SBS Academic Newsletter (Fall 2021) by Liberty University

Vol. 3 | 2021 Academic Newsletter

T A B L E of C O N T E N T S

Welcome from the Dean

Media Matters

Faculty Forum

Faculty Book Release

Guest Article

Farewell & Thank You

Student Showcase

Dr. Kenyon Knapp discusses the way the Lord has blessed the School of Behavioral Sciences.

Dr. Margaret GoPaul discusses her new book chapter on ADHD.

A discussion on biblical literacy with Dr. Robin K. Henson.

A conversation with counseling psychology student Joel Horst.

A look at the Mental Healthy Podcast.

A Q & A with Dr. Brian Kelley about his new book on drug abuse.

Congratulating Dr. Victor Hinson on his retirement.

In Memoriam

Fondly remembering Dr. Danny Bird and Dr. William Scott.

Share your story with us.

A M E SS A G E F R O M T H E DE A N

Dear students, alumni, parents, faculty, and staff, This past year has seen a contentious presidential election, COVID-19 chaos, and many other disruptions. You could probably list other problems, such as the situation in Cuba or Afghanistan . . . and things could begin to look bleak. In John 16:33, Jesus said, “I have told you these things, so that — in Me — you may have peace. In this world, you will have trouble. But take heart! I have overcome the world.” Although some charlatans may tell you otherwise, Jesus never “promised us a rose garden.” He told us there would be trouble, and that is okay as our security, peace, and firm expectation is that the Lord would walk with us through the hard times in this life. As Peter said, “But rejoice to the extent that you partake of Christ’s sufferings, that when His glory is revealed, you may also be glad with exceeding joy” (1 Peter 4:13). I am grateful to report that the Lord has spared us from many tribulations here at Liberty, and we are moving full steam ahead with the largest enrollment we have ever seen (24,850 in our school alone!). We also began our new Psy.D. in Clinical Psychology program this past January, and we started our new Masters in Social Work (MSW) program this fall. And although COVID-19 restrictions prevented many of our trips this past year, our faculty have numerous LU Send trips planned for the coming year where they will go teach and minister in places like Peru, Rwanda, Norway, Sweden, Finland, France, and Ecuador.

Romans 13:7 tells us to honor those to whom honor is due, so in obedience to that, I must tell you that none of our success would be possible without the hundreds of faculty and staff who work diligently here every day. As I often say, it is a joy to walk into work here and serve with people who are sincere Christians who try to do their best each day. After working over 20 years in secular institutions, it is a breath of fresh air to work with faculty who pray for and with their students. They are faculty and staff who take joy in helping our students achieve Proverbs 18:15 — “The heart of the discerning acquires knowledge, for the ears of the wise seek it out.” So, be encouraged to know that things are going well in the School of Behavioral Sciences. We are seeking the Lord for wisdom with all the interesting case studies and internship clients that we encounter, knowing that the Lord can bring insight, healing, and redemption from any struggle that we or our clients endure. We say as David said to the Lord in Psalm 39:7 — “My hope is in You.” Selah,

Dr. Kenyon Knapp, Ph.D., LPC, NCC Dean

School of Behavioral Sciences

F A C U L T Y

F O R U M

Attention Deficit Hyperactivity Disorder (ADHD) D R . M A R G A R E T G O PA U L , P H . D. , M S C P

I was recently asked to contribute to a book chapter: “Attention Deficit Hyperactivity Disorder (ADHD),” in Principle-Based Stepped Care and Brief Psychotherapy for Integrated Care Settings (Springer, Cham, 2018). Overall, the book aims to provide practitioners with evidence-based treatments for many of the clinical problems encountered within integrated care settings. Central to the book is a bestpractice template for providing behavioral stepped care in medical settings, including screening and assessment, levels of intervention and treatment, referrals, and collaboration with primary care and other specialties. Using this format, contributors detail science-based interventions for a diverse range of common conditions and issues, including depression; anxiety disorders; adherence to chronic obstructive pulmonary disorder management; alcohol and other substance misuses; ADHD; chronic pain; neurocognitive disorders; paraphilia; problematic sexual interests; and sexual abuse and posttraumatic stress disorder (PTSD) in children.

