This document provides a summary of Amber D. Lazarus's professional experience and qualifications. It lists her education, including a Ph.D. in Clinical Psychology from Emory University, licenses and certifications. It also outlines her extensive clinical experience providing psychotherapy, assessments, teaching and supervising across various settings since 2001.

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AMBER D. LAZARUS, Ph.D.
139 Coconut Key Lane, Delray Beach, FL 33484
561.271.7207. Lazarus.amber@gmail.com
LICENSE
Florida Licensed Psychologist #PY 8979
EDUCATION
2007 Ph.D., Clinical Psychology, Emory University, Atlanta, GA
2004 M.A., Clinical Psychology, Emory University, Atlanta, GA
2001 B.A., Summa Cum Laude, Psychology, Rider University, Lawrenceville, NJ
PROFESSIONAL EXPERIENCE
2015-present Online Psychologist – Private Practice. Florida residents.
2013-present Psychologist. Florida Atlantic University Counseling & Psychological Services,
Boca Raton, FL.
2008-present Online Faculty. Keiser University, West Palm Beach, FL.
2011-present Online Faculty. University of Phoenix. Phoenix, AZ.
2010-2012 Online Adjunct Faculty. South University, Division of Online Instruction.
2008-2009 Post-Doctoral Psychology Resident. Renfrew Center, Coconut Creek, FL.
2007-2008 Director of Student Success and On-line eCampus Liaison. Keiser University,
West Palm Beach, FL.
2007-2008 Adjunct Professor. Keiser University, West Palm Beach, FL.
2006-2007 Resident/Clinical Psychology Internship. Atlanta Veterans Administration
Medical Center, Decatur, GA
2005-2006 Senior Clinical Associate. Emory Psychological Center, Atlanta, GA
2005-2006 Graduate Fellow. Emory Center for Myth and Ritual in American Life
(MARIAL), Emory University, Atlanta, GA
2005 Group Instructor. Charles R. Drew Charter School, Atlanta, GA
2004-2005 School Consultant. Charles R. Drew Charter School, Atlanta, GA

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2004 and 2005 Psychological Assessment Instructor. Emory University
Psychological Center, Atlanta, GA
2004 Associate Staff Member. Emory Counseling Center, Emory University, Atlanta, GA
2003-2006 Clinical Associate. Emory University Psychological Center, Atlanta, GA
2001-2006 Research Associate. Psychology Department, Emory University, Atlanta, GA
2001 Group Facilitator and Quality Assurance Coordinator. Medallion Care, Inc.,
Pennington, NJ
2000-2001 Instructor/Counselor. Head Start, Trenton, NJ
2000 Group Facilitator. Millhill Child and Family Development Corporation, Trenton NJ
1999-2001 Behavioral Intervention Specialist. Princeton Child Development Institute,
Princeton, NJ
1997-2001 Research and Teaching Assistant. Psychology Department, Rider University, NJ
PROFESSIONAL CLINICAL EXPERIENCE AND TRAINING
9/2015-present – Online Psychologist. Private Practice. Florida residents.
Online Telemental Health Psychologist. Deliver online psychotherapy, counseling and
consultation to Florida residents via secure platform that exceeds HIPPA compliance in
accordance with Florida laws and statutes. Responsibilities include managing client
scheduling, progress notes, treatment plans, billing, and disposition. Client’s access
secure portal from any location, home, office or ipdad. Easy web-based interface with
highest level of security to ensure confidentiality.
1/2013-present – Florida Atlantic University Counseling and Psychological Services Center, Boca
Raton, FL.
Psychologist. Responsibilities include providing direct therapeutic services to the FAU
community, including staff and students. Execute initial assessments, crisis management,
treatment planning and management, including referrals. Retain on-going individual,
couples and relationship/family counseling cases. Maintain records, case management, and
disposition planning. Work closely with the psychiatry team at the center, as well as other
entities on campus, including the Dean’s Office and Student Health. Provide outreach to
the larger FAU campus and community liaisons.
9/2008-9/2009 – Renfrew Center, Coconut Creek, FL.
Post Doctoral Psychology Resident. Responsibilities included functioning as a primary
therapist providing individual, family and group therapies under the supervision of licensed
psychologists; worked as a central member of a multi-disciplinary treatment team and took
part in clinical discussions and case conferences; attended weekly peer group and
individual supervision; worked closely with the Utilization Review and Aftercare
departments in coordinating level of care changes and overall case management of

