Monitor on Psychology - June 2012 - (Page 22)

Random SAMPLE Alan W. Burkard, PhD Cross-cultural concerns: Most of Burkard’s research focuses on how racial identity, sexual orientation and other cultural factors influence the supervision process in psychology, from the perspective of both supervisors and supervisees. “There are supervisees as nonresponsive to cultural issues as supervisors,” he says. “There’s still a lot of bias on both sides.” His findings have sensitized him to how he structures his own supervision and classroom discussions. “I’ll raise cultural issues and discuss how they might be influencing what students are perceiving or what clients are experiencing,” says Burkard, explaining that his research is an outgrowth of his clinical experiences working with African-American and Latino kids in New York City, plus many from Cambodia, Vietnam, China, Eastern Europe, Africa and other far-flung parts of the world. In the swim: Burkard spends a lot of time at the pool, but doesn’t always get wet. Two of his three children swim competitively, and Burkard has become a trained and certified swimming official who helps officiate at meets. Although he swam as a child, he only recently took the plunge again. “It was a challenge from my son,” says Burkard. “We’re thinking about doing a mini-triathlon together, and if we’re going to do that, I have to swim.” —R.A. CLAY Ben Smidt/Marquette University A department chair, researcher and American School Counselor Association president. Member since: 1992 What he does: Burkard chairs the department of counselor education and counseling psychology at Marquette University in Milwaukee, teaching one class per semester and devoting half his time to administration. He also directs Marquette’s school counseling program. This year he’s president of the American School Counselor Association. “It’s an organization that has grown in the last 11 years from about 8,000 members to over 30,000 members,” says Burkard. “I don’t know of many organizations that have had that type of growth, and I wanted to be part of that.” 22 A roundabout path: Burkard didn’t start out wanting to be a psychologist or an academic. After earning a master’s degree in education from Penn State in 1983, he began his career as a residence hall manager at New York University and elsewhere. Then he spent a few years training New York real estate agents in what he calls “rapport development skills.” He then served as a clinical consultant and educational and vocational specialist at a foster care agency. After earning a counseling psychology doctorate from Fordham University in 1996, he became a staff psychologist at Ball State University. Finding he missed research and writing, he transitioned to academia. Each month, “Random Sample” profiles an APA member. You may be next. MONITOR ON PSYCHOLOGY • JUNE 2012

Table of Contents for the Digital Edition of Monitor on Psychology - June 2012

Monitor on Psychology - June 2012
Letters
President’s column
Contents
From the CEO
Give an Hour founder is one of Time magazine’s ‘most influential’
APA treatment guidelines panels are being formed
APA supports ‘Speak Up For Kids’
In Brief
Time Capsule
Random Sample
Judicial Notebook
Questionaire
APA honors Howell
Science Watch
Science Directions
What you should know about online education
Speaking of Education
Psychologist Profile
Redefining masculinity
Miscarriage and loss
Something for everyone
Candidates weigh in
Division Spotlight
American Psychological Foundation
Personalities

Monitor on Psychology - June 2012