Current Students

Student Resources

Student Handbook (Revised August 2017-rev08021)

Use of AI in clinical work Policy for Clinical and School PsyD Students

Students are required to create their own documentation related to client care, such as (but not limited to) notes, reports, and assessments. While there are HIPAA-compliant AI tools available, GSAPP is in the process of collaborating with the university to explore potential access to these tools. As it stands, the use of AI for all clinical documentation is not permitted. It is crucial for students to understand that using AI for clinically related materials could not only breach HIPAA and state confidentiality regulations, but it may also result in removal from your program.

If you have questions about AI usage for non-clinical coursework, please refer to the course syllabus or reach out to your course instructor directly. Rutgers also has guidance which can be found here: Guidance on the use of AI at Rutgers - Information Technology.

Summary of Revisions to Handbook, Fall 2014

University Policies and Regulations 

All University polices on Academic Integrity can be found at: http://academicintegrity.rutgers.edu/
Policies on the University's Code of Student Conduct can be found at: http://studentconduct.rutgers.edu/

GSAPP Technical Standards for Training as Mental Health Professionals

Important site links

Important forms

Student Services Portal

Career Resources

Navigating Rutgers tech resources  

With all the tech resources available to you at Rutgers, it can be confusing to know where to start. That’s where the Rutgers Tech Guides come in. From free software to computer labs, email services, internet access, and a lot more, you can easily learn about Rutgers tech.  

How to connect your tech to ResNet 

Set yourself up this semester by making sure you stay connected. Learn how to connect your smart devices, gaming consoles, streaming devices, wired desktops, and any other devices you need to stay connected on campus through this knowledge base article.  

Sign up for essential tech services at Rutgers  

Rutgers IT makes it easy for you to stay connected with applications like Zoom, Microsoft Office, Adobe Creative Cloud, and more. As a Rutgers student, you have free access (yes, free!) to a myriad of useful software and services that are all here to support your technology needs all semester long through the software portal. Set yourself up for success and learn how to sign up for email, web conferencing, and more essential tech services at Rutgers. 

Fast and efficient tech support with the Rutgers IT Help portal 

Your tech should work with you, not against you. The Rutgers IT Help portal is here to provide answers to your tech questions and help keep your devices running smoothly all semester long. Learn more about the IT Help portal in this video. 

Clinical Psychology Department Forms

• Internship Clinic Paperwork Form
• Oral Exam - Purpose and Philosophy & Form
• Program Proposal (for cohorts entering fall, 2020 and after)
  • GSAPP Courses that Teach Theories and Methods of Effective Interventions
• PsyM Application - Clinical (students entering 2020 and after)

References on EBP for students who took the clinical comps in 2007 or afterward

• Chambless & Ollendick "empirically-supported psychological interventions"*
• APA Presidential Task Force "evidence-based practice in psychology"**
• Spring "evidence-based practice in clinical psychology"***

References for students who entered the program in 2009 or afterward

• Casebook for Clinical Supervision - a competency based approach
• Psychotherapy-based Approaches to Supervision

Organizational Psychology Forms

• Individual Studies Form (for internships and independent research)

School Psychology Department Forms

• Council of directors of school psychology doctoral level internship guidelines (revised version)
• School Psychology doctoral internship agreement
• School Psychology doctoral internship activities summary and log
• Internship progress report
• Student's eligibility to apply for internship form
• Oral specialty examination topic and approval form
• Overview of school psychology practicum
• School based practicum competency development plan contract
• Practicum handbook
• Practicum progress report form
• Program proposal- for students entering 2020 and after
• PsyM application - school - students entering 2019 and before
• PsyM application - students entering 2020 and after

Additional Documents & General Forms

• Application for transfer of credits
• Blank scheduling grid
• Enrollment certification form - 2025-2026 (for part time status students deferring loans)
• Community psychology concentration requirement checklist form
• Course overload approval request form (rev 6/23/22)
• Courses that satisfy nj licensing requirements
• health insurance form (2024-2025)
• Name change form
• Practicum waiver form 
• Professional Liability Coverage form 2024-2025
• Program proposal changes form
• Request for independent study
• Student handbook of policies and procedures
• Waiver form (rev 07/14/21)
• Yearly milestone checklist

