Driven by Alfred Adler's Paradigm-Shifting, Rule-Breaking, Revolutionary Ideas for Sixty Years

DRIVEN BY ALFRED ADLER’S PARADIGM-SHIFTING RULE- BREAKING REVOLUTIONARY IDEAS FOR SIXTY YEARS.

Adler School of Professional Psychology 2012 Annual Report

1952 2012


Leading socially responsible practice

OUR HEALTH RESIDES IN OUR

COMMUNITY LIFE.


TODAY: The Adler School of Professional Psychology continues the work of the first community psychologist, Alfred Adler, by graduating socially responsible practitioners, engaging communities, and advancing social justice.

Alfred Adler taught—as the Adler School does today from its campuses in Chicago and Vancouver—that people’s health resides in their communities. And today, that is why volunteer staff members at RainCity Housing in Vancouver’s Downtown Eastside are trained peer-group facilitators—providing more than shelter for their homeless clients who also deal with mental illness, addictions, and other challenges.

“Downtown Eastside is known throughout Canada for the dreadful conditions for those who live there, many of whom have substance abuse and mental health issues in addition to extreme poverty,” says Deb Bailey, M.A., Community Service Practicum Coordinator at the Adler School in Vancouver. “I always talk to students about completing projects that leave an Adlerian footprint. In Dawson Wambolt’s work, the impact is very apparent.”

During his first year of master’s study in counselling psychology at the Adler School, Wambolt completed his Community Service Practicum (CSP) at RainCity Housing, a not-for-profit that provides progressive housing solutions for the homeless throughout the Lower Mainland. He developed and launched the peer-support training for its Downtown Eastside location staff—many of them formerly homeless themselves—that enables them to apply basic group interaction, crisis intervention, and additional skills in facilitating roundtable discussions with clients.

Wambolt returned to RainCity throughout 2011 and 2012—well after his CSP ended—to continue supporting the training. More than a year after its launch, the peer-support program continues growing.

“I was there to help meet the needs of the staff as much as they meet the needs of the people they serve,” says Wambolt, who remained in Downtown Eastside for his clinical practicum, at

Pender Community Health Clinic. “Developing the program required taking an organizational psychology approach to training and structure, and how people react to changing structure, while applying Adler’s concept of social interest in how environments produce function or dysfunction that affect the individual.”

His work—and much more like it over the last 60 years—is the work of the Adler School in educating and training socially responsible practitioners not simply to provide services—but to lead social change for community well-being and improved health outcomes. Such work took place throughout the Vancouver and Chicago campuses in 2011-12, and continues as the School begins its seventh decade, as faculty and students expand the breadth and depth of the School’s history of socially responsible practice and applied research.

“Alfred Adler’s concepts of social interest and socially responsible practice specifically inform the School’s curriculum and training,” says Larry Axelrod, Ph.D., Vancouver Campus Dean. “As a result, our students, like Dawson, are specifically prepared to support sustainable change in the environmental and community structures that affect marginalized populations.”

Wambolt credits “Introduction to Adlerian Psychology and Psychopathology” as an instrumental Adler School course preparing him for his work in Downtown Eastside. Along with insights from students and faculty in his program, as well as others at the School, it provided “the perspective and theory behind what a sense of community can do,” he says.

“This coursework informed the establishment of the peer training program. It was remarkable to apply theory to produce something that ultimately took on a life of its own, and had such a positive impact for a community and the individuals involved.”

1870: Alfred Adler is born. He will become a physician, psychotherapist, and the founder of Adlerian psychology, sometimes called individual psychology—emphasizing the human need and ability to create positive social change and impact. 1933: Alfred Adler publishes Social Interest: A Challenge to Mankind, introducing his concept of social interest. 1961: Rudolf Dreikurs publishes Social Equality: The Challenge of Our Times through the Alfred Adler Institute. In 1971, it is revised and republished as Social Equality: Challenge of Today.

“The Socially Responsible Practice Project” is a recently published report that articulates the outcomes of a yearlong series of conversations, events, and activities throughout the Adler School community. The goal was to strengthen our articulation and collective understanding of socially responsible practice—as the leading academic institution advancing socially responsible practice, healthy communities, and a more just society. The report can be found at adler.edu/srp.

011952 2012

A SENSE OF CONNECTEDNESS WITH FAMILY REDUCES NEARLY EVERY HEALTH RISK BEHAVIOR, INCLUDING VIOLENCE, DRUG AND ALCOHOL USE, SUICIDAL THOUGHTS, AND EMOTIONAL DISTRESS.

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Advancing parenting and child guidance

At any given time, 1 in every

children and adolescents is affected by serious emotional disturbances.

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The Adler Child Guidance Center, along with the LGBTQ Mental Health and Inclusion Center (LMHIC), is one of two centers that the Adler School launched last year to enrich its distinctive curricula and training for students, while providing professional development for practitioners and evidence-based programs for communities.

Among its programs, ACGC provides for the “Parent Education: Adlerian Theory and Interventions” course taken by most Adler School students to develop their child guidance and parenting knowledge and skills. Through lecture, class discussion, observation, and participative demonstrations, students are taught how to facilitate a parenting group, and are supervised by faculty as they lead or co-lead parenting groups in the community.

In ACGC’s first year, doctoral student Thomas Lindquist, M.A., ATR, LPC, worked with Paul Rasmussen, Ph.D., ACGC Director and Adler School Core Faculty member, to collaborate with community organizations to offer “Positive Discipline” parenting programs based on the principles of Alfred Adler and Rudolf Dreikurs.

“My specific role involved maintaining and building new community partnerships for

parenting sites. These are the sites where Adler School students teach parenting classes in order to fulfill their course requirements, while also providing much-needed services to the community,” says Lindquist, who himself taught a “Positive Discipline” course at Chicago’s Haymarket Center, a comprehensive alcohol and drug treatment organization.

ACGC advocates that parenting can be joyful and rewarding if care providers are supported and trained in how to raise children who are responsible, cooperative, and respectful of themselves and others. Those principles provide the foundation of most contemporary models for parent education.

Yet, the Adlerian-Dreikursian approach advanced through ACGC uniquely stands apart: It emphasizes core aspects of the human condition—such as the desire for a sense of belonging—and places importance on supporting parents and caregivers in all communities, particularly the most vulnerable and underserved.

For this reason, ACGC provides accessible parenting training through free or low-cost workshops, as well as free 6- to 8-week courses through Chicago-area service agencies for parents

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and other caregivers. Adler School students apply their coursework and preparation to lead the programs.

At the School, ACGC sponsors open forums at which students discuss parent education and child guidance topics, and collaborates with the School’s M.A. in Marriage and Family Counseling program and the Child and Adolescent Psychology track within the Doctor of Psychology in Clinical Psychology program.

In the year ahead, ACGC will continue building its outreach to parents of diverse race, gender, socio-economic, and geographic backgrounds, Dr. Rasmussen says. ACGC also is partnering with the School’s Institute on Public Safety and Social Justice (IPSSJ) to specifically examine and address the significant parenting obstacles that underprivileged families face.

“As a trained clinical psychologist, I see a lot of the problems that people develop because they’re simply not prepared to meet the challenges of adulthood,” Dr. Rasmussen says. “If children aren’t prepared, they are at risk for anxiety, depression, and many of the other clinical conditions that we see in our profession.

“Parenting is one of the most important things we’ll ever do in our lives.”

1921: Alfred Adler establishes the first Child Guidance Clinic in Vienna, and lectures at Vienna’s Pedagogical Institute. 1938: Rudolf Dreikurs opens a Child Guidance Center on the South Side of Chicago—the Abraham Lincoln Center—offering parenting education and training to the community. 1941: Dreikurs establishes the second Chicago Guidance Center at the Jane Addams Hull House Mary Crane Nursery. Dreikurs and his family are Hull House residents. 1952: Dreikurs establishes a Child Guidance Center in the Lake View neighborhood of Chicago.

