10 Questions With Student-Athlete Marisa Maccario ’18 (ED)

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Marisa Maccario Playing UConn Women's Ice Hockey
Marisa Maccario is a junior forward on the UConn women’s ice hockey team and a sport management major in the Neag School. (Photo courtesy of Marisa Maccario)

In our recurring 10 Questions series, the Neag School catches up with students, alumni, faculty, and others throughout the year to give you a glimpse into their Neag School experience and their current career, research, or community activities. 

UConn women’s ice hockey forward Marisa Maccario ’18 (ED), a native of Marblehead, Mass., has been playing on a hockey team since the age of 5. Currently a sport management major in the Neag School, Maccario created a video this past fall for what she describes as her favorite class at UConn: Sport in Society, led by assistant professor Joseph Cooper. The video she co-produced has since been featured on youcanplayproject.org, an initiative dedicated to ensuring equality, respect, and safety for all those who participate in sports, regardless of sexual orientation and/or gender identity. Here, Maccario talks about her experience as a student-athlete, about the video project, and more.

 

What kind of time commitment does the ice hockey training and traveling schedule demand? How do you balance that with coursework and free time? The ice hockey season sits between both the fall and spring semesters, so our school year is very busy. We get started within the very first weeks of school and go all the way until March. We are on campus training over Thanksgiving, most of Christmas break, and sometimes spring break.

Once classes start back up, most of our team manages time very well with classes in the morning, a break in the afternoon for hockey, and classes at night. Mostly after classes is when we have study hall, tutors, and time to get all of our work done for the weeks ahead. The good part about the league we are in (Hockey East) is that all the schools are relatively close (for example, Boston College, Boston University, Northeastern, Providence, University of Vermont, and University of Maine). Seeing that we play schools that are close by, we are able to do day trips and do not have to travel Thursday through Sunday. Instead, we do day trips, which in turn helps our study schedule.

“Never use a busy schedule as an excuse. You can always make time to do something you love. Here at UConn, they give the option to play a sport you love — and enter into a very competitive program that will help you be successful once your sport it over.”

What made you decide to major in sport management? It just felt right. I can never see myself leaving the sports world. Seeing that I have been an athlete my whole life and got the chance to further my athletic commitment into college, once I am done competing, I want to be able to see what goes on behind the scenes — [something] that, typically, athletes don’t get a chance to see. I want to be part of someone else’s experience, not as a teammate or a competitor.

What about the sport management program at the Neag School have you found most valuable so far? Sport management not only is in a field related to sports, but it’s also in a school that has an educational leadership program. … Having a sport management program in the same school as educational leadership, for example, shows how leadership is important not only on the field or ice, but also in the classroom.

Tell me about the video project you created for Joseph Cooper’s Sport in Society course last semester. The guidelines were very open to whatever you wanted: pictures, PowerPoints, paintings, or videos. You just needed to talk about how society impacts sports and what you have learned throughout the semester.

We decided to put together this video in particular because we thought that not only was it a topic we talked about in class, but also something that impacts athletics at UConn greatly. We are a campus and athletic culture that accepts everyone and anyone for who they are, and not what society tells them to be. Student-athletes need to show their openness in these matters to make sure they and their teammates feel comfortable competing for a school that doesn’t care about your gender, race, or sexual orientation. If you can play the sport, that’s all that matters!

 

In your own words, why is inclusiveness in sports so important? With a sport like ice hockey, you have six players on the ice at a time: one in the net and five skaters. To be a team, you need to have skills from each player to win and, with hockey, everyone brings something different. If we didn’t have inclusiveness in sports, we wouldn’t have teams; we would have individuals playing sports.

The whole point of sports is to win, and with winning comes a group effort. You need to have different abilities with the same goal in mind. You need to be able to have open arms to new people because you never know who will be leading you to a national championship. If you can play, you can play. It shouldn’t matter about anything else as long as you want to win.

