2008 annual report - Adler School of Professional Psychology

2008 a nnual r eport 

seeing things differently

table of Contents 

President’s Message . . . . . . . . . . . . . . .2 

Message From the Board Chair . . . . . . . . .4 

Growth and Innovation . . . . . . . . . . . .5 

Excellence in Teaching . . . . . . . . . . . . .7 

Extending Adler’s Presence . . . . . . . . . . .8 

Institutes for Social Change . . . . . . . . . 10 

Leading the Social Responsibility Movement 14 

Planning for a Strong Financial Future . . . . 18 

Financial Growth. . . . . . . . . . . . . . . 19 

Board of Trustees . . . . . . . . . . . . . . . 23 

Benefactors . . . . . . . . . . . . . . . . . . 24

president’s m essage 

Raymond E. Crossman 

Looking around the Adler School, I see innovative work and passionate 

engagement in psychology as a potent force for social change. Our growth 

and achievements continue to surpass all expectations, and the 

2007-2008 year – which marks the midpoint of our five-year strategic 

plan – was no exception. 

Now in its third year, our social responsibility curriculum has fueled 

an ongoing renaissance at the Adler School that has swept through our 

faculty, staff and students. 

Faculty and staff pioneered new courses and programs and, in this 

past year, immersed themselves in the work of deepening and 

extending the impact of those new offerings. In the short time since the 

introduction of the Community Service Practicum now required of all 

of our students, the practicum has earned the Adler School national 

recognition and the respect of the community organizations it serves. 

It also has become a powerful draw for prospective students and faculty. 

While we continue to see dramatic growth in our enrollment, with 

an increase of more than 30 percent in just the past two years, we are 

preserving small class sizes (averaging fewer than 11 students per section), 

maintaining an excellent core faculty-to-student ratio (just over 11 

students per core faculty member), and strengthening the quality 

of our teaching by investing aggressively in faculty enrichment and 

professional development. 

These are all signs of the renaissance that propels our students and 

faculty to pursue social responsibility through creative approaches. 

One example is the innovation of our Institute on Social Exclusion, 

which is working to change the way Americans approach public policy 

by raising awareness of the reasons people remain disadvantaged. 

The Adler School renaissance is taking place on our Vancouver 

campus as well, where — this year — our newly hired campus dean, 

Larry Axelrod, Ph.D., has led growth in faculty numbers and student 

enrollment, while also overseeing our move into a new, state-of-theart 

campus in downtown Vancouver. Dr. Axelrod also led efforts to 

realize Vancouver’s status as a gateway to Asia, continuing to grow 

Adler School’s international presence. 

All of this year’s accomplishments are part of a larger, vital movement. 

We all share a conviction – faculty, staff, trustees and students alike – 

that seeing things differently makes it possible for us to change our 

communities in positive, innovative ways, and this conviction is the 

energizing force that continues to extend the reach of our Adlerian legacy. 

Raymond E. Crossman, Ph.D. 

2 

ADLER SCh OOL OF PROFESSIONAL PSy C h OLOGy

“We all share a conviction – faculty, staff, trustees and 

students alike – that seeing things differently makes it 

possible for us to change our communities in positive, 

innovative ways…” 

h i s to ry of the 

a dler sCh ool: 

Alfred Adler is born in 

Penzing, Austria. 

Adler receives medical degree 

from the University of Vienna. 

Rudolf Dreikurs, founder of the Adler 

School, is born in Vienna, Austria. 

a visual timeline 1870-2008 

1870 

1895 

1897 

2008 ANNUAL REPORT 

3

m essage from the b oard Chair 

Patricia Moten Marshall 

This has been an outstanding year for the Adler School and for the 

Board of Trustees. 

We are energized and proud to serve an educational community that 

challenges each member to do ever greater things. 

All of us are immensely pleased to see the progress that has been made 

in this third year of the School’s strategic plan. 

The School continues to experience robust financial and enrollment 

growth while increasing its investment in educational innovation and 

excellence. This year the School’s strategic goals included focused 

efforts in faculty support and development, international recruitment, 

and community engagement and partnerships. 

The Board endorsed an aggressive strategy to expand the Adler 

School’s access to backing from outside sources, including grant 

funding. And we are especially proud that the Institute on Social 

Exclusion (ISE) is educating growing numbers of people about the 

often-overlooked injustices that affect this nation. The ISE’s success 

makes us eagerly anticipate the work of the recently approved second 

Institute – the Institute for Public Safety and Social Justice. 

We are confident that the School is positioned to grow and thrive – 

and to make a difference in our local and global communities – in 

ways that have never been more important. The School’s continuing 

record of achievement is clear evidence that we are in the midst of a 

significant and exciting renaissance in social responsibility. 

All of us on the board are motivated by our belief in what the Adler 

School can achieve by graduating socially responsible students. We are 

at the forefront of powerful, transformative ideas in action. And we 

are proud to build and serve that ongoing work. 


M.h.A., .A., Chair, Board of Trustees 

“We are confident that the school is positioned to grow 

and thrive – and to make a difference in our local and global 

communities – in ways that have never been more important.” 

