Thanks to the generous support of Alice and Ted Cohn, The New School for Social Research is once again pleased to offer the Statue Foundation Fellowship Program in Clinical Psychology. The goals of the program are to increase the availability of culturally competent mental health services and to increase scientific knowledge of issues related to sociocultural diversity, social justice, and mental health. The fellowship provides funding to incoming or current doctoral students in clinical psychology who are committed to contributing to culturally-engaged research, teaching, or practice that addresses the needs and concerns of underserved communities, including immigrants or refugees, other racial, ethnic, or cultural minorities, low income individuals and families, sexual minorities, individuals with disabilities, etc. In addition, individuals who are interested in basic or clinical research that has clear relevance to such populations are also encouraged to apply.
The award covers tuition costs for one year. Students in the Statue Foundation Fellowship Program contribute to the education of both their fellow students and faculty in the Clinical Psychology Ph.D. program at The New School, about issues and concerns relevant to populations that are often underrepresented or marginalized in mainstream clinical psychology, e.g., acculturative stress, racism and prejudice, survivor guilt, the effects of torture, the impact of poverty, disparities in mental health care, culturally adapted treatments, etc.
To fulfill this mission, fellows are expected to (a) organize colloqia, community, and/or departmental events relevant to these topics, (b) conduct at least two presentations (on relevant research or clinical practice topics) to the department, university, or as part of a professional conference, and (c) serve on the psychology department’s diversity committee. The fellowship recipients are also encouraged to collaborate with faculty on research that is both culturally grounded and relevant to the specific concerns and issues of underserved communities. To assist with organizing efforts, students are also encouraged to connect with previously funded Statue Fellows and other divisional and campus organizations related to social justice, such as the Students for Social Justice and the Social Justice Committee.
Preference is given to applicants who have previously demonstrated a commitment to working with the populations or issues described above and/or who are in the early years of doctoral training. At the end of the award year, fellows must submit an Annual Report describing the activities undertaken to fulfill the requirements of the award. Fellows must maintain good standing in the doctoral program and adhere to program deadlines and requirements.
The application may be accessed
here. More information about the award and previous fellows may be accessed
Submit this form by noon Monday, March 1, 2017.
Growing up, I was often asked, “What are you?”
Confused by the intent of this question along with my complicated feelings
about my conception and my ethnic-racial identity, I found this question
painful. With time, exploration, and maturation, feelings of ambivalence
transformed into pride. And while inquiries about my ethnic-racial identity can
still be off-putting, my response is not. I say, “I am black,” with
all the conviction and pride that I am entitled to. Time has also shown me that the Black American experience is
complicated and conjures up complex emotions. My narrative is not unique.
Instead, my experience is one example of how structural oppression and personal
identity can collide. Grappling with my evolving sense of self has provided me
a critical lens that has allowed me to examine the dynamic manifestations of
oppression and privilege.
Under Dr. Doris Chang’s leadership, my research
examines dimensions of Black American identity inside and outside of the
therapeutic context. I am in the early stages of investigating an ideology
called Afrofuturism (AF). AF takes many forms; it is an aesthetic that depicts
dimensions of the African diaspora across time and space. AF is also an
ideology that describes a kind of Black racial-ethnic identity that transcends
socio-political boundaries. I am also working on a project examining the
experiences of Black American clients in therapy with White counselors.
As the 2016-2017 Statue Fellow, I aim to
organize programming that promotes awareness and dialogue about oppression and
privilege. Inspired by Dr. Pamela Hays’ ADDRESSING Model (1996) which discusses
nine cultural influences (age and generational influences, disability, religion,
ethnicity, social status, sexual orientation, indigenous heritage, national
origin, and gender) that counselors need to consider in their work with
clients, each Statue Fellow program will feature guest speakers that will help
shape an interactive discussion about the cultural influences the shape our
lived experiences. The goal of this approach is to promote conversations about
the intersectionality of identity and the dimensionality of oppression and
For questions, comments, or ideas for promoting
diversity and social justice at NSSR, please feel free to email me at email@example.com.
Reflecting on myself as a psychology student, I have adopted specific lens when grappling with the world around me: one that simultaneously obliges me to examine how various points of diversity intersect to produce unique experiences as well as acknowledge the importance of personal perceptions over assuming universal truths. This framework, has been the basis for understanding of my own lived experience as a queer, brown, able-bodied, and educated woman. Through my education, professional support network, and personal history, I have learned that not only is such a framework necessary in producing responsible research and providing competent mental health care but that without such a lens, various diverse populations will continue to be marginalized and stigmatized.
With Dr. Lisa R. Rubin's mentorship, my research examines pregnant and postpartum individuals' experiences, including how they perceive their changing bodies and child feeding decisions while residing in specific socially constructed environments. I am also actively involved in gender diversity issues and fat studies. By approaching my own graduate coursework with a critical lens along with her peers, I began exploring critical, feminist, and queer theory-based understandings of gender and how this social construction related to and varied from sex and sexuality. Outside of academia, I have begun self-initiated training in gender diverse sensitivity as it applies to psychotherapy by attending multiple professional workshops. Collaborating with Dr. Rubin, I have also explored the tensions within the "eating disorder" and "obesity" prevention fields, questioning the pervasive stigmatization of fat bodies within our society and psychology as well as how such stigmatization negatively reflects on minority populations such as African American women- and girl-identified individuals. By no means is this a popular opinion. Indeed, as the American Psychological Association continues to pathologize, medicalize and stigmatize fat bodies, I feel personally called to act as a voice of opposition to mainstream psychology's conceptualization of fat bodies.
