This is your access point for NECTOP 2021 VIRTUAL on November 5, 2021. Visit this page often for speaker updates and conference schedules.

9:00 AM

NEPA Science and Society: Beyond the Ivory Tower: Science for Society (Pre-recorded)


Ayanna K. Thomas, Ph.D.
Tufts University

Nearly every public policy issue has a scientific component. Consider, as one example, how many police jurisdictions across the United States have now adopted reforms recommended by psychological science for how they construct, conduct, and preserve eyewitness identification evidence. Such a significant change illustrates the monumental impact that psychological science can and should have on large systems in society. Our work can have important consequences for public policy, education, health, and public discourse.

However, for our work to be maximally effective, we need to understand both how our methods of inquiry are contextualized within our society and how we can use the knowledge gained to affect positive social change. To begin with, I will argue that even the purest and most abstracted lines of inquiry emanate
from a social fabric and time, with its characteristic attitudes, limitations, and blind spots. However, even considering these limitations, I will argue that scientists have a responsibility to examine their research within that greater goal of improving society. I will discuss how we can take the leap from the tower to the world outside and translate our research into useful information for advocates and policy makers. Importantly, science for society is relevant for all of science – basic and applied – and requires scientists to expertly communicate the complexity and nuance of research. Toward this end, I will also discuss our responsibility to be honest and clear about scientific uncertainty as a necessary part of the process of building new knowledge.

There can be no division between science and society—Our role as scientists is to produce, share, and integrate our work to better our world.



Outcomes of employment assistance for workers on the autism spectrum; A literature review (Live)

David Schena II, Dr. Ashleigh Hillier, Vy Phan (University of Massachusetts Lowell)

Employment is a goal that many adults aim to achieve (Chen et al., 2015). Adults with autism spectrum disorder (ASD) are no exception to this goal, with many hoping to enjoy the increased autonomy and independence that frequently accompanies employment (Taylor et al., 2011). There may also be unique benefits of employment for this population, as working even once a week may be associated with improved health, both physical and mental, among workers with ASD (Kamerade et al., 2019). Yet finding and retaining employment can be difficult for this population, with individuals frequently over-educated and under-employed with relatively high turnover (Scott et al., 2019). A great deal of literature exists on this topic, aiming to see what can be done to support employment outcomes among adults with ASD. These studies frequently focus on providing job training to participants for a specific kind of job or discussions to gain the individuals’ perspectives on employment supports. However, many studies do not follow up their methods in order to see whether or not employment outcomes improve as a result of their input, or whether individuals retain employment after it is earned. Our study aims to review existing literature using databases such as PsycInfo, Academic Search Premier, and Google Scholar in order to find studies that conducted this extended employment retention follow-up, as well as the methods used in these studies.


Personality Psychology Posters and Papers


East – West and Healthy – Unhealthy: Patterns of Perfectionism in Vietnamese and White American Undergraduate Women
Soysa, C. K. (Worcester State University), Nguyen, N. (Worcester State University), & Guertin, E. (Worcester State University)

Emotionality and Perceptions of Deception in Others
Worrall, D. & Crawley, D. (Ramapo College of New Jersey)

“I love you, and I love me”: How Communal, Grandiose, and Vulnerable Narcissists Perceive Their Romantic Relationships
Tenney, D. E. & Hansen-Brown, A. (Bridgewater State University)

The Effect of Personality on L2 Proficiency
Suh, J., DeOliveira, M. C.,  Lee, S., Miller, C., & Swetland, N. (Gordon College)

Violent Video Games and Emotional Well-Being
Newcomb, J. (Worcester State University), Flynn, B. (Worcester State University), & Camacho, K. A. (Worcester State University)


10:00 AM

Linda M. Woolf, Ph. D.

Keynote Address | Linda M. Woolf, Ph. D.
Webster University

Journey for human rights and social justice: One psychology lesson at a time

Students often choose to study psychology because of their fascination with what makes people tick as well as their caring for friends, family, and community.  As teachers, we want to foster their excitement for learning psychology but also expose students to key principles underlying our discipline such as ethical reasoning and the importance of critically evaluating research. As psychological science evolves, there have been increasing calls for greater inclusion of human rights and social justice—key elements of equity, diversity and inclusion as well as global citizenship—into our courses and curriculum. As teachers, however, we may shake our heads and mutter: “How can I add one more thing into my course?  The semester is already way too packed!”  In this talk, I will discuss how human rights and social justice can be interwoven into existing lectures. Such integration can not only pique student’s interest but also provide a real world context for psychological science.

