Have you ever attended an event expecting to get one thing, only to leave with a conviction you didn’t know you had? This happened to me in March of 2026 when I attended the in Montgomery, Alabama. I had never heard of the symposium or Fred Gray, but when I saw an invitation to attend, I took advantage because I was interested in learning about what they had to offer to my studies at ��������. Little did I know I’d be taking a trip down through the history of the United States and how its policies affect us thus affecting our mental health.

Fred D. Gray is a lawyer who was at the center of some of the most important civil Rrghts cases in the country’s history, including but not limited to Gomillion v. Lightfoot and Williams v. Wallace. I enjoyed learning this information because it fed into my past life of criminal law and precedent that I dealt with quite a bit in undergrad. I will admit, as the symposium went on, and I saw that it was heavy on history, civil rights, and law, I began to question how this was relevant to me as a future clinician. As I listened to the presenters who were everywhere, from lawyers to activists, something stood out to me. I can help the cause by being the person that the activists and lawyers come to in order to work through the grief and sorrow of a seemingly never-ending fight. A fight that has continued through generations. A fight that requires us all to do our part to keep the wheels turning in the right direction. Once I had this epiphany, I started to consider what everyone was saying through my current lens of a future clinician versus my past lens as a criminal justice student.

People like myself, psychology students and future clinicians, can benefit from experiences such as attending the Fred D. Gray Symposium. Though not directly related to psychology, there is so much cultural competency that can be gained from being in those rooms, meeting with the people who are doing the work and are committing their lives to seeing it through. I was able to connect with other students in attendance and discuss research and how it will benefit the human race, even if it is focused on one particular group of people to begin with. I was able to receive support and encouragement to keep going in my educational endeavors. I was encouraged to give back to those who follow in the path behind me while still driving forward to achieve my goals.

I received a “Deborah Gray Champion for Justice” medallion for being a student who is pressing forward the fight for equality and being in support of the current, ever-present civil rights movement. In that moment I wasn’t really sure how I felt about it, but being a young, African American woman from the east side of Detroit, Michigan, I grew to understand what it meant, at least for me. It means that I am a part of the movement. The work that I do can and will have an impact, no matter how small I think it to be. The contributions that I plan to make to the field will come from a no-name student who has unlimited potential to become one of the greatest names mentioned in the evolution of the field of psychology. I am somebody. I matter. My voice is necessary in this fight to move us all forward. The shadow box that we received along with this medallion will rest on the wall where my diplomas hang because it is also a part of my journey. It serves as a reminder that my contributions are a part of the whole, and we all are responsible for our parts. �� ��

Jennifer T. Thomas-Sopekan is a current �������� student pursuing a Master of Arts in Clinical Psychology with a concentration in Applied Behavior Analysis. This is her second year on the 3-year part-time track. At the time of this blog post, she is in the process of applying for practicum sites for the 2026-2027 school year, after which she will graduate upon successful completion of the program. She has a Bachelor of Science degree in Criminal Justice from Wayne State University and a master’s in Forensic Psychology with a Law Enforcement concentration from Argosy University. She came to �������� because it was a school that specialized in psychology with an emphasis on treating the whole of a person. She is a wife, mother of two, and seeks to make a deep, philosophical change in the field of psychology with�� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� �� ��research and a dedication to her clients.��

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1. Start with a clear research plan.
Before you begin the IRB application, it helps to have a well-developed research plan. The application asks you to summarize your research questions or hypotheses and clearly describe how you will collect your data. This may include interviews, surveys, questionnaires, or other assessments. Thinking through these details in advance will make completing the application much easier.

2. Gather all of your materials early.
One of the biggest time savers is preparing your materials before you submit the application. �������� requires that recruitment materials, informed consent forms, interview protocols, surveys, instruments (along with evidence of permissions to use them), and any screening tools be included as appendices with the application. Any materials participants will see must also include a statement indicating that the study has been approved by the �������� IRB, along with contact information for participant concerns. Having these documents ready from the start can prevent delays later in the process.

3. Be clear about who your participants are.
The IRB application asks you to describe how you will recruit participants and how many individuals you plan to include in your study. It is often helpful to request a participant range that accounts for incomplete or unusable data. You will also need to describe inclusion and exclusion criteria and explain any screening procedures you plan to use.

4. Think carefully about confidentiality and data security.
Protecting participant privacy is one of the central concerns of the IRB process. The application asks you to explain whether your data will be identifiable, coded, de-identified, or anonymous. You will also need to describe how data will be stored and protected. �������� requires that research data be securely stored for at least five years, so it is important to have a clear plan for how you will manage your data.