Adler establishes a private practice in Vienna and publishes 

controversial first work: Health Book for the Tailor Trade, linking 

medical problems with poor working conditions. 

Adler accepts Sigmund Freud’s invitation to join his 

inner circle, the Vienna Psychoanalytic Society. 

Adler breaks from Freud’s circle due to disagreement 

with Freud’s gender-based, drive theory. 

1898 

1902 

1911 

4 


g roW th and i nnovation 

Adler School receives an important national award 

from the APA. 

The American Psychological Association (APA) honored the Adler 

School with its 2008 Innovative Practices in Graduate Education 

in Psychology Award, recognizing the School’s leadership in service 

learning through the launch of our distinctive Community Service 

Practicum – which gives students hands-on experience as social 

change agents. 

Core faculty ranks are expanded. 

To support growth in total student enrollment, the School expanded 

core faculty by 28 percent.The Adler School’s focus on social justice 

attracted many talented faculty, including Josefina Alvarez, Ph.D. 

“Training at the Adler School as a community psychologist is very 

holistic,” Dr. Alvarez says. “We look at the whole of our clients’ 

lives, including relationships, the communities they live in, and 

their connections to family and neighborhood. That kind of holistic 

approach is what drew me to the Adler School.” 

Continuing excellence in faculty-to-student ratio. 

While total student enrollment grew 20 percent from Fall 2006 

to Fall 2007, the School maintained an excellent student-tofaculty 

ratio, with an average of just 11.4 students per core faculty 

member. Small class sizes that average 10.7 students per section 

also ensure an environment that helps create rich faculty-student 

mentorship experiences. 

Adler School announces the Institute for Public Safety 

and Social Justice. 

The second of three planned Institutes for Social Change, the Public 

Safety Institute will explore a delicate balance: the need to ensure 

public safety in concert with the right of all citizens to privacy and 

freedom from the abuse of power. 

richard rittmaster, 

student, m.a. in 

Counseling & organizational 

psychology program 

Adler founds a school in Vienna, shifting the 

grounds for psychological health to social interest. 

World War I begins after the assassination 

of Austrian Archduke Franz Ferdinand. 

Adler is drafted as a military physician 

for the Austro-hungarian Empire. 

1912 

1914 1916 


5

Jessica shulman, student, 

doctor of psychology in 

Clinical psychology program 

in these pages, you will see our story of success brought to life 

through the achievements of our students, faculty, staff and 

alumni. these stories reveal the school’s values, our students’ 

potential and spirit, and directly correspond to the specific 

goals and strategies set forth by the board of trustees at the 

start of this year to ensure that the school progresses steadily 

to realize its vision. 

World War I Armistice is declared. 

Adler establishes the first child 

guidance clinic in Vienna. 

Adler makes therapy accessible to the general 

public through public forum counseling. 

Adler and Dreikurs begin professional 

collaborations in child guidance centers. 

1918 1921 

1922 

1923 

6 


e xC ellenC e in teaC h i n g 

» Key strategy: align education programs, processes, 

and people with social interest and social responsibility. 

» g oal: begin faculty development program to address 

faculty workload, professional support, and evaluation. 

The Adler School invests a great deal in promoting and rewarding 

excellent teaching. We encourage faculty members to stay immersed 

in their fields, provide them with rich resources for professional 

development and evaluate them based on the quality of their teaching. 

Faculty members spend one day a week working in their communities, 

typically in community mental health centers or consulting with schools, 

civic organizations, and businesses. Their community leadership and 

professional practice provides them with current and active knowledge 

in the field of psychology, helping to ensure that their teaching is 

rooted in real life examples so that they truly are educating students 

on how to become community-engaged practitioners of psychology. 

This year, the faculty brought in a six-month series of current topics in 

state-of-the-art teaching methods. They addressed specific strategies to 

integrate technology into the classroom, to infuse social responsibility 

into the course work, and to engage students in critical thinking. 

The faculty also introduced a multi-faceted approach to evaluating how 

well they perform in their roles as educators and mentors. 

“Our new faculty assessment model takes a holistic approach,” says 

Frank Gruba-McCallister, Vice President of Academic Affairs. “We’re 

developing and evaluating our faculty on the quality of their teaching, 

student outcomes, and an interdisciplinary approach to scholarship.” 

The new system takes into account students’ evaluations of their 

instructors as well as faculty self-evaluations and peer reviews. 

Josefina alvarez, ph.d., 

Core faculty 

Adler first visits the 

United States. 

—Adler publishes Understanding Human Nature. 

— In Vienna, 22 Adler-founded child guidance 

clinics are in operation, staffed by Adler students. 

The New york Stock Market collapses, 

causing the Great Depression. 

1926 

1927 

1929 


7

e xtending the a dler sC hool presenC e 

i n and b eyond n orth a meriC a 

Vancouver Student Alexia Soukas 

alexia soukas has months to go until graduation, 

but she can already visualize the therapy center she 

plans to build. it will be equipped to provide therapy 

for individuals and families affected by trauma, 

depression, anxiety and discrimination, including 

children and families living with special needs such as 

autism, learning disabilities and physical disabilities. 

