Recent Courses
Recent Courses
Human Behavior Theory For Social Work Practice I
Quantitative Literacy For The Applied Social Sciences
The Science Of Social Issues
Courses Previously Taught
Courses Previously Taught
SWK241, Quantitative Literacy for the Applied Social Sciences: Spring ‘17, Fall ‘17, Spring ’18, Spring ’19, Spring ’20, Spring ’21, Spring ’22, Spring ‘23, Spring '24
SWK245, Science of Social Issues: Fall ‘13, Fall ‘14, Fall ‘15, Spring ‘16, Fall ‘16 (2 sections), Spring ‘17, Fall ’18, Fall ’19, Spring ’20, Fall ’20, Spring ‘23, Fall '23
SWK499, Social Work Research Practicum: Spring ‘12. Student coded and analyzed 3 years of evaluation data from New Alternatives for Homeless LGBT youth. Finished product was the following presentation, which won the undergraduate Social Work category at the school-wide student Research Day.
SWK510, Human Behavior I: Fall ‘10, Spring ‘11, Fall ‘11 (2 sections), Fall ‘12 (2 sections), Fall ‘13 (2 sections), Spring ‘14 (2 sections), Fall ‘14 (2 sections), Fall ‘15 (2 sections), Spring ‘16, Fall ‘16, Fall ‘17 (2 sections), Spring ‘18 (2 sections), Fall ‘18 (2 sections), Spring ’19 (2 sections), Fall ’19, Spring ’20, Fall ’20, Spring ’21, Fall ’21 (3 sections), Spring ’22, Spring ’23 (2 sections), Fall '23 (2 sections), Spring '24
SWK511, Human Behavior II: Spring ‘08, Spring ‘12 (2 sections), Spring ‘13
SWK557, Social Work Research I: Spring ‘06, Spring ‘07 (2 sections)
SWK559, Statistics for Social Work Research: Summer ‘08, Spring ‘09 (4 sections), Summer ‘09, Spring ‘10 (3 sections), Summer ‘10
SWK758, Social Work Research II: Fall ‘06 (2 sections), Fall ‘07 (2 sections), Summer ‘08, Fall ‘08, Summer ‘09 (2 sections), Fall ‘09 (2 sections)
SWK856, Multivariate Analyses: Fall ‘05, Fall ‘06, Spring ‘07, Spring ‘08, Summer ‘09, Summer ‘10, Summer ‘11, Summer ‘12, Summer ‘13
Psych 223: Introduction to Social Psychology (at Hobart & William Smith Colleges), Spring ‘02
Psych 203: Introduction to Child Psychology and Human Development (at Hobart & William Smith Colleges), Spring ‘02
Specialization/Interests
Specialization/Interests
Lesbian, gay, bisexual, transgender, queer/questioning, intersex, agender/asexual/aromantic, and other minoritized sexual- and gender-minority (LGBTQIA+) youth issues, aromantic/asexual (aro/ace) discourse, adolescent and emerging adult development, suicide, homelessness, substance use, religion & faith development, statistics, quantitative methods, secondary data analysis.
Teaching Philosophy
Teaching Philosophy
At five minutes before a synchronous lesson starts, I put on a music video for a popular song chosen to go with the lesson. Examples include Eminem and Rhianna’s “The Monster” (2013) for psychodynamic theory and Elton John’s “The Last Song” (1992) to introduce HIV & epidemiology. At the beginning of class, I turn down the classroom lights and play a video clip of our introductory case study. At its conclusion, without allowing any plenary comments or questions, I divide students into groups of 3-5 to answer some introductory discussion prompts. Reliably, most or all group members participate actively. The prompts are different for each group, and they are carefully worded to get students to apply the major concepts from that day’s lesson. Examples include, “According to the subject and her case manager, why was it so hard for the subject to get a job?” to introduce systemic oppression, and “Draw parallel timelines of government policies toward the Pima and their struggles with diabetes” to illustrate social determinants of health. I even start the first day of class like this, which means that it all happens before I’ve properly introduced myself, except in my MSW foundation-level Intro to Human Behavior Theory class, where I pause the video to point out my own bald head at the staff table of Sylvia’s Place Shelter for Homeless LGBTQ+ youth. Social work students want to learn from someone who’s “been there.”
Once students have had a few minutes to answer the prompts, they present their answers in plenary. I listen for answers that reflect a strengths-based person-in-environment perspective, stick to the facts, and stay within the “assessment” phase of social work. I correct them in real time if they make judgments, assume facts not in evidence, skip to suggesting interventions, or forget about the case entirely and expound on social issues. The result of the process is an assessment of the case that applies human behavior theory in a way that is consistent with the Social Work Code of Ethics, fulfilling upon the Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) competency assigned to Human Behavior in the Social Environment courses.