About Dr. Woolf

Professor of Psychology and International Human Rights at Webster University. Linda currently serves as President-Elect of the Society for the Teaching of Psychology (Division 2, APA). She is a member of the APA Committee on International Relations in Psychology, APA Ethics Code Revision Task Force, and serves on the Board of the Institute for the Study of Genocide. In 2020, Linda won the American Psychological Foundation’s Charles L. Brewer Distinguished Teaching of Psychology Award

11:00 AM – 12:00 PM

Fostering LGBTQ+ Youth Health and Empowerment in Schools

Paul Poteat, Ph.D.
Boston College

Many LGBTQ+ youth continue to face discrimination in schools, yet schools are also a key setting for LGBTQ+ youth to access resources to
promote their health and empowerment. This talk highlights school policies, practices, and resources that play an important role in these health-promoting efforts. A particular emphasis is given to Gender- Sexuality Alliances (GSAs), school-based clubs for LGBTQ+ youth and allies that provide opportunities for support and advocacy. The talk shows how greater engagement in GSAs predicts reduced depression and anxiety among members over the school year through an empowerment process. Further, it shows how greater GSA advocacy over the year predicts reduced sexual orientation disparities in depression within the school at large. These findings suggest how GSAs and other school and community settings can promote thriving through empowerment and opportunities for collective action against social inequality.


Mentoring and supervision before and during the COVID-19 pandemic: Maintaining the relationship

Kathi Borden, Professor; Lorraine Mangione, Professor & Director of Practica; Quynh Tran, Doctoral Candidate; Raynalde Schagen, Doctoral Candidate; & Maria Neizvestnaya, Doctoral Candidate (Department of Clinical Psychology, Antioch University New England)

Beyond classroom learning, mentoring and supervision are important means through which doctoral students in psychology gain knowledge and skill in clinical practice, research, and other professional roles. However, personal factors such as self-confidence and self-care, and knowledge of the profession itself, are also important areas of development that are fostered through supervisory and mentoring relationships. Based on our own and others’ previous research, we have learned of the importance of a two-way open, respectful, and nurturing relationship, and often one that includes interactions around personal as well as professional issues, to make mentoring and supervision most effective. Remote learning, and teletherapy during the COVID-19 pandemic, have added new challenges to creating productive mentoring and supervisory relationships. In this presentation, we present some of the research on mentoring and supervision, and three advanced doctoral students will describe their perspectives on the elements of their successful and less-than-successful supervision and mentoring experiences. They will include the impact of remote learning, the widespread use of teletherapy, and diverse identities on those relationships in general and during the COVID-19 pandemic. This symposium is intended for faculty seeking to mentor students, for current and future students seeking a mentor, and for anyone wishing to better understand the phenomenon of mentoring


Clinical and Counseling Psychology Posters and Papers


A Test of the BBC’s Hard-To-Decide Abortion Cases

Hall, S. L. (Rider University) & Brosvic, G. M. (Rider University)

Adapting the Therapist-Parent Child Interaction Coding System for Emotion Coaching

Williams, L. M. (Fitchburg State University), Luby, J. L. (Washington University School of Medicine), & Caron, E. B. (Fitchburg State University)

Associations Between Central Executive Network Activation During Response Inhibition and Consequences of Alcohol Use in College Students

Adams, B. G. 1, 5; Cohen-Gilbert, J. E. 1, 3; Nickerson, L. D. 2, 3; Schuttenberg, E. M. 1; Seraikas, A. M. 1; Oot, E. N. 1, 4; Rieselbach, M., Sneider, J. T. 1, 3; & Silveri, M. M. 1, 3-4

Borderline Personality and Academic Problems Among College Students

McMahon, J., Gould, V., Garcia, S., Chambers, M., Vetto, N., Poronteau, K., Lukeski, A., & Walters, K. S. (Southern Connecticut State University)

Borderline Personality and Conduct Problems among College Students

Vetto, N., Poronteau, K., Chambers, M., Garcia, S., Gould, V., Lukeski, A., McMahon, J., & Walters, K. S. (Southern Connecticut State University)

Borderline Personality and Externalizing Problems Among College Students

Lukeski, A., McMahon, J., Poronteau, K., Vetto, N., Chambers, M., Garcia, S., Gould, V., & Walters, K. S. (Southern Connecticut State University)

Borderline Personality and Social Support among College Students

Garcia, S., Chambers, M., Gould, V., Lukeski, A., McMahon, J., Poronteau, K., Vetto, N., & Walters, K. S. (Southern Connecticut State University)

Borderline Personality and Substance Abuse among College Students

Gould, V., Lukeski, A., McMahon, J., Poronteau, K., Vetto, N., Chambers, M., Garcia, S., & Walters, K. S. (Southern Connecticut State University)

Borderline Personality Features and Internalizing Problems Among College Students

Poronteau, K., McMahon, J., Vetto, N., Chambers, M., Garcia, S., Gould, V., Lukeski, A., & Walters, K. S. (Southern Connecticut State University)

Borderline Personality Features and Self-Concept among College Students

Chambers, M., Garcia, S., Gould, V., Lukeski, A., McMahon, J., Poronteau, K., Vetto, N., & Walters, K. S. (Southern Connecticut State University)