» Key strategy: build a global image and a global presence. 

» g oal: build new competency in international recruitment 

to realize new ay09 vancouver Campus enrollments. 

While the Vancouver campus is an integral part of its local community, 

its status as the “gateway to Asia” offers important opportunities to 

attract students from many countries. To pursue this, the campus joined 

the Canadian Education Centre Network, which promotes Canadian 

schools to international students, and the admissions staff traveled to 

hong Kong to participate in recruitment activities. 

The campus is also planning how to best support international students 

within their varied cultural contexts once they arrive. 

With international students comprising 20 percent of the Fall 2008 

entering class, the foundation has been built to continue expanding 

international recruiting in 2008-2009. 

The increase in international students in Vancouver mirrors an acrossthe-board 

upward swing at the campus. Enrollment has grown more than 

19 percent in the past two years, the faculty and staff have expanded from 

five to 13 employees, and Dr. Larry Axelrod joined the school as campus 

dean. he has moved the campus to a permanent home on the 12th floor 

of a downtown Vancouver building with mountain, water and cityscape 

views. This location, which is easily accessible by public transit and has 

state-of-the-art classrooms and technology, gives the campus a physical 

space worthy of its forward momentum. 

“We are pleased with the Adler School’s reputation in British Columbia 

as a high quality graduate program that trains skilled and socially 

responsible counselors,” says Dean Axelrod. “We also plan to expand 

the number of degree programs that we offer in a manner that serves 

community needs and contributes to the health, well-being and 

development of our community and its people.” 

— Adolf hitler is sworn in as Chancellor of Germany and 

suspends basic civil rights. 

—Adler publishes Social Interest: A Challenge to Mankind. 

— Austria’s Fascist government closes Adler’s child guidance clinics. 

—Adler leaves Vienna permanently to reside in United States. 

—Alfred Adler dies on May 28. 

— Dreikurs founds an Adlerian 

psychology society in Chicago. 

1933 

1934 

1937 

8 


“traveling to international communities exposes our 

students to environments that help them answer the 

question, ‘how do other people handle these issues?’” 

— Nataka Moore, Ph.D., 

Director of Training and Community Service 

i nternational l e a r n i n g 

as a p ortal to s e e i n g 

things d ifferently 

Nataka Moore, Ph.D., understands that international travel expands 

students’ perspectives and thinking. 

“In this country, we tend to get locked into how we would do something 

as psychologists or as United States citizens,” says Dr. Moore, the 

Adler School’s Director of Training and Community Service. 

“Traveling to international communities exposes our students to 

environments that help them answer the question, ‘how do other 

people handle these issues?’” 

To get that kind of insight, Dr. Moore led Adler School students on a 

journey to Cartago, Costa Rica, to work in a community services program. 

Dr. Moore and the students worked primarily with children, devoting 

themselves to assisting at an orphanage called PANI, as well as at 

government-funded home daycare programs. 

Dr. Moore said the most powerful experience for her team was in what 

they learned simply by observing Costa Rica’s people and culture, and 

then being able to ask questions back at their Cartago home base. 

“We saw many cultural differences in the way Costa Rica handles 

universal issues such as education and health care. For example, Costa 

Rica has universal health care, has no standing military, and does 

not rely on property taxes at all to fund education,” says Dr. Moore. 

“These cultural realities, so different from what we experience in 

America, are important for us to understand as psychologists because 

they affect the whole society.” 

Dreikurs opens the first child guidance 

center on Chicago’s South Side, using 

the open forum counseling model. 

World War II begins. Germany institutes the 

systematic extermination of people with disabilities. 

— Japan attacks Pearl harbor, causing the U.S. and the Soviet Union to enter WWII. 

— Dreikurs establishes the second Chicago child guidance center. 

1938 

1939 

1941 


9

i nstitutes for soCial Change 

Challenging the Status Quo 

» Key strategy: establish the adler Center. 

» g oal: launch the second adler institute for 

social Change. 

The Adler School’s five-year strategic plan calls for the development 

of three Institutes for Social Change. The School revealed in 

Summer 2008 the name and mission of the second: the Institute for 

Public Safety and Social Justice. The first, the Institute on Social 

Exclusion, continues to do ground-breaking work that sheds light on 

how social structures can cause social disadvantage, such as poverty, 

homelessness, hunger and illiteracy. 

i nstitute for p ubliC safet y 

and soCial JustiC e 

The second Institute, with its focus on public safety and justice, will 

build on the work begun with the Adler School’s introduction of its 

Master of Arts degree in police psychology (MAP), the only degree 

program of its kind in the United States. Just as the MAP program – 

which gives police officers a thorough grounding in psychology to help 

them more effectively manage situations, individuals and community 

interactions – was developed to meet evolving needs, the second 

Institute will be developed to focus on highly critical and timely issues 

related to public safety needs and civil and privacy rights. 

i nstitute on soCial e xC lusion 

Traditionally, in treating clients, psychologists focus their efforts on 

changing individual behaviors and choices, often with little, if any, 

regard for the effects of forces over which their clients have little or 

no control. The Adler School’s Institute on Social Exclusion (ISE) 

advocates for new ways of thinking about and providing care – ways 

that call for psychologists to look at the bigger picture and how social 

context affects individual welfare. 