TODAY: Alfred Adler was one of the first in the field of psychology to teach that the well-being of children and families is interconnected with that of their communities. In 2011, the Adler School established the Adler Child Guidance Center (ACGC) to advance practice driven by that critical understanding.

Training to support an underserved population: LGBTQ parents and families

In 2011, Jason LeCompte developed and taught a two-day “Positive Discipline” course for Chicago’s LGBTQ-identified parenting community, as part of a parenting class at the Adler School.

Overwhelming community response led him to apply for and receive a prestigious Schweitzer Fellowship to teach the eight-week course again in 2012-13. LeCompte was one of only 31 fellows—named among “Chicago’s best and brightest health professional students” by the Chicago Area Schweitzer Fellows Program—receiving the award to design and implement projects that improve the health and well-being of underserved communities.

Pursuing his M.A. in Marriage and Family Counseling at the Adler School, LeCompte says developing the course for LGBTQ parents required

examining the curriculum to adapt hetero-normative language to culturally appropriate terminology. The work also required identifying and providing a safe space for LGBTQ-identified parents to connect and share experiences, as they learned the respectful, non-punitive, and skill-enhancing approaches developed by Rudolf Dreikurs for raising children.

“Jason’s commitment to providing this much-needed service is a testament to his advocacy for this underserved group,” says Kevin Osten, Psy.D., LeCompte’s faculty mentor for the fellowship and Director of the Adler School’s LGBTQ Mental Health and Inclusion Center (LMHIC).

LeCompte says, “It’s about gender equality, helping parents communicate better with their children, and creating stronger families.”

Among U.S. couples who identify themselves as gay, lesbian, or

transgender, about 20 percent are raising children under the age of 18.


1952 2012

Pioneering new approaches linking policy and mental health

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POPULATION HEALTH OUTCOMES

GOVERNMENT DECISIONS

Legislation, policy,programs, and plans

SOCIAL DETERMINANTS OF MENTAL HEALTHConditions in which we are born, grow,

live, work, and age


TODAY: In summer 2012, the Adler School Institute on Social Exclusion (ISE) completed a first-of-its-kind Mental Health Impact Assessment (MHIA) in collaboration with residents of Englewood, a primarily low-income, African-American community in Chicago plagued by poverty, crime, violence, poor-quality housing, and many other social and environmental conditions that impact mental health.

Among the Chicago Police Department’s 25 districts, the district that includes the Englewood community has the city’s sixth highest number of arrests. Many never lead to convictions.

Yet employers often do not hire job applicants based on arrest records. This practice exacerbates already disproportionally high unemployment rates among Latinos and African-Americans. In vulnerable communities like Englewood, that can affect income and other social determinants directly linked to community well-being.

“Arrests profoundly impact employability, employability impacts income, and income impacts access to housing, healthcare, and educational opportunity,” says Lynn Todman, Ph.D., Adler School Vice President for Leadership in Social Justice, and Institute on Social Exclusion (ISE) Executive Director.

An expert on the relationship between public policy and the mental health of urban communities, Dr. Todman led the ISE in a groundbreaking Mental Health Impact Assessment (MHIA) project that examined the impact on the mental health of communities with high arrest rates when employers use arrest records in their hiring, firing, and promotion decisions.

“MHIA highlights the connection between non-health policy domains—in this case, employment and labor—and mental health outcomes at the community level,” Dr. Todman says. “The MHIA’s main goal is to engage stakeholders in assessing the mental health impact of proposed policy or legislation before it is enacted, to ensure that decisions create social environments that promote health and well-being.”

The MHIA was conducted as the U.S. Equal Employment Opportunity Commission (EEOC) considered revision to its 1990 “Guidance on the Consideration of Arrest and Conviction Records in Employment Decisions Under Title VII of the Civil Rights Act of 1964,” intended to eliminate unlawful discrimination in employment.

The ISE and its new Center on the Social Determinants of Mental Health continue work with MHIA that includes:

> Developing a health impact assessment (HIA) program that will build regional capacity for conducting MHIAs and HIAs. This will include cultivating and expanding the local HIA and MHIA workforce through collaborations with local public health and mental health bodies, and Chicago-based institutions of higher education.

> Providing technical assistance to local and regional bodies seeking to conduct HIAs and MHIAs.

> Educating lawmakers, policymakers, service providers, community-based organizations’ staff, media, and the general public on how legislative and policy decisions affect the social conditions that shape mental health outcomes—and how to integrate that knowledge into decision-making processes.

> Expanding work to address physical health, reflecting the fact that mental health and physical health considerations can and should be part of policy analysis.

> Continuing to integrate the social determinants framework into the Adler School’s curricular and co-curricular activities.

adler.edu/ise

Changing how policymakers, practitioners, and communities think about mental health

1898: Alfred Adler publishes Health Book for the Tailor Trade, linking medical problems of tailors with poor living and working conditions, which lays the foundation for the study of mental health social determinants. 2004: The Adler School Board of Trustees refines the vision of the Adler School, based on its Adlerian heritage, to focus on socially responsible practice and social justice; a year later, the Institute on Social Exclusion (ISE) is established. 2010: The ISE hosts “The Social Determinants of Mental Health: From Awareness to Action,” the first-ever conference on the subject, featuring the 16th U.S. Surgeon General David Satcher as keynote speaker.

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The ISE assembled an MHIA project team that included Adler School faculty, staff, and students, as well as representatives from the U.S. Centers for Disease Control and Prevention, the Safer Foundation, Sargent Shriver National Center on Poverty Law, Teamwork Englewood, Imagine Englewood IF, Englewood Community Health Clinic, the Chicago and Illinois departments of public health, the Northern Illinois University Public Health Program, the University of Illinois at Chicago School of Public Health, and the State of Illinois Re-entry Employment Service Program.

After literature review; analysis of public health, arrest, and other data; a community survey; and focus groups and interviews with police officers, employers, and community residents, the MHIA team compiled research that provided the basis for a policy brief submitted as public comment on the proposed revision. The EEOC revised its policy guidance in April, in a manner consistent with the MHIA findings.

Among the impacts the MHIA team predicted: The new policy guidance, if adhered to, may reduce social exclusion and increase social capital and psychological sense of community. Consequently, individual and collective mental health could improve in communities like Englewood, where large numbers of people with arrest records live. This winter, the ISE will release a full report of its findings.

“Mental health is not simply biologically or genetically determined,” Dr. Todman says. “Research shows that more than half—by some estimates, up to 70 percent—of health outcomes are determined by social factors.

“Our work highlights a different approach to health promotion, by addressing the ways in which legislation and public policy of all types play a key role in shaping mental health outcomes and overall health and well-being—especially that of our most vulnerable and marginalized communities.”


1952 2012

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More than 87 million people live in designated mental health professional shortage areas.

Advocating community-based mental health

IT WOULD TAKE MORE THAN 5,700 PRACTITIONERS TO MEET THEIR NEEDS—A POPULATION-TO- PRACTITIONER RATIO OF 10,000:1.

10,000 1


To get to class, the elementary school students at St. Dorothy School on Chicago’s South Side must walk streets where drug deals are common.

Some have witnessed shootings; some have lost loved ones to gang violence or incarceration. Many live in single-parent households. Others do not live with their parents. They stay with other family members, moving from home to home.

To provide mental health support for these students, along with their families and the entire school community, St. Dorothy School partnered with Adler Community Health Services (ACHS) in 2011. In doing so, St. Dorothy joined the ever-expanding network of agencies working with the Adler School to help strengthen vulnerable communities.

ACHS partners with established agencies to provide intern- and externship training for Adler School doctoral students, who provide the agencies’ underserved populations with services such as psychotherapy and counseling; psychological assessments; consultations; and psychoeducational workshops and groups.

Adler School students are carefully selected for the competitive training positions supervised by ACHS’ licensed clinical psychologists. ACHS partner sites include two adult transition centers serving men during the work-release phases of their imprisonment; two rehabilitation centers for

formerly incarcerated men and women attempting to re-enter society; a juvenile corrections center; a primary-care medical clinic serving the homeless and people with HIV; and three high schools serving students, teachers, and community residents, as well as St. Dorothy School.