Bored and vulnerable: Induced boredom and its effects on perceived control over uncontrollable outcomes

Revill, A., Weiss, E., Todman, M., Cassidy, K., Hanna, M., & McHugh, S. (The New School for Social Research)

Client feedback on the transition from in-person to teletherapy services in couple and family therapy practice

Soldenia, D., Salas, M. S. (Couple and Family Therapy Department of Human Development and Family Science University of Rhode Island), & Kisler, T. S. (Couple and Family Therapy Department of Human Development and Family Science University of Rhode Island)

College Students’ Experienced Anxiety During the COVID-19 Pandemic

Marschall, K., Altman, R., Wilding, J., Mayette, J., McCleery, S., & Meteyer, K.

Development of an Emerging Adult Substance Use Risk Scale

Nichols, V. & Scioli, A.

Euthanasia and Fear of Death and Dying

Hall, S. L. (Rider University) & Brosvic, G. M. (Rider University)

Examination of Irritability and Internalizing Symptoms in College Students who Meet Diagnostic Criteria for Oppositional Defiant Disorder

O’Rourke, T., Fraser, M., Nall, W., Doerfler, L. A. (Assumption University), Burgess, A. M. (Worcester State University), & Skorinko, J. (Worcester Polytechnic Institute)

Grit and other predictors of depression, stress and anxiety in college students

Rubacka, J & Dunham, K. (Psychology Department, SUNY Plattsburgh)

Group Therapy for LGBTQ+ Youth Aging Out of Foster Care

Pilling, M. (Colby-Sawyer College)

Impacts of Perceived Cultural Competence on the Therapeutic Process among White and POC Sexual and Gender Minorities

Simeone, S., Luscomb, H., Lavallee, M., & Powell, H. (The University of New England)

Loneliness and psychological well-being during Covid-19

Bunn, R. R., Weiss, E. R., Raes, H. E., Potts, I. J., Hanna, M., Cassidy, K., Jarmel, D., &  Todman, M. (The New School for Social Research)

Masculinity and Help Seeking for Depression: Cultural Contributions and Strategies for Facilitating Help Seeking

Citrin, L., Hevia, M., & Dutra, S. (William James College)

Oppositional Defiant Disorder, Irritability, and Internalizing Symptoms in College Students

Mastrocola, A., Lindgren, A., Weathers, T., Doerfler, L. A. (Assumption University),  Skorinko, J. (Worcester Polytechnic Institute), & Burgess, A. M. (Worcester State University)

Parental Autonomy Support: The Moderating Effect of Self-Construal

Grady, A., Rosa, N., & Raftery-Helmer, J. (Worcester State University)

Parkinson’s Disease, Identity, and Sense of Self: A Literature Review of Identity Models, Illness Representation, and Treatment Options for Individuals and Caregivers

Ferguson, H. (William James College)

Perceptions of Boredom-Attributed Deviant Behavior

McHugh, S., Weiss, E. R., & Todman, M. (Department of Psychology, The New School)

Perfectionism and Externalizing Disorders: Examining Goal Striving and Evaluative Concerns as Broadspectrum Transdiagnostic Risk Factors

Lopez, M., Bohm, K., Finley, D., Burgess, A. M., Doerfler, L. A., & Skorinko, J.

Post-traumatic strength: Does “social resilience” motivate patients to heal?

Klug, W. (Berkshire Community College) & Wasielewski, D. (University of Massachusetts Amherst )

Psychedelic Harm Reduction and Integration: A Transtheoretical Model for Clinical Practice

Cassidy, K. 5, 6; Molinar, A. 5; Gorman, I. 1, 2, 3, 4*†; Nielson, E. M. 1, 2, 3*†; & Sabbagh, J. 4, 5. (1MAPS, 2Fluence, 3NYS Psychiatric Institute, 4Journey Clinical, Inc, 5Todman lab, NSSR 6 Center for Attachment Research, NSSR)

Schools in the Process of Becoming Trauma Sensitive – A Leadership Perspective

Morgan, J. (CAGS) & Terrasi, S. (Lesley University)

Strategies for Responding to Race Based Traumatic Stress with Black, Indigenous, People of Color (BIPOC) Clients

Faille, L. (Capella University)

Student Perspectives on Diversity Issues

Clark, C. & Lurie, A. (William James College)

Surviving in an Invalidating Environment: Examination of Parental Emotion Socialization Strategies Among College Women With and Without a History of Child Sexual Abuse

Katz, B. W. (University of Wisconsin-Milwaukee; University of New England) & Long, P. J. (University of New England)

The Benefits of Mindfulness on Mental Health and Behavior

Beauzil, S., Gomez, R., Grisham, T., Reynoso, J., Tolbert, D., Garcia, T. V., Linso, S., & Mello-Goldner, D. (Pine Manor College)