For Faculty

• Course proposal

For Faculty & Students

• Travel Conference request form
• GSAPP Policy for Student Travel Funds

2001* | 2006** | 2007***

READ THIS FIRST Dissertation Manual - Principles & Procedures* 

• Checklist and Information Guide for Completion of PsyD Degree** 
• Dissertation Formatting Style Guide*** 
• Dissertation FAQs**** 
• RU Core Dissertation Search
• Proquest Dissertation Search
• Dissertation Committee Approval Form (School)
• Dissertation Committee Approval Form (Clinical)
• Approval Form for Defending Dissertation Proposal
• Template of Dissertation Proposal Signature Page
• Template of Abstract for Dissertation Announcement
• Page Order of Preliminary pages in Dissertation
• Dissertation Proposal Rubric (School Students Only)
• Dissertation Defense Rubric (School Students Only)

Templates for Preliminary Pages

• Signature Title page
• Copyright page
• Abstract
• Acknowledgment
• Table of Contents
• List of Tables 
• List of Figures

Other Templates: 

• University copyright policy

Citation Manual and Related Tool

• Gateway to Multiple Resources for Writing your Dissertation
• APA Style Guide to Electronic References "Rutgers restricted"
• APA Style.org
• RefWorks "Rutgers restricted" (A web-based bibliography and database manager)
• Psychology & Behavioral Sciences Resources in the Rutgers University Libraries
• Doctoral Dissertation UMI Agreement Form for Publishing - "NEW" Electronic submission - As of August 2021 , PsyDs will submit their dissertation & complete their publishing agreement  at this link.  One step.  
• Online Diploma Application
• Rutgers Electronic Dissertation and Thesis Submission - only for May 2021 degree candidates. August 2021 and all other complete the Doctoral Dissertation UMI Agreement and submit through ProQuest.

(Rev 08/13/19)* | (Rev Jan 2023) | (2015)*** | (Rev July 2014)****

We are excited to announce that applications are now being accepted for the 2024-2025 GSAPP Returning Student Scholarships. The due date for applications is Wednesday, May 1, 2024. Late submissions will not be considered. 

To apply, go to: 

https://rutgers.ca1.qualtrics.com/jfe/form/SV_9H08jCVVI4vtWaa 

For more information, please visit:  

GSAPP Returning Student Scholarships 2024-2025

We are honored and proud to acknowledge The Ruth and Mel Schulman Endowed Fellowship in recognition of Ruth and Mel Schulman’s lifelong commitment to excellence and service. 

Recently, Ruth Schulman and son Dan Schulman had the opportunity to meet the first Schulman Fellow, Yuri Finisterre, a second year school psychology student, and his wife Johenn for dinner in New Brunswick.

Dr. S. Ruth Schulman provided outstanding leadership and service to GSAPP for 25 years as our Associate Dean, retiring in 1999.  She was an integral part of student and faculty life at the graduate school from its very beginnings in the early 1970s.  Twenty-five years of students, now alumni, have come to know and love Dr. Schulman for her caring and friendly support.  When students were frustrated by university procedures, when someone needed a sympathetic ear about the struggle of adapting to graduate school, when financial concerns were creating an obstacle to remaining in school, Ruth was often the person to whom they turned.  Along with her warmth and caring, she usually had a creative suggestion to help a student turn things towards a more constructive direction.

Sandy Harris, a former Dean of GSAPP who worked with Ruth closely for a number of years, said that “Ruth had an in-depth knowledge of Rutgers University and GSAPP that she shared generously to help me solve the administrative problems that came my way. In the beginning, she knew more about my job than I did!”

Stanley Messer, the current dean, occupied the office next to Ruth throughout her 25-year career at GSAPP. He recalled that “Ruth had an extraordinary ability to juggle many things at once and yet focus only on you the minute you entered her office. She managed, simultaneously, to provide excellent leadership to the school, to be devoted to her family while pursuing doctoral studies at the Graduate School of Education, culminating in an Ed.D.   

Mel Schulman was a warm, loving man and a highly creative chemical engineer who developed new products with multiple applications for real life.  For example, his interest in adhesives allowed him to understand how windows might fall out of buildings.  One of his strengths was his ability to think about problems in a non-linear way that led him to a variety of possible solutions to seemingly intractable questions.  He was much enjoyed by the GSAPP faculty and staff and would often stop by with the necessary tools to mount plaques on the wall or fix small but annoying problems in the building.  At the event, GSAPP had to celebrate Ruth’s retirement he was called “….GSAPP’s handy tool man.”