Only after our obligations to the case study subject (i.e., client) have been fulfilled do I start dealing with administrative matters like first-day introductions, questions about the syllabus, and technical difficulties with the website. This normally winds students up, so I choose this time to lead students in a 2-4 minute nonsectarian group meditation. I draw content for this from meditation and contemplation practices that are used in various areas of social work. After all of this, I begin a traditional format lesson on the concepts that they just practiced using in the introductory activity. This includes a mix of lecture, instructional videos, case study videos, and breakout discussions.
This format exemplifies three central aspects of my teaching philosophy. One is that social work and other helping professions are exercises in human compassion. When the client is there to be helped, the client comes first, and social work students are expected from their first moments in the classroom to set aside their own concerns and focus. Even students pursuing this knowledge as just an academic discipline must practice understanding people in terms of what is coming up for them, not what is coming up for the students themselves. Another is facilitated engagement. Instructors only add value to their students’ educational outcomes (and their schools’ licensing exam pass rates) if they support students to be engaged in the material beyond what they would be if they were to just read books and watch videos. Teaching in person, I play to my ability as a conductor of ritual, which I have cultivated carefully in various contexts over the years. Timing, pacing, light, and attention to the emotional experience of a synchronous session keep students present and engaged, rather than wrapped up in their own thoughts and just sitting through it. When teaching online, I follow best practices in creating materials and send a weekly e-mail with links to keep students organized. Both in-person and online, I spread the work evenly across all 15 weeks of the semester and tie what they are supposed to be learning in with quizzes, written work, and projects directly relevant to the course aims.
The third central aspect of my teaching philosophy is that all best practices have their place. Students in a project-oriented guided-inquiry learning (POGIL) class who either do not understand what is going on or are not on board with it may complain “The students are teaching themselves the material” as though this is a bug rather than a feature. Even “Gen-Z” has its traditionally-minded members who think teaching is lecturing, and there is something to be said for the sense of comfort and safety involved in giving people what they expect. Familiar, less-challenging delivery contributes to a holding environment (as in Winnicott’s psychodynamic theory) in the class process where students can focus on the material rather than what is due and when. The fourth central aspect of my teaching philosophy is the zone of proximal development, a key concept in Lev Vygotsky’s developmental theories. The in-class activity is chosen so that the students who are there can get something out of it in the time allotted to it. A carefully-judged amount of guidance is given so that even well-prepared students will learn something and less-prepared students will not feel lost.
Under this philosophy, I allow myself some flexibility to do what works for the group I have to work with, even if it is at variance with current trending practices. Guidelines for online materials call for plenty of call-outs, pop-ups, and links to additional resources. Anyone who has read the research on social work statistics education could predict that social work statistics students do not follow any of this stuff. When we briefly tried offering that class in a lab format, I could tell from looking over their shoulders that they, predictably, go straight to the graded item and read just what they think they need to complete it. Any instructor who seriously expects them to get out the book had better give them a page number. Many students’ first-line response to technical issues like videos that will not run in their browser is to e-mail the instructor asking to be let out of doing the item, or just skip it and do what they can. While this behavior is normalized in statistics courses, some students in human behavior theory courses will do it there too, and we cannot afford to have people fail when we can help it. My asynchronous online materials accordingly follow a very linear structure with plenty of low-stakes graded activities and few sophisticated technical features. I warn students in advance of the course that they will need to confirm access to certain software and browser functionality and that variance from course requirements will not be granted over technical limitations, variations (e.g., Mac vs. Windows versions of Excel), or problems. This might be a total departure from guidance we typically get about accessibility and accommodations in online courses, but it prevents a lot of people from falling behind.
During the COVID era, much of the guidance that educational technology experts gave instructors and which administrations exhorted us to follow had to be re-evaluated and best practices invented from first principles. Theories about HyFlex, online, and hybrid teaching based on students freely choosing from available options under old-normal amounts of stress had limited applicability under pandemic pressures. A good ritualist, though, watches where people’s attention is going, takes responsibility on themselves for people being checked out or just not wanting to be there, and never feels entitled to have exactly the same thing that worked for them before work again. The short videos that were so engaging in my in-person sections could be a source of irritation in HyFlex, apparently because they forced students to get back in front of the screen and out of their groove of just listening to the class like they would a podcast. Breakouts, however, really shined because they offered a bit of normal-ish social interaction beyond people’s households and quarantine pods. This led to the preferred format of my Science of Social Issues course, which plenty of students admit to taking just to fulfill their Natural Science requirement without having to do a lab, being simply video plus breakout, with my role mostly as guide-on-the-side. This may sound like a major pivot for an instructor to make for a marginal return on student engagement, but marginal returns on student engagement are the whole point of having an instructor. It may also sound like living dangerously to vary from the guidance of the educational technology experts, but students fill out evaluations on the instructor, not on the educational technology experts.
