For psychology doctoral students, the move means expanded opportunities for hands-on clinical experience in a bustling urban setting, closer to the diverse population they’ll serve throughout their careers. For patients, it means greater access to high-quality, affordable psychological services in a state-of-the-art facility.

Under the leadership of Monica Pal, PhD, director of both the Center for Psychological Services and of practicum training for the PhD in Clinical Psychology program, the new Manhattan Clinic location continues a decades-long mission to bridge rigorous clinical training with meaningful mental health care.

At the Manhattan Clinic, Derner’s doctoral students provide assessments, individual therapy and group therapy to Adelphi students and local community members—children, adolescents and adults. Treatment rooms offer state of the art technology for student training, including technology that allows videotaping of sessions (with patient consent) to enhance supervision.

“The space is just a couple of blocks from Grand Central station, so it is a central location we are very excited about both for our students and to serve the community,” said Dr. Pal.

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A school psychologist supports students’ academic, social and emotional development by assessing learning needs, providing counseling, and consulting with teachers and families. Amid a nationwide shortage—many districts now average one school psychologist per 1,000 or more students, roughly double the recommended ratio—the ������Ƶ is training the next generation of school psychologists through its MA and PsyD programs.

Most people haven’t encountered a school psychologist since their own student days, but these mental health professionals make an impact that lasts long after the students they serve graduate.

Why Is There a School Psychologist Shortage?

The need for qualified school psychologists is higher than ever. Since the pandemic, rates of anxiety, depression and behavioral concerns among students have continued to climb steadily, says Gaston Weisz, PsyD, field placement director of Adelphi’s PsyD in School Psychology program.

By the numbers: The National Association of School Psychologists (NASP) recommends one school psychologist per 500 students. Many U.S. districts currently operate with one per 1,000 students or more—double the recommended caseload.

At ������Ƶ, faculty in the Gordon F. Derner School of Psychology are preparing the next generation of psychologists to help fill these gaps.

What Does a School Psychologist Do?

So, what does a school psychologist actually do? Dr. Weisz, who worked as a school psychologist for 30 years, says the role can vary depending on the district, school and culture. Responsibilities often include:

• Assessing students’ academic and emotional needs
• Consulting with teachers and school staff
• Supporting parents and families
• Providing direct interventions, including counseling
• Helping implement positive behavior supports and social-emotional programs
• Offering professional development for teachers

“I also worked at the systems level—helping implement positive behavior supports, supporting evidence-based practices in schools, social-emotional programs and providing professional development for teachers,” Dr. Weisz says about his experience as a school psychologist.

In short, school psychologists have the ability to influence schools at every level—from individual students to whole families, classrooms and entire communities. Adelphi’s master’s and PsyD programs give graduates the training needed to make the most of that impact.

How Adelphi Trains the Next Generation of School Psychologists

At Adelphi, future school psychologists are taught to pay attention to a child’s subjective experience in the classroom—not just the skills they need to work on.

For kids who don’t do well in class or struggle to make friends, school can be a shaming ordeal. These students are typically approached with a narrow focus on skills and academic performance. “But if you have a broader perspective, you understand there is also something that needs to be done at the individual level—to speak to the student and how lost or afraid they feel—and at a systemic level, in the classroom,” says Ionas Sapountzis, PhD, professor and director of Adelphi’s MA and PsyD in School Psychology programs.

Students in Adelphi’s programs train in a wide range of therapeutic methods, from cognitive behavioral therapy (CBT) to psychodynamic techniques, taught by faculty who know the job firsthand. “We have faculty from varied theoretical orientations in psychology, exposing our students to a range of perspectives in the field, making Adelphi unique in how integrative we strive to be in our approach,” Dr. Weisz says.

Students then put theory into practice through in-the-field training. Both master’s and doctoral students complete practicum and internships in schools, and PsyD students also spend their third year in a community health setting. “That’s quite a unique feature of our program, because it prepares our students to work more clinically and to have a broader perspective as to what services are available outside of schools,” Dr. Sapountzis says.

MA vs. PsyD in School Psychology: What’s the Difference?

Students interested in becoming a school psychologist can choose between two Adelphi degree programs: the Master of Arts in School Psychology (MA) or the PsyD in School Psychology.