“Alfred Adler himself advocated for community-based health. So we support that by partnering with organizations that serve underserved populations,” says Dan Barnes, Ph.D., ACHS Director. “We send our clinicians to our partner sites to offer services to people in their communities. At the same time, we are training our own students to become socially responsible practitioners.”

Daniel Vogel, Psy.D., ACHS Staff Psychologist, led the team that set up a counseling center at St. Dorothy School. There, he oversaw the work of four clinicians-in-training and one post- doctoral resident.

The externs worked with two St. Dorothy students who revealed they suffered significant abuse, a 13-year-old disentangling himself from gang involvement, and the fallout of a case of “sexting.” They addressed a systemic problem with bullying at the school, working to improve a sense of community and connection in the classroom. They worked through much more, while accommodating hectic teacher and student schedules.

They met regularly with each other and with Dr. Vogel, discussing the most effective application of practice models from their Adler School coursework to the situations they addressed. By the end of the year, Dr. Vogel says, the Adler School students were functioning “as if they were born child therapists. The children moved from a place of helplessness and hopelessness, to feeling more positive and being more articulate in the classroom, and open about experiences they kept hidden. Our students forged close relationships with children in pain, and helped them feel a sense of hope.”

Michele Goldman, a fourth-year Psy.D. candidate who also received her M.A. at the Adler School, was one of those students. “I feel as though helping to shape a practicum site pulled from so many skills learned in the classroom,” she says. “Most of the work we did came back to community psychology. I was constantly thinking about the Bronfenbrenner ecological model, and really took to viewing the practicum experience from a systems perspective.

“We were working with individuals, but we were also working with family systems, a school system, and a larger community. To be as successful as we were, we needed the larger systems to engage.”

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TODAY: Traditionally, psychology is one-on-one counseling for those who can afford it. In the rule-breaking approach pioneered by Adler and our founders, the Adler School trains practitioners to work with communities—to provide mental health care for all who need it.

1967: The Alfred Adler Institute begins the Teacher Development Center with a school in Rockford, Illinois, preparing teachers to use Adlerian theory and principles. The initiative is the precursor for many similar programs. 1972: The Dreikurs Psychological Services Center, the precursor of Adler Community Health Services, is established as a community mental health center and as a training site for the Alfred Adler Institute. 2006: Following a community-based needs assessment, the Adler School revises curricula for all degree programs to produce socially responsible practitioners.

The need for practitioners is significant. The need for socially responsible practitioners is critical. In 2011-12, the Adler School placed and trained more students than ever before in its history—in practica, internships, and externships preparing them as the socially responsible practitioners so needed in today’s communities and world.

The Adler School’s master’s-level and doctoral preparation and training of students focuses on underserved populations through Community Service and Community Engagement practicums, clinical practicums, and internships, along with associated seminars and coursework.

Through these training and community engagement placements, Adler School students in

Chicago and Vancouver provided more than 650,000 direct service hours in 2011-12 to advance community health—in collaboration with the School’s more than 700 partnering community agencies.

In spring 2012, the Corporation for National and Community Service for the third consecutive year named the Adler School to a coveted spot on the annual President’s Higher Education Community Service Honor Roll. The Honor Roll is the highest acknowledgment an institute of higher learning can receive from the U.S. government in recognition of its dedication to service learning, volunteerism,

and community engagement.

Training more socially responsible practitioners than ever in our history

Adler School students in 2011-12 provided more than 650,000 direct service hours

to advance community health in collaboration with more than 700 partnering agencies.

1952 2012

650, 000 700


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Federal and state corrections facilities held more than 1.6 million prisoners at the end of 2010, approximately one of every 201 U.S. residents.

Supporting models for systemic change

95%

AT LEAST 95 PERCENT OF STATE PRISONERS WILL BE RELEASED BACK TO THEIR COMMUNITIES AT SOME POINT.


Elizabeth Oplatka commutes about 80 miles to the Adler School in Chicago—where she is completing her M.A. in Counseling and Organizational Psychology—from her home in Racine, Wisconsin.

Racine is a “classic Rust Belt city” with a 12 percent unemployment rate. With about 79,000 residents, it is Wisconsin’s fifth-largest city. Yet the number of state prisoners who return to Racine after release is nearly five times higher than the average. Many re-entrants return to just a few neighborhoods in the city, mostly low-income areas lacking jobs and resources.

While completing a practicum with Racine Vocational Ministry (RVM), Oplatka learned city officials wanted to apply for a $50,000 “Second Chance Act” grant from the U.S. Department of Justice. The grant would help the community develop a strategic plan to reduce the number of repeat offenders through support and re-entry services.

She spoke with IPSSJ Executive Director Elena Quintana, Ph.D., and Assistant Director Daniel Cooper, Ph.D. Together, they collaborated with RVM and the city of Racine on a proposal that was awarded one of only 15 “Second Chance Act” grants in the United States last year.

The Racine plan to reduce recidivism focuses on about-to-be-released prisoners at highest risk for re-offending. Through the project, RVM identifies and coordinates “wrap-around services” from a range of providers to address living and social conditions that can lead those individuals back to incarceration after release.

“A basic premise that drives our work is that our criminal justice system is broken because it focuses strictly on punishment,” Cooper says. “There is a lot of human potential lost when people go to prison and then return to places where there are no resources, no jobs. The cycle of incarceration, re-entry, and re-incarceration

destroys the potential of not just people—but whole communities and their well-being.”

The IPSSJ’s expertise and role was to develop project success measures that are based on recidivism outcomes, successful stakeholder collaborations, and whether re-entrants are better served through programming, support, and jobs. Moving forward, IPSSJ will continue monitoring the project—potentially destined to join a “what works” library developed by the National Re-entry Resource Center that will offer searchable, up-to-date information on effective programs, policies, and practices for reducing recidivism, increasing employment, decreasing substance abuse, and producing other positive outcomes.

As part of the effort, Oplatka applied her organizational psychology coursework to help create a task force structure and a community coalition of more than 50 individuals and agencies focused on mental health, education, employment, and social services—as well as faith-based organizations, local officials, police officers, and Racine residents.

Meanwhile, Amy Kline, a fellow M.A. in Counseling and Organizational Psychology student, interviewed stakeholders to help form and facilitate the first meeting of a project task force on substance abuse services. Her experience working with delinquent youth and their families in Wisconsin and Illinois helped the project team address wrap-around services and treatment needs.

“As I was doing this work, I was taking courses that support it,” Oplatka says. “I literally took this work to school with me, and I said: ‘Here’s what we’re working on in Racine. What do you all think?’ I received extraordinary support from the School. I was learning by doing, and the community has the brilliance of the School and the IPSSJ supporting it.”

Additional projects of the Adler School IPSSJ in 2011-12 included:

> A “Year of the Immigrant” campaign, in partnership with the Illinois Coalition for Immigrants and Refugee Rights, culminating in a mass teach-in with more than 50 partner agencies in April, at the University of Illinois in Chicago (UIC) in partnership with the UIC Institute for Research on Race and Public Policy.

> New initiatives with Cook County’s Juvenile Detention Center, Department of Corrections, and Department of Community Supervision—the de facto largest mental health service provider in Illinois, the state that leads the United States in prison population growth. Initiatives include the Violence Prevention Seminar Series for juvenile detainees, in collaboration with Cure Violence (formerly CeaseFire); and programming for adult corrections guards and staff.

> The Restorative Justice Project surveying mainstream integration of restorative justice practices in Vancouver, British Columbia, and Chicago, Illinois, to provide an international comparison and inform potential new policy and practice.

Identifying innovative, socially just solutions to public safety challenges since it was established in 2009, IPSSJ leads the School’s work on issues related to the criminal justice system, public safety, and civil and human rights.

adler.edu/ipssj

1964: The Alfred Adler Institute creates a group therapy program for incarcerated people at Cook County Jail, the precursor to a later focus on the incarcerated, such as through the Adler School’s Predoctoral Psychology Internship at St. Charles Correctional Center beginning in 1995, and the formerly incarcerated, such as through the School’s partnership with St. Leonard’s Ministries beginning in 1995. 2009: The Adler School establishes its second institute, the Institute on Public Safety and Social Justice.