Sons Daniel and Joel Schulman have strong roots at Rutgers.  Daniel is a member of the Rutgers University Board of Trustees and lives with his wife Jennie and their children in New Jersey.  Joel is a 1983 graduate of the School of Engineering and lives in Massachusetts with wife Nancy and son.  On behalf of the Schulman family, they have generously established The Ruth and Mel Schulman Endowed Fellowship in honor of Ruth’s leadership at GSAPP and in memory of their late father, Mel.

The Schulman family’s generous gift will allow us to attract the best and brightest graduate students, helping to prepare individuals for lives in a global society and to improve the psychological health and well-being of the people and communities they will serve. Generous private support fosters our ability to train professionals who can integrate scientific knowledge with innovation in the delivery of psychological services to individuals, families, and organizations.  The development of new programs, new agencies, and system change through prevention, intervention, and psychological services is an ongoing mission of our faculty, students, and alumni.  Today, students combine their hands-on supervised clinical training with state-of-the-art, evidence-based preventions and interventions for at-risk and underserved populations in the schools, foster care, prisons, families, and in entire communities.

Fellowship gifts are especially meaningful because of the direct impact they have upon the lives of the recipients.  The Ruth and Mel Schulman Endowed Fellowship is a merit-based award that will help deserving graduate students to pursue a PsyD degree at GSAPP unburdened by financial distractions.  The award highlights academic distinction, promise as a practitioner, extracurricular involvement, leadership ability, community engagement, future aspirations, and character.

Because of the Schulman family’s generous support, our graduates continue to make outstanding contributions to the field of psychology along with key innovations in service delivery, education, and training – helping thousands of children, adolescents, and adults lead happier, healthier, and more productive lives.

The Dean's Award

This award is presented annually to the student who has done the most to foster and enhance the quality of life at GSAPP during the academic year. Each awardee receives a framed certificate and a cash award.

List of Dean's Award winners:

2021 - Yasmin Abdelwahab

2020 - Cindy Chang 
2020 - Jessica Reed 

2019 - Sade Porter

2018 - Avi Miodownik

2017  - Nina Franza

2016 - Andrea Temkin

2015 - Binyamin Kagedan

The 2015 award goes to Binyamin (Bin) Kagedan. Bin has played a pivotal role in the revitalization of the psychodynamic community at GSAPP by founding PCaR (Psychoanalytic Community at Rutgers). He invited highly regarded speakers that enhanced the psychodynamic education of GSAPP students. He also created a mentorship program between GSAPP and the Center for Psychotherapy and Psychoanalysis of New Jersey (CPPNJ), which also has had a significant impact on student learning.

2013 - Robin Dean

Received the Dean’s Award for her participation and leadership in many events including Rutgers Day and Interview Day, and for her involvement and leadership with the SA (Student Association), the BGSA (Black Graduate Students and Allies, and the COD (committee on diversity).

2012 - Chelsey Dworkin

Received the Dean's Award For her willingness to help others, her positive attitude, and for her tireless work and very active involvement in reviving the JSA (Jewish Student Alliance), Presented annually to the student who has done the most to foster and enhance the quality of life at GSAPP during the academic year.

2011 - Rebecca Greif

Among many of her accomplishments, Rebecca spear-headed the organization of information sessions for students preparing for in-ternship by recruiting panels of students 
to participate. She has acted as a mentor throughout her classes and practica. Rebecca brought “No Fat Talk Week” to GSAPP, a public awareness initiative related to her research.

2010 - Alexandra Wiltshire

Alexandra credits winning the Dean's Award to sharing her experiences with the APPIC match process with other students in the School Psychology program. Alexandra took an extra year of coursework at GSAPP in order to take more application courses and build client hours. Once she matched, she met with 1st and 2nd year School students in order to discuss her experiences with the process and share her thoughts about seeking licensure in New Jersey. Alexandra states, “I really advocated to School students that you can do it and create opportunities to be competitive enough to do clinical jobs.” She adds, “I didn’t set myself up as a mentor, but I just remained approachable to everyone.

2009 - Meredith Cregg-Wedmore

Meredith started and organized the School Psychology Internship Panel; served as National Association of School Psychologists Student Leader for Rutgers; serves as the NJPA Graduate Students Chair, seeking to involve GSAPP students at the state level. Meredith also served as the Committee On Diversity listserv manager.

2008 -Gina Restivo

Gina was very helpful with the Student Alliance and with admissions for the School Psychology program. She was the student representative to the Applied Psychology Department and kept the larger student body well informed.