Marisa Maccario and UConn Women's Ice Hockey Team
“The rink is not just for hockey, but a safe place where I can always go when I’m stressed,” says Maccario, No. 13. (Photo courtesy of Marisa Maccario)

How can coaches and teammates ensure that the team they lead or play on is as inclusive as possible? I think the best attitude that any player or coach can have is to look at work ethic, skills, and technique because that’s what makes an athlete an athlete. I believe at UConn we have a lot of student-athletes and coaches that judge off those rules and nothing else. … We bring each other up. Positive attitude and inclusiveness are key especially on our team, because your team is your family away from home. With 500+ athletes at a top university, everyone has to be on the same page and know that discrimination is something that doesn’t mix well with a winning culture. So that is left at the door the second you set foot on our campus.

What kind of reaction have you received from those who have seen the video? I have experienced a lot of positive feedback from the video — way more than I thought. I had someone tell me that when they attended the university, an article was released stating that UConn was ranked by the Princeton Review as No. 12 among the 20 most homophobic campuses in the country. Today, we have a video stating that we support our teammates that identify as lesbian, gay, bisexual and transgender. How times have changed — and will continue to change for the better. When doing this video we, the UConn student-athletes, pledged to keep our campus safe for all, and I think that, in itself, has touched a lot of people, both current and alumni student-athletes.

What’s your advice for those students who may be interested in checking out either the Neag School’s sport management program — or the sport of ice hockey? Never be afraid to do too much. By this I mean: Do everything you want to do and more. Never use a busy schedule as an excuse. You can always make time to do something you love. Here at UConn, they give the option to play a sport you love — and enter into a very competitive program that will help you be successful once your sport it over.

Always ask questions because you never know who you might be talking to and where they can lead you in the future. That’s what is great about the sport management program; the professors are great connections for down the road when you’re looking for jobs.

What’s your favorite spot on campus? My favorite spot on campus would have to be the rink, not only because I spend most of my time there on and off the ice, but also because it is home. The rink is not just for hockey, but a safe place where I can always go when I’m stressed and have a lot of work.

What’s something most people don’t know about you? I am second-generation Italian- American; my grandmother was a refugee during War World ll and traveled to America.

Read other installments of the Neag School’s 10 Questions series here.

Students, Donors Celebrate at Annual Scholarship Awards Ceremony

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Degnans with Kimberly Duhart
Elizabeth “Beth” Degnan ’87 (CLAS) and her husband, James ’87 (CLAS), meet Kimberly Duhart, recipient of the Degnan Family Scholarship, at this year’s Neag School Scholarship Awards Ceremony. (Tom Hurlburt/Neag School)

The Neag School of Education honored more than 100 of its students last night at its Annual Scholarship Awards Ceremony.

Formerly known as the Honors Day Celebration, the event — held at the Jorgensen Center for Performing Arts on the UConn Storrs campus — brought together current students receiving Neag School-affiliated scholarships in the coming academic year; their guests; and the donors whose contributions to the Neag School make these sources of financial support possible.

Support for scholarships comes from numerous sources, including Neag School benefactors Ray and Carole Neag; Neag School and UConn alumni; current University faculty and administrators; and families of former Neag School staff and alumni, among others.

During the reception preceding the formal ceremony, student recipients had an opportunity to connect personally with the donors responsible for providing their scholarship support.

View photos from the Scholarship Awards Ceremony.

Student scholarships were awarded in the following departments or categories: Teacher Education; the Department of Curriculum and Instruction; the Department of Educational Leadership; the Department of Educational Psychology; and School-wide Scholarships.

In addition to the student awards, Erin McGurk, director of educational services for Ellington (Conn.) Public Schools, received the UCEA Educational Leadership Award.

 

Congratulations to this year’s award recipients:

UCEA EDUCATIONAL LEADERSHIP AWARD

The University Council for Educational Administration (UCEA) is a membership association of higher education institutions that promotes excellence in continuing higher education. This award is in recognition of practicing school administrators who have made significant contributions to the improvement of administrator preparation.