My philosophy also guides how I create syllabi and online materials. A course and its requirements have to flow from the course aims as a cohesive narrative and fit together as a story. The aims have to be consistent with relevant accrediting bodies’ requirements and other applicable standards like the American Association of Colleges and Universities (AACU)’s rubrics, which I used to create my online statistics course from scratch. This enables students to know, or at least be able to figure out if they want to, why they are doing what they are doing in any given week. It also enables a new instructor picking up a syllabus and set of online materials for the first time to know how it all fits together. Since new instructors inevitably have to hold the line against requests to just quietly set aside requirements, they have to know where the line is. Consistent with the zone of proximal development principle, materials for my online courses create a weekly rhythm and contain an amount of handholding carefully judged to make students feel challenged but not lost. Assignments are “pitched” to bring students as far as I can toward the required competencies in the time that I have with them.
I have not won any teaching awards; to this day, I do not know what people do to get those. The feedback I am most interested in is when instructors of courses that come after mine tell me that the students I taught really knew their stuff. My school has always wanted me teaching the first foundation-level human behavior theory course at our Manhattan learning hub, perhaps because they have faith in me to onboard whoever comes to me and prepare them to succeed in the rest of the program. The story of my turning up for the first time at Adelphi in Fall 2005 as an adjunct teaching doctoral statistics and being invited to apply for a full-time position even without MSW might look like a case of their needing a warm body. A feature of this story that does not show up on my vitae, though, is that one of my Fall 2005 students took it upon herself to reach out to administration and tell them that I went way beyond the norm for statistics teachers to take care of my students and that I was a rare find. I believe in taking care of the people I am given to take care of, and that is probably the most fundamental feature of my teaching philosophy.
Chapters
Chapters
Ream, G. L. (2021). Conceptualizing sexual orientation and gender identity. In E. M. Lund, C. Burgess, & A. J. Johnson (Eds.), Violence against LGBTQ+ persons: Research, practice, and advocacy (pp. 5-23). Springer. https://www.springer.com/us/book/9783030526115
Ream, G. L., & Barnhart, K. F. (2021). Homeless LGBTQ+ youth in New York City: Violence and resilience on the streets and in the system. In E. M. Lund, C. M. Burgess, & A. J. Johnson (Eds.), Violence against LGBTQ+ persons: Research, practice, and advocacy (pp. 275-281). Springer. https://www.springer.com/us/book/9783030526115
Ream, G. L. (2016). Marijuana and video games: "Real" addictions? In M. Vasquez (Eds.). Marijuana: Medical uses, regulations and legal issues. Hauppauge, NY: Nova Science Publishers.
Ream, G. L., & Rodriguez, E. M. (2014). Sexual minorities. In C. M. Barry & M. M. Abo-Zena (Eds.). Emerging adults' religiousness and spirituality: Meaning-making in an age of transition. (pp. 204-219). New York, NY: Oxford University Press.
Elliott, L. C., Ream, G. L., & McGinsky, E. (2012). Video game addiction: User perspectives. In J. Netherland (Eds.). Critical Perspectives on Addiction. (pp. 225-243). Bingley, UK: Emerald Group Publishing Limited.
Ream, G. L., Johnson, B. D., Sifaneck, S. J., & Dunlap, E. (2006). Distinguishing Blunts Users from Joints Users: A comparison of marijuana use subcultures. In S. M. Cole (Eds.). New Research on Street Drugs. (pp. 245-273). New York, NY: Nova Science Publishers.
Ream, G. L., & Savin-Williams, R. C. (2005). Religion and the educational experiences of adolescents. In T. Urdan (Eds.). Educating adolescents: Challenges and strategies. (pp. 255-286). Greenwich, CT: Information Age Publishing.
Ream, G. L., & Savin-Williams, R. C. (2005). Youth risk behavioral surveys. In J. T. Sears (Eds.). Youth, education, and sexualities: An international encyclopedia (Vol. 2: K-Z). (pp. 920-922). Westport, CT: Greenwood Publishing Group.
Ream, G. L., & Savin-Williams, R. C. (2005). Resiliency. In J. T. Sears (Eds.). Youth, education, and sexualities: An international encyclopedia (Vol. 2: K-Z). (pp. 724-727). Westport, NY: Greenwood Publishing Group.
Ream, G. L. (2005). Lesbian, gay, and bisexual youth. In C. B. Fisher & R. M. Lerner (Eds.). Encyclopedia of applied developmental science (Vol. 2). (pp. 655-658). Medford, MA: Tufts University Press.
Ream, G. L. (2005). Religion and psychological development. In J. T. Sears (Eds.). Youth, education, and sexualities: An international encyclopedia (Vol. 2: K-Z). (pp. 702-705). Westport, CT: Greenwood Publishing Group.
Ream, G. L. (2003). Religion and sexual orientation in America. In J. R. Miller, R. M. Lerner, L. B. Schiamberg & P. M. Anderson (Eds.). Encyclopedia of human ecology. (pp. 608-613). Santa Barbara, CA: ABC-Clio.