“With the master’s, you’re well trained to carry out the main functions of school psychology, and it’s very employable,” Dr. Sapountzis says. “But once one graduates, the person is limited to practicing as a school psychologist in schools. Going for a PsyD allows one to get licensed in psychology and have a private practice.”

Some students complete both programs—starting with an MA, working in the field for a few years and returning later for the PsyD. “As some of our students have said to me, ‘I’d rather finish, get a job and then I’ll see what I can do’—and that makes total sense to me,” Dr. Sapountzis says. “It depends on the experience and life circumstances of the student.”

No matter which pathway students choose, they graduate prepared for a challenging yet rewarding career that allows them to make a real difference in schools.

“I loved my job because there were constantly evolving ways in which I could be involved in ways to support the students, and it was always appreciated by the community where I worked,” Dr. Weisz says. “Now, as a university trainer, I strive to give back by preparing our graduate students to have that rewarding experience themselves.”

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If you’ve answered yes to any, you might be in a parasocial relationship, according to Julianna Nails, a PhD student in clinical psychology at the ������Ƶ Gordon F. Derner School of Psychology.

For the past several years, Nails has been studying the rise of parasocial relationships—or one-sided emotional connections between fans and public figures—in the age of social media. She wants to know what kinds of people are seeking out parasocial relationships with social media influencers, and what effects, if any, these relationships are having on their mental health.

At first glance, a parasocial relationship with an influencer might seem like a silver bullet for isolated young adults—a population wracked by a so-called global “loneliness epidemic.” Attachments to influencers allow feelings of intimacy to be accessed anytime, anywhere, with no risk of rejection. Nails was curious to learn more about the psychological consequences of these relationships. Can they really relieve loneliness? Or do they ultimately replace in-person connections and push people to isolate?

A Student-Faculty Collaboration That’s Breaking New Ground

As an undergraduate, Nails researched the decline of college students’ mental health since the 1980s. “Today, college students are significantly more anxious and depressed than they were a generation ago,” she said, “and I suspected social media had something to do with that.” That hunch became a full-fledged research project once she entered Adelphi’s PhD program and found a faculty mentor in Katherine L. Fiori, PhD, professor and associate dean at the Derner School.

For Dr. Fiori, a developmental psychologist who studies interpersonal relationships and attachments, parasocial relationships were a promising line of scholarly inquiry. When she was introduced to Nails through Derner’s research mentor matching process, she had already been thinking about today’s “phone-based childhoods,” which have supplanted the “play-based childhoods” of yesteryear. If children now grow up with ubiquitous access to social media platforms, she wondered, are they more likely to form unhealthy attachments with the people on platforms? Parasociality offered a compelling entry into further exploration.

While looking into the literature, Nails and Dr. Fiori discovered a gap: parasocial relationships specifically with social media influencers. “It’s such a big part of young people’s online experience today,” Nails said, “but it’s something that hadn’t been studied in depth before.”

Their work has been more collaborative than the student-faculty dynamic might connote. “I’ve really enjoyed working together,” Nails said. “This is a newer interest for Dr. Fiori, so while she’s able to give me a lot of guidance, we’re still brainstorming together. I’m not necessarily being directed by an authority.” Dr. Fiori agrees, saying she often feels like she’s “speaking with a colleague.”

Surveying Where, Why and How Parasocial Relationships Are Formed

Since beginning her doctoral training in 2024, Nails has developed several different research projects to answer her research questions. Most recently, she presented her findings at Adelphi’s Scholarship and Creative Works Conference and the International Association for Relationship Research’s annual conference in Scotland.

For her master’s thesis, Nails created a research survey for people between the ages of 18 and 29 who follow influencers on any platform. Survey participants were asked about their connection with their favorite influencer—in particular, whether their opinions and values align with the influencer’s—as well as their other social relationships, social media usage and emotional well-being.

Nails and Dr. Fiori are still sifting through data from the survey, but they’ve already identified several trends. “There are a lot of ways in which people are ‘using’ influencers,” Dr. Fiori noted. For some, “fun” or “entertainment” was the draw. Others admitted they were finding real social support from their favorite influencer.