5. Address risks and safeguards.
Even studies that involve minimal risk still need to explain potential risks and how they will be minimized. The IRB application includes a section where you describe each research activity, who will conduct it, what participants will do, and what safeguards will be in place to protect participants. This section also includes procedures for responding if a participant becomes distressed or chooses to withdraw from the study.

6. Plan for consent and debriefing.
Participants must be clearly informed about the purpose of the study, what participation involves, and their right to withdraw at any time. Your application should describe how you will obtain consent and include the consent documents in your appendices. At the end of the study, participants should also be given an opportunity to ask questions and receive information about the study through a debriefing process.

7. Work closely with your faculty mentor.
At ��������, faculty oversight is required for research involving human participants, and faculty supervisors are responsible for ensuring that research procedures, data collection, and data storage meet ethical standards. Working closely with your faculty mentor can help you refine your application and address any questions before submission.

Ready to Submit? What to Expect Next…

Include “IRB Application” in the subject line of your email. After submitting your application, you will receive a confirmation email indicating that your documents have been received. Please allow up to two weeks for feedback or approval. If revisions are required, please send the updated materials directly to the individual who sent the confirmation email.

Final thoughts
The IRB process may feel complicated at first, but it becomes much more manageable once you understand what the application is asking for. Taking time to prepare your materials, think through your procedures, and plan for participant protections will make the process smoother. Over time, navigating IRB becomes just another part of developing your research skills.

Nosa Obaseki is a PsyD 3 student currently serving as ��������’s Research Graduate Assistant.

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Recent Publications:

Dr. Courtney Cabell (Core Faculty, MA ’21, PsyD ’25): Brown, V. F., Cabell, C. D., & Belton, G. S. (2026). Women and humanistic psychology. In L. Hoffman, L. X. Vallejos, D. Hocoy, P. Tummala-Narra & E. M. DeRobertis (Eds.), APA handbook of humanistic and existential psychology: Clinical and social applications (Vol. 2) (pp. 261–280). American Psychological Association. []

Blake Kozlowksi (MA ’24, PsyD 2), Ashlyn Olson (PsyD 2), Alizay Naqvi (MA ’24, PsyD 2), Alexis Amos (PsyD 2), Dr. Andrew Franks (Core Faculty):��Kozlowski, B. A., Olson, A. S., Naqvi, A. R., Amos, A. S., & Franks, A. S. (2026). Authoritarian aggression: A unique predictor of attitudes to sex- and gender-based crime. Sexes, 7(1), 12. []

Dr. Derrick Sebree, Jr. (MA Program Director, MA ’12, PsyD ’16): Sebree, D., Jr., & Belton, G. S. (2026). Ecopsychology and humanistic psychology: Critical praxis for justice orientations. In L. Hoffman, L. X. Vallejos, D. Hocoy, P. Tummala-Narra & E. M. DeRobertis (Eds.), APA handbook of humanistic and existential psychology: Clinical and social applications (Vol. 2) (pp. 571–585). American Psychological Association. []

Vincent Mangiapane (MA ’21, PsyD 4): Thielman, K., Caccitore, J., & Mangiapane, V. (2026). “I would feel misunderstood and diminished:” Perceived helpfulness of a grief diagnosis among grievers. Death Studies. Advance online publication. []

We celebrate the continued impact of this work and the ways it contributes to meaningful, socially responsive scholarship.

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In 2007, APA commissioned a Task Force on Appropriate Therapeutic Responses to Sexual Orientation. In 2009, after a thorough and systematic analysis of the peer-reviewed scientific literature on sexual orientation change efforts (SOCE,) the Task Force stated, “…efforts to change sexual orientation are unlikely to be successful and involve some risk of harm, contrary to the claims of SOCE practitioners and advocates.” Similarly, APA filed an Amicus Brief related to the current case, which asserted that the scientific evidence demonstrates that, “sexual orientation and gender identity change efforts are ineffective and associated with long-lasting psychological damages;” and further argues that so-called “conversion therapy is unethical and ineffective, and therefore not a legitimate therapeutic practice.”

