Silvia L. Mazzula, PhD, LPC, is Associate
Professor of Psychology at John Jay College of Criminal Justice.
She serves as Director and Principal Investigator of the Latina
Researchers Network, a nationwide network of over 3,000 professors,
scholars, academic leaders and early career researchers. Dr.
Mazzula has extensive experience in curriculum development,
including developing and teaching train-the-trainer programs for
mental health providers and child welfare workers and courses on
multicultural psychology, forensic mental health counseling and
group treatment for undergraduates and graduate students. She is
also an expert on training counselor-trainees and has spoken on
ethical standards and educational training programs throughout hear
career. Dr. Mazzula's work has been published in Hispanic
Journal of Behavioral Sciences, Women & Therapy, and
International Journal of Human Rights in Healthcare, as
well as book chapters and encyclopedias. She is Co-Editor of a
four-volume encyclopedia, Sage Encyclopedia on Psychology and
Pamela Li Vecchi, PsyD, is an adjunct professor, John Jay College of Criminal Justice, CUNY, where she teaches classes in clinical practice. She has spent the last decade creating and providing trainings focused on effective self-care and ethical behavior and has spent more than 15 years focusing on the treatment of children and adolescents. Dr. Li Vecchi has specialized in teaching students who work within the substance abuse and correctional fields, and applies her extensive experience working in both settings to create curriculums focused on professional development. Dr. Li Vecchi has provided professional presentations on teaching ethics to students and understanding how to apply ethics within clinical work, as well as providing psychotherapy within challenging settings, such as institutions or in-home therapy. Along with teaching and providing direct clinical services, Dr. Li Vecchi is a partner and senior consultant at Northeastern Psychological Consultation, LLC.
It is one thing to discuss these matters clearly and often, but it is another to make them living experiences for the reader. I am particularly impressed by the many ways in which the authors strive to involve the readers, whether it be by presenting dilemmas to consider or spelling out activities that highlight the points under consideration. This not only is a book that students will read with interest and enthusiasm, it also is one that will make the task of the instructor clear and easier to accomplish.---George Stricker, PhD "Argosy University"