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individual patient care including developing and overseeing treatment plans; and
supervised practicum students.
2/2008-8/2008 – Keiser University. West Palm Beach, FL.
Director of Student Success and On-line eCampus Liaison. Responsibilities include
developing and implementing workshops designed to improve student success and increase
retention, instructor for on-line courses and managing student needs. Activities also include
on-line and campus liaison work for at-risk students, developing strategies for helping
students succeed academically, individual tutoring, and connecting students to on-campus
resources.
8/2006-8/2007 –Atlanta Veterans Administration Medical Center, Decatur, GA.
Resident/Clinical Psychology Internship. Clinical internship includes four rotations:
Trauma Recovery Program, Health Psychology, Substance Abuse Treatment, and
Neuropsychology. Rotation responsibilities include conducting intakes, performing
assessments, completing consults, attending staff meetings, presenting cases to team
members, weekly supervision, and supervising practicum students. Responsibilities for
general internship include long-term individual therapy patients, participating in weekly
seminars and receiving group supervision. Attended bi-monthly clinical case conferences
and Grand Rounds at Emory University.
Director of Clinical Training: Katherine Jones, Ph.D.
9/2005-8/2006 – Emory Sloan Center for Myth and Ritual in American Life (MARIAL), Atlanta, GA
Graduate Fellow. Appointed as a graduate fellow for the MARIAL Center to pursue
dissertation research examining narratives in working, middle class families.
Responsibilities include active participation in MARIAL colloquia, leading workshops on
the importance of myth and ritual in American life, contributing to MARIAL’s Working
Paper Series, and presenting at annual meetings for Sloan Centers on Working Families.
Perform home visits for the greater Atlanta community as part of the Narratives Project for
studying how families make meaning out of their lives and overcome external stressors.
Facilitate family discussion, administer assessment measures, and evaluate child and parent
interactions.
Supervisor: Marshall Duke, Ph.D.; Bradd Shore, Ph.D.
2/2005-6/2005 – Charles R. Drew Charter School, Atlanta, GA
Group Instructor. Co-led weekly social skills group to pre-adolescent girls ages 9-12.
Designed and implemented curriculum, discussions, activities, including such areas as
introducing yourself, joining and leaving conversation, managing strong emotions, and
accepting compliments. Administered pre- and post-group questionnaires to track
progress.
Supervisor: Ann Abramowitz, Ph.D.
9/2004-6/2005 – Charles R. Drew Charter School, Atlanta, GA
School Consultant. Participated in newly formed collaboration practicum between East
Lake’s Charles R. Drew Charter School and Emory University Psychological Center.
Served as consultant for teachers regarding classroom management strategies and student
behavior problems. Implemented school-based, empirically supported classroom

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interventions. Performed psychoeducational assessments for students.
Supervisors: Eugene Emory, Ph.D.; Ann Abramowitz, Ph.D.
9/2005 -7/2006 and 9/2004-12/2004 – Emory University Psychological Center, Atlanta, GA
Psychological Assessment Instructor. Selected to serve as instructor for a required
graduate level assessment course. Provided didactic training for the administration of
cognitive ability, academic achievement, and neuropsychological tests, including the
Wechsler Adult Intelligence Scale, 3rd Edition (WAIS-III), Wechsler Intelligence Scale
for Children, 3rd and 4th Editions (WISC-III and WISC-IV), Differential Ability Scales,
School-age and Preschool, (DAS), Woodcock-Johnson Tests of Achievement, 3rd Edition
(WJ-III), Grey Oral Reading Test (GORT), and the Developmental Neuropsychological
Assessment (NEPSY). Supervised the administration of these assessments and provided
feedback to beginning clinicians.
Course Instructor: Ann Abramowitz, Ph.D.
1/2004-5/2004 – Emory University Counseling Center
Associate Staff Member. Selected for competitive counseling externship to provide
short-term, individual psychotherapy for two university students weekly under the
supervision of a pre-doctoral clinical intern. Responsibilities included case formulation
and conceptualization and treatment planning.
Supervisors: Meredith Campbell, M.A.; Amy Goch, Ph.D.
6/2003-7/2006 – Emory University Psychological Center, Atlanta, GA
Senior Clinical Associate. Senior associate responsibilities included conducting diagnostic
intake evaluations, peer mentoring and training, and managing referrals and crisis
intervention.
Employer and Supervisor: Cynthia Messina, Ph.D.
Clinical Associate. Provided individual and family psychotherapy to community-based
clients of various ethnic and socioeconomic backgrounds. Prepared written case
conceptualizations, weekly therapy notes, and termination reports. Received supervised
training in behavioral, cognitive-behavioral, gestalt, integrative, psychodynamic, growth
oriented and emotion-focused approaches. Conducted structured and unstructured adult
and child clinical interviews. Perform psychological, psychoeducational,
neuropsychological, and vocational assessments for children, adolescents, and adults.
Administered, scored, interpreted assessments and provided verbal feedback. Consulted
with teachers, school counselors, and mental health professionals. Assessment questions
include differential diagnosis of attention-deficit hyperactivity disorder, learning
disabilities, neuropsychological dysfunction, disorders of emotional functioning, vocational
guidance, as well as assessments of cognitive functioning. Presented clinical case
formulations and conceptualizations at weekly staff training case conference meetings and
in weekly supervision sessions.
Supervisors: Elaine Walker, Ph.D. (Cognitive-Behavioral); Cynthia Messina, Ph.D.
(Integrative; Growth-oriented); David Freides, PH.D. (Psychoanalytic); Jack McDowell,
Ph.D. (Behavioral); Ann Abramowitz, Ph.D. (Behavioral); Regina Pyke, Ph.D. (Emotion-
Focused); Eugene Emory, Ph.D. (Integrative).
1/2001-6/2001 – Medallion Care, Inc., Pennington