Erin McGurk, Director of Educational Services, Ellington Public Schools

 

TEACHER EDUCATION SCHOLARSHIPS

Friends & Colleagues of Francis X. Archambault Jr. Fellowship

Established by friends and colleagues to honor Dr. Francis X. Archambault, professor emeritus. This scholarship provides support to a Ph.D. candidate in the field of measurement, evaluation and assessment, who demonstrates academic excellence.

David Alexandro

Sarah Newton

 

Arminio/Effron Scholarship

Established by Carmen Effron in memory of her father, Kenneth Arminio. This scholarship is awarded to students with a demonstrated interest in teaching as a profession and with a proven track record of academic excellence.

Anne Denerville

Joseph Leslie Jr.

 

Fuller Scholarship for Social Justice in Education

This scholarship was established by Ms. Katie G. Fuller to provide scholarship support for University students enrolled in the Neag School of Education’s Integrated Bachelor’s/Master’s Program, with priority consideration to students who are also enrolled in the University’s Stamps Leadership Scholars Program.

Julia Eldridge

 

The Herbert and Sarah M. Gibor Charitable Foundation Scholarship

This scholarship provides financial support for students enrolled in the University’s Neag School of Education and the College of Liberal Arts and Sciences. The recipient must demonstrate an interest in teaching as a profession and have a proven track record of academic excellence.

Tala Adawiya

Amy Hetherington-Coy

Asfia Qutub

Elaina Rampolla

 

Robert H. Hart Fellowship

This fellowship was established in memory of Dr. Ronald P. Hart’s father and UConn alumnus, Robert H. Hart, in order to provide financial support for students enrolled in UConn’s Neag School of Education with priority consideration given to those who are from, student teach or plan to teach in Meriden, Conn.

Sarah Mangiafico

Rex Sturdevant

 

Lodewick TNE Alumni Scholarship

Established by Philip H. and Christine Lodewick. This scholarship provides support for students enrolled in the IB/M program with a demonstrated intention to pursue a career as a K-12 teacher.

Matthew Miller

Heather Vasquez

 

Ora Lee Morrison Scholarship

Established by Michael and Monique Watson in memory of Ora Lee Morrison. This scholarship provides support to students enrolled in the IB/M or TCPCG program with a demonstrated interest in teaching as a profession.

Lindsay Kahoe

 

Paula Riggi Singer Endowed Scholarship

This scholarship was established by Ms. Paula R. Singer to provide scholarship support for University students enrolled in the Neag School of Education, with priority consideration to those students who are also enrolled in the University’s Honors Program.

Mindy Fan

 

DEPARTMENT OF CURRICULUM AND INSTRUCTION SCHOLARSHIPS

Andrews International Education Award

The fund was established by Dr. Frank Andrews Stone in honor of his mother, Ruth, and her five siblings, originally of Pasadena, Calif., whose careers demonstrated concern for international awareness and understanding.

Francisco Ahumada

Kennedy Martin

 

David Blick Science Education Award

In recognition and encouragement of innovative and/or collaborative efforts in science education, this award is given to a Neag School student, faculty member, alumnus/alumna of the School, or a member of the faculty of another School or College of the University.

Dr. Catherine Koehler

 

The Betty Bussman Education Fund

This scholarship was established through the generosity of Mrs. Betty Bussman and is awarded to undergraduate or graduate students who are planning careers in elementary education. The award is based on financial need, academic excellence, and a demonstrated interest in and concern for the needs of children.

Abigail Nagy

Emily Sebesky

 

Thomas & Francine DeFranco Scholarship

This scholarship was established by Thomas, professor and former Dean of the Neag School, and his wife Francine, Associate University Librarian, to provide support to an academically outstanding incoming or continuing student enrolled full time in the IB/M program, with priority consideration given to a math education major.

