Espinoza, R. C., Warner, D. (2015). The Potential for Change in Rehabilitation and Reentry for Behaviorally and Mentally Disordered Offenders in the Post-Affordable Care Act and Second Chance Act Health Care Climate. In Journal of Economics and Banking. In Press.
Both Gragg, J., Warner, D., & Kus, E., (2014). High school students perceived barriers to counseling services: Implications for mental health utilization in schools. Poster presented at the American Educational Research Association, Philadelphia, Pennsylvania.
Warner, D., Espinoza, R. C. (2014). Hate crimes. In Encyclopedia of Surveillance, Security, and Privacy. Thousand Oaks, CA: SAGE Publications, Inc.
Warner, D., Espinoza, R. C. (2014). Marshall law. In Encyclopedia of Surveillance, Security, and Privacy. Thousand Oaks, CA: SAGE Publications, Inc.
Aquino, S., Espinoza, R. C.,Warner, D., (2014). The experience of YouTube. The SAGE Encyclopedia of Surveillance, Security, and Privacy. Sage Publications: CA.
Kus, E., Warner, D., (2014). Digital voyeurism The SAGE Encyclopedia of Surveillance, Security, and Privacy. Sage Publications: CA.
Warner, D., Khan S. Hill, L. M. Miguda-Armstead, S. and Bae, R. (2012). The examination of religious affiliation and substance abuse relating to the Los Angeles homeless population. Poster presented at the annual convention at the American Psychological Association, Orlando.
Pasqualetti, M., Warner, D., Harbaugh, J.C. Shaw, J. (2012). Examination of the role of malignant narcissistic personality disorder as a root of serial homicide. Poster presented at the annual convention at the American Psychological Association, Orlando.
Hill, L., Warner, D., Pasqualetti, M. (2011). How women expand personal comfort Zones of community/gang intervention training in Los Angeles. Paper presented at the annual convention of Family & Youth Roundtable’s Conference on Stigma Discrimination and Disparities, San Diego
Warner, D. Pasqualetti, M. (2011). Market vs. Ethnicities, Role of Ethnicity. Encyclopedia of Transnational Crime and Justice. Sage Publications. CA.
Warner, D. Pasqualetti, M. (2011). Centralization. Encyclopedia of Transnational Crime and Justice. Sage Publications. CA.
Ross, E., Kao, C., Woodward, J., Hill, L., Warner, D. (2010). Gang intervention training in greater Los Angeles: A focus group. Poster presented at the annual convention at the American Psychological Association, San Diego.
Warner, D., Barnes, A., Leark, R. (2005, August). A Preliminary Analysis of Attorney Facial Expression. Paper presented at the annual convention at the American Psychological Association, Washington DC.
2015 Board Member, CAPIC
2014-15 Advisory Board Member, A Better LA
2014 Panelist, Peace in the Hood, A Better LA
2014 Book Expert, Peace in the Hood, Hunter House
2013-14 Co-Chair, Publicity and Public Relations, National Partnership to End Interpersonal Violence Across the Lifespan, IVAT
2013-15 Board Member/Reviewer, Medical Advisory Board, QualityHealth.com
2012-14 Reviewer, Journal of Child Sexual Abuse, Taylor and Francis Group
2012-14 Reviewer, Journal of Aggression Maltreatment and Trauma, Taylor and Francis Group
2012-14 Reviewer, Journal of Child Adolescent Trauma, Taylor and Francis Group
2012-14 Planning Committee, Institute on Violence Abuse and Trauma at Alliant International University
2013 Radio Expert, Mass Shootings in the US, PSYC 1 on 1, Skidrow Studios
2012 Co-Director, Community Think Tank, The Chicago School of Professional Psychology, Los Angeles
2011 Radio Expert, Pyromania, Media Tracks
2011 Speaker, Maximum Force Enterprises Community Intervention Graduation, The Chicago School of Professional Psychology, Los Angeles and A Better LA.
2011 Panelist, Teen Summit on Dating Violence and Bullying Prevention, The Positive Results Corporation
2010 Speaker, Maximum Force Enterprises Community Intervention Graduation, The Chicago School of Professional Psychology, Los Angeles and A Better LA.
2010 Board Member, Medical Advisory Board, QualityHealth.com
American Correctional Association
American Psychological Association
Illinois Correctional Association
National Association of Cognitive-Behavioral Therapy
Q: Please describe your teaching philosophy.
A: My teaching philosophy is that I believe that students do not come to class as blank slates and often bring with them preconceived notions about the field of psychology. These preconceived notions may consist of false assumptions and generalizations that might block their leaning of psychology. As an instructor it is important for me to acknowledge that students bring past experiences into the classroom, and to also provide students with a more adequate view of psychology. However, to be effective in achieving this goal I have to challenge them to think differently and lessen their fear of psychology by seeing its relevance and application in their lives. I make a connection between the textbook and daily life experiences (i.e. Why did you marry your spouse or Why does your dog come to his food dish everyday at 4:00 p.m.?).
My role as the instructor is not only as a source of knowledge, but also a source of support and resources. I am approachable and available to answer questions. My belief is that the only silly question is the one not asked. I strive to be student-focused, competent, flexible and aware of student diversity. I love to get to know my students and I believe that the learning process is collaborative. Students not only learn from me and from each other, but that I learn from them.
As I have learned through my teaching experiences, my role as a teacher shifts Throughout the learning process. I use myself as a springboard for illustration of concepts and catalyst for difficult discussions. I try to develop a safe learning environment were students are able to be honest, question their reasoning and learn to "think out of the box". I challenge my students to broaden their minds and enhance their awareness of culture, diversity and individual differences. I encourage them to apply what they have learned to their future interactions with others. It is very rewarding when students tell me that they think differently. Plus, how they have applied concepts learned in class to their lives and are better for it professionally and personally.
In the past 14 years, I have come to find that the three objectives I have set as an instructor apply no mater what course I am teaching, 1) to facilitate the appreciation of psychology, 2) to provide fundamental knowledge and tools applicable to student's careers and 3) to enhance self-awareness and understanding of the world around them and the uniqueness of the individuals in it. The way I crystallize these objectives is by allowing the various aspects of who I am, professionally and personally, to be used in example as I take an active role in students learning in the classroom. I provide a fun and energetic atmosphere, while emphasizing much theoretical foundation. I accomplish this through using a multi-sensory curriculum. I employ films, audio equipment, Power Point slides, smart boards, experiential exercises and case studies to make material more tangible. In addition, I have begun to incorporate the use of Blackboard and other online technologies to communicate with students and provide supplemental learning. Moreover, I make use of facilitative methods to help students formulate their ideas in the classroom and aid others in their comprehension of the material.
Q: Why did you choose to enter the field of psychology?
A: I do not believe I choose the field of psychology. I think it selected me. I can not imagine a time when I was not drawn to others, the field and the aspects of what the propeller is behind behavior and psyche. I believe everyone has a niche in life and knowing you found it is so fulfilling. Also, letting it discover you is a huge part of the fun of living and exploring your career field.
Q: What advice would you give to a student entering The Chicago School?
A: To be open. It is a great environment to explore and apply techniques in their area of interest.