groups such as women, gays, lesbians and peoples of color that have been uniquely oppressed by the gender/class/race system. SPSMM vigorously contends that the empowerment of all persons beyond narrow and restrictive gender role definitions leads to the highest level of functioning in individual women and men, to the most healthy interactions between the genders, and to the richest relationships between them. Has your address changed? Contact: Keith Cooke Div 51 APA Programs in Toronto August 7 - August 10, 2003 THURSDAY, August 7th 1:00-2:50 p.m. – Symposium: Men and Media…Portrayals of Men in Film and Television (Co-Chairs: David S. Shepard and Edward J. Tejirian). In Metro Toronto Convention Centre, Meeting Room 717B 3:00-3:50 p.m. – Symposium: Gay Men, Straight Men, Real Men…Sexual Orientation in Identity and Culture FRIDAY, August 8th 1:00-1:50 p.m. – Division 51 Poster Session. In Metro Toronto Convention Centre, Exhibit Hall. Matthew J. Breiding Spousal Criticism: Mediation of Gender Role Conflict-Marital Adjustment Melanie A. Morrison, Todd G. Morrison, Christine Hopkins & E. Tyler Rowan Muscle Mania: Drive for Muscularity in Canadian Men Todd G. Morrison, Melanie A. Morrison & Christine Hopkins Exploring the Drive for Muscularity in Canadian Men Jana E. Frances-Fischer, Owen Richard Lightsey, Jr. & Sara K. Bridges Male Infertility and Constructions of Masculinity: Theoretical and Therapeutic Considerations Rebekah T. Ridgeway & Tracy L. Tylka A Qualitative Analysis of College Men’s Body Image Usha Kapoor, Karen S. Pfost & Alvin House Prediction of Rejection of Those in Non-traditional Careers James R. Mahalik, Samuel S.C. Wan, & Martin R. Pierre Racial Identity, Masculinity, and Psychological Well-being in Black Men Audrey M. Ervin & Suzanne H. Lease Gender Role Conflict, Internalized Homonegativity, and Psychological Well-Being in Gay Men Ronald F. Levant, Carol Philpot, Katherine A. Richmond, Stephen Cook & Glenn E. GoodValidation of the Femininity Ideology Scale Melissa M. Santos & Susan S. Hendrick Body Image Development: The Role of Parents, Partners and the Media Garrett A. Gilchrist & Elisabeth Bennett Current and Ideal Body Images of Males: a Fitness Setting Douglas Thomson & Glenn E. Good Masculine Role Conflict, Shame-Proneness, and Adjustment: Testing a Mediational Model Eros R. DeSouza & Joseph J. Solberg Man-to-Man Sexual Harassment: Does Sexual Orientation Matter? David M. Lawson, Minette Beckner, David M.Lawson, Dawn VandenBouch, Lee Shefferman,Nels Seatrom & Saori Rivera Male Abusers and Ethnicity: Masculinity, Ego Strength, and Self-Esteem Nicholas C. Larma & William M. Liu Dysfunctional Autonomy as a Barrier to Psychotherapy for Men Mariola Magovcevic & Michael Addis Men, Gender Role Conflict, and Perceptions of Problems in Living Richard S. Cimbalo Security and Sex: Gender Differences in Motivational Weighting Scot Boespflug, William M. Liu, Sam V.Cochran, Kwesi Dunston, Cisco Sanchez & Samuel Z. Lewis Male Masked Depression: Correlating the MMPI-2, Rumination, Alexithymia, and Externalizing Behaviors Anthony L. Chambers & Melvin N. Wilson Using IRT Methodology to Examine Meaningful Characteristics That Comprise Low- Income Fathers' Relationship Satisfaction Roderick D. Hetzel & Joshua L. Swain Religious Faith, Gender Role Conflict, and Masculine Ideology Roderick D. Hetzel, A. Brook Gregory, Religiousness and Spirituality as Predictors of Health-Protective Behavior in Men 3:00-3:50 p.m. - Roundtable Discussion: Difficult Dialogues About Men of Color and Masculinity - Challenges and Opportunities for Division 51 (Co-Chairs: William D. Parham and William Liu). In Metro Toronto Convention Centre, Reception Hall 104B 4:00-4:50 p.m. – Invited Address by Frederic E. Rabinowitz and Sam V. Cochran: Reconnecting with the Relational - The Power of Psychotherapy with Men (Chair: James R. Mahalik). In Metro Toronto Convention Centre, Reception Hall 104B SATURDAY, August 9th 8:00 - 9:50 a.m. - Division 51 Executive Committee Meeting (Chair: Corey J. Habben). In Confederation Room 3, Fairmont 9:00-10:50 a.m. – Symposium: Psychological and Physical Health Correlates of Gender Role Conflict--Five Empirical Studies 3:00-3:50 p.m. – Invited Address by Ross Gray: Men, Sex and Illness - The View from Mars (Chair: James R. Mahalik). In Fairmont Royal York Hotel, Manitoba Room 4:00-4:50 p.m. - Division 51 Presidential Address by Corey J. Habben. In Fairmont Royal York Hotel, Manitoba Room 5:00-5:50 p.m. - Division 51 Business Meeting (Chair: Corey J. Habben). In Fairmont Royal York Hotel, Manitoba Room 6:00-6:50 p.m. – Social Hour. In Fairmont Royal York Hotel, Alberta Room SUNDAY, August 10th 9:00-9:50 a.m. – Workshop: Developing and Implementing