TODAY: The Adler School answers a revolutionary call issued by Alfred Adler and our founders: Socially responsible practitioners must change the conditions that affect mental health. In 2011, the Institute for Public Safety and Social Justice (IPSSJ) addressed community conditions for the formerly incarcerated.

091952 2012


In the United States, one of the world’s leading developed countries, nearly one in four children now live in poverty. In Canada, among the world’s top health care providers and spenders, only one in five children who need mental health services receives them. Globally, nearly a third of the world’s population has inadequate or no access to essential medicines to treat illnesses, especially infectious diseases.

The world needs change. That change has everything to do with mental health and the Adler School’s unique approach to addressing it—based on the revolutionary paradigm shift that Alfred Adler proposed for psychology, public health, and social change nearly a century ago.

He rejected the status quo that health and health care are for those who can afford it. Mental health resides not inside our heads, he argued, but in our community life and connections. And, socially responsible practitioners must advocate for the conditions and systemic changes necessary to achieve health, for the well-being of all.

In 1952, Adler’s associate Rudolf Dreikurs came to Chicago and established the Alfred Adler Institute to train practitioners to understand and apply this approach to mental health. Sixty years later, as the Adler School, we continue doing so like never before.

In 2011-12, our faculty and staff pursued unprecedented work and education on health issues including immigration and detention, social exclusion, the social determinants of mental health, LGBTQ mental health, and parenting. We trained more practitioners than ever before at a record number of agencies that partner with us as community practica and internship sites working with underserved and marginalized populations. And, in August, the British Columbia Ministry of Education granted the Adler School approval to establish Canada’s first truly practitioner-oriented Doctor of Clinical Psychology (Psy.D.) program. Beginning in fall 2013 at our Vancouver Campus, this program will extend our signature preparation of practitioners informed by Alfred Adler’s visionary and indispensable constructs.

Our challenge—just as Adler and Dreikurs saw it—is to continue recruiting and preparing practitioners who can address the world’s alarming health inequities and social injustices. I have confidence that we have built a community who can successfully engage the challenge—to innovate and enact the approaches that will create the more just society we all envision.

Let Adler’s vision of change be a call to action for us all.

Raymond E. Crossman, Ph.D.President, Adler School of Professional Psychology

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President’s Message

THE WORLD NEEDS CHANGE. THAT CHANGE HAS EVERYTHING TO DO WITH MENTAL HEALTH AND THE ADLER SCHOOL’S UNIQUE APPROACH.

Strategy and innovation are powerful drivers within any organization. Combined with a powerful mission, they compel an organization to realize extraordinary outcomes.

In my time serving with the Adler School Board of Trustees, and today as its Chair, I consistently see the School achieve powerful outcomes. Time and time again, I am energized and honored to collaborate with the School community on the strategy and innovation that advance our mission to engage communities, advance social justice, and train students as the socially responsible practitioners that society so critically needs.

People are taking notice, particularly those who have a stake in calling attention to the growing and increasingly complex health and social issues that trouble communities. Policymakers—from local aldermen to state, provincial, and national officials—come to the Adler School to collaborate on the School’s community-based approaches to population health. Media, from Chicago’s leading newspapers to National Public Radio, increasingly call on the Adler School’s thought leaders for their unique perspectives and experiences with population mental health.

Over the last year, the Adler School has once again achieved extraordinary outcomes, including those outlined in our 2010-15 Strategic Plan. It is not easy for any organization to consistently set and achieve ambitious goals—to launch new programs, achieve financial growth, and continuously raise standards for its outcomes—within a long-term plan, especially amid today’s global economic uncertainty. Yet the Adler School is not “any organization.” Its ongoing work achieving goals and outcomes testifies to the planning and collaboration that went into developing its Strategic Plan more than three years ago. It speaks to work that is both careful and creative—that is focused on advancing social responsibility, academic excellence, global impact, and fiscal sustainability. It also testifies to a unique vision of social change and a powerful shared sense of purpose that drives the entire Adler School community: our Board of Trustees, administrative leadership, faculty, staff, students, community partners, and alumni.

Strategy. Innovation. Mission. As demonstrated through its outcomes, the Adler School applies all three in leading social change. On behalf of the Board of Trustees, I am grateful for the many ways in which each of you who has contributed to the School’s success has done so. You can be very proud of the impact.

David Sinski, M.A.Chair, Adler School of Professional Psychology Board of TrusteesExecutive Director, Heartland Human Care Services

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Board Chair Message

STRATEGY. INNOVATION. MISSION. AS DEMONSTRATED THROUGH ITS OUTCOMES, THE ADLER SCHOOL APPLIES ALL THREE IN LEADING SOCIAL CHANGE.

1952 2012

Key Strategies and Goals

2012 GOAL SET Receive expanded permission and re-authorization from the Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools.

2012 GOAL MET Following a comprehensive two-year self-study process, the Adler School community across Chicago and Vancouver produced an extensive report (“What Does Social Responsibility Look Like?”), and welcomed an HLC review team to both campuses for re-authorization site visits in November. In April, the Adler School received the maximum 10-year authorization that HLC can grant. The School also received permissions to begin its first non-psychology and first entirely online program—the Master of Arts in Criminology—and to expand distance education offerings.

The HLC recognized the Adler School for numerous strengths and assets: our alignment and clarity of mission; faculty and staff focus on students; student engagement on campus and in the community; and our pedagogy, personnel, Board of Trustees, and facilities. The HLC also selected the School’s HLC self-study document for presentation at its annual meeting, as a best practice for other institutions to follow.

2013 GOAL SET Deliver outcomes described in Excellence Plans established for eight key operational domains.

Expand and align education and community engagement with social responsibility.

1KEY STRATEGY

2KEY STRATEGY

Advance excellence in education and community engagement.

2012 GOAL SET Launch two new academic programs at the Chicago Campus.

2012 GOAL MET This year, two new tracks in the Adler School’s Doctor of Psychology in Clinical Psychology Program began classes at full enrollment: in Military Clinical Psychology and in Child and Adolescent Psychology. The first of its kind in the United States, the Military Clinical Psychology Track—preparing clinicians to work with military personnel, veterans, their families, and supporting communities—received tremendous attention from the media, military and legislative leaders, and prospective students. The Child and Adolescent Psychology Track addresses the growing need for clinicians focused on serving a population that is both society’s most vulnerable and its most amenable to early health promotion and intervention, as well as families and relevant systems.

Additionally, the School established a Master of Counselling Program at the Vancouver Campus, a comprehensive non-thesis program option for students seeking a practitioner-based master of counselling credential.

2013 GOAL SET Launch two new academic programs at the Chicago Campus.

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2012 GOAL SET Embrace an international multi-campus environment through beginning three new initiatives that bridge Chicago and Vancouver.

2012 GOAL MET A two-month, cross-campus summit across the Vancouver and Chicago campuses led to a three-year plan unveiled in fall 2012, along with three new initiatives during 2011-12. The School enhanced and operationalized new cross-campus interactions among faculty, institutional committees, and leadership. More than 400 Chicago and Vancouver students, staff, and faculty also engaged in the School’s Professionalism Project, which produced a plan and community declaration of our values and standards for professional, responsible, and ethical behaviors within contemporary and societal contexts.

In addition, the Institute on Public Safety and Social Justice (IPSSJ) worked with Chicago and Vancouver students, faculty, and community partners to survey Canada’s relatively advanced efforts in the field and practice of restorative justice, to produce a white paper that will advance thinking and practice in the Chicago community and the United States.

2013 GOAL SET Establish global leadership through an international conference and the initiation of a center on the social determinants of mental health.

3KEY STRATEGY

Expand global impact and involvement.