Adler School students are learning, for instance, that a client’s anxiety 

or depression must be understood within the context of his or her 

community, especially when that community is compromised by low 

wage work, inadequate housing, and poor healthcare. 

Lynn Todman, Ph.D., ISE Director, explains that the Institute seeks 

to challenge the conventional American wisdom that the poor, 

hungry and the homeless bear their plight because of some inherent 

deficiency, fault, or failure to assume personal responsibility. 

“At the core of ISE is our mission to help students understand that 

much of what they see in clients is shaped by social structures – laws, 

regulations, and public policies as well as large scale economic, 

political and social trends – over which clients have no control,” 

Dr. Todman says. “When people come to us with mental health issues, 

it is essential that we consider that context.” 

Germany begins the systematic extermination of Jews, Romanians, 

GLBT people, labor unionists, and Communists. 

— The U.S. drops atomic bombs on hiroshima and Nagasaki; Japan surrenders, ending WWII. 

—Dreikurs founds an association for Adlerian psychology in Chicago. 

1942 

1945 

10 


“at the core of ise is our mission to help students understand 

that much of what they see in clients is shaped by social 

structures – laws, regulations, and public policies as well as large 

scale economic, political and social trends – over which clients 

have no control.” 

— Lynn Todman, Ph.D., ISE Director 

The Institute of Adlerian Psychology is founded 

by Dreikurs. Two years later it is renamed the 

Alfred Adler Institute of Chicago. 

The Adler Institute develops a research program with the 

University of Chicago Counseling Center to study the 

effectiveness of “time-limited therapy.” 

The Illinois State Psychiatric Institute sends psychiatric 

residents to the Adler Institute for training. 

1952 

1956 

1960 


11

Within the ise’s exclusion simulation program, participants 

assume the roles of formerly incarcerated women who are 

trying to find housing, jobs, health care, food, clothing and 

other essential resources needed to re-enter society. 

The Adler Institute faculty design and teach 

a co-sponsored course – Psychology of Women – 

with the University of Chicago. 

The Adler Institute of Chicago is granted approval to operate 

as a not-for-profit, post-secondary educational institution. 

Martin Luther King Jr. leads 700 in a march through 

Chicago’s Marquette Park to protest housing segregation. 

1961 

1963 

1966 

12 


i nstitutes for soCial Change 

(continued) 

the ise’s aCCo m p li s h m e nts 

this year inC lude: 

Receiving foundation support. 

In addition to a grant from the Board of Educational Affairs of the 

American Psychological Association, the ISE received the Adler 

School’s first private foundation grant from the Spencer Foundation, 

which awarded the ISE support for its October 2008 conference 

featuring hilary Armstrong, MP, the Social Exclusion Minister 

in the Cabinet of former British Prime Minister Tony Blair. 

Helping to dismantle barriers to breast cancer care for 

10,000 low-income women in metropolitan Chicago. 

The Director of Breast and Cervical Cancer Screening at Stroger 

hospital credited the ISE for convening the round-table that set the 

stage for reforms that reduced the backlog in breast cancer screenings 

for 10,000 low-income women. 

Engaging the public in provocative discussions through its 

Social Exclusion Conferences and “Hot Topics” series. 

The ISE’s Spring 2008 conference titled, “Disrupting the Status 

Quo: Exposing Bias. Building Community,” brought together 

activists, attorneys, journalists, artists, officials and students to 

discuss structural racism and the original inclusive intent of the 

American Constitution. Other topics addressed this year included 

“Social Justice: From Rhetoric to Reality,” “Torture and U.S. Military 

Interrogation Techniques,” “Who Can Use the “N” Word,” and “Is 

There a Right to health Care?” 

Developing Social Exclusion Simulation Program. 

ISE Director Lynn Todman, Faculty Fellow Sherrod Taylor, Faculty 

Affiliate Kerry Cochran, two then-post doctorate students Janna 

henning (now on the Adler faculty) and Anissa Rivers, and a team 

of Adler School Master’s students developed a Social Exclusion 

Simulation (SES) that demonstrates how structures such as laws, 

regulations, public policies and popular attitudes undermine the 

efforts of formerly incarcerated women to re-renter mainstream 

society once released from jail or prison. 

In the simulation, participants assume the roles of formerly 

incarcerated women who are trying to find housing, jobs, health care, 

food, clothing and other essential resources. During the simulation, 

they encounter a variety of real world barriers that block their efforts 

to re-enter mainstream society. The experience was so profound 

and thought-provoking that one participant, the COO and General 

Counsel of Jane Addams hull house Association, a major social 

services agency in Chicago, credited the role-playing experience with 

re-energizing her and her staff’s ongoing commitment to serve the 

formerly incarcerated. 

Kenneth B. Clark publishes the article, “Implications of Adlerian 

theory for an understanding of civil rights problems and action.” 

The Adler Institute establishes the 

Dreikurs Psychological Services Center. 