symptoms of ADHD, ADHD ranks first in terms of referrals to primary care physicians (Barkley, 2006), and ADHD presents a significant challenge to educational systems (Forness & Kavale, 2002). With this understanding, this chapter on ADHD provides evidence-based approaches for professionals. These evidence-based approaches and principles are rendered in a way that allows a practitioner within an integrated care setting to effectively provide principle-based assessment and care. The focus is on brief therapies, which are mostly 3-5 sessions, often 20-30 minutes (the time frame used most in integrated care). BOOK CHAPTER TOPICS:

› A brief description of ADHD › Effective ways to screen for ADHD in the primary care setting › How to further assess if a screen returns positive

BOOK CHAPTER SUMMARY:

ADHD is believed to be the most frequently diagnosed childhood mental health disorder in the world (Furman, 2005). A recent meta-analysis investigating worldwide ADHD prevalence in children age 18 and under found an overall pooled estimate of 7.2% (Thomas et al., 2015). The prevalence rate in the United States is even higher. Pastor et al. (2015) found that 9.5% of children in the U.S. aged 4-17 years had been diagnosed with ADHD. That means that approximately 2 million children in the U.S. exhibit

› Evidence-based stepped care and brief psychotherapeutic approaches for ADHD › What does not work with ADHD › When to refer to external specialty mental health › The role of the primary care provider/medical team in treatment › How to assess the impact on care/quality improvement processes

One of the challenges addressed in this chapter is how to effectively screen for ADHD within a primary care setting. According to the American Academy of Pediatrics (AAP, 2001), primary care offices function as a primary access point for the diagnosis of ADHD for children. Hence, having effective ADHD screening is crucial for timely treatment and interventions. When working with either a child or adult, the provider needs to assess to what extent the individual’s symptoms are influencing moods, behavior, productivity, and lifestyle routines as well as rule out other conditions. Providers should take the following steps to screen for symptoms of ADHD looking at the different domains, age of onset, period of symptoms, and level of functional impairment: › Perform clinical examination to identify other disorders with overlapping symptoms of ADHD.

begin displaying symptoms between 3 and 6 years of age. In adults, note if symptoms occurred in childhood (prior to age 12 years). › Record observations personally, and from teachers for children and adolescents or spouses, parents, or adult siblings. These records are helpful to confirm symptoms reported in interview. Obtain behavior report, report cards, and samples of schoolwork from child’s teacher or classroom observation (if feasible). › Present appropriate screening questionnaires or rating scales to evaluate general behavior and psychosocial functioning, ADHD symptomatology, and comorbidities for at least two sources (typically parent(s) or caregiver(s) and the teacher(s) (NICE, 2008).

› Interview with individual, parents, caregivers, spouses, teachers, or friends to determine perceptions of ADHD symptoms. › Observe symptoms or behaviors in different settings. › Take note of medical, psychiatric, and developmental history. › Determine related family functional challenges. › Determine the existence of any comorbidity. › Observe patterns of ADHD or related comorbidities shown in the family. › Note age when behaviors started: children, on average,

 It is helpful to be aware of the common ADHD-specific rating scales for children, adolescents, and adults, which are discussed further in the book chapter. For more information, contact Dr. GoPaul at mgopaul@liberty.edu.

School of Behavioral Sciences

G U E S T

A R T I C L E

C A N T H E B E H AV I O R A L S C I E N C E S SPE AK TO BIBLIC AL LITER AC Y ? DR. ROBIN K. HENSON, PH.D. PROFESSOR AND DISTINGUISHED TEACHING PROFESSOR OF E D U C A T I O N A L P S Y C H O L O G Y, U N I V E R S I T Y O F N O R T H T E X A S