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Group Facilitator and Quality Assurance Coordinator. Served as an intern for a
private, outpatient agency designed to treat adults with various psychiatric disorders.
Coordinated and facilitated groups using biopsychosocial models. Maintained
interpersonal relationships with clients and encouraged their independence. Quality
Assurance Coordinator responsibilities included supervising various aspects of the
program including treatment planning, medication consultations, and vocational
placements.
Supervisor: Gary Brosvic, Ph.D.
1/2000-7/2000 – Millhill Child and Family Development Corporation, Trenton, NJ
Group Facilitator. Served as an intern for a social service agency funded by the
Division of Youth and Family Services designed to assist families with physically,
sexually, or emotionally abused children or those at-risk for abuse or neglect.
Responsibilities included performing intake interviews, observations, home visits, and
follow-up consultations with families.
Supervisor: Marlene Taylor, MPS; Steven Rosen, M.Ed.
9/2000-1/2001 – Head Start, Trenton, NJ
Instructor/Counselor. Served as an intern for a comprehensive child development
program designed to increase the school readiness of young children from inner city, low-
income families. Implemented activities to improve and utilize cognitive functions, gross
and fine motor development, and social skills in children. Consulted with parents
regarding behavior management strategies and disciplinary techniques.
Supervisor: Sheryl Hassan, Director of Early Childhood Services
8/1999-6/2001 – Princeton Child Development Institute (PCDI), Princeton, NJ
Behavioral Intervention Specialist. Received training in a comprehensive science-
based
intervention model (applied behavior analysis) at a private, nonprofit program offering a
broad spectrum of services to children, youth, and adults with autism. Implemented
behavioral techniques, including verbal and manual prompting and fading, behavioral
rehearsal, modeling, and contingent reinforcement. Assisted staff in data collection, led
group activities, and participated in individual instruction. Employed as a private home
instructor for an autistic child. Worked in collaboration with PCDI and the parents to
create an appropriate learning schedule to promote social competency, academic fluency,
and independent living skills.
Supervisors: Edward Fenske, M.A.T., Ed.S.; Patricia J. Krantz, Ph.D.; Lynn
McClannahan, Ph.D.
6/1997-9/1997 – Park Ridge High School Summer Program, Park Ridge, NJ
Counselor. Full-time summer counselor with Park Ridge High School. Mentored
students with emotional and behavioral difficulties. Responsibilities included observing group
therapy sessions, assisting in psychological testing, crisis management and conflict
intervention. Maintained interpersonal relationships with students.

