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Staff
MICHAEL BASSECHES Education: B.A. (1972), Swarthmore College (High Honors in Psychology and Philosophy); Ph.D. (1978), Harvard University (Personality/Developmental Psychology). Post-doctoral internships and clinical psychology training at Tufts University Counseling Center, South Shore Mental Health Center, and Clark University. Background: Faculty member (25+ years) at Cornell University, Swarthmore College, Suffolk University, and Massachusetts School of Professional Psychology. Head Resident and Resident Tutor at Pforzheimer House; Tutor and Teaching Fellow at Harvard in Psychology, General Education, and Graduate School of Education; Instructor in Psychology at Harvard Medical School (McLean Hospital). Consultant to business, religious and educational organizations; draft counseling and nonviolence training; taxi driver in NYC. Currently: Licensed Psychologist in private practice (individual, couple, family, and group psychotherapy, and supervision); Professor of Clinical Psychology, Suffolk University; Fellow, The Clinical-Developmental Institute. Interests: Forms of rationality and irrationality (how they develop, interact with each other and generate conflict, and how these often painful conflicts can be transformed into developmental opportunities); dialectical and critical thinking; life-span human development; relationship of individual and organizational development; integration of intellectual and personal development; philosophical and religious concerns underlying academic and personal conflicts; sexuality; higher education, work, counseling and psychotherapy as contexts for adult development. Bureau Activities (in addition to counseling, consulting, teaching the Reading Course, and academic advising):
Personal: Grew up in Greenwich Village. Divorced, two children (ages 18 and 14). Interests in social change; sports; movies and theater; spending time near and in the ocean. GHAZI KADDOUH Education: B.A. (1996), UC. Berkeley (Psychology); M.A. (1999), John F. Kennedy University (Consciousness Studies); Psy.D. (2004), The Wright Institute (Clinical Psychology). Pre-doctoral internship at University of Oregon. Post-doctoral fellowship at UC/Berkeley Counseling and Psychological Services. Background: Dropped out of college in Lebanon due to the civil war. After coming to the US, I attended Junior college and graduated Valedictorian, which earned me an Alumni Scholarship to UC/Berkeley. At Berkeley I did very well academically and graduated with highest honors. Some personal challenges and hardships delayed my decision to go to graduate school. Instead, I took time off from serious psychology studies, and attended a light and spiritual Masters program at J.F. Kennedy University. After I earned my Masters degree, I was ready to resume my clinical studies. I attended the Wright Institute, in Berkeley, California, where I earned my doctorate in Clinical Psychology. Currently: Licensed Psychologist in California and Massachusetts. Interests: Cross-cultural issues in psychology and multi-cultural adjustment; spirituality and meditation; the use of imagery and metaphors in counseling; the relationship between stress and mental and physical illness; time management, study skills, and career choices. Helping students cope with anxiety and stress, and helping them achieve a balanced lifestyle. Bureau Activities (in addition to counseling, consulting, teaching the Reading Course, and academic advising):
Personal: Originally from Lebanon; came to U.S. in 1984 during the war, after a shell exploded in my bedroom, while I was in bed. Traveled a lot at an early age, and lived in many countries. In addition, I came across various cultures and met different people and values during nine years of travel as a flight attendant. Married to another world traveler, and have a lovely infant daughter. My wife’s Chinese ethnicity influenced my interest in Asian cultures. I traveled numerous times to Asia, and dabbled with Chinese medicine, including acupressure and flower essence therapy, becoming certified in both. Personal interests also include exercise, hiking, camping, and eating good and nutritious foods. ABIGAIL LIPSON, DIRECTOR Education: B.A. (1977), Hampshire College, Amherst, MA (Psychology and Education); Ph.D. (1981), Duke University (Clinical Psychology). Post-doctoral clinical internship at Harvard University, NIMH post-doctoral research fellowship in cognition at U.Mass/Amherst. Background:
Dropped out of high school in pursuit of an education. Studied psychology and
cognitive development at Hampshire College and clinical psychology at Duke
University. Came to Harvard for a post-doctoral clinical internship at UHS, and
then joined the Bureau for almost 15 years. Directed the American University
Counseling Center in Washington DC for eight years. Returned to the Bureau in
2005. Still happily in pursuit of an education. Interests: How students learn and grow in college; how people make and remake life decisions and live with their consequences; the relationships between learning, motivation, achievement, and creativity; persistence in the face of failure; persistence in the face of success; the creative process in the arts and sciences. Bureau Activities
