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Maria del Mar Farina de Parada

Maria del Mar Farina, Ph.D., MBA, LICSW
Assistant Professor

Background

Maria del Mar Farina, PhD is an Assistant Professor at Westfield State University, Social Work Department, in Westfield, MA. She completed her doctoral degree at Smith College, School for Social Work, in Northampton, MA, where she went on to become an Adjunct Professor and Assistant Director of Field. She is also a graduate of the MBA program at Western New England College, in Springfield, MA. She maintains a clinical private practice in Holyoke, MA, working primarily with the Latino community. She recently published White Nativism, Ethnic Identity and U.S. Immigration Policy Reforms: American Citizenship and Children in Mixed Status Hispanic Families.   Her work has been presented in the United States and Europe, including in Turkey and Poland, at the International Society of Political Psychology (ISPP), in Italy, at Processes Influencing Democratic Ownership and Participation (PIDOP), part of the European Commission under the Seventh Framework Programme, and in Dallas, Texas, at the CSWE Annual Program Meeting.

Research Interest

 

Contact:

Via mail:

Maria del Mar Farina de Parada, Ph.D., MBA, LICSW
Assistant Professor
Department of Social Work
Westfield State University
577 Western Avenue
Westfield, MA 01086

Tel: 413-572-8342

mfarinadeparada@westfield.ma.edu

Education

  • Smith College School for Social Work, Northampton, MA       Ph. D, 2015
  • Dissertation: Immigration Reform: Impact of sociopolitical context on the ethnic identification, acculturation and sense of national belonging of American Born Hispanic Youth.
  • Western New England College, Springfield, MA       MBA, September 2001
  • Smith College School for Social Work, Northampton, MA       MSW, August 1998
  • Master’s Thesis:  The Day Treatment Model and the Hispanic Chronically Mentally Ill Population: Implications for Treatment
  • Westfield State College, Westfield, MA       BS in Business Management and Psychology, 1994
  • Vienna International School, Vienna, Austria       International Baccalaureate, June 1990

Languages

Bilingual (Spanish/English); Proficient in German and French

Licensure

LICSW

Teaching Experience

Assistant Professor, MSW Program, Westfield State University, Westfield, MA (September 2013- present)

          MSW level courses:

          SOCW 0661                  Advanced Field Practicum

          SOCW 0661                  Advanced Field Practicum

          SOCW 0523                 Diversity and Social Justice

          SOCW 0531                  Social Welfare and Policy Analysis

          SOCW 0643                  Advanced Practice with Families

          SOCW 698-504            Trauma and Social Identity: A Social Justice Approach to Clinical Practice

Publications and Conferences

  • Farina, M. (October, 2018).  Integrated Sociopolitical and Psychological Policy Analysis Model: Analysis of contemporary immigration policy reforms and implications for Hispanic children in mixed-status immigrant families. To be presented at the Latino Social Workers organization, 2018 Conference, Chicago, Illinois.
  • Farina, M. (2018, pending).  An integrative pedagogical model for the teaching of diversity and social justice in social work education: The integrative sociopolitical and psychological analysis model. Urban Social Work, Special Issue, (volume number not yet assigned)
  • Farina, M. (2018, accepted). Structural enactments in the clinical relationship: Intersection of ethnicity, gender and class along sameness and difference.  In Cooper, J. (2019).  Clinical Social Work Practice and Social Justice.  Boston, MA: Pearson.
  • Farina, M.  (2018, accepted).  Clinical implications of social discourses that render class invisible: why can't I be Latina, female and professional? Smith College Studies in Social Work, Special Issue, (volume number not yet assigned),
  • Farina, M. (July, 2018).  White Nativism, psychological borders and American immigration executive orders: children in mixed-status families as symbols of nativist psychological identity diffusion.  Presented at the 2018 Annual Scientific Meeting of the International Society of Political Psychology, San Antonio, TX.
  • O’Neil, P., & Farina, M. (2018, accepted).  Constructing Critical Conversations in Social Work Supervision: Creating Change. Clinical Social Work Journal: Special Issue, Clinical Supervision of Staff and Field Education of Students.
  • Farina, M. (2018, accepted).  Discursos sociopolíticos sobre inmigración: Aculturación e implicaciones para hijos de inmigrantes hispanos.  Paper Presentation, Council on Social Work Education, CSWE, Annual Program Meeting, Spanish Language Track.
  • Watson, J., Dyson, Y., Farina, M., Kim, S., & Robinson-Dooley, V. (2018, Accepted). Crossroads: The Intersection of IPE with Race, Ethnicity and Cultural Diversity. Paper presentation, Council on Social Work Education, CSWE, Annual Program Meeting, Council on Racial, Ethnic and Cultural Diversity.
  • Dyson, Y., Farina, M., Gurrola, M., & Cross-Denny, B.  (2018, accepted).  Reconciliation as a Framework for Supporting Racial, Ethnic, and Cultural Diversity in Social Work Education.  Social Work and Christianity Journal.
  • Farina, M.  (2017).  White Nativism, Ethnic Identity and U.S. Immigration Policy Reforms: American Citizenship and Children in Mixed Status Hispanic Families.  New York, NY: Routledge.
  • Farina, M.  (October, 2017).  Reconciliation as a framework for supporting racial, ethnic and cultural diversity.  Paper presentation at the National Council on Social Work Education, CSWE, Annual Conference, Texas.                                                                                                                                                          
  • Farina, M.  (May, 2017).  Mixed-status families and immigration interior enforcement policies: Effects on clinical practice and the intraethnic therapeutic dyad.   Smith College Studies in Social Work, Special Issue, 87 (2-3), 254-272.
  • Farina, M.  (July, 2016).  Anti-immigrant and anti-refugee Nativist sociopolitical discourses: Implications for assimilation, national belonging and public policy.  Poster presentation at the Annual Scientific Meeting of the International Society of Political Psychology, Warsaw, Poland.
  • Farina, M.  (July, 2016).  Anti-immigrant and anti-refugee Nativist sociopolitical discourses: Implications for ethnic identity, national belonging and public policy.  Paper presentation at the Annual Scientific Meeting of the International Society of Political Psychology, Warsaw, Poland.                                                                      
  • Farina, M.  (2013).  Failure to mourn “White Nativism”: Impact of deportation on Hispanic American born children and mixed status families.  Smith College Studies in Social Work, 83 (2-3), 139-169.
  • Farina, M.  (July, 2011).  Failure to mourn “White Nativism”: Intrapsychic and sociological perspectives of deportation impacting Hispanic-American born children.  Paper presented at the Annual Scientific Meeting of the International Society of Political Psychology, Istanbul, Turkey.                                                                                          
  • Farina, M.  (May, 2011).  Deconstructing current American immigration laws: hidden aggression and fear of annihilation implicit in current deportation laws and their impact on American children of non-American born, Hispanic parents. Paper presented at the PIDOP Conference, European Commission Research Area, Bologna, Italy.