Ream, G. L., & Witt, P. A. (2003). Organizations serving all ages. In S. F. Hamilton & M. A. Hamilton (Eds.). Handbook of Youth Development. (pp. 49-74). Thousand Oaks, CA: Sage.
Ream, G. L., & Savin-Williams, R. C. (2003). Religious development in adolescence. In G. R. Adams & M. D. Berzonsky (Eds.). Blackwell Handbook of Adolescence. (pp. 51-59). Oxford, United Kingdom: Blackwell Publishers.
Ream, G. L. (2001). Religion, spirituality, and belief systems. In J. V. Lerner, R. M. Lerner & J. Finkelstein (Eds.). Adolescence in America: An encyclopedia (Vol. 2: N-Y). (pp. 576-584). Santa Barbara, CA: ABC-Clio.
Articles
Articles
Ream, G. L. (2024). Minority stress and intersectionality in LGBTQIA+ youth mental health disparities. American Journal of Public Health. https://ajph.aphapublications.org/doi/abs/10.2105/AJPH.2024.307676
Hirsch, E., & Ream, G. L. (in press). Orthodox Jewish anti-LGBTQ+ ideologies, with implications for clinical practice with Orthodox Jewish LGBTQ+ persons. Journal of Ethnic & Cultural Diversity in Social Work. https://doi.org/10.1080/15313204.2024.2305957
Ream, G. L. (2022). Trends in deaths by suicide 2014-2019 among lesbian, gay, bisexual, transgender, queer, questioning, and other gender/sexual minority (LGBTQ+) youth. Journal of Adolescent Health, 71(5), 609-615. https://doi.org/10.1016/j.jadohealth.2022.06.017
Ream, G., & Peters, A. (2021). Working with suicidal and homeless LGBTQ+ youth in the context of family rejection. Journal of Health Service Psychology, 47(1), 41-50. https://doi.org/10.1007/s42843-021-00029-2
Ream, G. L. (2020). An investigation of the LGBTQ+ youth suicide disparity using National Violent Death Reporting System narrative data. Journal of Adolescent Health, 66(4), 470-477. https://doi.org/10.1016/j.jadohealth.2019.10.027
Ream, G. L. (2019). “24%” figure appropriately qualified in article, if not on Twitter. Also, have faith in the National Violent Death Reporting System. Journal of Adolescent Health, 64(6), 811. https://doi.org/10.1016/j.jadohealth.2019.03.020
Ream, G. L. (2019). What’s unique about lesbian, gay, bisexual, and transgender (LGBT) youth and young adult suicides? Findings from the National Violent Death Reporting System. Journal of Adolescent Health, 64(5), 602-607. doi:10.1016/j.jadohealth.2018.10.303
Moutier, C., & Ream, G. L. (2017). Letter to the Editor. Suicide and Life-Threatening Behavior, 47, 248-248.
Ream, G. L. (2016), . Suicide and Life-Threatening Behavior, 46, 239-247.
Ream, G. L., & Forge, N. R. (2014), . Child Welfare, 93, 7-22.
Ream, G. L., Elliott, L. C., & Dunlap, E. (2013), . Journal of Addiction Research & Therapy, S6.
Ream, G. L., Elliott, L. C., & Dunlap, E (2013), . Psychiatry Journal.
Elliott, L., Ream, G., McGinsky, E., & Dunlap, E. (2012), . International Journal of Mental Health and Addiction, 10, 948-969.
Windsor, L. C., Benoit, E., Ream, G. L., & Forenza, B. (2012), . AIDS Care, 25, 586-591.
Elliott, L. C., Golub, A., Ream, G. L., & Dunlap, E. (2012), . CyberPsychology, Behavior, and Social Networking, 15, 155-161.
Temme, L. J., Fenster, J., & Ream, G. L. (2012), Evaluation of meditation in the treatment of chemical dependency. Journal of Social Work Practice in the Addictions, 12, 264-281.
Ream, G. L., Barnhart, K. F., & Lotz, K. V. (2012), . AIDS Research and Treatment.
Ream, G. L., Elliott, L. C., & Dunlap, E. (2011), . International Journal of Environmental Research and Public Health, 8, 3979-3998.
Ream, G. L., Elliott, L. C., & Dunlap, E. (2011), . International Journal of Environmental Research and Public Health, 8, 3999-4012.
Ream, G. L., Johnson, B. D., Dunlap, E., & Benoit, E. (2010), The role of marijuana use etiquette in avoiding targeted police enforcement. Drugs: Education, Prevention and Policy, 17, 689-706.
Miller, R. L., Ream, G. L., McCormack, J., Gunduz-Bruce, H., Sevy, S., & Robinson, D. G. (2009), A prospective study of cannabis use as a risk factor for non-adherence and treatment dropout in first-episode schizophrenia. Schizophrenia Research, 113, 138-144.