Many years ago, after taking an introductory psychology course during my undergraduate degree program, I found my young self challenged by the idea that psychology seemed very promising in helping people’s lives in very practical ways. As an explicitly human enterprise, it sure seemed to me that psychology had a lot to offer my interests in ministry at the time. So, I added a psychology major. I wasn’t wrong. Through years on pastoral staffs, as a counselor, as an academic, and even coaching my son’s youth football team, I’ve seen the behavioral sciences come to life in very practical ways, from supporting foster kids with counseling and case management, to parenting, to trying to teach and motivate 9-year-old boys to block and tackle. As impactful as the behavioral sciences can be, however, nothing compares to the transformative power of Scripture. As the inerrant Word of God, it is the basis and truth of our Christian faith — a claim increasingly important in a culture that often finds little use for God, or even worse, finds Him irrelevant. Unfortunately, current trends point clearly toward declining levels of biblical literacy and engagement, including among those that claim to be Christians. For example, in a recent 2019 survey, the Barna Group and the American Bible Society noted that only 5% of respondents were Bible-centered while 48% were Bibledisengaged.[1] Because the Bible is inherently transformative as God’s revelation of His redemptive plan to our human condition, the consequences of this trend are troubling, both practically for people’s lives and eternally. What does rising biblical illiteracy have to do with psychology? Well, everything. It’s as relevant as any other issue to which we bring behavioral science to bear. It’s a

people issue with spiritual implications. Why would such be relegated to just pastors, small group leaders, and seminary students? Recently, I have begun to research biblical literacy from a psychological framework with focus on people’s self-efficacy beliefs. Originating in Bandura’s social cognitive theory and studied across myriad fields, why not apply these principles to self-referent beliefs in one’s ability to study and learn Scripture? These beliefs have been shown to be consistently predictive of future behavior — perhaps they have a role to play in addressing biblical engagement too. It is an empirical question worth study. Of course, this work is one small slice of the behavioral science pie. How can our respective fields address biblical learning, motivation to engage Scripture, and cognitive, behavioral, and spiritual congruence within the sanctification process? Does social psychology have anything to say about the collective perceptions of the value and role of Scripture? How do family systems influence members’ biblical engagement? Biblical literacy is a people issue. That makes it squarely relevant for psychological study and intervention. Of course, the transformative power of Scripture as the Word of God supersedes our psychological knowledge and intervention. But that shouldn’t keep us from bringing to bear what we know to the issue — to the benefit of humankind and to the advancement of the kingdom of God.

[1] “State of the Bible 2019: Trends in Engagement,” Barna Group.

Student Showcase J O E L H O R S T, C O U N S E L I N G P S Y C H O L O G Y CLASS OF 2022

Q: Did you do an internship this summer, and what did you learn from it? A: I had the amazing opportunity to complete my PSYC 499 internship within Lives Changed By Christ (LCBC) church’s student ministry in York, Pa., this past summer. This internship could definitely be seen as unconventional for psychology students, but I discovered that caring for people in a ministry setting involves a large amount of psychology principles. With the help of my amazing supervisor and other campus staff, I learned to see how the lessons I’ve learned in my psychology courses impacted the direction of my ministry, specifically from counseling students who were experiencing difficult family situations to writing engaging lessons to share within our high school ministry environment. Q: What are your plans postgraduation? Q: Why did you pick psychology as your major? A: I was considering a number of different degree tracks prior to coming to Liberty, but after taking AP Psychology in high school, I knew that this was the field the Lord was calling me into. My counseling psychology degree encapsulates some of my favorite fields of study (including human behavior, psychopathology, and crisis intervention), while also providing a solid biblical foundation. Q: What has been your favorite class at Liberty? A: The most important lesson I’ll take away from my psychology classes was one I learned in Dr. Logan’s Crisis Intervention (PSYC 317) class. He shared how the knowledge and training we get through our education act as a “hazmat suit” — not only to help protect us from all of the traumatic, incomprehensible situations individuals we counsel go through but also to allow us to get into the mess with them while they continue to process and grow from the distressing circumstances.

