Student Advisory Committee

Officers for the International Society of Interpersonal Acceptance and Rejection created an ISIPAR Student Advisory Committee. Brien Ashdown has graciously agreed to be the Faculty Advisor to the Advisory Committee.

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Student Advisory Committee

Faculty Advisor



Brien Ashdown is an assistant professor of cross-cultural psychology at Hobart & William Smith Colleges in central upstate New York. His interests include cultural influences on identity, particularly among adolescents and emerging adults. He has a particular interest in Latin America (specifically Guatemala), and has recently begun exploring IPARTheory there and how it relates to various constructs such as romantic relationships, group identity, religiosity, and prejudice.
sumbleen Sumbleen Ali, Ph.D. candidate, HDFS, University of Connecticut. Publications: “Influence of Perceived Teacher Acceptance and Parental Acceptance on the Psychological Adjustment and School Conduct of Offspring: A Multi-Cultural Meta-Analysis” “Gender Differences in Perceived Parental Acceptance and Rejection and Psychological Adjustment of Children and Adult Offspring: A Meta-Analytic Review of  Cross-Cultural Studies”. She also works as web-developer for ISIPAR at the Rohner Center.
amanda Amanda Faherty, Ph.D. candidate, Developmental Psychology, Clark University, Worcester, Massachusetts.  Amanda attended Hobart & William Smith Colleges in upstate New York, where she earned a Bachelors of Arts in Psychology and minored in Child Advocacy and Environmental Studies.  Amanda spent significant time studying in Latin America, and conducted research with Dr. Brien Ashdown, extending the reliability and validity of Interpersonal Acceptance-Rejection Theory (IPARTheory) in Guatemala as well as linking parental acceptance-rejection with psychological adjustment, ethnic attitudes, and God image.  At Clark, she will be working with Dr. Jeffrey Arnett.
siyi-chen Siyi Chen, MA. student, New York University, New York. She is interested in the development of child coping, and in child-parent relationships—especially insofar as those relationships pertain to perceived parental acceptance-rejection and the effects of acceptance-rejection on children’s overall psychological adjustment