The Effect of Perceived Social Support on Symptoms of Depression Among Individuals with Excessive Internet Use

Friedel, M. (1), Shah, M. (1), Zhou, J. (1), Chee, E. (1), Albetta, D. (1), Johnides, B. (1), Rosmarin, D. H. (1,2). (Center for Anxiety), New York, NY(1) (McLean Hospital/Harvard Medical School), Belmont, MA (2)

The Psychological Impact of the COVID-19 Red Alert Status on Female College Students’ Mental and Physical Health

Samuolis, J., Grant, K., Groom, C., Szilagyi, N., & Vicenty, K. (Department of Psychology, Sacred Heart University)

The Relationship between Childhood Maltreatment and the Social Concerns of Anxiety Sensitivity

DelBonis, S. B., Raudales, A. M., & Weiss, N. H.

The Spatial Coordinates of Belonging: Towards a Theory of Therapeutic Affordance

Lewis, P. (Antioch University New England) &  Ellenhorn, T. (Antioch University New England)

Trauma, Depression, and Addiction: An Exploration of the Impact of Yoga as a Mental Health Intervention

Green, J. & Lee, S. S. (Department of Professional Psychology & Family Therapy, Seton Hall University)

Traumatic Life Events: Incidence and Sex Differences

Flansberg, M. A. (Rider University) & Brosvic, G. B. (Rider University)

Tunnel Vision: A Novel Investigation of the Effect of Depression on Field of View

Bolshin, L. (Fielding Graduate University), Khatri, N. (Rotman Research Institute), & Ryan, J. (Rotman Research Institute)

12:00 PM – 1:00 PM

NEPA Presidential Address:
The Nature and Treatment Implications of the Association of Psychosocial, Legal, and Work Difficulties for Latino Men Admitted to a Residential Substance Use Treatment Program

Leonard A. Doerfler, Ph.D. , Assumption College

Individuals who use illicit drugs like heroin and other opiates or cocaine often experience a wide range of psychological and interpersonal problems. Use of these drugs can also lead to serious legal and work-related problems. However, substance use treatment (often referred to as addiction counseling) often addresses only individuals’ drug use, essentially ignoring other psychological disorders that are present. This presentation will examine the nature and extent of psychosocial problems in a sample of 100 men who had been admitted to a bicultural, bilingual residential substance use treatment program for Latino men. The treatment implications of these findings will be discussed.



Consequences of the COVID-19 Pandemic in Two Domains: College Student Success and Negative Judgment Processes


Ashley Hansen-Brown (Bridgewater State University), Matt Brubaker (Springfield College), Mikala Grimaldi (Bridgewater State University), & Holly Grant-Marsney (Bridgewater State University).

This symposium focuses on impacts of the COVID-19 pandemic in the domains of college student success and negative judgment processes. Dr. Hansen-Brown and Dr. Brubacker will begin the symposium by discussing their research on college students’ sense of belonging in remote online courses and college students’ memory and attention in face-to-face vs. remote synchronous courses. Because the switch to remote online learning due to the pandemic caused severe disruptions for both faculty and students alike, these research findings can help inform our understanding of the effects of the pandemic on students. Of course, the pandemic did not only affect college students; thus, Mikala Grimaldi and Dr. Grant-Marsney will discuss their research on the impact of pandemic-related stress on negative judgments of others and prejudice against Asian Americans. This research topic is particularly important because of the rise in hate crimes against Asian Americans throughout the course of the pandemic, as well as the general negative effects of COVID-19 on people’s well-being and judgment. This symposium is intended for an audience of students, professors, and any other interested individuals; because everyone has lived through the pandemic and been affected by it in some way, we believe this topic will be widely interesting to NEPA attendees.


Social Psychology Posters and Papers


An Experimental Study of Learned Helplessness in Middle-Schoolers
Higgins, N. C., (St. Thomas University, Fredericton, Canada), Rascle, O., Le Foll, D., Charrier, M., Cabagno, G. (University of Rennes 2, France), & Marbac, F., (Lycée L’Agora, Puteaux, France)

Aspects and Dimensions of Identity
Brosvic, G. M. (Rider University)

Attitudes Toward Late Term Abortion
Conti, R. P., (Kean University), Preckajlo, J. H., (Kean University), & Conti, M. E. (Fordham University)

Exploring Cultural Differences in the Use of Cashier-less Convenience Stores
Santos, M. C. P. (School of Arts & Sciences, Tufts University), Jung, S. (Department of Mechanical Engineering, Stanford University), & Kim, S. (Department of Mechanical Engineering, Stanford University)