Ream, G. L., Benoit, E., Johnson, B. D., & Dunlap, E. (2008), Smoking tobacco along with marijuana increases symptoms of cannabis dependence. Drug and Alcohol Dependence, 95, 199-208.
Johnson, B. D., Ream, G. L., Dunlap, E., & Sifaneck, S. J. (2008), Civic norms and etiquettes regarding marijuana use in public settings in New York City. Substance Use & Misuse, 43, 895-918.
Savin-Williams, R. C., & Ream, G. L. (2007), Prevalence and stability of sexual orientation components during adolescence and young adulthood. Archives of Sexual Behavior, 36, 385-394.
Savin-Williams, R. C., & Ream, G. L. (2007), Prevalence and stability of sexual orientation components during adolescence and young adulthood. Archives of Sexual Behavior, 36, 385-394.
Feldman, M. B., DÃaz, R. M., Ream, G. L., & El-Bassel, N. (2007), Intimate partner violence and HIV sexual risk behavior among Latino gay and bisexual men. Journal of LGBT Health Research, 3, 9-19.
Feldman, M. B., Ream, G. L., DÃaz, R. M., & El-Bassel, N. (2007), Intimate partner violence and HIV sexual risk behavior among Latino gay and bisexual men: The role of situational factors. Journal of LGBT Health Research, 3, 75-87.
Ream, G. L. (2006), Reciprocal effects between the perceived environment and heterosexual intercourse among adolescents. Journal of Youth and Adolescence, 35, 768-782.
Savin-Williams, R. C., & Ream, G. L. (2006), Pubertal onset and sexual orientation in an adolescent national probability sample. Archives of Sexual Behavior, 35, 279-286.
Kowaleski-Jones, L., Dunifon, R., & Ream, G. L. (2006), Community contributions to scholastic success. Journal of Community Psychology, 35, 279-286.
Ream, G. L., & Savin-Williams, R. C. (2005), Reconciling Christianity and positive non-heterosexual identity in adolescence, with implications for psychological well-being. Journal of Gay and Lesbian Issues in Education, 2, 19-36.
Ream, G. L., & Savin-Williams, R. C. (2005), Reciprocal associations between adolescent sexual activity and quality of youth-parent interactions. Journal of Family Psychology, 19, 171-179.
Savin-Williams, R. C., & Ream, G. L. (2003), Suicide attempts among sexual-minority male youth. Journal of Clinical Child and Adolescent Psychology, 32, 509-522.
Savin-Williams, R. C., & Ream, G. L. (2003), Sex variations in the disclosure to parents of same-sex attractions. Journal of Family Psychology, 17, 429-438.
Conference Presentations
Conference Presentations
Lucas, C. A., Cartabuke-Johnston, J., & Ream, G. L. (2017, November). College student, interrupted: One university’s supports for students in suicidal crisis. In 8th conference on Emerging Adulthood, Washington, DC.
Ream, G. L. & Lucas, C. A. (2015). Expectancy of significant progress toward counseling goals: An all-purpose measure of client expectancy. In 7th conference on Emerging Adulthood. Miami, FL.
Ream, G. L. (2015). College student suicide screening: Interpersonal Theory Of Suicide vs. existing measures. In 7th conference on Emerging Adulthood. Miami, FL.
Ream, G. L. & Rodriguez, E. M. (2013). Religion and sexual orientation in adolescence and emerging adulthoo. In 20th annual meeting of the Society for Research on Identity Formation (SRIF). St. Paul, MN.
Ream, G. L., Lotz, K. V., & Forge, N. R. (2013). Homeless LGBT youth services as a developmental context. In 20th annual meeting of the Society for Research on Identity Formation (SRIF). St. Paul, MN.
Ream, G. L., Forge, N. R., & Lotz, K. V. (2012). Theory, ideology, practicality, validity, reality: Homeless LGBT youth services' ecological systems. In 2012 Science of Eliminating Health Disparities Summit. National Harbor, MD.
Forge, N. R., Ream, G. L., & Lotz, K. V. (2012). SExual risk, testing behaviors, and progress of lesbian, gay, bisexual, and transgender youth living in a LGBT-specific transitional living program. In twenty-forth annual National Conference on Social Work and HIV/AIDS. Miami, FL.
Ream, G. L., Elliott, L. C., & Dunlap, E. (2012). Problem video game play and substance use problems among emerging adult video gamers: Cross-sectional and longitudinal findings. In Society for Research on Adolescence. Vancouver, BC, Canada.
Ream, G. L., Elliott, L. C., & Dunlap, E. (2011). Development and biopsychosocial correlates of video game playing through childhood, adolescence, adn emerging adulthood. In 5th conference on Emerging Adulthood. Providence, RI.
Elliott, L. C., Ream, G. L., & Dunlap, E. (2011). This is your brain on MMORPG's: The stakes in video game "addiction.". In 106th American Sociological Association Annual Meeting. Las Vegas, NV.
