Source: https://www.antioch.edu/los-angeles/faculty/gregor-sarkisian-phd/
Timestamp: 2019-04-21 04:33:36+00:00

Document:
Gregor V. Sarkisian, PhD, earned his Bachelor’s degree in Psychology from the University of California, Irvine and his Master of Arts in Clinical Psychology from California State University, Dominguez Hills. Between 1994 and 1996, Gregor worked as a child protective service worker for the Los Angeles County, Department of Children and Family Services. In 2001, he earned his PhD in Community Psychology from the University of Missouri-Kansas City, where he also worked as a program consultant for the Kansas City Metro, Child Traumatic Stress Center, funded by the National Child Traumatic Stress Initiative of the Substance Abuse and Mental Health Services Administration (SAMHSA).
From 2002 to 2004 Gregor was a postdoctoral fellow in the Clinical Services Research Training Program at the Department of Psychiatry, University of California, San Francisco (UCSF). He worked as the principal evaluator of programs administered through the UCSF, Center for Science Education and Outreach. During the 2004-2005 academic year, he worked as an Assistant Professor of Psychology at Mitchell College in New London, Connecticut.
In the 2005-2006 academic year, Gregor joined the AULA faculty and teaches primarily in the Applied Community Psychology (ACP) specialization of the Master of Arts in Psychology (MAP) program. Gregor’s current interests include community psychology, social ecology, teaching community psychology practice, qualitative methods, social power, community change processes, social policy, and program evaluation.
Gordon, R. D., Taylor, R., & Sarkisian, G. V. (2010). Psychoeducational workshops as a practical tool to facilitate resettlement with Iraqi refugees and anchor relatives. In press in the Journal of Muslim Mental Health.
Sarkisian, G. V. & Taylor, S. (2009). Commentary on the SCRA-CEP 2008 survey of graduate programs: Is it realistic to develop universal core competencies for training in community psychology? The Community Psychologist, 42(4), 20.
Sarkisian, G. V. & Taylor, S. (2009, September 11). 10 ways colleges can work with their communities. The Chronicle of Higher Education, p. A28.
Angelique, H., Lounsbury, D., & Sarkisian, G. V. (2006). Graduate training programs in community psychology: Moving toward global partnerships for research and action. The Community Psychologist, 49 (4), 85-87.
Sarkisian, G. V. & Portwood, S. G. (2003). Client violence against social workers: From increased worker responsibility and administrative mishmash to effective prevention policy. Administration in Social Work, 27, 4, 41-59.
Sarkisian, G.V. & Council of Education Programs (2010, January). What is community psychology? The Society for Community Research and Action. http://www.scra27.org/resources/educationc.
(1) Through engagement in active learning by linking contemporary social issues to course content, student interests, and student professional values, I have found that students are more confident, persistent, and committed when conducting research, writing, and in collaborating with peers.
(2) The integration of classroom and field-based learning serves as a vehicle for the development of critical awareness of social and political landscapes that directly impact student professional skill and values development.
(3) Within the classroom, experiential learning exercises can provide a structured process by which students can develop their critical awareness and deepen their understanding of course content.
(4) Through a syllabus which clearly communicates learning activities, expectations of student performance and sets achievable goals for student learning, students are in a better position to begin learning. Once the course begins, I have found that students’ critical awareness to the importance of writing can be raised through the provision of prompt, informative, and frequent feedback on written assignments.
(5) Students are empowered when they are able to apply theories and skills in community settings, collaborate successfully with peers and community partners, and, communicate the results of their work in written and presentation formats.
(6) Finally, through longer-term sustained efforts, students are able to refine their diverse talents and develop new ones through contributing to community well-being.

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