Since 1991, The Cyril M. Franks Award has celebrated the outstanding GSAPP doctoral dissertation of the year. This highly coveted award has provided recognition, encouragement, and support to our students who will advance knowledge, develop innovative programs, new agencies, and lead system change through state-of-the-art, evidence-based cutting-edge prevention and intervention psychological services for at- risk and underserved populations. The Franks Award is truly one of the highlights at our annual Commencement awards ceremony. Each awardee receives a framed certificate and a cash award.

List of Cyril Franks Award winners:

2021 - Christine Cho

Addressing Barriers to Mental Health Service Utilization Among Muslin Youth and Families Using a Community-Based Participatory Research Approach

2020 - Denise Guarino

Implementing a Dialectical Behavior Therapy Group Intervention in a Primary Care Setting: A Feasibility and Acceptability Study

2019 - Joshua Romero

Therapists' Experiences with Illness, Injury, and Disability: Effects on the Therapist's Subjectivitiy and the Therapeutic Relationship

2018 - Gabrielle Roberts-Young

"Does Race-Matching Matter? An Examination of the Links Between Teacher-Student Racial Match and the Quality of Relationships"

2017 - Carey Schwartz

"Development and Evaluation of Behavioral Activiation Guided Self-Help Treatment for Mild to Moderate Depression"

2016 - Joshua Korth

"Understanding Implementation of Restorative Practices in Low Income, Urban High Schools"

2015 - Traci Pacita Maynigo

Traci was awarded a research grant from the International Centre for Excellence in Emotionally Focused Therapy to conduct her dissertation and to receive training in Emotionally Focused Therapy. In addition to now becoming a psychologist, Traci has been a free-lance editor and writer.

2014 - Shoshana Friedman

“Teacher Emotional Intelligence and the Quality of their Interactions with Students”

2014 - Sam Klugman

“An Exploratory Study of the Experiences of Transgender and Gender-Nonconforming Students at Rutgers University”

2013 - Laurie Zandberg

Laurie Zandberg (clinical) is the recipient of this year’s award. Her dissertation is entitled “Train-The-Trainer: Implementation of Cognitive Behavioral Guided Self-Help For Eating Disorders In A University Setting.” Laurie’s research study served as a model for the training of staff in the counseling center. To quote Terry Wilson whose written remarks Dean Messer read at the GSAPP convocation on May 19: “Perhaps the most remarkable outcome was the following. The counseling center administration subsequently prevailed on me to train their staff in the guided self-help based on cognitive behavior therapy that Laurie had implemented. Last November Laurie received the Graduate Student Research Award at the annual Association for Behavioral and Cognitive Therapies conference. A paper based on her dissertation has recently been published in an important international journal on eating disorders. For all of these reasons Laurie is richly deserving of the Cyril M. Franks award.

2012 - Nathan Lambright

“Using a Pairing Procedure to Develop Reinforcers for Children on the Autism Spectrum with a Restricted Range of Preferred Items"

2011 - Sarah Kowal

 “An Exploration of the Impact of Social Institutions and Interpersonal Connections on the Sexual Expression and Identity of Dually Attracted and Bisexual Women”

2010 -Andrea Parent

"Effects of a comprehensive substance use prevention program with urban adolescents"

2008 - Jennifer Greenberg

"Cognitive-Behavioral Therapy for Body Dysmorphic Disorder in Adolescents: Development of a Treatment Protocol"

This award is presented annually to the graduating student whose energy, spirit, and enthusiasm evidence a dedication and willingness to work in the interest of professional psychology and the people it serves. This award is presented at the Graduation Reception and each awardee receives a framed certificate and a cash award.

List of Robert Weitz Award winners:

2021 - Shoshana May
2021 - Christine Cho

2020 - Shaindl Schnaidman
2020 - Hanna Schwartzbaum

2019 - Julia Brillante
2019 - Amanda Ferriola

2018 - Brian Eichert
2018 - Andrea Temkin

2017 - Katie Moore 
2017 - Alexander Alperin
Alexander Alperin has strong awareness and leadership skills which brings others together to work towards a common goal. Throughout his training Alexander has sought many opportunities to advance his clinical and research skills while supporting fellow students, faculty, staff and clients he serves. Alexander embraces a warm, social and cultural humility that respects and welcomes others. He conducts himself with the highest ethical and professional standards - serving as an excellent ambassador and role model for GSAPP and Rutgers University.