Personal: Grew up in New England; have lived and traveled in many other countries. Love spending time with my multicultural/multilingual/multireligious/multiracial/multinational extended family. FRANK J. McNAMARA Education: B.A. (1976), University of Massachusetts (Psychology); M.A. (1986), Lesley College (Counseling Psychology); Psy.D. (1994), Massachusetts School of Professional Psychology. Clinical internships at the Behavioral Medicine Program, Cambridge Hospital and the Trauma Center, Human Resource Institute; practica in college counseling and community mental health clinics. Background: Trained in multiple approaches to physical and emotional self-regulation. Currently: Licensed Psychologist in Massachusetts and private practice. Interests: The emotional, psychological, and moral development of the individual; the relationship between self-development and education; the dynamics of social influence and self-deception; the influence of theoretical frameworks on the process of counseling and psychotherapy. Bureau Activities (in addition to counseling, consulting, teaching the Reading Course, and academic advising):
Personal: Grew up in Boston. Married with two sons. JENNIFER C. PAGE Education: B.A. (2000), Williams College (Psychology & History); Ph.D. (2005), University at Albany (Counseling Psychology). Background: Trained as a Counseling Psychologist with a specialization in college counseling. Completed a pre-doctoral clinical internship at the University of Pennsylvania’s Counseling & Psychological Services and a post-doctoral clinical fellowship at Pace University Westchester’s Counseling and Personal Development Center. Received additional training in learning issues at the University of Pennsylvania’s Adult ADHD Treatment and Research Program. Currently: Licensed psychologist also practicing as a grief and loss consultant for Hold the Door for Others, Inc., a September 11th inspired, non-profit organization. Interests: Learning styles and strategies; embracing different learning abilities; adult ADD/ADHD; managing perfectionism; overcoming eating and body image concerns; self and career exploration; coping with grief, loss and trauma; managing stress and finding balance in academic life; training and supervision. Bureau Activities (in addition to counseling, consulting, teaching the Reading Course, and academic advising):
Personal: Grew up in a historic sailing town on Boston's North Shore. Value the personal meaning that I find in my professional work, my relationships with family and friends, and being perfectly imperfect. Interests include exercise and sports, music, movies and journalism, dining out, and going to the beach. ARIEL PHILLIPS Education: B.A. (1973), University of California; M.Ed. (1980), University of California; Ed.D. (1989), Harvard University (Human Development and Psychology). Internship at Bureau of Study Counsel. Background: Teaching Fellow, Harvard Graduate School of Education; facilitator of workshops on parenting and on listening. Currently: Licensed Psychologist in Massachusetts and private practice. Interests: The experience of non-traditional students; procrastination and other study issues; life-span development; the creation of personal meaning in work and life generally; the development of empathy; issues of gender, sexuality, race, and culture; conflict resolution; conditions for counselors' own growth and learning; exploration of meanings of the terms "success" and "failure." Bureau Activities (in addition to counseling, consulting, teaching the Reading Course, and academic advising):
Personal: Born and raised in California. Married, 2 children. Interests include biking, hiking, horseback riding, volleyball, travel, animal life. SHEILA M. REINDL Education: A.B. (1981), Harvard-Radcliffe (Biology); Ed.M. (1988), Ed.D. (1995), Harvard Graduate School of Education (Counseling and Consulting Psychology). Background: Former teacher of expository writing. Director of Harvard Writing Center. Author, Sensing the Self: Women's Recovery from Bulimia (Harvard University Press, 2001). Currently: Licensed Psychologist in Massachusetts and private practice (Cambridge). Interests: Experience of coming to sense and trust one's self; use of the self in the service of something beyond the self; the experience of shame and its relevance to teaching, learning, intimacy, and growth; development of voice and authority in writing and in life generally; experience of working-class students in a college setting; the nature of intimacy in the mentor-student relationship; the role of curiosity, playfulness, and acceptance of imperfection in our relationships with self, others, and our creative endeavors; recovery from eating disorders. Bureau Activities (in addition to counseling, consulting, teaching the Reading Course, and academic advising):