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TEACHING EXPERIENCE
7/2008-present Online Faculty– Keiser University
Online instructor for a broad range of Psychology courses and Strategies for
College Success course. Psychology courses include, Introduction to
Psychology, Industrial/Organizational Psychology, Research Methods, and
Life Span Development. Responsibilities include interacting with students via
distance learning platform, facilitating class discussion, conducting live chats
managing student concerns, grading, and providing feedback to students.
3/2011-present Online Faculty – University of Phoenix
Courses taught include online Foundations of Psychology, Multi-
Cultural/Diversity and Social Psychology courses. Responsibilities include
facilitating, initiating, and prompting interactive discussions, interacting with
students via online platform, managing student concerns, grading student
responses and papers, and providing substantive feedback to students.
5/2010-3/2012 Online Adjunct Faculty – South University
Responsibilities include instructing online General Psychology course.
Activities include interacting with students via online platform, facilitating
discussion forums, managing student concerns, grading, and providing
substantive feedback to students.
8/2007-7/2008 Adjunct Professor – Keiser University
On-campus instructor for several associate and bachelor level psychology courses,
including Life Span Development, Introduction to Psychology, and Diversity in the
Workplace. Responsibilities include creating syllabi, delivering lectures, preparing
exams, and managing grades.
Spring 2005 Teaching Assistant – Introductory Psychology II
and 2004 Assisted with course preparation, attended bi-weekly classes, assisted with exam
preparation, grading, and individual instruction.
Instructor: Marshall P. Duke, Ph.D.
Fall 2003 Teaching Associate – Research Methods
Designed and delivered lectures on how to conduct, analyze, and write up
three types of psychological research studies (naturalistic observation, survey
research, and experimental design). Supervised and graded students’ research
projects.
Instructor: Nancy Bliwise, Ph.D.
Spring 2003 Teaching Assistant – Introductory Statistics
Instructor for undergraduate statistics level course. Taught weekly lab
focusing on the application of statistical techniques in a statistical analyses
program, the Statistical Package for the Social Sciences (SPSS). Held weekly
office hours and graded examinations and weekly assignments.
Supervisor: Howard Rollins, Ph.D.

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Guest Lectures
Stress, Coping, and Health. (2004, April). Introduction to Psychology Seminar. Emory
University, Atlanta, GA. Instructor: Dr. Marshall Duke.
Bipolar Disorder. (2003, July). Adult Abnormal Psychology. Emory University, Atlanta, GA.
Instructor: Julie Alvarez, M.A.
Suicide: Risk factors, intervention, and prevention. (2003, August). Adult Abnormal
Psychology. Emory University, Atlanta, GA. Instructor: Julie Alvarez, M.A.
Research Methods: Correlations. (2003, October). Introduction to Statistics seminar. Emory
University, Atlanta, GA. Instructor: Dr. Nancy Bliwise.
One-way and Repeated Measures ANOVA. (2002, November). Introduction to Statistics
seminar. Emory University, Atlanta, GA. Instructor: Dr. Nancy Bliwise.
Independent and Dependent T-tests. (2002, October). Introduction to Statistics seminar. Emory
University, Atlanta, GA. Instructor: Dr. Nancy Bliwise.
PROFESSIONAL RESEARCH EXPERIENCE
09/01-07/06 – Laboratory for the Study of Interpersonal Processes, Emory University, Atlanta, GA
Graduate ResearchAssociate. Assisted in formulation and conceptualization of
ongoing and new research projects. Prepared findings for publication and presentation
at national and regional conferences. Participated in continuing research discussions
and weekly lab meetings. Mentored undergraduate lab assistants and junior graduate
students with research, data collection, and poster presentations.
Principal Investigator. (08/05-present). Dissertation project. Conducted study to
examine the validity of family locus of control. Responsibilities included performing
home visits, eliciting narratives, and administering questionnaires. Analyzed data and
interpreted findings.
Advisor: Marshall Duke, Ph.D.
Principal Investigator. (06/02-12/04). Masters project. Designed and conducted
study to examine relationships among indicators of child and family resilience and
adjustment. Performed home visits, elicited family narratives, and administered
questionnaires. Analyzed and interpreted findings.
Advisor: Marshall Duke, Ph.D.
Web design and programmer assistant.
http://psychology.emory.edu/labs/interpersonal
Supervisors: Marshall Duke, Ph.D.; Stephen Nowicki, Ph.D.
05/99-06/01 – Laboratory for the Study of Animal and Behavioral Principles, Rider University,
Lawrenceville, NJ