— Adler Student Association launches the Family Learning 

Program to offer public counseling demonstrations in Chicago. 

— The Adler Institute launches its Arts Therapy program. 

1967 1972 

1974 


13

leading the soCial r esponsibility m ovement 

Adler Mission in Action 

» Key strategy: Create multi-disciplinary 

partnerships and alliances. 

» g oal: establish one new partnership through adler 

Community health services. 

a dler Community h e a lth 

s erviC es partners W ith 

ChiC ago Jesuit aCa demy 

Through Adler Community health Services, Adler School students 

and faculty partnered this year with the Chicago Jesuit Academy, a 

private, Catholic middle school for at-risk young men. 

Ninety percent of Chicago Jesuit’s students come from low-income 

homes in some of Chicago’s roughest neighborhoods. Many have only 

one parent in the home. The school works to instill good study habits, 

self-discipline and good citizenship through small class sizes, personal 

attention and a 7:30 a.m. to 6 p.m. school day. 

“Our work with Chicago Jesuit is a great example of our mission 

to increase access for communities with little access to health care, 

and to train our students to apply psychological interventions to 

non-traditional situations,” says Dr. Carlos Quezada-Gomez, Adler 

Community health Services Director. 

Adler faculty members supervised interns and several Adler School 

graduate students. 

The Adler students screened the Chicago Jesuit youngsters and taught 

Chicago Jesuit faculty how to interpret the findings of psychological 

tests, including those assessing IQ, cognitive functioning and social 

and emotional functioning. 

“Maybe a child tested with a below-average IQ but achievement scores 

at or above grade level. That’s a kid working really hard. We’d want the 

teacher to understand this about the kid,” says Dr. Kristin Velazquez- 

Kenefick, one of the supervising faculty. 

Adler students also provided individual counseling to Chicago Jesuit 

Academy children coupled with a family-oriented approach. 

“Working with the children’s parents or guardians and collaborating 

closely with teachers makes us unique,” says Dr. Velazquez-Kenefick. 

“Other programs don’t always see the value of working with the family 

or including close collaboration with the child’s teacher.” 

“our work with Chicago Jesuit is a great 

example of our mission to increase access 

for communities with little access to 

health care, and to train our students to 

apply psychological interventions to nontraditional 

situations.” 

— Dr. Carlos Quezada-Gomez, 

Adler Community Health Services Director 

— The National Accreditation Association accredits the Adler Institute for 

graduate training in psychology. 

—The Adler Institute launches Master of Arts in Counseling Psychology degree. 

The Adler Institute moves to larger campus 

at 159 North Dearborn Street in Chicago. 

First graduation ceremony is held in October. Eight 

students receive the Master of Arts in Counseling degree. 

1975 

1977 

1979 

14 


Master of Arts degree programs in Family and Marital 

Counseling, and Substance Abuse Counseling are launched. 

The Doctor of Psychology, Psy.D., 

in Clinical Psychology is launched. 

The Alfred Adler Institute changes its name to the Adler School 

of Professional Psychology (Adler School) and moves to a new 

campus at 65 East Wacker Place in Chicago. 

1986 

1987 

1991 


15

“(When) people found out cabbies work 14-hour days 

and only make $5.75 an hour, they were shocked.” 

— Michael Parikh, student, M.A. in Counseling & Organizational 

Psychology Program 

The Adler School launches practicum and internship programs in 

collaboration with the Illinois Department of Corrections at the 

Illinois youth Center/St. Charles and at Dixon Correctional Center. 

The Adler School launches the 

M.A. in Police Psychology degree. 

The Adler School establishes a new Vision based 

on Adler’s values and theories: socially responsible 

graduates, holistic services, and social justice. 

1995 

2003 

2004 

16 


leading the soCial r esponsibility m ovement 

(continued) 

a Community serviC e 

praC tiC um 

Raising Awareness of Working Conditions 

for Chicago Taxi Drivers 

Michael Parikh approached more than 100 taxi drivers in Chicago 

and interviewed them about their pay, working conditions and the 

violence, racism and abuse they have experienced. 

The effort comprised his Community Service Practicum, now required 

of all Adler School students in their first year. The CSP program places 

students in roles of responsibility in social service organizations, where 

they get hands-on experience in tasks such as grant writing, organizing 

coalitions, developing educational programs or, in Parikh’s case, 

information-gathering. 

“I think my project raised awareness, because when I presented it at 

school and people found out cabbies work 14-hour days and only make 

$5.75 an hour, they were shocked,” says Parikh, who just completed 

his first year in the accelerated Master of Arts in Counseling and 

Organizational Psychology program. 

The Adler School CSP is the only non-clinical, graduate school 

practicum (within a mental health services program), in the 

United States in which students perform high-level roles at their 

site organizations. It has given Adler School students a concrete 

experience of working to change unjust conditions that influence the 

health of individuals and their communities. 

Parikh performed his practicum at the American Friends Service 

Committee (AFSC). AFSC and the University of Illinois Institute of 

Labor and Industrial Relations are compiling the information he 

gathered into a report that AFSC plans to use to advocate for taxi 

drivers’ rights. 