Innovative Interventions for Men on College Campuses 10:00-11:50 a.m. – Workshop: Gender Issues and Actions…A Community (Co-Chairs: Holly B. Sweet and Rory Remer). In Metro Toronto Convention Centre, Meeting Rooms 203C and 203D Application for Membership in SPSMM Name:_____________________________________ Address:_________________________________________________ ________________________________________________________ ________________________________________________________ Home Telephone:___(_____)_________-_______________ Office Telephone:___(_____)_________-_______________ Email:_________________________@_________________________ APA Membership Status: Member/Fellow Associate Member Student Affiliate Non-APA Member APA Membership No.:____________________ SPSMM Membership Status Desired: Member (Psychology Doctorate, APA Member/Fellow) • $25 Associate Member (Associate Member of APA) • $25 Student Affiliate (Student Affiliate of APA) • $5 Affiliate (Interested in SPSMM & Non-APA Member) • $25 Sex: Male Female Race/Ethnicity: European-American African-American Hispanic/Latino Asian/Pacific Islander American Indian/Alaskan Other Education: PhD EdD PsyD MA/MS MD Other Make check payable to Division 51, SPSMM. Send application & check to Division 51 Administrative Office, American Psychological Association, 750 First St., NE, Washington, DC 20002-4242. SPSMM provides book reviews for members to learn about the latest books in the field. Currently, book reviews are published in the SPSMM Bulletin because page space in the Division’s journal Psychology of Men and Masculinity (PMM) is at a premium with priority being placed on publishing manuscripts. This policy could be revisited once additional pages are allocated to PMM. Persons interested in reviewing books or having their books reviewed in the Bulletin should contact the SPSMM Book Review Editor. The SPSMM Bulletin Book Editor will exercise his or her discretion as to which book will be reviewed in any given issue based on his or her judgment about the interests of the membership and mission of SPSMM. The current SPSMM Book Review Editor is Dr. Jay Wade, Department of Psychology, Fordham University, Dealy Hall, 441 E. Fordham Rd., Bronx, NY 10458. Book reviewers must assert in writing that they do not have a conflict of interest or personal relationship that would interfere with providing an objective review. The Book Review Editor will select reviewers in response to an author’s request, and the author will provide a copy of the book to the Book Review Editor. The Division’s website is under revision through the efforts of Dr. Robert Rando. When it is completed, please visit it for information about all the activities of the Division: position statement, bylaws, officers, task force information, membership information, discussion list information, important links, convention programming, newsletter archives, election information, information on submitting cookbook recipes, and a research project page that facilitates the process of planning research, linking colleagues, and organizing presentations. Visit it today! www.apa.org/divisions/div51. The Division’s Cookbook is ready for release and people are raving about it. In the words of Sam Cochran, “This is a spectacular collection of recipes and stories, truly distinctive in the world of cookbooks . . . I will treasure this book for many years to come. After all, in what other cookbook will you find Lenore Walker’s Holiday Turkey, David Lisak’s inspirational recipe for red chile sauce, Murry Scher’s ‘best blueberry muffins in the world’ recipe, Ron Levant’s couscous-stuffed green pepper recipe, or David Rose’s Teppanyaki Pancake recipe (yum). All the recipes in the book are clearly ‘family favorites’ that are conveyed with a loving and charming sense of personal history. This is a cookbook that everyone must own!” The Division’s Cookbook is now available by sending a $20 check to Larry Beer at Child and Family Psychological Services, 5380 Holiday Terrace, Kalamazoo, MI 49009. Make your check payable to “Larry Beer.” Psychological Student of Men and Masculinity Division 51 of the American Psychological GOVERNANCE January-December 2003
PRESIDENT-ELECT PAST PRESIDENT SECRETARY TREASURER (2002-2003) MEMBERS-AT-LARGE Marty Wong, PhD Neil A. Massoth, PhD (2001-2003) Holly B. Sweet, PhD (2001-2003) COUNCIL REPRESENTATIVE POLICY ADVISOR LEGISLATIVE ADVOCACY COORDINATOR CODAPAR LIAISON TO DIVISION 51 COMMITTEES AWARDS CONTINUING EDUCATION FELLOWS MEMBERSHIP AND RECRUITMENT NOMINATIONS AND ELECTIONS PROGRAM DIVISION 51 WEB SITE COORDINATOR Division 51 Webmaster: Last modification on: March 11, 2003 |
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