A: My plan is to apply at my home church (LCBC in Lancaster, Pa.) and hopefully be hired in a student ministry position at one of the church’s 18 campuses. This has been a dream job of mine since middle school, and I had the great honor of being able to do my PSYC 499 internship at the York, Pa., campus this past summer. It was during this time that God strengthened and further confirmed this calling of vocational ministry in my life, while also providing me countless opportunities to use the skills that I learned from my courses to interact with, relate to, and care for the 5th-12th grade students a part of our different ministry environments. Q: What advice would you give to first-year psychology students? A: First, the biggest piece of advice I’d give a first-year psychology student would be to always ask the question, “How are these things I’m learning related to my faith?” It has been a great joy learning from such biblically minded professors within these psychology classes, but the major steps of growth in my personal walk with Jesus have come out of my excitement to understand how each new concept or theory points me back to the Creator of our psyche. Psychology is so much bigger than definitions and famous experiments, and if you take the time to prayerfully ask the Lord to guide you through your studies, I can guarantee that you will discover and understand Him in ways you’d previously never imagined.

School of Behavioral Sciences

MEDIA M AT T E R S The Mental Healthy Podcast H O S T E D BY D R . K E N YO N K N A P P Dean of School of Behavioral Sciences Dr. Kenyon Knapp hosts the Mental Healthy podcast, which offers insightful interviews with innovative professors and mental health organizations from both the United States and around the world. Read the excerpt below to get a taste of what this podcast offers, and catch new episodes every other week on MentalHealthyPodcast.podbean.com, Google Podcasts, Spotify, Amazon Music, Audible, and more.

“Social justice” is a vague term that has been bandied about in American society for a few years now, with many people virtue signaling that they support the correct stance. On Aug. 24, 2021, the Mental Healthy podcast held an interview with Liberty University Professor Elke Cox about biblical social justice and what that means compared to some alternative views. Professor Cox has been in social work for over 20 years, working mainly with children and families. She has also designed several online social work courses, serves as the advisor for the Phi Alpha Social Work Honor Society at Liberty University, and has presented at multiple national social work conferences.

F A C U LT Y BOOK RELEA SE An Interview with Dr. Brian Kelley, Ph.D. in Experimental Biological Psychology, about his book, S U B S TA N C E A B U S E A C R O S S T H E L I F E S PA N :

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A B I O P SYC H O S O C I A L A P P R OAC H ( K E N D A L L - H U N T, 2 0 2 1 )

Second proof: 5-20-20

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BOOK: 8x10

SPINE: .____ for Perfect Binding

Q: What is the book about? A: The book Substance Abuse Across the Lifespan: A Biopsychosocial Approach (Kendall-Hunt, 2021) is current and comprehensive in its discussion of substance abuse and presents complex concepts through case studies and real-world applications while being mindful of and sensitive to important differences across culture, race, gender, geography, and age. At the forefront of this approach is a focus on biblical integration across the science, treatment, and prevention of substance abuse. The book has been classroom-tested at numerous colleges/universities, and feedback from students, professors, and those with lived experience were used to create a disarming and genuine presentation of the material in a passionate and non-judgmental tone. As the name implies, the book focuses on how substance abuse is an interdisciplinary area of study, treatment, and prevention as well as uniquely influenced by lifespan, thus helping learners appreciate that substance abuse is not static/acute but dynamic/enduring and heavily influenced by complex and cooperating biopsychosocial variables. Numerous professionals in the field and those with lived experience provided commentaries for the book, thus helping to elevate contemporary issues and address ongoing controversies in the field. Breaking up complex and difficult topics throughout the book with case studies and expert commentaries really helps students stay engaged and connect the science to their own lived experience. Furthermore, pedagogically, important summary information is placed in lists, tables, and charts, enhancing understanding and accessibility. Each chapter starts with a summary and specific learning objects and ends with a conclusion along with keywords, a case study list, practice questions as well as an ethical reflective question, three discussion questions, and one activity (all with expectations for grading). Q: Why did you write the book? A: During my postdoctoral studies at the Medical University of South Carolina (Departments of Psychiatry and Neurology), I participated in research projects as diverse as HIV-related dementia complex, developing/testing novel pharmacotherapies for alcoholism and tobacco dependence, to examining adult subjects with prenatal cocaine exposure. The trajectory of my work in the field has taken me from