4KEY STRATEGY

2012 GOAL SET Establish the legacy of the Harold and Birdie Mosak Library.

2012 GOAL MET In 2010, School Co-Founder, Distinguished Service Professor, and Board Trustee Harold Mosak, Ph.D., began working with the School to develop a lasting opportunity that would benefit the institution. That opportunity was identified as the library that Dr. Mosak and his late wife, Birdie, helped establish at the Alfred Adler Institute in its early years. Today, the Adler School library offers one of the world’s finest archives of Adlerian psychology materials.

The Adler School announced the Campaign for the Harold and Birdie Mosak Library in October 2011 on Dr. Mosak’s 90th birthday, with a re-dedication of the library at the Chicago Campus in honor of Dr. Mosak and his late wife, Birdie. The School has surpassed $500,000 in gifts and pledges for the five-year Mosak Library Campaign, toward its $1 million goal.

2013 GOAL SET Begin a planned giving program with formal processes, an initial five commitments for deferred or planned gifts, and supporting testimonials.

Ensure fiscal sustainability and diversify revenue sources.

13

14

Driven by mission to ensure fiscal responsibility

2012 GOAL SET Grow change in net assets by 10 percent over FY11 change.

2012 GOAL MET Our FY12 change in net assets was 15.2 percent over the FY11 change, maintaining nine years of reliable positive change in net assets and enabling us to continue to save responsibly for future initiatives.

We achieved our FY12 margin while carefully supporting the growth of the School, most notably increasing the number of staff and faculty by 34 percent and continuing capital improvements.

2013 GOAL SET Deliver positive change in net assets consistent with a planned purchase of the Chicago Campus.

2012 GOAL SET Grow revenues over fiscal year 2011 revenues.

2012 GOAL MET Revenue grew 15.9 percent over the previous year (FY11), to $30.2 million in FY12. Over the last nine years, the School’s revenues have increased 557 percent.

2013 GOAL SET Grow revenues 5 percent over FY12 budgeted revenues.

$8.3 FY06

$10.7 FY07

$13.8 FY08

$15.6 FY09

$19.6 FY10

$26.1 FY11

$30.2 FY12

Revenue amount in millions

Adler School Revenue

15

Driven by mission to recruit and train future practitioners

15

The compelling notion that individual mental health and well-being rely on healthy communities attracted students of psychology to the Alfred Adler Institute of Chicago when it opened its doors in 1952.

That notion continues to compel a modern generation of students—a generation identified by its desire to lead social change in the world—to attend the Adler School. And it remains the foundation of the Adler School’s innovative, growing scope of curricular offerings—all applying Adler’s concepts of social interest, community health, and systemic change to a

modern world, to sectors such as criminal justice, public policy, and military health in need of socially responsible practitioners.

In fall 2012, enrollment at the Adler School reached a record 1,199 students across the Adler School’s campuses in Chicago and Vancouver, and via the School’s growing online offerings including master of arts programs in Industrial & Organizational Psychology and in Criminology.

Student interest in the Adler School continues growing: Applications have increased by 44 percent in the last five years alone. So,

too, grows the academic credentials of our new students, the rigor of our distinctive curricula, and our scope of degree offerings. Class size remains small, averaging 10 students per section; faculty attention to students remains close, with a ratio of 13 students to each core faculty member. The School continues to ensure a high quality of student learning outcomes as measured by the Student Learning Outcomes Assessment Program (SLOAP).

FALL 2012 1,199

FALL 2007 715

FALL 2002 345

Adler School Enrollment

Sixty years ago, a small group of visionary practitioners passionately shared Alfred Adler’s revolutionary teachings on social interest—and his view that socially responsible practitioners must help build healthy communities and a socially just society.

And so they founded the Alfred Adler Institute in Chicago. They grew the Institute through engaging support from friends, community organizations, colleagues, students and, later, alumni, who shared the vision. It is the same way the Adler School grows today. Our alumni, friends, funders, and community and corporate partners provided tremendous support for growth and new initiatives in fiscal 2012.

Primary among these new initiatives made possible through donors’ support are the Campaign for the Harold and Birdie Mosak Library—and a new lecture series and scholarship program for deserving students, in memory of Elina Manghi, Psy.D.

A beloved faculty member and leading figure in child and adolescent psychology, Dr. Manghi passed away in January 2012. In collaboration with her family and colleagues, the Adler School established the Elina Manghi Memorial Child and Adolescent Psychology Lecture Series, featuring a leading figure in the field whose

work exemplifies the qualities and principles that Dr. Manghi espoused. In addition, the Elina Manghi Memorial Child and Adolescent Psychology Diversity Scholarship will support students from diverse racial and economic backgrounds entering the Doctor of Clinical Psychology Program, Child and Adolescent Psychology Track.

The 2011-12 year was also marked by expanded new opportunities through the Office of Alumni Relations and the Adler School Alumni Association Board for alumni to network, engage with professional development, mentor students and new graduates, and support School initiatives through giving.

Throughout the year, Adler School alumni, friends, funders, and corporate partners continued their ever-increasing support that strengthens the School’s ability to provide scholarships for deserving students; to provide for degree programs and programs such as the Institute on Public Safety and Social Justice, the Institute on Social Exclusion, and Adler Community Health Services; and to address immediate needs and emerging educational opportunities.

The legacy of support to lead social change continues.

16

Driven by mission to engage growing support

16% increase in revenue through gifts from Adler School alumni since FY11.

197% increase in revenue through contributions for student scholarships over FY11.

35% increase in foundation, corporate, and government support to the Adler School since FY11.

23% increase in Adler School alumni donors since FY11— and a 432% increase over the last five years.

FY12 giving at a glance

Giving to the Adler School

FY11 $531,545FY10 $515,595

FY09 $86,360FY08 $63,052

FY12 $980,315

Cash receipts

17

The Campaign for the Harold and Birdie Mosak Library

In 1952, Harold Mosak, Ph.D., co-founded the Alfred Adler Institute along with his mentor Rudolf Dreikurs and colleague Bernard Shulman, M.D. Together, they were the Institute’s faculty and staff—doing everything from handling mailings to developing the curriculum and teaching the first classes. Dr. Mosak and his wife, Birdie, were instrumental in developing the Institute’s first library, recruiting students, colleagues, and friends in the effort to acquire donated books.

Through the years, Dr. Mosak went on to teach at more than 70 academic institutions around the world and earn recognition as an icon of Adlerian psychology, while continuing his work with the School he helped found. He served as a long-term board chair until 1999, overseeing the organization’s development from the Institute to the School. Until her passing, Birdie was a full partner in his commitment to scholarship, teaching, community building, and work with students. Through their generosity, students from around the world have studied at the Adler School and spread its ideas throughout the globe—building a legacy of learning that has lasted more than six decades.

In honor of this legacy, the Adler School collaborated with Dr. Mosak and his family to establish the Campaign for the Harold and Birdie Mosak Library. The campaign launched on October 27, 2011, at a celebration of Dr. Mosak’s 90th birthday, with a dedication ceremony renaming the library at the Adler School Chicago Campus.

The five-year campaign has surpassed its first phase goal of $500,000 in gift and pledges, toward its $1 million goal to permanently name the library in honor of Dr. Mosak and his late wife, Birdie.

More than 200 donors, alumni, trustees, faculty, staff, and students joined Adler School President Raymond E. Crossman, Ph.D., and Dr. Mosak’s fellow School co-founder, Bernard Shulman, M.D., in honoring the Mosaks at this historic event.

To learn more about the Campaign for the Harold and Birdie Mosak Library, contact the Office for Institutional Advancement at 312.662.4031 or visit adler.edu/giving.