Personal: Born and raised in Madison, WI. Interests include color and design, fabric and fibers, writing, and stories of how people learn to love. Married with two stepdaughters. M. SUZANNE RENNA, ASSOCIATE DIRECTOR Education: Ed.M. (1977), Ed.D. (1988), Harvard Graduate School of Education (Administration, Planning, and Social Policy, Special Program for Counseling). Clinical internship in Psychiatric Department, Matthew Thornton Health Plan, Nashua, NH. Training in psychosynthesis and spiritual psychology, The Concord Institute at Concord, MA (1990-1998). Mediation Training for Mental Health Professionals at The Massachusetts Center for Dispute Settlement (2002) and the Northeast Center for Dispute Settlement (2004). Background: Former Teaching Fellow, Harvard Graduate School of Education and Harvard Divinity School. Currently: Consultant in faculty development to secondary schools and colleges. Interests: Learning and development across the life span; cross-cultural issues; world religions; relationship of parents with their adolescent and grown children; concerns about eating and body image; gender issues in the classroom. Mediator for conflict resolution. Interested in talking with students about where they are headed in life, who they are becoming, and how they are getting there. Bureau Activities (in addition to counseling, consulting, teaching the Reading Course, and academic advising): Group/Workshop Leader: Time Management; Study Skills; What Should I Do? A Workshop for Friends, Lovers, and Roommates of People with Eating Disorders; Creative Relating; What We May Be: Body, Mind and Spirit; WISH (Workshop in Studying at Harvard)
Personal: As a child, started school in Taipei; later returned to Asia when L.O.A. from college turned into 11 years abroad; lived in India, Bangladesh, and Indonesia, where I dabbled in public health and education, studied dance and music. Five grown children (two daughters and three stepsons), four grandchildren. Concern for world peace; international development and cultural survival. Interest in Asian music, dance, and art; ceramics, photography, gardening; retrofitting an old house with renewable energy sources; hiking and camping; traveling to far-flung places. CRAIG F. RODGERS Education: S.B., S.M. (M.B.A. with thesis) (1988), M.I.T. (Business/Finance/Real Estate); Ed.M. (1996), Harvard Graduate School of Education (Adolescent Risk and Prevention); J.D. with Honors (2000), George Washington University (Law); Psy.D. (2001), George Washington University (Clinical Psychology). Background: Field Instructor/Course Director, Outward Bound and other wilderness-based, experiential education nonprofits (mostly with adjudicated and at-risk adolescents). Psychology Associate, DC Superior Court. U.S. Army Reservist. Stockbroker. Attorney. Wilderness First Responder. Currently: Coordinator, Harvard College Marathon Challenge. Coordinator, AAPEX (sport psychology for Harvard College student-athletes). Member, U.S. Olympic Committee Sport Psychology Registry. Certified Consultant in Sport Psychology, AASP. Licensed Psychologist in Massachusetts. Interests: Dynamic decision-making, problem-solving, and prioritizing; sensitive and sensible conflict resolution (with roommates, girlfriends/boyfriends, teammates, peers, parents, administrators, faculty, etc.); sport psychology; sexuality and gender; collegiate alcohol and drug use; undergraduate thesis-writing; exploring academic and vocational options; adjusting to college life; balancing non-academic interests with academic demands; clarifying and attending to one's evolving values, goals, and interests; group and organizational dynamics; identity development and labeling. Bureau Activities (in addition to counseling, consulting, teaching the Reading Course, and academic advising):
Personal: Enjoy running; good food; free food; answerable questions; questionable humor; common sense; glimpsing the ephemeral "big picture"; exploring Boston's fringe industrial areas, genteel architecture, and graciously dilapidating infrastructure. NITI SETH Education: Jr. B.A. (1967), University of Bombay, Bombay, India (Economics and Political Science); B.A. (1969), Beaver College (Honors); M.S. (1974), Boston University (Film, School of Public Communications); Diploma (1978), Family Institute of Cambridge); M.Ed. (1985), Ed.D. (1988), Harvard Graduate School of Education (Counseling and Consulting Psychology). Clinical internships at Dorchester Multi-service Center, Brookline Mental Health Center, Tufts University Counseling Center. Background: Work with village women in Gujarat, India, in an ongoing rural development project. Teaching and administrative experience at MIT in educational video resources (12 years), at Boston University in film (2 years), and at Harvard Graduate School of Education and Lesley College in counseling psychology (4 years). Clinical work at Wellesley College Stone Center (2 years). Supervisory work at Northeastern and the Kantor Family Institute (8 years). Currently: Dean, School of Psychology and Counseling (1 year) Director (4 years); and Professor in Counseling Psychology (19 years) at Cambridge College; Licensed Psychologist in Massachusetts and in private practice in psychotherapy of individuals, couples and families (Belmont). Interests: Cross-cultural issues; multi-ethnic families and cross-cultural couples; consulting to organizations and groups. Consultation and outreach on different learning styles, interpersonal issues in classes and residences, diversity on campus. International development, human rights, peace, education, film analysis, and indigenous textiles. Bureau Activities (in addition to counseling, consulting, teaching the Reading Course, and academic advising):