Amanda MacDonald

Marinela Maxhari

 

Degnan Family Scholarship

This scholarship was established by James and Elizabeth Degnan to provide support to an academically outstanding incoming or continuing undergraduate student enrolled full time in the IB/M program, with priority consideration given to a resident of the State of Connecticut.

Kimberly Duhart

 

Shannon Leigh Closter Driscoll Memorial Scholarship

This scholarship was established in memory of Shannon Leigh Closter Driscoll, an alumna of the Neag School of Education, by her family and friends. This scholarship is based on financial need, academic achievement, and a demonstrated interest in gifted and talented education.

Bryan Kirby

Jennifer Zaffetti

 

Eva Eaton Scholarship in Elementary Education

This scholarship, established in honor of Eva Eaton by her family, is based on financial need, academic achievement, and is given to students pursuing a major in elementary education.

Cheyenne Clark

Briana DiCicco

 

Marjory C. Gelfenbien Scholarship

This scholarship was established by Roger Gelfenbien, former UConn Board of Trustees Chairman to honor his wife, Marjory C. Gelfenbien. It is awarded based on academic excellence and outstanding achievement in the areas of teacher education and educational leadership.

Kathleen Bradway

Emily Burstein

Jennifer Couture

Rachel Crowder

Anthony Dolcimascolo

Julianna Fusco

Jesse Hegener

Alyssa Hughes

Shaelyn Killoh

Anika Koerfer

Rachael Orbe

Micaela Orpheus

Nichole Pitruzzello

Taylor Schultz

Heather Vasquez

 

George C. and Jane F. Goodale Memorial Scholarship

Established in Jane Goodale’s memory by her husband, George, and her family. This permanently endowed fund is designated for outstanding graduate students in educational anthropology.

Manqian Zhao

 

Hamilton Sundstrand Challenger 7 Science Education Scholarship

Hamilton Sundstrand employees established this award in memory of the Challenger 7 astronauts. It is designated for students in elementary and secondary science education. Among the criteria considered are past academic achievement and demonstration of potential for future academic and professional accomplishments.

Emma Chassagnoux

Alexander DeBrizzi

Amy Hetherington-Coy

 

Neag Math and Science Scholarship

Established by Dr. Philip E. Austin, president emeritus. This scholarship provides financial support to a student enrolled in the Neag School who is pursuing a degree in education with a focus on either Math or Science.

Kathleen Gorman

 

Judith A. Meagher Undergraduate Scholarship

Established by the Beta Sigma Chapter of Pi Lambda Theta Honor Society as a tribute to the many contributions and leadership of Judith Meagher, professor emeritus and former Associate Dean of the Neag School.

Joseph Leslie Jr.

 

Daniel Thomas Perley Scholarship

Established in memory of Daniel Thomas Perley by his wife, this scholarship is awarded to incoming fifth-year students in the IB/M Program who have demonstrated academic achievement in the area of elementary education.

Kelsey Iwanicki

Taylor Schultz

 

Philo T. Pritzkau Scholarship

Established to provide an award to outstanding minority Neag School graduate students who have shown exemplary scholarship and leadership in research and teaching. This award was established by the students and friends of Dr. Philo T. Pritzkau, professor emeritus of the Department of Curriculum & Instruction.

Kara Patterson

Alissa Velazquez

 

Sidney Skolnick Scholarship

Established through the generosity of Dr. Sidney Skolnick, this scholarship is awarded annually to Neag School students based on financial need and academic excellence.

Tala Adawiya

Carly Bernheimer

Devon Castiello

Anne Denerville

Mindy Fan

Matthew Ferraro

Kelsey Hammerman

Rachel Haze

Mikayla Hood

Jordyn Meyenberg

Griffin Michalek

Asfia Qutub

Kevin Smaglis

Laura Veilleux

Thomas P. Weinland Scholarship

Established by students, colleagues, and family to honor Dr. Thomas P. Weinland, professor emeritus of the Department of Curriculum & Instruction, this scholarship is awarded to a deserving student who is preparing to teach secondary history and social studies.