Factors Associated with Religious Disaffiliation from Orthodox Judaism: Comparisons between an Empirical Study and Community Perspectives
Miles, R. (Brooklyn College-CUNY), Chavarga, A. (Brooklyn College-CUNY), Chabot, S. (Brooklyn College-CUNY), Eisen, P. (Brooklyn College-CUNY), Hirsch, E. (Adelphi University), & Keller, Y. (Brooklyn College-CUNY)

For Better or Worse: The effects of relationships on well-being during the COVID-19 Pandemic
Castelot, J., Pepper, B., & Speicher, H. (Albertus Magnus College)

Gender of Leader Does Not Affect Perceptions of Responsibility for Group Outcomes
McLeer, J. (University of Hartford) & Harrell, A. (Duke University)

Gossip affects Trust in Close Relationships: The Moderating role of Gender
LaClair, J., Morgan, M., Authier, S., Christian, H., & Peterson, J.

Hearing Negative Gossip about Others Predicts Decreases in Own Self-Esteem
Authier, S., Christian, H., & Peterson, J. L. (University of New England)

Measuring Implicit Bias in Disciplinary Practices Among Pre-Service Educators
Murgo, J. (Worcester State University), Nickerson, A. (Worcester State University), & Camacho, K. A. (Worcester State University)

Mental Health and Help Seeking in Student Athletes and Other Students
Laferriere, C. & Northrup, D. (Western New England University)

Perceived Discrimination and Stress among Pregnant Women of Color During the COVID-19 Pandemic
Rehbein, E., Levinson, A., Preis, H., Mahaffey, B., & Lobel, M. (Stony Brook University)

Psychological Factors that Predict Self-Consciousness Among College Students
Bromander, P. T., Quinlivan, J. E., & Jellison, W. A. (Quinnipiac University)

Robots, Boats, And Soul 22: How The Gender Binary Applies To Disney Animated Non-Human Characters
Kripp, S. & Nadal, K.

Social Media Impact on Academic Performance
Bateman, C., (Worcester State University), Shepard, C., (Worcester State University), & Camacho, K. A. (Worcester State University)

Social Vigilance, Minoritized Racial Status, and Chronic Lower Back Pain: An Initial Literature Review
Malik, U. a*, Sabbah, L. a*, Jackson, B. a, & Trost, Z. b. (a Smith College, b Virginia Commonwealth University). * Joint first co-author

Student Voice in Relation to Student Perceptions of School Climate
Duffy, E., (Worcester State University), Moreno, D., (Worcester State University),
Wallace, R., (Worcester State University), & Camacho, K. A. (Worcester State University)

The Collett-Lester Fear of Death Scale and Religiosity
Brosvic, G. M. (Rider University)

The Impact of Tribalism on Morality and Political Views
Barrett, M. (Marist College) & Trent, J. (Marist College)

The Resistance to Mate Guarding Scale Possesses Reliability in a Male Sample
Cousins, A. J., Eslami, S. E., Nastasi, S., & Fugere, M. A. (Eastern Connecticut State University)

The Role of Anonymity on Pro and Antisocial Behavior in Online Gaming
Mingrone, A., Stiver, K., & Bessenoff, G. (Southern Connecticut State University)


1:00 PM – 2:00 PM

Invited Symposium


Graduate School: Boosting Employability In A  Dynamic Market

Dr. Tony D. Crespi, Dr. Natalie N. Politikos, & Catherine L. Moran The University of Hartford

Navigating the roadmap for a graduate degree can feel overwhelming. What is the employment landscape? Where are areas of oversupply versus areas of shortage? Can an MA or MS lead to employment? What of a PhD or PsyD? Clinical Psychology or Counseling Psychology? School Psychology or School Counseling? Forensic Psychology or Forensic Counseling? Indeed, the questions can be critical and critically complex! This presentation, with ample opportunity for questions and discussion, is intended to help participants develop a deeper understanding of the various options and opportunities available for prospective graduate students. From masters degree options to doctoral opportunities these presenters will help provide new knowledge.



How Can We Train Psychologists in Substance Abuse Assessment and Intervention to Best Make a Difference: Practical Lessons Learned from 5 Years of Teaching “SB 523: Addressing Substance Abuse in Schools”

Daniel B. Jacobs, Ed.M., M.B.A., Psy.D., Associate Professor at William James College, School Psychology Department & Adjunct Professor, Organizational Leadership Psychology Department; Licensed Psychologist and Health Service Provider

Many individuals with mental health concerns are also impacted by challenges linked to the use and abuse of legal and illicit substances. Due to additional stress from the COVID-19 pandemic there has been an increase in substance abuse by young people and adults and the need for psychological support in this area has grown even greater. Unfortunately, there is a shortage of psychologists equipped to deliver these needed services. Given the powerful negative impact of alcohol and other substance abuse concerns on the lives of youth and adult clients, and their families, this situation is obviously concerning and needs to be addressed better in undergraduate and graduate psychology training programs.