Elliott, L. C., Ream, G. L., & Dunlap, E. (2011). The Massively Multiplayer Online Role-Playing Game and its addiction mechanics. In 61st annual meeting of the Society for the Study of Social Problems. Las Vegas, NV.
Ream, G. L., Elliott, L. C., & Dunlap, E. (2011). Relationships between problem video game playing, substance dependence symptoms, concurrent video game & substance use, and growth in use over time. In Annual meeting of the American Psychological Association. Washington DC.
Ream, G. L., Barnhart, K. F., Hing, M., & Lotz, K. V. (2010). "Condom Cognition" of homeless LGBT youth in NYC. In biennial meeting of the Society for Research on Adolescence. Philadelphia.
Temme, L. J., & Ream, G. L. (2010). Mediation as a means to decrease the risk for relapse in chemically dependent adults. In Annual conference of the Society for Social Work Research. San Francisco.
Ream, G. L., Barnhart, K. F., Hing, M., & Lotz, K. V. (2009). "Condom Cognition" of homeless LGBT youth in Manhattan. In 35th annual meeting of the International Academy of Sex Research. San Juan, PR.
Johnson, B. D., Dunlap, E., Sifaneck, S. J., & Ream, G. L. (2007). Ethnicity, marijuana use etiquette, and marijuana-related police contact in New York City. In 102nd annual meeting of the American Sociological Association. New York City.
Ream, G. L., Johnson, B. D., Dunlap, E., & Sifaneck, S. J. (2007). Racial disparities, public smoking, and other determinants of marijuana-related police contacts in New York City. In 18th International Conference on the Reduction of Drug-Related Harm. Warsaw, Poland.
Ream, G. L. (2006). The "Problem Behavior" of youth homosexuality. In annual meeting of the American Psychological Association. New Orleans.
Ream, G. L., Johnson, B. D., Golub, A., & Dunlap, E. (2006). Marijuana arrests: Influences of ethnicity, gender, blunts vs. joints, and marijuana etiquette. In 68th annual meeting of the College on Problems of Drug Dependence. Scottsdale, AZ.
Ream, G. L. (2006). Past sexual orientation and other influences on present sexual orientation identity: A comparison of methods using Add Health data. In Biennial meeting of the Society for Research on Adolescence. San Francisco.
Ream, G. L. (2005). Pubertal onset and sexual orientation in an adolescent national probability sample. In International Behavioral Development Symposium: Biological Basis of Sexual Orientation, Gender Identity, and Sex-Typical Behavior. Minot, ND.
Ream, G. L., & Savin-Williams, R. C. (2005). Gender atypicality, victimization, and mental health in sexual-minority youths. In Annual meeting of the American Psychological Association. Washington DC.
Ream, G. L. (2005). Context effects on timing of marriage in emerging adulthood. In Second Conference on Emerging Adulthood. Miami, FL.
Kowaleski-Jones, L., Dunifon, R., & Ream, G. L. (2004). Social context and youth competence: Exploring the interplay among parental perceptions and objective features of community environment. In Population Assocation of America Annual Meeting. Boston.
Ream, G. L. (2004). Parent relations as cause and consequence of adolescent sexual involvement. In biennial meeting of the Society for Research on Adolescence. Baltimore.
Ream, G. L., & Savin-Williams, R. C. (2003). Family support as youth resiliency: Sex and sexual orientation differences. In Annual meeting of the American Psychological Association. Toronto.
Ream, G. L. (2003). Religion as resiliency: Sex, sexual orientation and race differences. In Annual meeting of the American Psychological Association. Toronto.
Ream, G. L., & Savin-Williams, R. C. (2003). Add Sex: Changes attributable to sexual debut. In 2003 Add Health Users Workshop. Bethesda, MD.
Savin-Williams, R. C., & Ream, G. L. (2002). Predicting suicide attempts among sexual-minority male youths. In annual meeting of the American Psychological Association. Chicago.
Ream, G. L., & Savin-Williams, R. C. (2002). Factors related to the development of religion-based homophobia. In annual meeting of the American Psychological Association. Chicago.
Ream, G. L. (2001). Intrinsic religion and internalized homophobia in sexual-minority youth. In annual meeting of the American Psychological Association. San Francisco.
Invited Presentations
Invited Presentations
Ream, G. L. (2024, March). Social work’s “many ways of knowing” applied to LGBTQIA+ youth mental health: Research empowers practice. [Training]. Social Work Month programming at Kingsboro Psychiatric Center, Brooklyn, NY.
Ream, G. L. (2024, January). Many ways of knowing about LGBTQIA+ youth, with implications for suicide risk assessment [Continuing education training]. 8th Annual Clinical Updates Colloquium, Kutztown, PA (remotely).
Ream, G. L. (2012, November). Harm reduction, youth development, and community building in services to homeless LGBT youth. Empowering the Tribe: A Symposium on LGBTI Issues, New York, NY.