Chelsea Constantino

 

DEPARTMENT OF EDUCATIONAL LEADERSHIP SCHOLARSHIPS

Earle G. Bidwell Educational Leadership Scholarship

This scholarship was established by a cohort of Earle G. Bidwell to provide scholarship support for a graduate student, with priority consideration given to a University of Connecticut Administrator Preparation Program (UCAPP) student.

Lauren Poppe

 

Peter J. Nicholls Scholarship in Educational Leadership

This scholarship was established by friends, family, and colleagues of Dr. Peter J. Nicholls, former Provost of the University of Connecticut. This scholarship provides support to a graduate student(s) enrolled in the Higher Education and Student Affairs (HESA) program.

Emily Daher

 

Karen L. Parizeau Memorial Scholarship

Established to honor the memory and work of Karen Parizeau, a beloved teacher, this scholarship was created by donations from her husband, Philip, their children, Lauren and Philip, and her friends and colleagues. It is intended for experienced teachers pursuing careers in education administration, particularly at the middle-school level.

Caitlin Bexley

Gregory Miska

 

The Steven J. Smith Scholarship

This scholarship has been established in honor of Dr. Steven J. Smith, UConn alumnus and retired Assistant Dean from the Neag School of Education, to support students enrolled in the Neag School’s Department of Educational Leadership with demonstrated academic achievement and an interest or association with athletics.

Faith McCarthy

 

 

DEPARTMENT OF EDUCATIONAL PSYCHOLOGY SCHOLARSHIPS

Vernon and Elizabeth Brown Family Scholarship

Made possible by a generous gift from Vernon and Elizabeth Brown, this award is designated for graduate students of the Department of Educational Psychology.

Lindsay Morales

Meaghann Revis

 

Robert K. Gable Scholarship

Made possible by a gift from Dr. Robert K. Gable, professor emeritus, this scholarship is designated for a graduate student in the Department of Educational Psychology who is enrolled in the Measurement, Evaluation, and Assessment Program.

Anthony Gambino

 

Raymond and Augusta Gerberich Scholarship

In memory of J. Raymond Gerberich, professor emeritus, and his wife, Augusta, this award is presented to doctoral students in the foundation areas (educational psychology, educational evaluation and measurement, statistical methods, or educational philosophy). Basis for this award includes superior academic achievement and financial need.

David Alexandro

Maria Avitia

Xiaochen Liu

Daniel Volk

 

Lisa Pappanikou Glidden Scholarship

Established in memory of former Neag School staff member Lisa Pappanikou Glidden – and, more recently, in memory of her parents, Lucette Pappanikou and Dr. A.J. Pappanikou, professor emeritus – this fund is intended to enhance the field of special education by providing financial support for graduate students engaged in the study of educating and/or training special-needs youngsters with severe and profound disabilities.

Morgan Recore

Julia Vitti

Max Wittstein

 

Vivienne Dean Litt Memorial Scholarship

Established in memory of Vivienne Dean Litt, former Assistant Director of the University Program for Learning Disabilities, by her sons, Martin and Matthew Litt, and her colleagues and friends, this award is designed to promote and encourage the success of a student whose interests and character continue Vivienne’s spirit and professional work with children and/or adults with special needs.

Maria Avitia

 

Jessie Carew Moreland Endowment Scholarship

This scholarship was established by Wallace S. Moreland in memory of his first wife, Jessie Carew Moreland. It is presented to students majoring in Special Education who have demonstrated intellectual curiosity, personal integrity, academic achievement, and a serious interest in pursuing a career in the field of developmental disabilities.

