Decolonizing Psychology Training Conference

Carol Falender, Ph.D. is co-author of Clinical Supervision:  A Competency-based Approach (2nd ed.) (APA, 2021): Supervision Essentials for the Practice of Competency-Based Supervision (APA, 2017); Clinical Supervision: A Competency-based Approach (APA, 2004); and Getting the Most Out of Clinical Supervision:  A Guide for Interns and Trainees (APA, 2012) with Edward Shafranske; co-editor of Casebook for Supervision: A Competency-based Approach (APA, 2008) with Edward Shafranske; and Multiculturalism and Diversity in Clinical Supervision: A Competency-based Approach (2014) with Edward Shafranske and Celia Falicov. She was a member of the Supervision Guidelines Group of the Association of State and Provincial Psychology Boards (ASPPB) and Chair of the Supervision Guidelines Task Force of the Board of Educational Affairs (BEA) of APA. Dr. Falender has authored numerous articles on supervision and has conducted workshops across the United States, Canada, and internationally on the topics of clinical supervision, strength-based clinical supervision, ethics of supervision and competency-based supervision. She directed American Psychological Association (APA) approved internship programs at child and family guidance clinics for over twenty years. Dr. Falender is a Fellow of the American Psychological Association (APA), a past- President of Division 37, Society for Child and Family Policy and Practice (APA). Past-Chair of California Psychological Association (CPA) Division II, Education and Training, Chair of the CPA Continuing Education Committee, and past Co-Chair of the Supervision and Training Section of Division 17 of APA.  She is an Adjunct Professor at Pepperdine University, and Clinical Professor in the UCLA Department of Psychology.

Celeste Malone, Ph.D., is an associate professor and coordinator of the school psychology program at Howard University. She received her Ph.D. in school psychology from Temple University in Philadelphia, PA. Prior to obtaining her doctorate, Dr. Malone received her MS in school counseling from Johns Hopkins University. Her primary research interest relates to multicultural and diversity issues embedded in the training and practice of school psychology. Specifically, Dr. Malone focuses on multicultural competence, the ability to work effectively with diverse populations through the application of cultural knowledge and to demonstrate awareness of and sensitivity to cultural issues. The overarching themes of her research are as follows: 1) development of multicultural competence through education and training, 2) diversification of the profession, and 3) the relationship between culturally competent practice and PK-12 student outcomes. Dr. Malone has continuously held leadership positions in psychology professional associations. She currently serves on the National Association of School Psychologists (NASP) Board of Directors as the strategic liaison for the social justice goal. In this role, Dr. Malone works closely with NASP boards and committees to develop and implement programs and activities to address social justice issues in school psychology and education. Dr. Malone was recently elected the NASP President-Elect and, notably, is the second person of color to serve in that role. Additionally, Dr. Malone is an elected member of the American Psychological Association (APA) Board of Educational Affairs, the governance group which develops policies for education and training in psychology.

Jasmine A. Mena, Ph.D., is an Assistant Professor of Psychology and Affiliated Faculty in Latin American Studies at Bucknell University. She completed her doctorate in clinical psychology at the University of Rhode Island. Her research examines the influence of cultural and contextual factors on physical and mental health and quality of life. Her scholarship addresses three interrelated areas: 1) Discrimination and psychological distress, 2) Health disparities, and 3) Multicultural psychology education. In this area, she has contributed to the peer-reviewed literature on faculty preparation, upward mobility among Latinxs and African Americans, and pedagogy. In addition, Mena and Quina (2019) co-edited a book entitled, Integrating Multiculturalism and Intersectionality into the Psychology Curriculum: Strategies for Instructors published by the American Psychological Association. 

Amanda L. Sullivan, Ph.D., is the Birkmaier Education Leadership Professor of Educational Psychology, Coordinator of the School Psychology Program at the University of Minnesota, and a licensed psychologist. The overarching goal of Dr. Sullivan’s professional activities is to improve the educational experiences and outcomes of children and youth from minoritized backgrounds. She concentrates on issues of equity and diversity in education, particularly those affecting children and youth with or at-risk for special needs, as well as intersections of ethics, law, and effectiveness in services provided to these students. She is a fellow of the Great Lakes Equity Center, senior editor of School Psychology Review, member of the Social Justice Committee of the National Association of School Psychologists, and chair of the SSSP Early Career Forum, in addition to holding several elected and appointed positions contributing leadership in advancing equity, antiracism, and social justice in school psychology. Find out more about her at https://z.umn.edu/alsullivan.