2016 - Arielle Verdesco

2015 - Mariana Torres-Viso

Mariana Torres-Viso is the kind of person who is always looking for ways to be of service. She worked as a behavioral consultant for children with Autism Spectrum Disorders (ASD) and other developmental disabilities, especially those living in underserved areas, even in other parts of the world. For example, she volunteered in Peru with the Global Autism Project, a non-profit organization that increases awareness of and treats autism in many locations around the world.

Mariana led sibling groups at the Douglass Developmental Disabilities Center (the DDDC) to help brothers and sisters of children with Autism Spectrum Disorder cope with their siblings. When working at her externship at the Regional Diagnostic and Treatment Center, she was able to conduct therapy in Spanish with families who had been waiting some time to get services because they didn't speak any English. She was also involved in The Depression Prevention Initiative (DPI) where she helped translate newsletters and other materials into Spanish, as well as meet with families who spoke only Spanish.

Mariana’s genuine interest in others, her characteristic optimism and cheerfulness and her outlook of gratitude contributed daily to the well-being of all the clients, staff and students at GSAPP and the DDDC. Mariana will now represent not only GSAPP’s high quality education but also the relevance and effectiveness of professional psychology for children and families around the world.

2014 - Gabriela DeCandia

Gabby is a motivated, self-directed student who exemplifies a mastery-oriented learner. She has demonstrated her commitment to serving under-served populations through her work in her practica, as well as through her dissertation on academic achievement in low-income, urban adolescents. Her practicum experiences have included the Edison Public School s, the Shepard Schools, and the Princeton Center for Leadership Training. She has also been continuously involved in student leadership activities at GSAPP through her work on the GSAPP Student Association, the Committee on Diversity, and the Focus on Our Diversity group. In all aspects of her work and interactions with faculty, students, and clients she has been conscientious, dedicated, flexible, and insightful. She exhibits a rare combination of intellectual prowess, strong clinical skills, and effective leadership qualities.

2014 - Kevin Mundt

Kevin has demonstrated dedication in applying evidence-based practices with historically under-served students and their families. 

He has followed his passion for improving education for Latino populations through his practicum experiences and his dissertation research on parental engagement in Head Start Centers in New York City. His practicum experiences include work in the Elizabeth Public Schools, the Foster Care Counseling Project, and the Matheny Medical and Education Center. He is diligent, persistent, and committed to his work. He has exhibited professionalism, leadership, and excellent relationships with both faculty and students at GSAPP. Kevin approaches challenges in stressed clinical and educational systems with a positive, problem-solving “can-do” attitude—one that rubs off on people around him. His optimistic, yet grounded, approach will offer hope to the people he serves in years to come.

2013 - Jennifer Jones

Dr. Susan Forman writes that Jennifer “has shown great leadership skills in her interactions with her fellow graduate students and with the faculty. She consistently volunteered to lead, and participate in, program activities that involve students. She has served as our representative to the APA Division 16 Student Association of School Psychologists and was instrumental in starting the Rutgers student chapter of the National Association of School Psychologists.”

Anne Gregory writes: “Jennifer has a striking ability to connect with others, a strong commitment to the wellbeing of historically disenfranchised groups, and the curiosity and critical mindedness essential for practitioner-scientists. Her leadership as an up-and-coming professional in the field has been recognized by recent awards, namely, the New Jersey Psychological Association Community Award and the Executive Women of new Jersey Merit Scholarship. She was recently notified that she was selected for a highly competitive, two-year Postdoctoral Fellowship Program in Child and Adolescent Traumatic Stress at Beth Israel Medical Center and St. Luke’s - Roosevelt Hospitals in NYC.

2012 - Rebecca Greif

The Robert D. Weitz Award was presented by Dean Stanley Messer to Rebecca Greif (Clinical) for her helpfulness to other students, and for her unending dedication to her research working with the eating disorders prevention program “Reflections”. This award is presented to the graduating student whose energy, spirit, and enthusiasm evidences a dedication and willingness to work in the interests of professional psychology and the people it serves.

2011 - Kelly Moore

Kelly Nicole Moore (Clinical) is being presented with the Robert D. Weitz Award by Dean Stanley Messer . This award is presented to the graduating student whose energy, spirit, and enthusiasm evidences a dedication and willingness to work in the interests of professional psychology and the people it serves.