Jillian Bucciero

Sean Curvelo

 

Wallace S. Moreland Memorial Scholarship

Established in memory of Wallace S. Moreland by his four children – Lucy Wistreich, David, Wallace Jr., and John Moreland – this scholarship is presented to graduate students majoring in special education who have worked with persons with developmental disabilities and who demonstrate promise of becoming a leader in the field.

Jamila Champier

 

Joseph Renzulli and Sally Reis Renzulli Fund for Graduate Studies in Gifted Education

Made possible by a gift from Drs. Joseph Renzulli and Sally Reis Renzulli, this scholarship provides support to a student pursuing an MA or Ph.D. in gifted education and talent development with demonstrated academic achievement.

Ashley Carpenter

Sarah Luria

Pamela Peters

 

Susan Hope Sherman Scholarship

This scholarship is awarded to graduate or undergraduate students majoring in special education, particularly those working with persons with developmental disabilities.

Matthew Miller

 

SCHOOL-WIDE SCHOLARSHIPS

Valerie J. Pichette Scholarship

This scholarship was established with the support of Valerie J. Pichette’s family, friends, colleagues across the Neag School and the larger University, as well as students past and present, in honor of her 30 years of service to the state of Connecticut and will offer financial assistance to students enrolled in the Neag School’s teacher education program.

Lindsay Kahoe

Chelcee Schroll

 

Gloria A. Murray Scholarship

This scholarship is in memory of Brandon Murray’s grandmother and James Murray’s mother, Gloria A. Murray, and was established to provide scholarship support for University students enrolled in the Neag School of Education.

Shannon Bollard

 

Juros Scholarship for the Neag School of Education

This scholarship is given to Neag School undergraduate students with demonstrated academic achievement. This scholarship is made possible by the generosity of Thomas S. Juros.

Kamola Rabbimova

Taylor Schultz

 

Irene P. and Emanuel A. Makiaris Scholarship in the Neag School of Education

This scholarship is given to Neag School students preparing to be teachers through either the IB/M or TCPCG program. This scholarship is made possible by the generosity of Irene P. and Emanuel A. Makiaris.

Dominique Grello

Matthew Miller

 

Yaoxin and Ethel W. Rong International Education Scholarship

Established in memory of Dr. Yuhang Rong’s grandparents, Yaoxin and Ethel Rong, this scholarship is awarded to a Neag School student with demonstrated academic achievement and an interest in international education.

Katherine Holden

 

Neag Scholarship

This scholarship has been established for the purpose of supporting outstanding academic achievement, contribution to the University and the community, and participation in extracurricular activities. Financial support comes from the generous contribution of Raymond and Carole Neag, as well as contributions from the faculty and staff of the Neag School of Education.

Marianna Bedoya

Rebecca Joseph

Hana Picorelli

Rex Sturdevant

 

Neag School of Education Undergraduate Scholarship

Established thanks to the generosity of numerous faculty, staff, alumni, and friends of the Neag School of Education, this scholarship is awarded to undergraduate students who were identified by nomination in their programs as having strong academic performance and having gone above and beyond by contributing significantly to the Neag School.

Jessica Guo

Taylor Hudak

Marinela Maxhari

Thu-Anh Nguyen

 

Neag School of Education Graduate Fellowship

Established thanks to the generosity of numerous faculty, staff, alumni, and friends of the Neag School of Education, this scholarship is awarded to a graduate student identified by nomination in his or her program as having a strong academic performance and having gone above and beyond by contributing significantly to the Neag School.

Ricardo Destinvil

 

Neag School Veterans Fund Scholarship

This scholarship was established for students who are either U.S. service members or veterans who have served in Afghanistan or Iraq. The funds, which may be used for tuition, course materials, and other educational expenses, are also available to the children of a veteran enrolled in the Neag School.

Jesse Mala

 

Learn more about additional scholarships and giving opportunities related to the Neag School here; or, contact Heather McDonald at hmcdonald@foundation.uconn.edu for more information. 