Parikh also gained experience he can apply in his career. “It improved 

my skills in building rapport with people and gathering information,” 

say Parikh. “And I got great experience working with a diverse population.” 

Jenifer arbaugh-Korotko, student, m.a. in 

Counseling psychology: art therapy program 

— APA approves Adler School’s Dreikurs Psychological Services 

Center pre-doctoral internship in professional psychology. 

—The Adler School launches the Institute on Social Exclusion. 

The Adler School introduces revised social 

responsibility curricula for all degree programs. 

The Adler School receives the 2007 American 

Psychological Association Award for Innovative 

Practices in Graduate Education in Psychology. 

2005 

2006 

2007 

2008 


17

planning for a s trong f inanC ial f u t u r e 

Developing Resources to Do Good Work 

» Key strategy: diversify revenue stream. 

» g oal: Create office of development and initiate two 

new fundraising strategies. 

The Adler School has taken action to develop the resources it will 

need to bring its wealth of ideas and energy to fruition. While the 

School has not had a formal giving program, this year brought a 

change in thinking. To create intent around the idea of raising 

additional funds to support the Adler School’s institutional goals and 

priorities, the School hired Anthony Chimera as its Vice President of 

Development in November 2007. 

Under Chimera’s direction, the School expanded its annual giving 

program and developed a corporate and foundation relations program. 

“Very few, if any, educational institutions will survive long-term if 

they don’t relieve the burden on students and families by acquiring 

funding to augment tuition revenue,” Chimera says. “We intend to 

continue to be here for a long time.” 

“it is exciting to think of the ways our efforts in 

development will contribute to the quality of education 

and community service provided by the adler school for 

the benefit of individuals and communities.” 

— Anthony Chimera, Vice President of Development 

“The Adler School has grown through the years as a result of a 

compelling mission, an equally strong plan, and the generosity of its 

alumni and friends,” Chimera adds. “It is exciting to think of the ways 

our efforts in development will contribute to the quality of education 

and community service provided by the Adler School for the benefit 

of individuals and communities.” 

18 


f inanC ial g roW th 

Bottom Line 

The Adler School’s continued financial and enrollment growth clearly 

demonstrates the profound value of its mission. Enrollment at the 

Chicago and Vancouver campuses reached a record 715 students in 

Fall 2007, up 20 percent over the previous year and 28 percent 

since 2005-2006. 

As a result, revenues were a record $13.8 million* in 2007-2008, up 

29 percent over the previous year and 65 percent since 2005-2006. 

Net assets climbed to $3.8 million in 2007-2008, up 37 percent over 

the previous year and 63 percent since 2005-2006. 

Meanwhile, the School had more than $955,000 in capital 

improvements in 2007-2008, as part of $3 million in capital 

investments in the School over the past five years. 

Employees increased by 21 percent in 2007-2008 with the addition of 

seven professional staff and eight core faculty positions. 

* unaudited. 

total revenue, surplus (deficit) 

ending net assets and investment assets 

20 M 

15 M 

10 M 

5 M 

3.98 

17% 

growth 

4.64 

8% 

growth 

5.02 

37% 

growth 

0.65 

0.19 6.88 

22% 

growth 

0.25 

8.38 

28% 

growth 

0.44 

10.70 

29% 

growth 

0.92 

13.84 

20% 

growth 

0.80 

16.67 

5 M 

4 M 

3 M 

2 M 

1 M 

1.50 

17% 

growth 

1.22 

0.90 

16% 

growth 

1.41 

0.80 

46% 

growth 

2.06 

1.00 

12% 

growth 

2.31 

1.10 

19% 

growth 

2.76 

1.27 

37% 

growth 

3.77 

1.22 

21% 

growth 

4.57 

1.28 

0 

FY02 

FY03 

FY04 

FY05 

FY06 

FY07 

FY08 

FY09 

projected 

0 

FY02 

FY03 

FY04 

FY05 

FY06 

FY07 

FY08 

FY09 

projected 

Increase in Net Assets (in millions) 

Decrease in Net Assets (in millions) 

Ending Net Assets (in millions) 

Investment Assets (in millions) 

Sum of Revenue (in millions) 

*numbers are unaudited 

*numbers are unaudited 


19

enrollment data 

ethnicity 

s tudent d emographiC s 

honoring human difference is a core value at the Adler School. 

We believe passionately in the exchange of ideas – between individuals, 

communities and cultures. We have deliberately cultivated an 

environment at the School that is culturally rich, allowing each 

member of the School community to hear and learn from a broad 

spectrum of perspectives and values. That commitment to diversity is 

one of the ways that we support the integration of social responsibility 

into the classroom and student life. 

e nrollment f igures 

The Adler School continues to see dramatic growth in the number 

of student applications and enrollment, while simultaneously 

investing to sustain ongoing increases in academic quality standards, 

innovation and student diversity. 

» 

» 

» 

» 

Applications to the School have increased 82 percent in the past 

three years. 

Enrollment since 2006 has increased 31 percent. 

Eighty-five percent of the Fall 2008 entering class had community 

service experience during undergraduate study. 