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Undergraduate ResearchAssistant. Examined the effects of long-term
institutionalization on cognitive, social, emotional, and physical development in
Romanian orphans. Actively involved in researching theory of mind, reaction time, and
serial timing skills in autistic, Asperger, and Down Syndrome children. Analyzed and
interpreted data. Presented research projects at regional and national conferences.
Supervisor: Gary Brosvic, Ph.D.
09/97-06/01 – Laboratory for the Study of Cognition and Memory, Rider University,
Lawrenceville, NJ
Undergraduate ResearchAssistant. Recruited and ran participants to assess the
benefits of the Immediate Feedback Assessment Technique (IF AT), a newly developed
testing method that provides immediate feedback to students. Administered pre- and
post-testing to students in grades 3, 5, and 7, as well as college students to assess
technique.
Scored, coded and analyzed data. Presented results at regional conference.
Supervisor: Michael Epstein, Ph.D.
PEER-REVIEWED PUBLICATIONS
Duke, M.P., Lazarus, A.D., & Fivush, R. (in press). Knowledge of family history as a clinically
useful index of psychological well-being and prognosis: A brief report. Psychotherapy.
(Manuscript # 2007-0537).
Epstein, M.L., Brosvic, G.M., Costner, K.L., DiHoff, R.E., & Lazarus, A.D. (2003). Effectiveness
of feedback during the testing of preschool children, elementary school children, and
adolescents with developmental delays. Psychological Record, 53(2), 177-195.
Epstein, M.L., Lazarus, A.D., Calvano, T.B., Matthews, K.A., Hendel, R.A., Epstein, B.B., &
Brosvic, G.M. (2002). Immediate Feedback Assessment Technique promotes learning and
corrects inaccurate first responses. Psychological Record, 52(2). 187-201.
OTHER PUBLICATIONS
Kurylo, E. (2005, January). Family ways of coping with 9/11: A clue to resilience. Emory Report.
Featured commentator in article presenting results from MARIAL’s family Narratives Project
on family adjustment to 9/11 terror attacks.
Lazarus, A.L. (2004). Relationships among indicators of child and family resilience and
adjustment following the September 11, 2001 tragedy. Sloan Center for the Study of Myth
and Ritual in American Life, Emory University. Working paper, 036-04.
Kurylo, E. (2004, Fall). Psychologists study family reactions to 9/11 terror attacks. Families that
Work: Newsletter of the Emory Center for Myth and Ritual in American Life. Featured
commentator in article regarding MARIAL’s family Narratives Project focusing on family
reactions and adjustment to the September 11, 2001 terror attacks.
Duke, M.P., Fivush, R., Lazarus, A.D., & Bohanek, J. (2003). Of ketchup and kin: Dinnertime
conversations as a major source of family knowledge, family adjustment and family

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resilience. Sloan Center for the Study of Myth and Ritual in American Life, Emory
University. Working Paper, May.
RESEARCH PRESENTATIONS
Abramowitz, A., Lazarus, A.D., & Fowler, K.A. (2005, October). School-Based Problem-
Solving Intervention for Girls. Symposium and presentation at the annual meeting of the
International Conference on AD/HD, Dallas, TX.
Rothman, M.T., Lazarus, A.D., Gapen, M. (2005, May). Associations between expressive and
receptive nonverbal ability and behavior problems in children. Poster presented for the
annual meeting of the Georgia Psychological Association, Atlanta, GA.
Lazarus, A.D., & Duke, M.P. (2004, May). Relationships among indicators of child and family
resilience and adjustment following the September 11, 2001 tragedy. Poster presented
for the annual meeting of the Georgia Psychological Association Conference, Hilton
Head, SC.
Lazarus, A.D., Samson, P.B., Wickline, V.B., & Iliescu, C.S. (2004, May). Self-efficacy relates
to motivation and affectivity of college students. Poster presented for the annual meeting
of the Georgia Psychological Association Conference, Hilton Head, SC.
Lazarus, A.D., Samson, P.B., Wickline, V.B., & Iliescu, C.S. (2004, May). Self-efficacy relates
to motivation and affectivity in college students. Poster presented for the annual meeting
of the American Psychological Society, Chicago, IL.
Wickline, V.B. & Lazarus, A.D. (2003, August). Using nonverbal communication abilities to
predict Asian internationals; cultural adjustment. In. P. McClanahan (Chair), Nonverbal
accuracy and adjustment among various cultural groups. Symposium conducted at the
annual meeting of the American Psychological Association, Toronto, Canada.
Lazarus, A.D., Costner, K.L., & Epstein, M.L. (2001). How low can you go: IF AT vs. scantron
with elementary school children. Poster presented at the annual meeting of the of the
Eastern Psychological Association, Washington, D.C.
Lazarus, A.D., & Brosvic, G.M. (2001). Reaction time in feature and conjunctive searches by
Autistic, Asperger’s and Down’s Syndrome children. Poster presented for the annual
meeting of the Eastern Psychological Association, Washington, D.C.
Lazarus, A.D., & Brosvic, G.M. (2001). Theory of mind: False belief and ignorance in
understimulated and autistic children. Poster presented for the annual meeting of the
Eastern Psychological Association, Washington, D.C.
Lazarus, A.D., & Brosvic, G.M. (2000). Reaction time and serial timing task in Autistic,
Asperger, and Down Syndrome children. Poster presented for the annual meeting of the
Eastern Psychological Association, Baltimore, MD.