10 Questions With School Psychology Professor Melissa Bray

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Melissa Bray
Melissa Bray, a professor of school psychology in the Neag School, focuses much of her research work on the connection between mind, body, and health. (Photo Credit: Shawn Kornegay/Neag School)

In our recurring “10 Questions” series, the Neag School catches up with students, alumni, faculty, and others throughout the year to give you a glimpse into their Neag School experience and their current career, research, or community activities. 

Melissa Bray is a professor of school psychology in the Neag School of Education. She joined the faculty in 1999 and is a two-time alumna of UConn, having earned her undergraduate degree in communications sciences from the College of Liberal Arts and Sciences and her master’s degree in school psychology from the Neag School. Bray is a licensed psychologist and licensed speech language pathologist; a Fellow of both the American Psychological Association and the American Psychological Society; and a member of a select group called the Society for the Study of School Psychology.

When did you realize you wanted to become a psychologist? In the early 1990s while working in Wallingford (Conn.) public schools as a speech language pathologist.

What are your research interests and what got you interested in them? I am most interested in mind, body, and health. I have had an interest in researching how the mind affects the body for some time.

Lea Theodore, Melissa Bray, and Nicholas Gelbar at NASP Conference
Bray, center, attends the 2017 National Association of School Psychologists Annual Convention in San Antonio with Neag School alumni Lea Theodore ’02 Ph.D., left, and Nicholas Gelbar ’06 (ED), ’07 MA, ’13 Ph.D. (Photo courtesy of Melissa Bray)

That said, I have run many studies looking at how psychologically based treatments — such as relaxation and guided imagery, video self-modeling, and written emotional expression — affect physical change in individuals with asthma and, more recently, cancer. Anxiety, stress, and depression can initiate and exacerbate those diseases, amongst others, such as diabetes, cardiovascular disease, and arthritis. My research focuses on how the mind — with these types of psychological interventions — change the physical body (e.g., lung functioning measured with standardized spriometry), along with improvements in anxiety, depression, stress, happiness, and quality-of-life measures.

What initially drove you to focus on asthma and stress as your initial areas of interest? I began by researching asthma, as I could handle that without a large grant. I used standardized spirometry [a common test used to assess lung function and help diagnose various lung conditions] to measure lung functioning in response to various psychological treatments.

What have been some of your most rewarding career moments? Intervention research is quite rewarding; I have spent my career to date doing that type of work. My research has focused on classroom behavior, stuttering, and physical heath. My students are what keep me going; they are smart, kind, and motivating.

What research are you currently working on or plan to start in the near future? I plan to try to get a federal grant to support my mind-body-health work, along with my work using video self-modeling for stuttering. I am running a study on stuttering this fall using that technique; I did my dissertation on that topic (stuttering and video self-modeling).

My colleague Melissa Root and I are just about ready to begin an ovarian cancer study in conjunction with UConn Health looking at Relaxation and Guided Imagery (RGI) — a unique recording that has three tracks and focuses on the immune system — and its effects on subjective well-being/mental health (anxiety, stress, depression) and physical health, including biological markers, tumor growth, and cancer recurrence.

“My students are what keep me going; they are smart, kind, and motivating.”

Professor Melissa Bray
One of Professor Bray’s forthcoming research studies will investigate ovarian cancer and the effects of Relaxation and Guided Imagery (RGI) on patients’ mental and physical health.

What kind of results do you ideally hope to see come out of your forthcoming ovarian cancer study? In reference to ovarian cancer cells, stress hormones have been shown to increase their invasiveness[1]. This type of work supports the use of stress- and anxiety-reducing interventions such as Relaxation and Guided Imagery to mitigate stress hormone production and reduce its effect on ovarian cancer cell invasiveness. Therefore, the purpose of this current study is to investigate the effects of RGI on psychological (self-perceptions of stress, anxiety, depression, distress, mood, and quality of life) and biological variables (time to ovarian cancer recurrence) in patients with ovarian cancer as a method to hopefully help prevent the initiation and recurrence of ovarian cancer cell growth.