Throughout the year, I plan on continuing informal discussions of privilege and nonviolent communication initiated by last year's fellow, William Somerville. Additionally, I will be working to bring the students, faculty, and community professionally applicable conferences and workshops that expand our understanding of the diverse and unique embodiment(s) of our patients, clients and participants. Please feel free to contact me with questions, comments or suggestions at firstname.lastname@example.org.
Although the roots of social justice run deep in my family—my father joined President Lyndon Johnson's "War on Poverty" in the 1960s and served as a community organizer in rural West Virginia for many years—it has been my experience at The New School that has led me to confront my own privilege and embrace the role of ally.
Like so many other educated, middle class White men, I assumed that the advantages I enjoyed were earned rather than unearned. At the New School, and especially under the mentorship of Dr. Doris Chang, I have developed a critical view of this powerful myth. This has been a slow, deliberate, and affectively-charged process. The work is ongoing.
My master's thesis research on unconscious racial bias in psychotherapy has led me to reconsider what it means for a clinician to become culturally competent. "Cultural competence" is a training goal for virtually every clinical and counseling program in America, but it is also a buzzword that can breed a false sense of security. The next generation of clinician-allies cannot rely on old, encyclopedic approaches to cultural competence. We cannot assume that intellectual knowledge of a patient's culture will promote deep, empathic understanding. Instead, we need to look within. If we are brave about rooting out implicit bias when we find it, we can be hopeful about becoming the allies we want to be. An exciting body of social psychology research shows that these kinds of changes are possible--but only if we are willing to do the work. This is my journey, and I am excited about the opportunity to exercise leadership in this area during my tenure as a Statue Foundation Fellow.
In the 2012-2013 school year I will be hosting a series of informal "conversations" for students about privilege, implicit bias, cultural competence, intersectionality, and other issues related to social justice in clinical practice, teaching, and research. For updates on other fellowship activities, or to share your own ideas for promoting diversity and social justice at NSSR, please feel free to email me: email@example.com.
Today, I consider myself to be many things — a student, a researcher, a feminist, a Puerto-Rican American, a social justice activist. I do not see myself as being more or less represented by any one of these things. I conceptualize and experience my identities as complex and composed of
meaningful parts that communicate and evolve. Growing up with a bicultural identity prompted me to practice perspective taking and regularly negotiate incongruences within my worldview. Grappling with my own narratives of diversity and identity has provided me with a critical lens and guided my
research interest toward the examination and development of culturally sensitive clinical interventions for underserved ethnic minority populations.
My primary research interests focus on intergenerational transmission of trauma and the effects of early childhood experiences throughout the lifespan. In collaboration with Dr. Miriam Steele, Dr. Howard Steele, and Dr. Anne Murphy, I seek to support treatment development for hard-to-reach families
living under oppressive conditions, some of which include neglect, household dysfunction, domestic or community violence, child maltreatment, poverty, low social support, and inadequate access to medical and mental health services. My Master’s thesis explores parents’ experiences of group attachment-based
intervention to further supplement researchers’ and practitioners’ strategies for conceptualizing, assessing, and modeling clinical training and treatment with underserved ethnic minority populations. My dissertation work focuses on how early childhood experiences shape adult regulatory abilities, which get
transmitted from parent to child through the attachment system. It specifically investigates sensory-perceptual and cognitive functions involved in the processing of affective stimuli in a sample of mothers living in the Bronx that experienced a high number of aversive childhood experiences. This work aims to expand
upon existing literature and propose new insights with regards to how to effectively treat adults who have suffered abuse, neglect, and household dysfunction, and break patterns of abuse and maltreatment. I am continuously motivated to explore individuals’ stories in layered ways and I intend to
continue along this research trajectory, with the goal of cultivating the skills and knowledge necessary for responsible and innovative clinical practice.
As a Statue Foundation Fellow, I will work diligently to further the department’s burgeoning mobilization toward social justice. In order to uphold the continuity of critical diversity efforts in our community, I plan to continue the informal brown-bag discussions led by Jessica Joseph last year. In
addition, I intend to pursue funding opportunities that will enable us to bring social justice-oriented speakers to NSSR and work with the Psychology Department Diversity Committee to support capacity-building and cultural competence opportunities for faculty and students.
For questions, comments, or ideas for promoting diversity and social justice at NSSR, please feel free to email me at
Tuition and Fees
Check Application Status
General Admission Contact
The New School for Social Research
Office of Admission
79 Fifth Avenue, 5th FloorNew York, NY 10003
212.229.5600 or 800.523.5411
Department of Psychology
The New School for Social Research
80 Fifth Avenue, 7th floor
New York, NY 10011
Tel: 212.229.5727 ext. 3119 or 3223 (for Clinical Psychology)
William Hirst (Cognitive, Social and Developmental Psychology)
Howard Steele (Clinical Psychology)
Director of Clinical Student Affairs
Advisor Office Schedule
Department of Psychology Handbook (PDF)
Psychology Lab Descriptions Handbook (PDF)
Clinical Psychology Peer Ombuds
Peer Ombuds Information Guide (PDF)