The Adler School recognizes these individuals who have generously contributed to the campaign to date:

AnonymousDeborah Bailey, M.A. (MAC) `90Scott M. BeckerThe Rev. Eugene BirminghamDavid and Roberta BlumenfeldRoseanne Boldt, Psy.D. `94 and Melvin Boldt Bob and Jane Ann BradburyThomas J. Brooks, M.A. (MAC) `90Mr. Charles A. BrudoMichael J. Caponi, Psy.D. `09Anthony* and Sheryl ChimeraJay O. Colker, M.A. (MAC) `80, D.M.*

Carolyn B. Colpetzer, M.A. (MAC) `90Allan Cox & Associates, Inc.Robert T. Cross, Certificate `63, Ph.D.Raymond E. Crossman, Ph.D.*

and Christopher B. DillehayPatricia M. Crull, Ph.D.Jo Beth Cup, M.S.M.* Charles R. CurtnerWesley DapkusPhyllis J. DeMarkRoger Di Pietro, Psy.D. `03 Renee Dushman, M.A. (MAC) `79Vida B. Dyson, Ph.D.* Udo Erasmus, M.A. (MAC) `88James H. EvansEdward V. and Victoria C. FasulaLeo Gold**

*Current faculty, administration and/or staff of the Adler School

**Deceased

Lori B. GoodmanNaomi Gorshow, M.A. (MAC) `85Ted GradyJeffrey Green* and Christopher RutledgeJane S. Griffith, M.A. (MAC) `82 and

Robert L. Powers, M.Div. Rabbi Arthur Gross Schaefer

and Laurie Gross SchaeferJesse R. Gross and Sylvia M. GrossChristopher L. Grunow, Psy.D. `95Rob GushurstThe Rev. Joseph HartMichael F. HartingsDaniel A. Haugen, Ph.D.Jane S. Hawley, Psy.D. `95Herbert HenryGerald M. Hilfiker

Janet and Fred HodgeEsther L. HofferbertJoyce M. Holmberg, M.A. (MAC) `79Ms. Moya E. JackLeigh Johnson-Migalski, Psy.D. `06*Ruth E. Katz, LP, M.A. (MAC) `87Thomas Kaufman, M.A. (MAO) `11Karen A. Koch, Psy.D.*Joanne Latham, M.A. (MAC) `91James S. Lemonides, M.A. (MAO) `06Marty and Sandy LuboviskiJill Ann Marks, LP, M.A.Joyce and Gary McKayCatherine G. McNeilly, Psy.D. `00*Cameron W. Meredith, Ph.D.Melvin I. Mishkin, M.A. (MAC) `89Dr. Jacob L. MosakEsther & Joel Mosak and Family, Diane & Howard Ganden, Barbara & Bryan MosakGerald J. Mozdzierz, Ph.D.Edna Nash**Maxwell and Cicely NathanIleana R. Nesbitt, Psy.D. `03 and Jon TomosJohn F. Newbauer, Ed.D.Dr. Arthur G. NikellyChristine Nisan, M.A. (MAC) `86Shirley Nord, M.A. (MAC) `82Meryl Pankhurst, M.A. (MAC) `08, Psy.D. `09Francesca A. PeckmanJoseph C. Pellegrino, Ph.D.Dorian L. PolsonJoseph Prinz, Psy.D. `91Paul R. Rasmussen, Ph.D.*Meghan M. Rivard*Patricia Robbins, LCPC, M.A. (MAC) `99Marlene SachsLaurie A. Sackett Maniacci, Psy.D. `00Beatrice Saemann-Naville, M.D.John SandersRoberta ShwartzMarsha A. Stolzoff, Ph.D.Ellen T. Stone, Psy.D. `02Dr. Sharon Stubblefield, M.A. (MAC) `78Timothy C. SullivanDavid Superstein, M.A. (MAC) `91Judy H. Sutherland, M.A. (MAC) `85Leon J. TaubLynn Todman, Ph.D.*Harriet L. Tower, M.A. (MAC) `83Joseph Troiani, Ph.D.*Philip R. and Becki E. UtigardFrancis X. WaltonLu WatsonLeonard WeitzmanDr. Donald R. Welti and Mrs. Patricia R. WeltiCharlene WencDr. and Mrs. Arthur G. WilliamsMarti Wilson, M.A. (MAC) `82

FIVE-YEAR$1 MILLION CAMPAIGN

LAUNCHEDOCTOBER 27, 2011

SURPASSEDMORE THAN $500,000

18

Donors

Visionaries’ Circle$250,000 and aboveIndependent Colleges Capital Program

Benefactors’ Circle$50,000 - $99,000The Rev. Eugene BirminghamThomas J. Brooks, M.A. (MAC) `90

Dreikurs’ Circle$25,000 - $49,999AnonymousChicago Area Project

Trustees’ Circle$10,000 - $24,999Scott M. BeckerRaymond E. Crossman, Ph.D.,* and Christopher B. DillehayMB Financial BankU.S. Department of JusticePhilip R. and Becki E. Utigard

President’s Circle$5,000 - $9,999Janet and Fred Hodge J&L CateringMichael MillerTranswestern Commercial Services, LLC

Fellows’ Circle$2,500 - $4,999American Psychological AssociationMary J. Cahillane, M.B.A. Jeffrey Green* & Christopher RutledgeThe Rev. Joseph HartMickey KesselmanKaren LeavittDr. Dennis E. McGuireSandra Siegal & Marvin Pollack c/o Pollack Family FoundationBernard H. Shulman, M.D.Spencer FoundationEric C. Warner

The Adler Society$1,000 - $2,499Larry Axelrod, Ph.D.*Bob and Jane Ann BradburyBetsy BrillCannon Design Martha E. Casazza*David Castro-Blanco, Ph.D.* Anthony* and Sheryl ChimeraVicki Chou, Ph.D.Allan Cox & Associates, Inc.Patricia M. Crull, Ph.D. Jo Beth Cup*Phyllis J. DeMarkRalph E. DeWittDiane Dinkins-CarrUdo Erasmus, M.A. (MAC) `88Dr. Eva D. FergusonPaul Fitzgerald, Psy.D. `97*Michael A. GellerDaniel A. Haugen, Ph.D.Holland & Knight LLPJames M. HoulihanIllinois Campus CompactMs. Moya E. JackKayhan InternationalDe-Anthony King*David J. Kreischer, M.A., Certificate `86Leopardo Companies, Inc.James H. Mathisen, PC, Psy.D. `99Mesirow FinancialSid L. Mohn, Ph.D.Esther & Joel Mosak and Family, Diane & Howard Ganden, Barbara & Bryan MosakKevin A. Osten, Psy.D.*Wendy Paszkiewicz, Psy.D.*Audrey PeeplesPrecise Printing Network Inc.Dorothy RappeportTheresa Reilly*Leslie Rittenmeyer, Psy.D. `02Meghan M. Rivard*Juan Salgado John SandersLindsay Setzer

David K. SinskiStricklin & AssociatesTimothy C. SullivanDr. Judy H. Sutherland, M.A. (MAC) `85Willa Taylor Lynn Todman, Ph.D.*Joseph Troiani, Ph.D.*Dr. Donald R. Welti &

Mrs. Patricia R. Welti

Sustainers$500 - $999Blueprint Wealth AdvisorsMark Branson*Canon Business SolutionsJay O. Colker, M.A. (MAC) `80, D.M.* Roger Di Pietro, Psy.D. `03Dynamic Campus Solutions, Inc.Environmental Systems Design, Inc.First CommunicationsWilliam W. Greaves, Ph.D.Jesse R. Gross and Sylvia M. GrossRob Gushurst Susan D. Hagen, Psy.D. `95Craig Hines*Elinor K. Hite*Gary W. HollanderInstallation SpecialistsKathy Schaeffer & AssociatesDavid Katz, Ph.D.* Greg MacVarish*Scott MarquardtDanny L. McGuire, Jr.Catherine G. McNeilly, Psy.D. `00*Melvin I. Mishkin, M.A. (MAC) `89 Ileana R. Nesbitt, Psy.D. `03Netrix, LLCSmithAmundsen LLCSound IncorporatedSterling Services, Inc.Studio ASummit Search SolutionsFrank E. TaylorTropical RentalsUhlich Children’s Advantage Network –