Students enrolled in Fall 2008 represented almost every state – as 

well as countries including Canada, Israel, Colombia, Cameroon, 

India, Spain, Thailand, Taiwan, and Japan. 

White/Caucasian 69% 

African-American 9% 

fall 2007 percentage of total students by program 

Hispanic/Latino 7% 

Asian/Pacific Islander 4% 

Multiracial / Other 11% 

Doctorate in Clinical Psychology 43% 

M.A. in Counseling Psychology 36% 

M.A. in Marriage & Family Counseling 3% 

M.A. in Counseling & Organizational Psychology 3% 

M.A. in Police Psychology 5% 

M.A. in Counseling Psychology: Art Therapy 7% 

Cert./Other 3% 

20 


s tr ategiC pl a n 20 0 8 -20 0 9 

Looking Forward 

Financial Goals 

Grow revenues 25 percent over Fy08 budgeted revenues. 

Grow change in net assets by 50 percent over Fy08 budgeted change 

in net assets. 

Key Strategy: Align education programs, processes, and 

people with social interest and social responsibility 

Launch first online/blended degree program Winter 2009. 

Key Strategy: Build a global image and a global presence 

Assess international student participation and success and 

target recruitment efforts to realize new Ay10 Vancouver 

campus enrollments. 

Key Strategy: Establish the Adler Center 

Secure and develop new Chicago campus facility. 

Key Strategy: Create multi-disciplinary partnerships 

and alliances 

Establish one new partnership that generates new revenues and 

stimulates new academic, service, or research activity through Adler 

Community health Services. 

Key Strategy: Diversify revenue streams 

Double alumni donor participation rate from 2 to 4 percent. 

student enrollment 

800 

700 

600 

500 

94 

27% growth 

113 

20% growth 

134 

19% growth 

135 

1% growth 

400 

74 

6% growth 

300 

200 

100 

366 

98% growth 

463 

27% growth 

481 

4% growth 

581 

21% growth 

642 

11% growth 

Vancouver Enrollment 

0 

FALL 

2004 

FALL 

2005 

FALL 

2006 

FALL 

2007 

FALL 

2008 

Chicago Enrollment 


21

“We must connect with one another. these battles we must 

fight together. the struggle to preserve and protect human 

rights, promote human welfare and create a world where 

respect for the dignity and worth of all people reigns, we must 

face that struggle together.” 

— Rev. Willie T. Barrow, Civil Rights Activist, Co-Chair RainbowPUSH Coalition, 

Speaker – 2007 Commencement 

22 


oard of trustees 

audra aKins, m . a .t. d. 

Training Manager 

National PTA 

m ary Cahillane, m . b . a . 

Chief Financial & Administrative Officer 

The Spencer Foundation 

Janet Campbell, m . s .W. 

Regional Child & youth Mental health Coordinator 

Ministry of Children & Family Development of British Columbia, 

Canada 

r aymond e . Crossman, p h.d. 

President 

Adler School of Professional Psychology 

r eggie d enson 

Senior Vice President and Director of Multicultural Marketing 

Clear Channel-Katz Advantage 

d iane d inK ins-Carr 

Founder and President 

DD Consulting Group, Inc. 

William W. g reaves, p h.d. 

Director/Community Liaison 

Advisory Council on Gay and Lesbian Issues 

City of Chicago – Commission on human Relations 

l ee g uthrie, m . b . a ., m . l . s . 

Vice President, Marketing & Business Development 

healthcare Financial Mgmt. Assn. 

s teven Kirn, p h.d. 

President and CEO 

Steven Kirn Consulting 

david J. KreisC her, m . a . 

Principal 

higgins, Kreischer and Associates 

patriC ia m oten m arshall, m . h . a . 

President 

SynerChange Chicago 

h arold m osaK , p h.d. 

Faculty 

Adler School of Professional Psychology 

s tephanie n eely, m . b . a . 

Treasurer 

City of Chicago City hall 

b ernard s hulman, m . d. 

Retired Trustee 

Javier u barri, m . b . a . 

Regional Executive 

Banco Popular North America 

Carolyn Williams m eza 

Former Chief Administrative Officer 

United Way for Southeastern Michigan 

a lumni a ssoC iation l eadership CounC il 

Michael Banghart, m.a. Clinical psychology 2002 

Dennis Connelly, m.a. police psychology 2006 

Derrick Johnson, doctorate in Clinical psychology 2002 

Lisa Lavella, doctorate in Clinical psychology 2004 

Nadia Pershad, doctorate in Clinical psychology 2003 

Yael Ron, doctorate in Clinical psychology 2004 

Mike Rooney, doctorate in Clinical psychology 1996 

Greg Sarlo, doctorate in Clinical psychology 1999 

Dan Lustig, doctorate in Clinical psychology 2005 

Ellen Stone, doctorate in Clinical psychology 2002 

Laura Mathis, doctorate in Clinical psycholgy 2004 


23

enefaC tors 

2007-2008 summary of total giving by source 

p erC e n t o f 

total g iving 

a lumni 9.7% 

f riends/parents 26.7% 

t r u s t e e s 23.8% 

faC ulty/ s taff 8.1% 

f o u n dat i o n s 11.1% 

o rganizations 15.9% 

other - e vent i n C ome 4.7% 

100.0% 

Alumni 

Friends/Parents 

Trustees 

Faculty/Staff 

Foundations 

Organizations 

Other - Event Income 

With sincere appreciation and gratitude the Adler School presents the 

following list of benefactors for fiscal year 2008. This report celebrates 

the generosity of our many alumni, foundation and corporate partners, 

and community friends from September 1, 2007, to August 31, 2008. 