Though influencers create content about everything from politics to tech gadgets, travel and fitness, the most popular content niche among survey respondents was “day in my life.” In these videos, an influencer takes the audience through a regular day, often beginning with a morning routine and their OOTD (outfit of the day), then interpolating clips of meals, exercise, work, errands and socializing over a voiceover narration. The content is frothy, but the audience appeal is, inexplicably, enormous. “We’re working on figuring that one out,” Nails said. “Are ‘day in my life’ videos providing pure entertainment value? Are they aspirational? Or are people feeling an emotional connection there?”

The Parasocial Paradox

At first, Nails hypothesized that parasocial relationships would reduce feelings of loneliness. As more survey data came in, however, she saw evidence of the opposite: Young people who form parasocial relationships are actually lonelier than those who don’t. Still, like many hypotheses in psychology research, this one is still correlational, not causal. In other words, Nails and Dr. Fiori don’t yet know if parasociality is making people lonely, or if lonely people are simply more likely to pursue parasocial relationships.

“We know what the intention is,” Dr. Fiori said. “People seek out relationships because they want to feel less lonely. But the brain isn’t equipped to think about parasocial relationships as different from in-person relationships, even though they are.” She’s hesitant to believe that parasocial relationships can have the same benefits, although the reality is, she says, a little more complicated. “Some young people with supportive friends and family will use influencers for extra support. Some don’t, and these relationships are all they have. That drives very different outcomes.”

Only further research will tell if parasocial relationships really do cause loneliness. As Nails embarks on work for her doctoral dissertation, she’s hoping to discover evidence of causality between parasociality and negative mental health outcomes, such as anxiety and depression, among young people.

“Everything in Moderation”

For now, Nails doesn’t necessarily recommend doing a digital detox if you think you’ve formed a parasocial relationship with an influencer. Instead, she says, focus on the reciprocal relationships in your life—your networks through work, school or hobbies, the friends and family you talk to every day—and you might see that obsessive, one-directional attachment fade to casual interest. “So far, our greatest takeaway has been ‘everything in moderation.’”

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The 2026 program will feature three women who will share their personal breast cancer journeys, offering stories of courage, resilience and hope to inspire others navigating their own diagnosis. This year’s honorees include Pam Shapiro, Donna T. Bacon and Jeannie Rettura.

“Every breast cancer experience is different, but no one should have to navigate it alone,” said Reyna Machado, MA, MBA, executive cirector of the Adelphi NY Statewide Breast Cancer Hotline & Support Program. “The Celebration of Survivorship allows us to honor those who have faced breast cancer, celebrate the strength of our community and remind patients and families that support and hope are always within reach.”

Meet the 2026 Speakers

Pam Shapiro was first diagnosed with breast cancer in 2000, just days before her 36th birthday, then faced lobular carcinoma in situ (LCIS) in 2010 and ductal carcinoma in situ (DCIS) in 2019. After turning to the Adelphi Breast Cancer Program for support , Pam now gives back as a member of the program’s Advisory Board. Pam encourages anyone facing a breast cancer diagnosis to find moments of joy each day, even during the most difficult times.

Donna T. Bacon, PhD, EdD, LCSW was diagnosed with Stage 3 invasive ductal carcinoma in 2026 at age 33. A former staff member of the Adelphi Breast Cancer Program’s Sisters United in Health initiative, she credits her family, friends, medical team and the support of the Adelphi community with helping her navigate treatment. Donna’s advice for anyone facing a breast cancer diagnosis is to allow yourself to feel everything: the fear, anger and sadness, but not lose sight of who you are.

Jeannie Rettura was diagnosed with Stage 1 breast cancer in 1986 at age 31 and later learned she carried a BRCA2 gene mutation. Six years after her diagnosis, she became an Adelphi Breast Cancer Program volunteer and has spent more than three decades supporting others through hotline calls, outreach and education. Jeannie encourages anyone facing a breast cancer diagnosis to surround themselves with a trusted medical team, supportive family and friends, and organizations like the Adelphi Breast Cancer Program.

The Adelphi NY Statewide Breast Cancer Hotline & Support Program gratefully acknowledges the generous support of the Hendler Family Fund, Digital Graphic Imagery, Kathi and Jeff Glass, New York Plastic Surgical Group and the DeMatteis Family, whose sponsorship helps advance the program’s mission of providing critical services to those affected by breast cancer.

The evening will celebrate these courageous voices while also honoring the broader breast cancer community—patients, survivors, caregivers, families and advocates—whose journeys continue to inspire hope, resilience and connection.