Ream, G. L. (2003, August). Roy Scrivner memorial lecture: Family adaptation to youth (homo)sexuality. 111th annual meeting of the American Psychological Association, Toronto, ON, Canada.
Professional Activities
Professional Activities
Evaluation consultant, New Alternatives for Homeless LGBT Youth, NYC, Spring 2018
After having been one of the founding board members in 2008, reprised technical assistance role for this organization that assists homeless and housing-insecure LGBT young adults to move beyond the shelter system. In collaboration with a research assistant, wrote new electronic and paper-based case management data collection instruments.
Break-out Leader, Society for Research on Adolescence Peers Preconference, March 30, 2016
Contributed expertise on same-sex romantic relationships in adolescence as co-leader of a dialogue about future directions in research on adolescent romantic relationships. Other leader was Melanie Zimmer-Gembeck, an expert in heterosexual relationships in adolescence.
Consultant to Bruce Johnson, Ph.D. and Eloise Dunlap, Ph.D., NDRI, July 2005-February 2008
Analyzed quantitative data gathered in a mixed-methods qualitative/ethnographic and questionnaire study of New York City marijuana users ages 18 through 24 for publication and to supplement a competing continuation grant application. Project: Marijuana/Blunts: Use, Subcultures, and Markets, funded by National Institute on Drug Abuse grant 5R01 DA 013690-04.
Instructor in Quantitative Methods, Behavioral Sciences Training, NDRI, Summer & Fall 2007
Invited back to give a series of lessons in quantitative methods to predoctoral and postdoctoral research fellows after having moved on from this fellowship sponsored by the National Institute on Drug Abuse (5T32 DA07233). Sessions taught include Data Management in SPSS 13.0 and STATA/SE 9.0, Measurement and Reliability of Continuous Constructs, Specifying Quantitative Hypotheses: Mediation and Moderation, Missing Data, Factor Analysis, and Cox Proportional Hazards Models.
Recruitment Committee for Behavioral Science Training Fellowship at NDRI, June 2005 – June 2006
Served on an ad hoc committee to select new postdoctoral fellows in Behavioral Sciences Training at the National Development and Research Institutes.
Editorial Board member, Journal of Youth and Adolescence, April 2005-present
Peer reviewer (ongoing)
Developmental Psychology, American Journal of Education, Archives of Sexual Behavior, Journal of Adolescent Research, Addiction, Drug and Alcohol Dependence, Social Problems, Personal Relationships, The Sociological Quarterly, Journal of Homosexuality, Journal of Early Adolescence, Journal of Adolescence, Child & Adolescent Mental Health, Journal of Child Psychology and Psychiatry, Journal of Family Psychology, Substance Use and Misuse, Drugs: Education, Prevention, and Policy, Culture, Health and Sexuality, American Journal of Public Health, Ethnography, Social Science and Medicine, Vulnerable Children and Youth Studies, Emerging Adulthood, BMC Psychology, Death Studies, Pediatrics, Journal for the Scientific Study of Religion, Journal of Addiction Medicine, Journal of Primary Prevention, National Multicultural Conference & Summit II (Fall 2000), Malyon-Smith scholarship awarded by Division 44 of the American Psychological Association, the 8th biennial conference on Emerging Adulthood.
New Scholar Reviewer, Personal Relationships, March 2003-August 2005
No longer a “new scholar” as of August 2005.
Research assistant to Rachel Dunifon, Ph.D. and Lori Kowaleski-Jones, Ph.D., January-December 2003
Performed secondary analysis of the Panel Study of Income Dynamics Child Development Supplement (PSID-CDS) using census geocode data for a project on neighborhood effects on youth development. Project: Social Context and Youth Competence: Assessing Pathways of Influence of Community Resources, funded by W. T. Grant Foundation.
Consultant to Caitlin Ryan, Ph.D., Jan. 2001 - Mar. 2001
Assisted with literature review for a project on LGBT youth in faith-based social services.
University Service
University Service
Viret Family Faculty Leadership Fellow, Spring 2024
This fellowship prepares faculty for higher administrative roles and involves undertaking a project of importance to the university. Project in this case was to rewrite the Institutional Review Board manual in collaboration with the new Office of Sponsored Programs director and contribute to a broad needs assessment around faculty research support. Description: /provost/faculty-information/faculty-support-and-development/viret-family-faculty-leadership-fellows/
Faculty Senate AI Committee, April 2024 – Present
This coalition of the willing maintains open forums of communication about possibilities and policies for a new era in which AI will potentially be involved with everything that happens at a university.