Reaching young people before they develop substance abuse concerns is an effective way to decrease the likelihood of the development of much more significant challenges in later life, and helping youth in schools is one of the best ways to reach them in individual, group, and larger systemic interventions. Historically, School Psychology training programs did not directly address this issue and realizing the need and the gap in substance abuse training led to the development of a course for School Psychology students designed to address educational, assessment, and systemic challenges faced by clinicians wanting to make a difference in this area. In this session we will consider the key lessons discovered determined to be most relevant to helping mental health clinicians be better able to help youth and young adults impacted by substance use and dual diagnosis concerns.



Education and School Psychology Posters and Papers


A Cross-cultural Study of Past Academic Stress as Examined Through Self-Defining Memories in China and the American College Students

Jiang, X. S., Wang, Y., & Singer, J. (Connecticut College)

Applying the Flipped-Classroom Model to an Introductory Psychology Course: Student Response

Johnson, H. (University of Massachusetts Lowell) & Hillier, A. (University of Massachusetts Lowell)

Course delivery modality preferences during the COVID-19 Pandemic

Eduljee, N., Murphy, L., & Croteau, K. (Saint Joseph’s College of Maine)

Educators and Cultural Competency: Multicultural Education and Training

Tzoc, P. (Worcester State University), Piedmonte, M. (Worcester State University), & Camacho, K. A. (Worcester State University)

Faking the Grade: Entitlement, Grade Expectation, and Educational Values in an Online or In-Person Format

Wasserman, N., Spievak, E., Root, M., & Fitian, A.

Independent Study Preparedness in Undergraduate and Graduate Students

Levine-Sauberman, M. L. (Kean University), Sauberman, L. E. (University of Alabama), Sauberman, A. (University of Alabama), Preckajlo, J. H. (Kean University), & Conti, R. P. (Kean University)

Mindfulness Based Interventions Pre Homework Help

Dany, A. E. (Marist College) & Stone, M. (Marist College)

Motivations of first-generation college students to obtain a college degree remain similar to those of continuing-generation college students over time

Lynch, J. & Hansen-Brown, A. (Bridgewater State University)

Relevance of Multicultural Competencies in School Psychology

Hernandez, G., Xhemajili, B., & Camacho, K. A. (Worcester State University)

Student Success at Pine Manor College

Carvalho, A., Clarke, D., Columna, A., Francis, J. J., Francis, V. J., Jules, D. J., Leonardo, A., Medina, J., & Mello-Goldner, D. (Pine Manor College)

The First-Gen Experience: Does Professor Self-Disclosure Help?

Brown, A., Ward, K., & Hansen-Brown, A. (Bridgewater State University)

2:00 PM – 3:00 PM

Pursuing Life As a College Professor: Choices And Challenges 

Dr. Tony D. Crespi, University of Hartford & Dr. Michael Amico, Housatonic Community College

Pursuing a position as a college professor remains an enviable goal and lifestyle for many academics. Still, with a an aggressive employment market opportunities are complex and competitive. Many applicants are unaware of how to successfully traverse the higher education landscape. Education is important. Experience counts. For each application your resume must successfully convey key facets. Still, how can one traverse the employment landscape? What opportunities exist for faculty and university staff? This presentation offers an opportunity for a deep dive into the varied opportunities of higher education.



Promotion of Health Education and Services for Communities in Eastern India: Utilization of An Interprofessional and Technological Approach

Sukanya Ray, PhD (Associate Professor, Psychology, HEART Lab, Suffolk University) & Alok Kanungo, MD (Chairman and Managing Director, KIDS, Odisha, India Bikra), Bikram Ray, M Tech, Cloud Architect, Megan Barbara Herlihy, Senior UG (Psych Major)

The current focus on integrated healthcare and inter-professional collaboration seems effective for healthcare providers and consumers today. Various professionals working in a multidisciplinary team have acknowledged the benefits in terms of coordination of healthcare services (APA, 2014b; Nash et al., 2012) and patient care.). Moreover, the integrated healthcare approach can optimize patientcare during pandemic crisis through improving patient-provider relationships and inter-professional coordination of care. The increased level of collaboration between providers in an integrated healthcare system will facilitate health literacy, prevention and access to adequate treatment for chronic health condition to address complexity, comorbidity and wellbeing of patients. This symposium aims to explore recent literature and healthcare outcome across cultures. Authors will provide important framework to examine the benefits of interprofessional collaboration particularly to indicate link across psychological stress and chronic physical condition of diabetics. The prevalence of diabetic-related health issues has not been sufficiently addressed in a South Asian cultural setting. Authors will provide a preliminary proposal to identify the consumer-friendly health educational approach that integrates collaboration among diabetic specialist/practitioner, technical experts and academic researcher. This project aims to focus on utilization of mobile technological platform among South Asian communities in eastern India to build health educational resources for consumers to build awareness concerning mind-body link, preventative steps towards health promotion. Presenters will highlight the pilot project on integration of knowledge through mobile technology and preliminary feedback on users’ perception of its access and impact on health promotion.