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Lazarus, A.D., Matthews, K.A., Calvano, T.A., & Epstein, M.L. (2000). Click on vs. scratch off:
Computer vs. IF AT. Poster presented for the annual meeting of the Eastern
Psychological Association, Baltimore, MD.
OUTREACH PROGRAMS AND COMMUNITY PRESENTATIONS
The role of mythand ritual in families. (April, 2005). Presentation for Emory University Research
Conference, Atlanta, GA.
Suicide on college campuses. (March, 2005). Speaker for the Emory University Counseling Center
outreach program on suicide prevention, Atlanta, GA.
To self-disclose or not?: Ethical and clinical implications.(2004, November). Presentation for
Emory University Psychological Center Clinical Case Conference. Emory University,
Atlanta, GA.
Why didn’t somebody tell me? (2004, August). Panelist for Emory Teaching Assistant Training
and Teaching Opportunity (TATTO) seminar for graduate students. Emory University,
Atlanta, GA.
Adjustment and resiliency in children and families following the September 11, 2001
Tragedy. (2004, April). Presentation for Emory University Research Conference.
Atlanta, Georgia.
ACADEMIC AWARDS AND HONORS
Emory University, Atlanta, GA
 Senior Clinical Associate, Emory University Psychological Center, 2005-2006
 MARIAL Graduate Fellowship, Emory Center for Myth and Ritual in American
Life, Emory University, 2005-2006
 Emory University Psychological Center Travel Award, 2005
 Georgia Psychological Association (GPA), First Place, Graduate Student
Research Award, 2005 (See Rothman, Lazarus, & Gapen, 2005)
 Emory University Psychological Center Travel Award, 2004
 Georgia Psychological Association (GPA), Second Place, Graduate Student
Research Award, 2004 (See Lazarus, Samson, Wickline, & Iliescu, 2004)
 Georgia Psychological Association (GPA), Second Place, Student Research
Award, 2004, Division G (Division of Family, Adolescent, Child, Evaluation, and
School Psychology) (See Lazarus, 2004)
 American Psychological Society Travel Award, 2004
 Emory University Graduate Scholarship and Research Fellowship, 2001-2006
Rider University, NJ
 Summa Cum Laude
 Alpha Epsilon Zeta
 Alpha Lambda Delta
 Phi Sigma Tau, The Honor Society for Philosophy

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 Pi Gamma Mu, The International Honor Society for the Social Sciences
 Psi Chi. The Psychology Honor Society
 Derrill McGuigan Award
 Dean’s List, 1997-2001
ACADEMIC COMMITTEES, CAMPUS INVOLVEMENT, AND SERVICE
Emory University, Atlanta, GA
 Clinical mentor/”buddy” for new therapists at Emory University Psychological
Center, 2004-present
 New psychology graduate students’ “buddy program” mentor, 2002-2006
 Graduate Student Council, Department of Psychology Representative, 2001-2006
 Emory Graduate Student Association, Psychology Department Representative,
2002-2004
 Graduate Student Advisory Committee, Department of Psychology, 2001-2003
Rider University, Lawrenceville, NJ
 Judicial Review Board, 1998-2001
 Representative for visiting student panels and freshman orientation, 1998-2001
 Hillel Society, Secretary/Treasurer, 1999-2001
 Student Government Association, 1997-2001
 Psychology Club, Secretary, 1997-2001
 Student Alumni Association, 2001-present
PROFESSIONAL AFFILIATIONS AND HONOR SOCIETIES
American Psychological Association
American Psychological Society
REFERENCES
Available upon request.