Journals

  • Guest Editor, Smith College Studies in Social Work, Special Issue, Perspectives of Clinicians of Color: Clinical Case Studies, Northampton, MA (2017, in press)
  • Peer Reviewer, Journal of Political Psychology, International Society of Political Psychology, Wiley, Hoboken, NJ. (2015-present)

Research

Perceived Sociopolitical White Nativism and the Adaptation
Process of Hispanic Children of Immigrant Parents                                       Westfield State University (in progress)

This study builds on the secondary study of the Children of Immigrants Longitudinal Study (Farina, 2015).  Its purpose is to develop a better measure of Perceived Sociopolitical White Nativism, to then replicate the secondary study of the CILS, using current, original data.   The study specifically examines how micro and macro sociopolitical White Nativism may affect the ethnic identity, acculturation processes, and sense of national belonging of American born children of Hispanic immigrant parents, as well as its implications for the social integration of these youth. The study is being conducted in collaboration with the University of New Mexico.                                                                    

Secondary study of the Children of Immigrants Longitudinal Study, CILS, 1991-2006 (Portes & Rumbaut, 2006)
The secondary study was conducted in 2014-2015 and expanded into a book (See Publications).

The secondary study examined the longitudinal adaptation processes of American born children of Mexican immigrant parents between 1991 and 2003. It specifically studied how micro and macro sociopolitical White Nativism, present in American deportation reform policies enacted since 1996, affect the ethnic identity, acculturation processes, and sense of national belonging of American born children of Mexican immigrant parents.

Smith College, Institutional Research Center                                              Northampton, MA (September 2009 - May 2010)

Mixed method, quasi-experimental research study aimed at exploring issues impacting the retention of students of color at the undergraduate level.

Invited Presentations

  • Paving the Way to Health Care Access Conference 2018                                           Marlborough, MA (June, 2018)
         Mental Health Track: Therapist Talk for Interpreters
  • Field Education, Social Work Conference                                                                       Hartford, CT (April, 2018)
    University of Connecticut
         Difficult Conversations in Social Work Education and Practice:
         The Structurally Informed Clinical Field Education Model and the Critical Conversations Model
  • Westfield State University, Spring Clinical Conference                                                  Westfield, MA (March, 2018)
         Identity Matters: Talking about Race, Gender and “Other Difficult Topics”
         In Supervision
  • Amherst Center for Counseling and Psychological Health                                             Amherst, MA (January, 2018)
    University of Massachusetts
         Integrated Sociopolitical and Psychological Social Justice Framework
  • Department of Children and Families, Leadership Forum                                   Marlborough, MA (December, 2017)
         Sociopolitical Context: Implications for Social Work Practice with Racially, Ethnically and Culturally Diverse           Children:  Immigrant and Refugee Families
  • Westfield State University, Spring Clinical Conference                                                  Westfield, MA (March, 2017)
         What do the recent immigration executive orders mean for mixed status families and immigrant children:
         Clinical challenges in a time of fear and uncertainty.​
  • Holyoke Public Schools, Trauma Conference                                                                        Holyoke, MA (April 2016)
         Case consultation: trauma in the classroom
  • Westfield State University, Guest Lecture Series                                                           Westfield, MA (April 2015)
         White Nativism, immigration policy, and self-fulfilling prophecies: Is the problem of assimilation and
         integration myth or reality?
     