bench to bedside to the community prevention efforts with a focus on high-impact programs/interventions. I wanted to ground my work on what can be done to improve the lives of people struggling with substance abuse. This has long been a topic of interest to me, having grown up in Washington, D.C., at the height of our nation’s substance abuse problem. Ostensibly, my topic is not purely academic but evolved from seeing firsthand the immediate and long-term impact of drugs on friends, schools, and the community. The goal was to write a book that authentically and accurately presents information in a more conversational tone, instead of presenting it like lengthy instructions for assembling furniture like so many other science textbooks, at worst, or like a long-annotated bibliography, at best. I hope the culmination of these experiences — in book format — translates into an authentic and impactful approach to addressing one of our nation’s most profound problems: substance abuse. Q: How big is the problem addressed in the book? A: Substance use and abuse is a public health epidemic affecting our families, friends, neighbors, schools, communities, counties, states, and collectively, our world. Although the costs of cancer and diabetes are at recordbreaking numbers, $157 billion dollars and $131.7 billion dollars respectively, the cost of substance abuse far surpasses both diseases combined at about $600 billion dollars annually. Substance abuse also accounts for over 30% of the homeless individuals in America, and approximately 66% of the federal prison inmates suffer from a substance use disorder. Over 3 million individuals aged 12 and over used an illicit drug for the first time within the past 12 months, at a rate of approximately 8,000 new users a day. Drug abuse problems are not limited to just the United States. An estimated 210 million people globally use drugs each year, and about 200,000 die from such use. Illicit drug use is one of the top 20 health risk factors globally — keep in mind that many people across the globe have limited access to clean drinking water, nutritious food, employment, or any kind of healthcare. Substance or chemical use disorders are associated with an increased risk of HIV/AIDS, cancer, accidental injury, hepatitis, tuberculosis, suicide, overdose deaths, and cardiovascular diseases.

School of Behavioral Sciences

FA RE W ELL & T H A NK Y O U

Dr. Victor Hinson, Ed.D.

Dr. Victor Hinson has retired from the Department of Counselor Education & Family Studies after 27 years of dedicated and faithful service. Dr. Hinson earned a B.A. from Gardner-Webb University (1987), an M.Div. from Southeastern Baptist Theological Seminary (1990), an M.A. in Professional Counseling from Liberty University (1997), and an Ed.D. from University of Sarasota (2004). He has diverse professional experience in pastoral care and counseling, professional counseling, student counseling, and mentoring young married couples. Prior to joining Liberty University, Dr. Hinson served as a pastor for over 16 years, discipling and mentoring individuals, teaching groups, and facilitating small group therapy in churches and the community. Dr. Hinson worked in a private counseling agency and had extensive counseling work with young married couples. His research interests include clinical mental health counseling, group counseling, marriage and family counseling, and adult children of alcoholics. Dr. Hinson is an expert in the integration of faith and learning. His seminary education (and experience as a pastor

combined with his counseling training and experience as a licensed counselor) enriched his integration of a biblical worldview in his classes. For many years, he taught a Ph.D. seminar on the integration of Christian theology and spirituality in counseling. His passion was evident as he taught students how to practice faith integration in counseling with excellence. Dr. Hinson served as the chair for the Department of Counselor Education & Family Studies for several years and provided wise leadership with a shepherd’s heart. Dr. Hinson lives by biblical standards, and he was indeed an inspiration to his colleagues and students as a faculty member, husband, and father. Dr. Hinson always displayed the fruit of the spirit and the character of Christ in his interactions with colleagues, staff, and students. He has been an active member of the American Association of Christian Counselors (AACC). Dr. Hinson and his wife, Peggy, have been happily married for 47 years and have 2 adult sons and 5 grandchildren.

IN MEMORIAM

Honoring Dr. Danny Bird, Ph.D.

Honoring Dr. William Scott, Ed.D.