Developmental Psychology Posters and Papers


A Steampunk Art Program for Autistic Adolescents and Young Adults
Johnson, H. (University of Massachusetts Lowell), Hillier, A. (University of Massachusetts Lowell), & Rosenbaum, B. (ModVic LLC)

Influence of Single Parent Status and Number of Children on Parental Attitudes toward Play during the COVID-19 Pandemic
Giordano, D. (Siena College) & Heller, N. A. (Siena College)

Neural correlates of proactive and reactive aggression in adolescents: A structural MRI study
Wu, Z. 1; Gao, Y. 1, 2; Huang, Y. 1, 2; Shereen, A. D. 2, 3; & Li, X. 4, 1. (Department of Psychology, Brooklyn College) 1, (CUNY) 2, (The Graduate Center, CUNY) 3, (Advanced Science Research Center, CUNY) 4, (Department of BME, NJIT)

Parents Influence on Child Self-Efficacy through Parental Practices
Fusco, N., Lao, J., & Connors, E. (Hunter College & Yale University)

Perspectives From Students with Autism About Their College Experience Before and After the Covid-19 Pandemic
NesinPerna, S. & Hillier, A. (University of Massachusetts Lowell)

Resiliency in Cambodian Refugees After War Trauma
Kaczmarzyk, S. (Rhode Island College)

The Predictive Ability of Early Maladaptive Schemas and Aggression
Lavoie, D. & Harwood, E. (Rivier University)

3:00 PM – 4:00 PM

Understanding Choices and Challenges of Mental Health Services Among Asian Adults

Sukanya Ray, Ph.D (Suffolk University), Sophia Kozlowsky (Suffolk University), Jiyun Lim (Suffolk University)

In recent years, there is an increased need for research on health disparities and utilization of mental health services among various ethnic groups including Asians. Although very few researches have focused on sociocultural determinants of health, the current health crisis following pandemic calls for better insight into this complex area. This proposal attempts to highlight specific barriers, culture-specific values and preferences for mental health services among adults from Asian backgrounds. This preliminary research focused on exploring utilization of both traditional as well as culturally familiar alternative health practices and their psychosocial correlates including experience of discrimination. We used a mixed method approach to collect online data (survey and narrative) from one hundred and twenty adult participants living in USA. Preliminary analyses of results indicated positive relationship between perceived barriers (individual/cultural level), discrimination experiences and utilization of both traditional and culture-specific alternative health practices. Moreover, narrative themes indicated cultural stigma, multiple barriers to access mental health services and need for culturally and linguistic skills among providers. Finally, presenters will discuss both research and clinical implications to address community need and reduce health disparities among Asians at large.



Stress, Health and Wellbeing Posters and Papers


A Daily Examination of Coping Strategies Used During Covid-19 and Feelings of Stress and Overwhelm
Charvis, J. S., Schulz, C., Drohan, M., Stamates, A., & Yang, M. (University of Rhode Island)

Age and Sex as Predictors of Injury During Exercise and Sports
Boyer, J. C. (Rider University) & Brosvic, G. M. (Rider University)

Associations Between Positive Psychological Well-Being and Self-Reported Incident Diabetes-Related Complications in Adults with Diabetes: A 12-Year Prospective Study
Arsenault, K. & Burns, R. (Carleton University, Department of Psychology)

Covid-19 Pandemic and the Interpersonal Skills of College Students
Duchemin, A. (Worcester State University), Murphy, S. (Worcester State University), & Camacho, K. A. (Worcester State University)

COVID-19 Vaccination Uptake, Gender, Health Literacy, CDC Compliance, and Vaccination Confidence
Santucci, S. & Low, K.

COVID-19 Compliance in Undergraduates
Van Paassen, B. & Low, K.

Daily Associations between Sources of Stress and Alcohol Use among University Students during COVID-19 Pandemic
Schulz, C., Charvis, J. S., Drohan, M., Stamates, A., & Yang, M. (University of Rhode Island, Department of Psychology)

Eating Disorders and Bulimia in Physically Active College Students
Glassman, M. (Rider University) & Brosvic, G. M. (Rider University)

Factors impacting college students’ decisions about social contacts in light of COVID risk exposure
Weaver, J. (Northeastern University) & Love, J. (Wheaton College)

Impact of State Tightness-Looseness on COVID-19 Infection Rates
Ghalili, E., Brathwaite, A., & Gutchess, A.