  • Westfield State University, Spring Clinical Conference                                                  Westfield, MA (March 2015)
         Failure to mourn “White Nativism”:  Impact of deportation on Hispanic-American born children and mixed
         status. Clinical Conference, Westfield State University, MA                                                                                                                                                             
  • UMass Counseling Service
    University of Massachusetts, Amherst Center for Counseling and Psychological Health              Amherst, MA
     
  • W. E. B. Du Bois Post-Graduate Fellowship, Mentor                                                           (September 2015-present)
         Member of fellowship development steering committee.Collaborated in the development of the fellowship
         proposal and its trainingmodel. Mentor for graduate post-graduate fellow, providing professional and
         educational mentoring throughout academic year.
  • Amherst College, Counseling Service                                                                                                     Amherst, MA
    Professional Development, In-Service Training                                                                           (January, May, 2017)
         “Cultural Competent Assessments in College Mental Health.”  Developed and presented four day training
         for counseling service staff.
  • AHEC Organization                                                                        Pittsfield, Springfield, and Eastern Massachusetts
    Professional Development, In-Service Training                                                                                     (2006-present)
         Designed and presented trainings for medical interpreters on:
                “Mental Health: Interpreter as a Cultural Broker.” 2006-present
                “Mental Health Medical Interpreting: Mood Disorders and Complex Trauma.” 2014, 2015, 2018
                “Mental Health Medical Interpreter Training Program.” 2015 and 2016
                “Cross Cultural Competence.” 2006-2010 
                “Pediatrics: Child Development.”  2006-2010
                “Immigration, Acculturation and Implications for Social Identity.” 2008
    Content and modules created for these professional development trainings have been integrated in AHEC's regional training protocol.                                                                                                                                             
  • Bard College at Simon’s Rock                                                                                                     Great Barrington, MA
    Professional Development, In-Service Training,                                                                               (January 17, 2013)
         “Diversity and Anti-Racism.”  Designed and presented two day training for faculty on social justice,
          oppression, marginalization and liberatory practices.  Effects of systemic/structural racism on students’
          academic performance and integration were explored to identify possible policy change.                                                                                                                                                    
  • Berkshire Children & Families,                                                                                                      South Hadley, MA
    Professional Development, In-Service Training                                                                         (January 30, 2009)
         “Cultural Competency: Social Identity and its Implications in Work with Families, Foster/Adoptive, Birth
          Parents, and Children.” Developed and        presented training for human service staff.                                                                              

PROFESSIONAL AWARDS AND ORGANIZATIONS

  • Recipient of the University Research Grant Award, 2018, Westfield State University
  • Nominated for the John F. Nevins Outstanding Educator Award, Westfield State University, DGCE, 2013, 2014, 2016 and 2018.
  • Member of the International Society of Political Psychology, ISPP.
  • Member of the CSWE.
  • Member of CSWE, Council on Racial, Ethnic and Cultural Diversity, Three-year appointment, 2016-2019.
  • Member of the NASW.

CLINICAL SOCIAL WORK EXPERIENCE

  • Independent Clinician, Private Practice                                                             Holyoke, MA (May 2002 – present)
  • Clinician, Smith College, Counseling Center                                                           Northampton, MA (August 2007 - 2014)
  • Eligibility Determination Specialist, DMH                                       Northampton, MA (March 2005 - August 2007)
  • Outpatient Psychotherapist, Pioneer Valley Mental Health                       Springfield, MA (October 1999 - April 2005)
  • Treatment Coordinator, Noble Hospital                                                    Westfield, MA (January- November 1999)                                                                                 

NON-PROFIT MANAGEMENT EXPERIENCE

  • Program Manager, Community Wraparound Programs,                                                                   Springfield, MA
    Behavioral Health Network                                                                                                                (January 2003 - March 2005)
         Responsible for $1.3 million Community Wraparound Contracts/Programs, including Intensive Family Support, Coordinated Focused Care,
         and Innovative Community Support Programs
  • Program Director, Intensive Family Support Program                                           Springfield, MA
  • Behavioral Health Network             (October 2000 - January 2003)
  • Consultant, Child Guidance Clinic, Behavioral Health Network                        Springfield, MA  (January - June 2001)
  • Clinical Coordinator, Child & Family Services                             Springfield, MA (November 1998 - October 2000)
  • Clinical Coordinator/Administrative Supervisor                                                                               Springfield, MA
  • Gandara Mental Health Center                                                                                            (May 1994 - May 1996)