BY KEVIN CONNOR, CHAIR, D E PA R T M E N T O F P S YC H O LO G Y

Dr. Danny Bird passed away on Aug. 19, 2021. Those of you who knew him remember his unique personality and unconditional love. Dr. Bird started his journey with Liberty as a student in the Ph.D. in Clinical Counseling & Supervision program. He would travel up and stay with our family during those first few intensives for the degree. His family eventually made the decision to move to Lynchburg and write a new chapter in their family history. His family became very involved in our life group and in outreach on Wise Street in Lynchburg. While managing a family, Ph.D. studies, and community service, he also served as an online adjunct, clinical consultant, and teaching assistant for the Department of Psychology. His students enjoyed that he never wore the same tie twice in a semester, and that many of those ties were created by his kids. They also enjoyed his relaxed teaching approach that encouraged conversation and discussion. Danny and I graduated together and continued to do life together. His family were co-laborers in our community group. He was invested in men’s groups and Bible studies and continued to be an incredible family man and provider. Finally, he was a vocalist. There is no doubt that he entered heaven praising more than he ever did here — which was a lot. We rejoice that he is with our Lord, but we have sorrow for his wife of 25 years and 5 children, 2 of whom are foster children. Although his impact will continue, his presence will be greatly missed.

We mourn the passing of a great professor and friend, Dr. William Scott. Dr. Scott’s educational experience began when he received his B.A. in Religion from East Texas Baptist University. At the Southwestern Baptist Theological Seminary, he earned his Master of Religious Education specializing in Psychology and Counseling. He continued to develop his knowledge when he earned his Doctor of Education in Psychology and Counseling at New Orleans Baptist Theological Seminary. Dr. Scott became a member of the Liberty University faculty in 1994. He was an associate professor who taught courses in crisis intervention, group dynamics, psychology of personality, and abnormal psychology for the Department of Psychology. Dr. Scott was faithful in his duties at Liberty and was one of those who was intentional in the mission. He had a heart for his students to learn and grow. Whenever he was called upon to learn a new system or incorporate new technology, he did his best to seek out help and take classes so that he could continue to serve the Liberty community. Dr. Scott asked questions and continued to be a learner. He was gentle and compassionate, and he carried with him a gentle curiosity that made him loved by many. A leader in the trenches, he was giving and beneficent when there was a need. Our prayer is to be found faithful in all we do, and Dr. Scott modeled this mission. He was faithful to his wife in caring for her, he was faithful to his students in compassion, and he was faithful to the department in service.

School of Behavioral Sciences

The DEPARTMENTS of COUNSELING train individuals to be thoroughly competent professionals in the practice of agency, community, education, family, and pastoral counseling, supported by a Christian worldview. FOR MORE INFORMATION:

Department of Counselor Education & Family Studies  Counseling@liberty.edu |  (434) 592-4049 Department of Community Care & Counseling  DCCC@liberty.edu |  (434) 592-4049

The DEPARTMENT of PSYCHOLOGY provides students with the knowledge and skills required for the development of a biblically integrated, evidence-based understanding of human psychology through practical application and research. FOR MORE INFORMATION:

Department of Psychology  Psychology@liberty.edu |  (434) 592-4038

The DEPARTMENT of SOCIAL WORK develops Christ-centered social workers who are equipped with the skills, values, and knowledge to humbly lead in advancing the wellbeing of individuals and communities all around the world. FOR MORE INFORMATION:

Department of Social Work  LUOSocialWork@liberty.edu |  (434) 582-7570

School of Behavioral Sciences

The School of Behavioral Sciences Academic Newsletter is published for all faculty, staff, students, alumni, and friends of Liberty University’s School of Behavioral Sciences, and it is delivered through email and published online. We want to hear from you! Please let us know about the good work that you are doing in behavioral sciences and in the world as Liberty University community members, graduates, professionals, and friends! Interested in contributing to the next issue of the newsletter? We welcome any relevant news, press releases, publications, or potential feature articles from faculty, students, or alumni.

For more information, please contact the General Editor at kalieditor@liberty.edu.

School of Behavioral Sciences

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