UCAN

Associates$250 - $499Josefina Alvarez, Ph.D.*AnonymousVilija Ball, Psy.D. `09Michael A. Banghart, M.A. (MAC) `01Mark E. Bilkey, Psy.D. `97*Michelle Brice*Cristina Cox, Ph.D.*Nancy Farina-Johnston, M.A. (MAO) `06Edward V. and Victoria C. FasulaBernd Gaubatz, Psy.D. `90Ted GluckThomas Kaufman, M.A. (MAO) `11Sarah A. KnightKaren A. Koch, Psy.D.*Kenneth J. Lewandowski, M.A. (MAP) `11

Gerald J. Mozdzierz, Ph.D.Mitzi C. Norton*Debra Paskind, ATR-BC*Laurie A. Sackett Maniacci, Psy.D. `00Beatrice Saemann-Naville, M.D.Javier F. Ubarri, M.B.A.Dr. Firoza B. Van Horn, Psy.D. `92Nike B. Whitcomb James Whitmer, J.D.*

FriendsUp to $249Angela Ali, M.A. (MAF) `09Janki Amin, M.A. (MAF) `08AnonymousMarjory N. Antrim, M.A. `90Alice R. Archer, M.A. (MAC) `91Clara BarrancoMegan Beacham*Marnee E. Behrstock, M.A. (MAT) `10Karon Bernstein, M.A. (MAC) `06Julie Blackburn, M.A. (MAT) `09David and Roberta BlumenfeldSara Boatwright Cull, M.A. (MAC) `08, Psy.D. `10Sharon A. Bracko-Grubbs, M.A. (MAP) `09Sgt. William J. Bradley, M.A. (MAP) `10MaryEllen Brill, M.A. (MAO) `03Timothy C. Brown*Mr. Charles A. BrudoJonathan BundtTimothy F. Burns, Sr., M.A. (MAC) `91Jasmine D. Cain, M.A. (MAC) `09Janet E. Campbell, M.S.W. Michael J. Caponi, Psy.D. `09Cagney Cappelli, M.A. `98Elizabeth Carswell, M.A. (MAC) `03Patricia A. Casey, M.A. (MAP) `10Margaret and Anthony CataneseMaureen Chapman, M.A. (MAC) `05Diane Chaput, M.A. (MAT) `99Angela ChastainRoch H. Cheng, M.A. (MAC) `03Robert Chucka, Psy.D. `01Arthur J. Clark and Marybeth ClarkCarolyn B. Colpetzer, M.A. (MAC) `90Daniel Cooper, Ph.D.*C. Leslie Cox, Psy.D. `04Ralph Craig, M.A. (MAP) `07Robert T. Cross, Ph.D., Certificate `63Kristy Crowley, M.A. `07Charles R. CurtnerWesley DapkusBryan Davies, M.A. (MAC) `04Sheryl Davis-Kahn, M.A. (MAC) `06Laura R. De Diego Brako, M.A. (MAC) `08Louella De Vries, M.A. (MAF) `95Joyce and Frank DeatonTimothy S. Devitt, Psy.D. `06 Mary O. Drout, Ph.D.*Michael Dublak*Scott T. Dubois, M.A. (MAC) `03, Psy.D. `10Renee Dushman, M.A. (MAC) `79 Vida B. Dyson, Ph.D.*

who have provided financial support to the Adler School, in order to help further the School’s mission to graduate socially responsible practitioners, engage communities, and advance social justice. With sincere gratitude, the Adler School recognizes the benefactors listed on these pages who supported the School and our work through gifts and pledges from September 1, 2011, through August 31, 2012.

WE CELEBRATE THE GENEROSITY OF THE ALUMNI, FACULTY AND STAFF, FOUNDATION AND CORPORATE PARTNERS, AND COMMUNITY FRIENDS

19

Frank J. Elmudesi, Psy.D. `94Margaret A. Engstrom, M.A. (MAP) `10Taylor C. Esposito, M.A. (MAC) `08,

Psy.D. `10James H. EvansSandra J. Fallon, M.A. (MAC) `85,

Psy.D. `93 William L. and Margaret L. FoegeLaura Foster, M.A. (MAT) `04Erika Fountain, M.A. (MAC) `06Rebecca Fraenkel, M.A. (MAC) `88Eric J. Frank, Psy.D. `96Frederic W. Cook & Co., Inc.Marilyn FreifeldMaria Fritz*Cher Geiger, Psy.D. `99Paulette G. Georgantas, M.A. (MAC) `10Colette Golden, M.A. (MAC) `03Herbert Goodman, Jr., Psy.D. `07Lori B. GoodmanRita Gray, Psy.D. `04Barbara A. Greenham-Conway,

Psy.D. `00Jane S. Griffith and Robert L. Powers,

M.Div., M.A. (MAC) `82Rabbi Arthur Gross Schaefer and

Laurie Gross SchaeferDr. Christopher L. Grunow, Psy.D. `95Eileen T. Guest, M.A. (MAP) `09Danielle L. Guzick, M.A. (MAC) `05Jacob Hansen, M.A. (MAF) `08*Jane S. Hawley, Psy.D. `95Louis V. Haynes, M.A. (MAC) `10Lynn Henderson, Psy.D. `09Herbert HenryIvy D. HewittGerald M. HilfikerJannie Holland*Joyce M. Holmberg, M.A. (MAC) `79Poonam D. Ishanpara, M.A. (MAC) `10Royce JacksonGeoffrey Jania, M.A. (MAP) `09Zorana Jeffries, Psy.D. `01Leigh Johnson-Migalski, Psy.D. `06*Ruth E. Katz, LP, M.A. (MAC) `87Amy Khattar Hahn, M.A. (MAT) `09Katherine Kopsky*John and Nancy KuykendallAnthony C. LaBrosse, M.A. (MAT) `10Barney L. LaneJoanne Latham, M.A. (MAC) `91Steven S. Laureto, M.A. (MAP) `11James S. Lemonides, M.A. (MAO) `06Jordon Levin, Psy.D. `97Mr. Matthew R. LewinMarty and Sandy LuboviskiKatherine A. Lux*Jill Ann Marks, LP, M.A.Kimberly M. Martin, Psy.D. `10Jesse Martinez* Louis E. Martinez, M.A. (MAP) `10Lisa McCaskill*Terry L. McCormick, Psy.D. `11

Matthew E. McFadden, Psy.D. `04Loretta K. Mckenzie, Psy.D. `98Paula McKibbenDouglas McKinley, Psy.D. `90Cameron W. Meredith, Ph.D.Zoaib Mirza, M.A.*Melvin I. Mishkin, M.A. (MAC) `89Colleen Mitchell, Psy.D. `08Nataka Moore, Psy.D.*Tammy Moore*Cameron Morrison*Dr. Jacob L. MosakArena Mueller, Psy.D. `06Robert Musikantow, Ph.D.*Edna Nash** Maxwell and Cicely NathanJohn F. Newbauer, Ed.D.Dr. Arthur G. NikellyChristine Nisan, M.A. (MAC) `86Barbara Nissenbaum, Psy.D. `06Sherry T. Odunsi, M.A. (MAP) `10Theresa Okunowski, M.A. (MAT) `02Shaela G. Opgenorth, M.A. (MAC) `01Meryl Pankhurst, M.A. (MAC) `08, Psy.D. `09Nina Pappas-Gritzalis, Psy.D. `99Neal S. Paul, M.A. (MAC) `11Francesca A. Peckman, Psy.D.Joseph C. Pellegrino, Ph.D.Marcia K. Peot, M.A. (MAP) `10Hope Popa*Joseph Prinz, Psy.D. `91Victoria Priola-Surowiec, Psy.D.*Elena Quintana, Ph.D.*Benjamin Rader, Psy.D. `08Mary Reagan-Vorasorn, M.A. (MAT) `99Francine Reed*Anissa Rivers, Psy.D. `06Patricia Robbins, LCPC, M.A. (MAC) `99Jean C. Robbins, M.A. (MAC) `92Berol and Shirley RobinsonBarbara A. Ronis, `80Miceal C. Rooney, Psy.D. `96Maribel Rosario*Gail D. Roy, ATR-BC *Dr. James L. Rust, M.A. (MAC) `84Marlene SachsAlyson Schafer, M.A. (MAC) `04Marie-France Shortliffe, M.A. (MAC) `98Roberta ShwartzJohanna Simmons, M.A. (MAC) `09April R. Smith, Psy.D. `95Kenneth A. Smith, M.A. (MAC) `98John F. Sokol, M.A. (MAC) `05, Psy.D. `09 Suzanne St. John Smith, M.A. (MAC) `04Steven J. Stein, M.Ed., M.A. (MAC) `79 Margaret S. SteinleRebecca Stewart, M.A. (MAC) `06Janet F. Stewart-Lofton, M.A. (MAF) `09Marsha A. Stolzoff, Ph.D.Ellen T. Stone, Psy.D. `02Cynthia Stong*Kelly Storie, M.A. (MAC) `98Jessica Strang, Psy.D. `07