In point of fact, APA’s Statement against SOCE might have been even stronger. The data are alarming and unequivocal concerning this issue. The work of The Trevor Project and The Williams Institute, two non-profit organizations dedicated to suicide prevention efforts among LGBTQ youth and research focused on sexual orientation and gender identity issues, respectively, demonstrate that the risks of suicidal ideation and attempts among LGB people exposed to SOCE are more than double those who are not similarly exposed.��

The Court’s decision constitutes a potential intrusion into the ethical and evidence-based practice of psychotherapy, apparently based upon reasons which are not related to psychological science. In the words of Justice Ketanji Brown Jackson’s dissent, the SCOTUS decision, “risks grave harm to American’s health and well-being.” �������� shares the serious concern about those risks. We also strongly echo the words of APA’s response to the SCOTUS Decision, “APA is unsettled that the Court would treat restrictions against ineffective and harmful treatments as a violation of a counselor’s speech rather than regulation of professional conduct. Our ethical standards are unchanged. Psychologists should continue to provide evidence-based care and avoid practices known to cause harm.”

From my perspective, those engaged in the practice and profession of Psychology are also called to a higher standard of advocacy and support for human beings at risk for marginalization and the violation of their rights and dignity, such as those in the LGBTQ community. Together, standing and speaking against the unscientific and dangerous practices protected by the SCOTUS decision is one meaningful way that we can attempt to live into that higher standard.

(References for citations available upon request.)

President Stogner

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In honor of this theme, the �������� is sharing examples of how you can explore aspects of culture that Arab Americans have brought to Metro-Detroit.

Food

Located just down the street on Orchard Lake Road, ‘s menu features traditional dishes and cooking techniques from Syria. Popular dishes include different types of berak, kibbeh, and shawarma. Just over three miles from MPS is , a restaurant where the Ansara family shares the traditional dishes of their village in Lebanon. Their menu features traditional dishes like hummus, fattoush salad, kafta, and more. These are just two examples of Arab American restaurants in the area, but there are plenty of others to explore as well.

Music

is an Iraqi-American trumpeter and composer who blends traditional Iraqi music styles with jazz. His band, Amir Elsaffar New Quartet, will be on April 10th.

Dance

Zahr Al-Zatoun Dabke will be teaching beginner at the Farmington Community Library on April 12, April 20, April 26, and May 3. The classes will focus on Palestinian dabke, but the dabke is popular in many countries in the region. A performance of the Dabke from Wale3Dabke will also be part of the library’s .

Art

While there is no dedicated exhibit, the ‘s collection features numerous examples of Arabic art. These artifacts include both contemporary and ancient art from a range of Syrian, Egyptian, Iraqi, and Sudanese artists, to name a few.

Celebrate the “Many Voices, One Community” with a visit to the Arab American National Museum. The only museum dedicated to Arab American history and culture in the United States is located just 20 miles south of �������� in Dearborn. The museum covers everything from the Arab world to early immigration to famous Arab Americans and more. ��������’s Structural Racism Programming Committee and the Middle Eastern and North African Psychology Club will be hosting a trip to the museum on April 11th.

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This year’s Midwestern Psychological Association Conference is taking place from April 16-18, 2026 at the Palmer House in Chicago, IL. This marks the 98th meeting of the Midwestern Psychological Association and will feature some of the highest-quality work in psychological sciences across the region. �������� will once again be well represented at this conference, so if you’ll be in attendance, make sure you stop by and check out their work. We are incredibly proud of all the research being done outside of the classroom by our students, faculty, and staff, often in collaboration with alumni.

Professional Development Sessions

Devon Kardel (PsyD 4) & Dr. Courtney Cabell (Core Faculty, MA ’21, PsyD ’25): Liberatory Movement: Dance as a Pathway to Transformative Healing

Renelle Lamey (MA ’24, PsyD 2) & Kalani Banks (MA ’24, PsyD 2): Ethical Considerations in Couple’s Therapy��

Reba Meagher (MA ’23, PsyD 3), Emily Ehrlich (PsyD 3), Jennifer Medrano Delacruz (MA ’23, PsyD 3), Lauren Dushane (MA ’21, PsyD 3), Caddisy Girard-Nocifora (PsyD 3): Affirming Practice with LGBTQIA+ Clients Amid Political Polarization��

Renelle Lamey (MA ’24, PsyD 2) & Kalani Banks (MA ’24, PsyD 2): Cell Phones and Marriage: Connection or Disruption?��

Dr. River Farrell (Core Faculty):��Guiding Growth: Integrating Trauma Informed and Developmental Supervision Practices

Ella Samhat (MA ’23, PsyD 2) & Aya Aldhalimi (MA with ABA ’24, PsyD 2): Cultural Competence and Psychological Assessment: A Training for Emerging Clinicians��

Dr. Courtney Cabell (Core Faculty, MA ’21, PsyD ’25) & Jennifer Medrano Delacruz (MA ’23, PsyD 3): Graduate Student Well-Being Across Cultural Contexts

Nicholas Semaan (MA ’21, PsyD 4), Dr. Dustin Shepler (Director of Clinical Training), Kevin Johnson (MA ’14, PsyD ’18),��Julia Aharonov: The Effect of Music on Intravenous Ketamine for PTSD Treatment

Dalia Boussi (MA ’25, PsyD 1):��Balancing Accessibility and Confidentiality: Ethical Considerations in Adolescent Teletherapy��

Poster Sessions

Dr. Dustin Shepler (Director of Clinical Training), Dr. Matthew Kadrich (PsyD Program Director, PsyD ’16), Dr. Doug Callan (Core Faculty), Mackenzie Mercer (PsyD 2), Tessa Passarelli (PsyD 1), Matt Greiner (PsyD 1), Jasmine Dhuga, Briana Foster (MA ’23):��ADHD in High IQ Men: Evidence of Masking on CPT-3

Dr. Doug Callan (Core Faculty), Dr. Dustin Shepler (Director of Clinical Training), Dr. Matthew Kardich (PsyD Program Director, PsyD ’16), Mackenzie Mercer (PsyD 2), Jasmine Dhuga, Tessa Passarelli (PsyD 1), Matt Greiner (PsyD 1), Briana Foster (MA ’23): “Unmasking” ADHD and CPT-3 performance in high IQ boys��

Jamal Ghazi (MA ’21, PsyD ’25) & Dr. Dustin Shepler (Director of Clinical Training): Acculturation Strategies and Psychological Functioning Among Arab American Muslims

Marwa Attia (PsyD 2), Alexis Amos (PsyD 2), Renelle Lamey (MA ’24, PsyD 2), Zeinab Karout (PsyD 2), Isam Maaz (MA ’24, PsyD 2), Blake Kozlowski (MA ’24, PsyD 2), Ashlyn Olson (PsyD 2), Alizay Naqvi (MA ’24, PsyD 2), Jifune Hermiz (MA ’24, PsyD 2), Aya Aldhalimi(MA with ABA ’24, PsyD 2), Kalani Banks (MA ’24, PsyD 2),Francesca Belisario (PsyD 2), Dorothy Brown, Rebecca Cenusa (MA ’24, PsyD 2), Mackenzie Mercer (PsyD 2), Ella Samhat (MA ’23, PsyD 2), MyEssia Taylor (PsyD 2), Dr. Andrew Franks (Core Faculty): Authoritarian Aggression and Support for Immigrant Surveillance and Deportation

Zeina Laham (MA ’25):��Navigating Identity and Mental Health: Culturally Sensitive Approaches for Arab Americans

Dalia Boussi (MA ’25, PsyD 1):��Culturally Responsive Mental Health Practice with Arab American Communities��

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Have you presented your research at another conference or had it published? Make sure you’ve filled out the��Research & Presentation Form to be included in our annual Research Report.

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How did you get involved��in doing research?

I first became heavily involved in research during my first semester in the doctoral program at ��������. I joined an already established team that was researching the term that we coined,��Cultural Responsibility, in mental health providers. Through that process, I found a love for conducting psychological research and began engulfing myself in any and every project that aligned with my interests.

What are your current research��interests? And how did you narrow your research��focus?

My research interests include culture, identity, and trauma, with a particular emphasis on culturally grounded, community-centered approaches, racial trauma, and movement-based interventions. I narrowed my focus through a continuous process of self-reflection and rediscovery. The “why” in everything that I do is bridging the gap between social justice and mental health. My work is deeply rooted in Humanistic, Black Feminist, Liberation, and Embodiment frameworks, with aims to foster the empowerment and liberation of individuals and communities experiencing marginalization and oppression.

What type of research do you do?

Currently, my four research teams are studying: 1) the efficacy and effectiveness of movement-based therapies, 2) the psychological pain of loss or lack in relationships, human respect, and social privilege, 3) the intergenerational transmission of vicarious racial trauma, and 4) disparities in Black maternal health.

Are you accepting students for your research��team? If so, what qualities do you look for in a research team member?

Although I am not currently accepting new team members, in the future, I may be looking to add students who are driven, reliable, and passionate about culturally- and trauma-informed care.

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