For those listed, we thank you for your support, which makes it possible 

for Adler School to pursue its mission to develop socially responsible 

leaders in a culture of collaboration, innovation, and a global perspective. 

2007-2008 summary of total giving by use of funds 

p erC e n t o f 

total g iving 

g eneral o perating/u nrestriC ted 69.7% 

ise 24.5% 

aCademiC a ffairs 4.0% 

aC hs 1.8% 

100.0% 

General Operating/Unrestricted 

Institute on Social Exclusion (ISE) 

Academic Affairs 

Adler Community Health Services (ACHS) 

24 


t rustees CirC le 

$10,000 and above 

Asma Sabbagha 

p resident’s CirC le 

$5,000 - $9,999 

Raymond E. Crossman 

Jane Addams hull house Association 

The Spencer Foundation 

f elloW ’s CirC le 

$2,500 - $4,999 

American Psychological Association 

Willard Brown 

Reggie Denson 

sCholar’s CirC le 

$1,500 - $2,499 

Jeffrey Green 

Steven and Katrine Kirn 

Paul Schneider 

Timothy C. Sullivan 

patron 

$500 - $1,499 

Audra Akins 

Eugene Birmingham 

Black Nurses Association 

Mary Cahillane 

Anthony C. Chimera 

Citizens for Stephanie Neely 

Jo Beth Cup 

Diane Dinkins-Carr 

Frank Gruba-McCallister 

healthcare Consortium of Illinois 


Ellen McGury Stone 

Carlos Quezada-Gomez 

Judy Sutherland 

Lynn Todman 

Carolyn Williams Meza 

s u s ta i n e r 

$250 - $499 

Mary Beth Corcoran 

Jean Daoud 

James Demcak 

William Greaves 

Rob and Marian Gushurst 

Lee Guthrie 

David Kreischer 

a ssoC iate 

$100 - $249 

Mary Beames 

Mary Caldwell 

Janet Campbell 

Bill and Peggy Foege 

Margie Freeman 

Bernd Gaubatz 

Terrence W. Glarner 

Barbara Greenham-Conway 

Susan hagen 

Joseph hart 

Sofia Jimenez 

Vicki Karkomi 

Daniel and Sarah Knight 

Kay Kummerow 

Ileana Nesbitt 

Arthur Nikelly 

Wendy Paszkiewicz 

Jane Griffith and Robert L. Powers/ 

Adlerian Psychology Association 

Joseph Prinz 

James and Joanne Stankiewicz 

Frank and Susan Taylor 

Javier Ubarri 

Leonard Weitzman 

for the Birdie Mosak Fund 

Brad and Natalie Woods 

f riend 

$25 - $99 

Magdalini Agrafiotou 

Lawrence Casey 

Kitty Christiansen 

Stanley and Renee Dushman 

Marilyn Freifeld 

Jane hawley 

Barney Lane 

Leo Lobl 

Eugene Mele 

Brenda Nagel 

Randolph Nichols 

Dorian Polson 

Michael Rooney 

James Rust 

Maureen Slattery 

Kenneth Smith 

Susan Sternad-Basel 

Sharon Stubblefield 

Leon J. Taub 

Karla Weinbrenner 

d onor 

$25 and under 

Victoria Pollock 

i n m emoriam 

In Memory of Tom Beames 

Mary Beames 

In Memory of Valerie Glarner 

Terrence W. Glarner 

In Memory of Dr. Norman N. Silverman 

Daniel and Sarah Knight 

Jane Griffith and Robert L. Powers/ 

Adlerian Psychology Assn 

In Memory of Dan Haugen’s mother 

Kitty Christiansen 

h onorarium 

In Honor of Dr. Harold Mosak 

Joseph hart 

Timothy C. Sullivan 

g ifts in Kind 

Sofia Jimenez * 

* adler school student 

if your name has been omitted or misspelled, 

please accept our apologies and contact anthony 

C. Chimera, vice president of development at 

312-201-8379 or achimera@adler.edu so we can 

make the correction. thank you. 


25

ChiC ago Campus 

65 East Wacker Place, Suite 2100 

Chicago, IL 60601-7298 

p. 312.201.5900 

f. 312.201.5917 

admissions@adler.edu 

vanCouv er Campus 

1090 West Georgia Street, Suite 1200 

Vancouver, BC Canada V6E 3V7 

p. 604.482.5510 

f. 604.874.4634 

vanadmissions@adler.edu 

10% p ost-Consumer r ecycled Content

2008 annual report - Adler School of Professional Psychology

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?