Dr. Sharon Stubblefield, M.A. (MAC) `78David Superstein, M.A. (MAC) `91Leon J. TaubGillian D. Taylor, M.A. (MAT) `10Charlene Terlizzi, Psy.D. `96Alfred M. Thomas, Jr., M.A. (MAP) `07Richard Thorpe, Psy.D. `98John Tirado, Ph.D., Certificate `03Susan M. TolleHarriet L. Tower, M.A. (MAC) `83Richard Travis, Psy.D. `08William J. Udrow, M.A. (MAC) `08,

Psy.D. `10 D. Andrew Ulrich, M.A. (MAC) `07Doris C. Van AkenStefanie G. Wade, M.A. (MAC) `01Joy Waldner, M.A. (MAC) `98Francis X. Walton, Ph.D.Hattie Wash, Psy.D. `95Lu WatsonKarla A. Weinbrenner, M.A. (MAP) `06Mr. William L. WhiteNadia Whiteside*Dr. and Mrs. Arthur G. WilliamsCarolyn Williams-MezaBradford L. Woods, M.A. (MAC) `99

IN MEMORIAMIn memory of Gary BehrstockMarnee E. Behrstock, M.A. (MAT) `10

In memory of Sadie DreikursDr. Judy H. Sutherland, M.A. (MAC) `85

In memory of Gloria GatesJoyce and Frank DeatonRoyce JacksonPaula McKibbenMargaret S. SteinleDoris C. Van Aken

In memory of Elina ManghiJosefina Alvarez, Ph.D.*David Castro-Blanco, Ph.D.*Margaret and Anthony CataneseMary O. Drout, Ph.D.*Maria Fritz*David Katz, Ph.D.*Robert Heller, Ph.D.*Karen A. Koch, Psy.D.*Dr. Dennis E. McGuireCatherine G. McNeilly, Psy.D. ’00*Tammy Moore*Mitzi C. Norton*Debra Paskind, ATR-BC*Wendy Paszkiewicz, Psy.D.*Gail Roy, ATR-BC*Susan M. Tolle

In memory of Birdie MosakChristine Nisan, M.A. (MAC) `86

In memory of William PowersJonathan Bundt

In memory of Manford SonstegardAnonymous

IN HONORIn honor of Heinz and Rowena AnsbacherThe Rev. Joseph Hart

In honor of Jane GriffithChristopher L. Grunow, Psy.D. `95

In honor of Harold MosakJesse R. Gross and Sylvia M. GrossJill Ann Marks, LP, M.A.Dr. Jacob L. MosakMaxwell and Cicely NathanBerol and Shirley RobinsonRabbi Arthur Gross Schaefer and Laurie Gross SchaeferDr. Sharon Stubblefield, M.A. (MAC) `78Timothy C. SullivanLu Watson

In honor of Bernard ShulmanSandra J. Fallon, M.A. (MAC) `85, Psy.D. `93 Ted GluckMickey KesselmanMichael MillerDorothy Rappeport

Adler School Golf Classic Sponsors

Blueprint Wealth Advisors Canon Business SolutionsCannon Design Dynamic Campus Solutions, Inc. Environmental Systems Design, Inc. First Communications Holland & Knight LLPInstallation Specialists Kathy Schaeffer & AssociatesKayhan InternationalLeopardo Companies, Inc. MB Financial Bank Mesirow Financial Netrix, LLCPrecise Printing Network Inc. Scott M. Becker & FamilySmithAmundsen LLC Sound Incorporated Sterling Services, Inc. Stricklin & Associates Studio A Summit Search Solutions Transwestern Commercial Services, LLCTropical Rentals

*Current faculty, administration, and/or staff of the Adler School

**Deceased

If an entry appears listed in error, or if you have questions about this list of contributors, please contact Lisa McCaskill, Office for Institutional Advancement, 312.662.4034 or [email protected].

Adler School of Professional Psychology Board of Trustees

David Sinski, M.A., Board Chair Executive Director, Heartland Human Care Services

Betsy Brill, M.B.A. President, Strategic Philanthropy, Ltd.

Janet Campbell, M.S.W. Coordinator of Child and Youth Mental Health, Vancouver Coastal Region, Ministry of Children and Family Development

Victoria Chou, Ph.D. Dean, College of Education, University of Illinois at Chicago

Raymond E. Crossman, Ph.D. President, Adler School of Professional Psychology

Ralph DeWitt, M.P.A. Manager, Village of Homewood

Michael Geller, B. Arch., M.A.I.B.C. President, The Geller Group

William W. Greaves, Ph.D. Former Director/Community Liaison, Advisory Council on Gay and Lesbian Issues, City of Chicago Commission on Human Relations

James M. Houlihan Former Cook County (Illinois) Assessor

David J. Kreischer, M.A. Managing Partner, Higgins Kreischer and Associates, LLC

The Rev. Dr. Sid Mohn President, Heartland Alliance for Human Needs & Human Rights

Harold Mosak, Ph.D. Co-Founder and Distinguished Professor, Adler School of Professional Psychology

Audrey Peeples Retired, Former Chief Executive Officer, YWCA of Metropolitan Chicago

Juan Salgado, M.U.P. President and Chief Executive Officer, Instituto del Progreso Latino

Lindsay Setzer Retired, Former Director, Maples Adolescent Treatment Centre

Bernard Shulman, M.D. Director of Psychiatric Services, Diamond Headache Clinic; Co-Founder, Adler School of Professional Psychology

Willa Taylor Director of Education and Community Engagement, Goodman Theatre

Javier Ubarri, M.B.A. President and Chief Executive Officer, The Federal Savings Bank

Eric C. Warner, P.T., M.S. Chief Executive Officer, Accelerated Rehabilitation Centers

Adler School Alumni Association Leadership Board, 2011-12

Mark Bilkey, Psy.D. ’97, President Tim Devitt, Psy.D. ’06, Vice President Vilija Ball, Psy.D. ‘09 Erika Creydt, Psy.D. ‘05 Nancy Johnston, M.A. ‘06 Chasidy Karpiuk, M.A. ‘06 Tony LaBrosse, M.A. ‘10 Tom Lindquist, M.A. ’09,

Student Representative Roger Peden, M.A. ‘01 Michael Ryle, M.A. ‘08 Nancy Ukpe, M.A. ‘07


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Leading socially responsible practice

SOCIALLY RESPONSIBLE

PRACTITIONERS WORK TO ENSURE

COMMUNITY HEALTH.


1952 2012

Chicago Campus17 North Dearborn StreetChicago, Illinois 60602312.662.4000

Vancouver Campus1090 West Georgia StreetSuite 1200Vancouver, British Columbia V6E 3V7604.482.5510

The Adler School of Professional Psychology, established in 1952, is the oldest independent psychology school in North America. The Adler School continues the pioneering work of the first community psychologist Alfred Adler by graduating socially responsible practitioners, engaging communities, and advancing social justice.

adler.edu <— Pg 24(Cover)(Spread 1) Short trims 0 in.

Driven by Alfred Adler's Paradigm-Shifting, Rule-Breaking, Revolutionary Ideas for Sixty Years

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