What are the implications for those diagnosed with cancer if your findings show techniques like RGI having a real and positive effect on things like slowing tumor growth? Participants will be engaging in the RGI intervention that has been shown to be effective in reducing stress levels for participants with physical health conditions. Previous literature has suggested that stress reduction in ovarian cancer patients may reduce tumorigenesis. Through engagement in this stress reduction intervention (RGI), participants may reduce stress, anxiety, depression and, in turn, improve overall health. The results of this study will assist the researchers in further understanding the relationship between stress, stress reduction interventions, and ovarian cancer progression.

What research project are you most proud of? The soon-to-be-run cancer study I am very proud of and is something I have always wanted to do. I am proud of the research I have done showing that video self-modeling can improve stuttering. … I am also proud of an undergraduate online class I am developing for this summer on Mind-Body-Health with treatment experientials, where the students get to try the actual therapies.

Has video self-modeling long been established as one technique for treating the condition of stuttering? How does this technique specifically help those who stutter? Video self-modeling … has been used in research for about 20 years. The individuals view a video of themselves not stuttering in a setting where they have problems with fluency. For example, if a person stutters when talking to teachers, that setting would be the focus of the video.

There are a few mechanisms to explain why video self-modeling helps stuttering. One is based on learning theory; in other words, there is a learned component to the individual’s stuttering, and video-self modeling, which is based on social learning theory, helps them to learn not to stutter. Nonetheless, video self-modeling has been partially or fully effective in some people who stutter. It can never hurt to try it with a person who stutters!

What would you say to students who are aspiring psychologists about the journey to becoming one? There are great mental health needs for individuals of all ages. Anxiety, in particular, is beginning in very young children. We need competent professionals, especially in the schools, to help these youth.

 

Read other installments of the 10 Questions series here.

 

 

 

[1] Sood et al., 2013

Connecticut’s 2017 Letters About Literature Contest Winners Named

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The Neag School of Education is proud to announce Connecticut’s winners of the 24th annual Letters About Literature contest, a nationwide writing contest sponsored by the Library of Congress for elementary, middle, and high school students.Theme Letters About Literature

This fall, the Neag School served as the contest’s Connecticut sponsor for the 2016-17 academic year; Professor Wendy Glenn is the contest’s faculty representative for the state of Connecticut.

Winners from each state for each of contest’s three categories (Grades 4-6, Grades 7-8, and Grades 9-12) will receive a cash prize and state recognition,  and will then advance to the national competition, for which winners will be chosen later this month. Read more about the contest here, and click the winners’ names below to read their winning essays.

Congratulations to the winners for the state of Connecticut:

Level I (Grades 4-6)

  • First place: Casey Campellone, CREC Montessori Magnet School, Hartford, Conn. — Essay based on March 1, 2, & 3 by John Lewis
  • Second place: Winston Lee, Thompson Brook School, Avon, Conn. — Essay based on The Hobbit by J.R.R. Tolkien

Level II (Grades 7-8)

  • First place: Hope McCann, Sage Park Middle School, Windsor, Conn. — Essay based on Out of My Mind by Sharon M. Draper
  • Second place: Araya Miller, Sage Park Middle School, Windsor, Conn. — Essay based on The Book Thief by Markus Zusak

Level III (Grades 9-12)

  • First place: Maggie Veronesi, RHAM High School, Hebron, Conn. — Essay based on All Quiet on the Western Front, by Erich Maria Remarque
  • Second place: Nicholas Vollero, Notre Dame High School, Avon, Conn. — Essay based on To Kill a Mockingbird by Harper Lee

Thank you again to the Neag School’s contest judges:

  • Alex Bottelsen
  • Brenna Conrad
  • Kellie-Anne Crane
  • Jack Dunn
  • Wendy Glenn
  • Lara Hawley
  • Andrew Johnson
  • Danielle King
  • Kelly Markle