Personal: Born and raised in Mumbai, India; came to U.S. as undergraduate transfer student from University of Bombay (1967). Married, 2 children. SUNGLIM A. SHIN Education: B.A. (1982), State University of New York at Binghamton (Psychology); M.A. (1986), Ph.D. (1993), University of Rochester (Clinical Psychology). Background: Staff psychologist at Harvard Business School working with MBA students; staff psychologist at Temple University Hospital mostly working with medical patients. Internships at Department of Psychiatry of Temple University Hospital and at the Counseling and Psychological Services of University of Rochester. Interests: Development of "voice" in academics and relationships, speaking up and assertiveness as developmental skill and concerns especially for international students and women, meditation and mind-body connection, sexual violence, self-compassion, identity concerns/explorations (gender, race, ethnicity, class, sexual, religious). Bureau Activities (in addition to counseling, consulting, teaching the Reading Course, and academic advising):
Personal: Born in Seoul, Korea, immigrated to U.S. in 1970. Grew up in the Bronx. CLAIRE P. SHINDLER Education: B.A. (1986), Bard College (Religion); M.A. (1998), Ph.D. (2001), University of Massachusetts Boston (Clinical Psychology). Background: Clinical experience includes individual, couples and group counseling training in college settings at University of Massachusetts Boston and Harvard University (Bureau of Study Counsel Intern) and in medical settings at Harvard Vanguard Medical Associates and Arbour-HRI Hospital (Center for Women's Development). Teaching assistantships in psychology and psychological assessment. Interests: Ways to find our place in the world and determine what is valuable to who we are and hope to be.; the relationship between sense of self, spirituality, faith, and religion; learning about life and the world through fiction; all aspects of identity exploration, the role of formal education in personal and intellectual development; developing study strategies; perfectionism and the way that internal and external expectations influence choices. Bureau Activities (in addition to counseling, consulting, teaching the Reading Course, and academic advising):
Personal: Married. Born in Brooklyn, NY. Raised by the ocean in Queens. Interests include fiction, being near the ocean, baseball, movies. DIANE A. WEINSTEIN Education: A.B. (1969), Cornell University (Classics); A.M. (1971), Harvard University (Classics); further study at Harvard Graduate School of Education and at Cambridge College (M.Ed., Mental Health Counseling). Background: Resident Tutor and Senior Adviser at North (Pforzheimer) House (5 years). Teaching Fellow at Harvard in General Education and Classics. Instructor of expository writing at Lesley College. Currently: Instructor, Harvard Extension School; Consultant, Crimson Summer Academy. Interests: Teaching/learning process, including the teacher-student relationship; experience of nontraditional students; issues of social class in a college setting; the nature of human resilience. Value opportunities to talk with students about the wide range of concerns involved in learning and growing. Bureau Activities (in addition to counseling, consulting, teaching the Reading Course, and academic advising):
Personal: Married, two grown children. Interested in community and environmental concerns such as public schools and community-supported agriculture. Greatly prefer biking and walking to automobile use. Enjoy and support the local arts scene.
SELECTED PUBLICATIONS BY
BUREAU STAFF Basseches, M. Dialectical Thinking and Adult Development. Norwood, NJ: Ablex Publishing Co., 1984. (ISBN 0893910171) Ducey, C. Harvard happiness and its relation to early wishes, autonomy and intimacy. The Harvard Crimson, January, 1999. Ducey, C. Student difficulties as disguised efforts at adaptation. Harvard/Radcliffe Parents Newsletter, Winter, 1998. Lipson, A. The road to Digitopolis: Perils of problem solving. School Science and Mathematics. 95(6), 1995, pp. 282-289. Lipson, A. The confused student
in introductory science. College Teaching, 40(3),
1992, pp. 91-95. Lipson, A. Learning: A Momentary Stay Against Confusion. Teaching and Learning: The Journal of Natural Inquiry, 4(3), 1990, pp. 2-11. Lipson, A. School is Hell: Metaphors for Learning. Teaching and Learning: The Journal of Natural Inquiry, 4(1), 1990, pp. 11-20. Lipson, A. Academic amnesia. Harvard Magazine, January-February, 1988. Morimoto, K., with Judith Gregory and Penelope Butler. Notes on setting the context for learning. Harvard Educational Review, 43(2), May 1973, pp. 245-257. Morimoto, K. On trying to
understand the frustrations of students. Harvard
University Bureau of Study Counsel, 1972 (pamphlet,
out of print). Perry, W. G., Jr. On advising and counseling. Harvard University Bureau of Study Counsel, Annual Report 1972-73 (pamphlet, out of print). Perry, W. G., Jr. Examsmanship and the liberal arts: An epistemological inquiry. Harvard University Bureau of Study Counsel, Report to the Committee on Educational policy of the Faculty of Arts and Sciences, Harvard University, March 1963 (pamphlet, out of print). Perry, W. G., Jr. On the relation of psychotherapy and counseling. Annals of the New York Academy of Sciences, 6(3), November 1965, pp. 396-407. Phillips A., Basseches, M., Lipson, A. Meetings: A swampy terrain for adult development. Journal of Adult Development, Volume 5, Number 2, 1998. pp. 85-103. Phillips A., Lipson A., Basseches, M. Empathy and Listening Skills: A Developmental Perspective on Learning to Listen. In Interdisciplinary Handbook of Adult Lifespan Learning. JD Sinnott (ed.). Westport, CT: Greenwood Press, 1994, pp. 301-324. Reindl, S. Sensing the Self. Cambridge, MA: Harvard University Press, 2002.
Many additional materials by Bureau Staff are available
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