2010 - Jennifer Foster

This year’s Robert Weitz Award went to Jennifer Foster (3rd year, School) for her excellent work in promoting the mental health of children in the Perth Amboy schools. The Robert Weitz Award is presented to the graduating student whose energy, spirit, and enthusiasm evidence a dedication and willingness to work in the interests of professional psychology and the people it serves.

2009 - Johanna Morrow

Johanna has worked tirelessly to assist and improve the GSAPP and School Psychology Program community. She has repeatedly demonstrated leadership skills during her training experiences and in her interactions at GSAPP. Her service to GSAPP as co-chair and treasurer of the Student Alliance exemplifies these efforts. Johanna was awarded a select Fellowship from the U.S. Department of Education Preparation of Leadership Personnel Training Grant.  With its support she completed a Concentration in Psychological and Systems Support for Learning. Through this fellowship, she became adept at helping teachers and other staff implement new programs in the schools In her practicum, Johanna has provided services to parents and teachers of individuals with severe developmental disabilities and has worked with children, adolescents, and families involved in foster care.  She has assisted a school district in dealing with the uneven assignment of racial and ethnic groups to special education classes and has become highly knowledgeable about the nature of this problem and strategies to deal with it. 

2008 -Tamara Latawiec

Tamara became well known among GSAPP students because of her inclination to wear leopard skin and very stylish glasses, her special laughter and very caring way of being with her fellow students, how smart she is and how hard working she was at GSAPP and the Psychological Clinic. In her role as Clinic coordinator, she contributed enormously to the Clinic's well-being and to helping students navigate the Clinic's systems. During an unprecedented third year as coordinator, Tamara single handedly assembled a Clinic Handbook that contains the instructions to the entire Clinic operation, as well as a compendium of ALL social service programs in the nearby five counties and beyond. For students working in the Clinic and for coordinators running the Clinic, it has had Biblical import in guiding them on the proper paths of clinical righteousness. 

This award (given in honor and memory of Virginia Bennett, who chaired the School Psychology program) is presented annually to a student who evidences dedication to the use of psychological skills and knowledge to alleviate the problems of minority group children in coping with the educational process. Each awardee receives a framed certificate and a cash award.

List of Virginia Bennett Award winners:

2016 - Arielle Verdesco

2015 - Joshua Korth

The 2015 award goes to Joshua Korth. Josh has shown dedication to working with minority students in educational settings since his first year at GSAPP, in association with Anne Gregory. His dissertation is focused on restorative practices with minority students in school settings, which tries to close the racial discipline gap.

2013 - Alyssa Augustyniak

This award goes to Alyssa Augustyniak (School 3rd year) for her role as president of the National Association of School Psychologists (NASP) Student Chapter at GSAPP. She worked with diverse groups and helped them problem-solve. She also helped low SES students and families affected by Storm Sandy and promoted autism research and services for students on the Autism spectrum.

2012 - Jennifer Jones

This year’s award goes to Jennifer Jones for her commitment and enthusiasm working with at risk youth in Newark, Somerset and Trenton, and her work with the Rutgers Somerset Project under the direction of Dr. Nancy Boyd -Franklin. Given in honor and memory of Virginia Bennett, who chaired the school Psychology program for many years, the award is presented annually to a student who evidences dedication to the use of psychological skills and knowledge to alleviate the problems of minority group children in coping with the educational process.

2011 - Rachel Merson

The Virginia Bennett Award was awarded to Rachel Merson, a 4th year clinical psychology student, and is given annually in honor and memory of Virginia Bennett, who chaired the School Psychology program, and was a national leader in the field. It is presented to a student who evidences dedication to the use of psychological skills and knowledge to alleviate the problems of minority group children in coping with the educational process.

2010 - Vanessa Ramirez

This year's winner was recognized for her numerous achievements. The annual award memorializes Virginia Bennett, past chair of the School Psychology program. Vanessa(5th yr, Clinical) earned this honor through her academic and applied passion for alleviating the problems of ethnic minority children.
2009 -Jennifer Foster and Carolin Heindel

Jennifer Foster’s work in the Perth Amboy schools is helping to restructure and develop comprehensive mental health services for students. 

Carolin Heindel has worked with children in foster care for the past 2 years. During this past year, she ran a group for adolescent girls who have been sexually molested, and experienced multiple traumas and multiple placements.

2008 -Matthew Strobel

Matt worked with the Eagleton Institute, bringing a civics engagement curriculum to New Brunswick and Perth Amboy High Schools. He also worked at Highland Park Community Teen Center with underachieving male youth and a career development program for high school students.