Intersection of COVID-19 Traumatic Stress and Collective Identity Traumatic Stress: Perpetuating a Cycle of Social Disparities for the Marginalized
Checo, C. M. & Lee, S. S. (Department of Professional Psychology & Family Therapy, Seton Hall University)

Primary caregivers’ reflections on their early relationships with their children with sensory processing differences
Walbam, K. M. (Salem State University)

Repeated COVID-19 Media Exposure Effects on Anxiety and Sleep in College Students
Herrera-Rosa, E., Carvalho, F., Khayretdinova, M., Al-Yasin, S., Ye, F., Calcaterra, J., Mendelsohn, A. K., Pace-Schott, E. F., & Maeng, L. Y.

Sex Differences in Dysmorphic Concern
Glassman, M. H. (Rider University) & Brosvic, G. M. (Rider University)

The Effects of COVID-19 on Mental Health and Behavior
Dailey, A., Escobar, W., Fernandez, P., Opokuaa, C., & Mello-Goldner, D. (Pine Manor College)

The Effects of COVID-19 on PMC Community Young Children
Gordon, Z., Jiminian, P., Karamitsios, C., Smith, A., & Mello-Goldner, D. (Pine Manor College)

The Hidden Cause of Hypertension: The Role of Racial Microaggressions
Kozlowsky, S., Ray, S., & Liam, J. (Suffolk University)

The Influence of Anxiety and Prosocial Tendencies on Adherence Behaviors Related to the Prevention of COVID-19
Marin-Chollom, A. M. (Central Connecticut State University), Villar, L. M. (Central Connecticut State University) & Corbera, S. (Central Connecticut State University)

The monster under the dorm bed: Examining the college student sleep crisis
Behm, S., Manuelli, K., Orilia, J., Russo, L., Johnson, S., & Adams, S. K. (University of Rhode Island)


Perspectives From Students with Autism About Their College Experience Before and After the Covid-19 Pandemic

Samuel Nesin Perna & Ashleigh Hillier, Ph. D. University of Massachusetts Lowell

Many high school students with autism aspire to earn a postsecondary degree (White et al., 2011). The proportion of students with autism enrolled is still lower than expected, with notably fewer attending college (32%; Wei et al., 2016) than the United States average (70%; U.S. Dept of Health and Human Services, 2017). Individuals with autism obtain a variety of benefits from receiving higher education and the experience of college life. Still, they are at greater risk of not finishing their degrees due to the challenges they experience in higher education (Hudson, 2013).

Recent research has focused on better supporting the transition from high school to college for autistic students and how to ensure their retention and success. Parents want one-to-one support throughout college for their children (Stephen and Larocci, 2015). However, very little research has focused on hearing directly from individuals with autism themselves.

Here we present a research proposal designed to investigate the experiences of autistic college students from their perspective. We are particularly interested in strategies they have utilized that have supported their success, challenges they have experienced including academic and social challenges, and how they experience the climate on their campus towards autistic students. We are also interested to see how the Covid-19 pandemic has impacted their college experience. We intend to conduct individual interviews with autistic college students and would greatly benefit from receiving feedback on what questions might be particularly fruitful to explore as well as other aspects of the methodology and subsequent qualitative analysis.



2021 New England Psychological Association Honorary Undergraduate Scholar Awardees

Alisionna Iannacchione (Worcester Polytechnic Institute)
Nominated by
Angela C. Incollingo Rodriguez, Ph.D. (Worcester Polytechnic Institute)
Jeanine L. M. Skorinko, Ph.D. (Worcester Polytechnic Institute)

Constantina M. Gatsonis (Worcester Polytechnic Institute)
Nominated by
Angela C. Incollingo Rodriguez, Ph.D. (Worcester Polytechnic Institute)
Jeanine L. M. Skorinko, Ph.D. (Worcester Polytechnic Institute)

Kara Manuelli (The University of Rhode Island)
Nominated by
Sue K Adams, Ph. D. (The University of Rhode Island)
Ann D. Twomey, MS. Ed. (The University of Rhode Island)

Nicole Jutras (Worcester Polytechnic Institute)
Nominated by
Jeanine L M Skorinko, Ph.D. (Worcester Polytechnic Institute)
James Doyle, Ph.D. (Worcester Polytechnic Institute)


2021 NEPA Honorary Undergraduate Scholars Research Presentations

Gender, Emotion, and Courtroom Decisions

Alisionna Iannacchione
(Worcester Polytechnic Institute)
Association Between Smartphone Use and Eating Behavior in Daily Life

Constantina Gatsonis
(Worcester Polytechnic Institute)

Promoting Social-Emotional Learning and Development in Preschoolers: A Study Examining COVID-19 Impacts on URI’s Child Development Centers

Kara Manuelli
(University of Rhode Island)



Association Coordinator’s
Mailing address:

Michael Amico, Ph.D.
Housatonic Community College
900 Lafayette Blvd
256 Beacon Hall
Bridgeport, CT 06604

Phone: 203-362-5163




The New England Psychological Association presents invited addresses, symposia, workshops, papers and posters at annual autumn meetings held in the six New England states, usually on a college campus.

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