Executive Committee, Adelphi chapter of AAUP/AFT, Spring 2020 – Fall 2021, Spring 2024 – Present
Elected in Spring 2020 as Second Vice President for Grievance (grievance officer) and in Spring 2024 as First Vice President for Collective Bargaining of the Adelphi chapter of the American Association of University Professors (“the Union”), which merged with the American Federation of Teachers in 2022. The grievance officer oversees situations where the Collective Bargaining Agreement (CBA) has been violated, and the Vice President for Collective Bargaining organizes negotiations over the CBA and memoranda of understanding. Both positions require in-depth knowledge of the CBA and principles of faculty governance and academic freedom. Both are regularly involved in high-level meetings with the President, Provost, Executive Vice President, and Faculty Senate leaders about human resources matters and other policies. The Union had a major role in protecting faculty interests and the viability of the university during the COVID-19 pandemic.
Institutional Review Board, Spring 2018 – Spring 2022, Spring 2023-Present
Reviewed proposals submitted by Adelphi researchers and evaluated them for ethical treatment of research subjects. Recommended approval, approval pending specific modifications, or disapproval. Applied standards for ethical treatment of subjects based on the Adelphi IRB manual, the Belmont Report, and Title 45, Part 46 of the Code of Federal Regulations (the “Common Rule”).
Faculty Senate Bylaws Task Force, Spring 2020 – Spring 2021
Recruited by the School of Social Work’s Faculty Senate representative, based on previous success leading the process of revising the School of Social Work’s Bylaws and Operating Procedures, to serve on this coalition-of-the-willing tasked with updating the University’s articles of governance.
Public Health & Safety Working Group, Restart and Reimagine Adelphi, Summer 2020
Served as Union representative to this high-level committee of administrators from Environmental Health and Safety, Student Health Services, Residential Life & Housing, and the Title IX office, also various College of Nursing and Public Health faculty, tasked with creating a public health infrastructure, policies, procedures, and protocols for Adelphi to safely re-open with students on campus in Fall 2020. Owing to expertise in a public health related field, served on the Surveillance (testing) and Education & Outreach subcommittees.
Special services to the Public Health & Safety Working Group: Created the “CoV-Ed Expert Quiz.” This educational tool goes beyond the basic knowledge about face coverings, social distancing, and hand washing covered in other materials. It supports users to develop true expert-level knowledge about the COVID-19 pandemic by engaging them with cutting-edge research and the latest policy developments.
Adelphi Mentoring Program, Spring 2016 – Fall 2017
Mentored an individual student leader in the LGBTQ community while this program was expanded to include LGBTQ students.
Interprofessional Practice: Working with Diverse Populations Course, February 2016
Assisted Reem Khamis Dakwar from Communication Sciences and Disorders and Wahiba Abu-Ras from the School of Social Work to prepare a High Impact Teaching and Learning Practices Grant for the 2016-17 funding cycle, due February 15, 2016. The grant was eventually funded in the amount of about $12,000 and resulted in a course offered in Fall 2018.
Â鶹ֱ²¥ Strategic Planning Input Committee, Fall 2015
This team of high-level administrators and chosen senior faculty worked intensively to meet a 30-day deadline set by new president Christine Riordan for “Adelphi Now,” the list of data sources to be incorporated into our 3-year strategic planning process and some preliminary findings based on those data. Specific contribution, in collaboration with Associate Provost for Administration Lawrence Hobbie, was the Environmental Scan, a compilation of graphs and Geological Information Service maps of demographic statistics, labor projections, and social health indicators suggestive of enrollment challenges and opportunities for Adelphi over the next three years. Chairs were Sam Grogg, Dean of the College of Arts and Sciences, and Elizabeth Cohn, Director of the Center for Health Innovation.
Moodle Review Committee, Fall 2015 – Fall 2017
This committee of faculty, selected by our Faculty Center for Professional Excellence for commitment to and facility with our course management system and distance learning technologies, collaborates with Adelphi’s programmers and designers to improve the online learning experience for instructors and students.
Faculty Senate, Fall 2011 – Spring 2013
At-large representative from the professional schools and library for a two-year term to this body of faculty broadly accountable under the Articles of Governance for the overall development of the university.
Health and Wellness Committee, Fall 2008 – Spring 2012
Represented the School of Social Work to this active, engaged multidisciplinary committee that serves as a resource for health programming, dining services, recreation and fitness, and opportunities for self development offered to students. Advised data collection and interpretation for a campus-wide survey of undergraduate health issues.
Reviewer and Judge, Long Island Junior Science and Humanities Symposium, February 29, 2008
As one of several faculty reviewers and judges recruited by Adelphi Chemistry Professor Stephen Goldberg for this unique event for Long Island high school students, evaluated manuscripts for inclusion in the program during the months leading up to the event and, on February 29, served on the panel of judges for student presentations in the Psychology division and joined the panel of all judges to select finalists from all fields for the national event.
“WEED” Presentation in Waldo Residence Hall, December 6, 2007
Invited by resident advisor Jesus Robles, then an MSW student, to present to a crowd of about 12 residents in Waldo Hall’s lounge. Covered several aspects of marijuana – subcultures, criminal justice, psychopharmacology including interaction with tobacco, addictive disorders, and marijuana & college life.
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