For more information about the Celebration of Survivorship Gala, visit our website, and to learn more about the Adelphi Breast Cancer Program, please contact breastcancerhotline@adelphi.edu. Media can contact: Vanessa Steil, 631-334-4587; vanessa@insteilcreative.com

Adelphi New York Statewide Breast Cancer Hotline and Support Program

The Adelphi New York Statewide Breast Cancer Hotline and Support Program offers clinical support and resources to people with and/or concerned about breast cancer. To reach the Hotline, which is staffed by volunteers who are breast cancer survivors, call 800-877-8077 or . You are not alone.

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Tell that to , the two-time All-American and National Champion midfielder, who was , picked by the Philadelphia Waterdogs.

Or ask , the hard-throwing right-hander who led all Division II pitchers in strikeouts per nine innings and received All-America honors before signing this summer with the Houston Astros. He is now living his childhood dream of playing pro ball, pitching for the Fayetteville Woodpeckers of the Carolina League.

Lewis and Carver aren’t just occupying roster spots. They’re thriving.

Lewis delivered exactly the kind of professional debut scouts dream about: a behind-the-back shot against the Boston Cannons, part of a two-goal night that set the tone for a rookie season spent chasing a title with the league’s best regular-season team.

Carver has “carved” out a bullpen role for the Woodpeckers, the Astros’ Single-A affiliate, continuing to rack up strikeouts, fanning seven batters over his first 4.2 innings in the minors.

While both Panthers are on their way, the path they took to get there was not a straight line. Both credit Adelphi—and the outstanding guidance and support they received from their coaches—for providing the map to success.

Speed, Setback and a Second Chance

For Lewis, the breakthrough didn’t come easily.

A hamstring injury derailed the start of his senior season, and for a while, he wasn’t sure his draft stock would recover. “There goes your speed,” he said, describing how the injury took away the very tool that defined his game.

Head Coach leaned on a familiar analogy to keep him grounded, comparing Lewis’s recovery to Samson regaining his strength as his hair grew back. It stuck.

While he didn’t really feel like he was playing like himself again until the National Championship game in May, Lewis got a call on draft night in April that he’d been selected 29th overall by the Waterdogs, the team he grew up rooting for.

Coach Purdie says that resilience was always part of Lewis’s appeal. He points to Lewis’s incredible work ethic—a level of dedication that drove him to watch game film on bus rides home and organize players-only sessions just to keep the offense sharp—as the thing that separates him from other players.

“He wanted every practice to be perfect so we could be perfect on game day,” Coach Purdie said, crediting Lewis as the heartbeat of Adelphi’s back-to-back national championship runs in 2024 and 2025.

Taming His Fastball, Transforming His Career

Carver’s transformation was less about overcoming injury and more about rebuilding from scratch.

When first-year head coach arrived at Adelphi in the summer of 2025, he inherited a pitcher who threw in the mid-90s but couldn’t consistently find the strike zone. Coach Gaffney’s fix was simple: Commit to locating a glove-side fastball and trust it, even after shaky outings.

Carver bought in completely. “He was as coachable a player as I’ve ever had,” Coach Gaffney said, recalling how the same fastball command that once eluded Carver became the foundation for his standout 2026 season.

The turning point, in Coach Gaffney’s memory, came against a scout-heavy crowd for a Franklin Pierce matchup, when Carver outdueled a Power 4 transfer from Kansas State and served notice that his stuff played against anyone.

Weeks later, after going undrafted, .

Carver thinks it couldn’t have happened without the mentoring he got from Coach Gaffney. “He’s always looked out for me,” he said in a . “He’s always wanted the best for me. He’s always had such a huge belief in me.”

It was a life-changing experience for Carver. “I really don’t see a life that I’m living where I’m not talking to Coach Gaffney,” he said.

The Journey Continues

Both are adjusting to life as professionals while still leaning on the lessons that got them there.

Lewis is chasing a PLL title in Philadelphia while starting a master’s degree in health education back at Adelphi, supported by a highly competitive (only up to 126 students are awarded each year). He is also helping coach the men’s lacrosse team.

Carver is learning the rhythms of daily professional life in Fayetteville, applying the same routines and resilience that Coach Gaffney and his staff drilled into him during a season that transformed his career.

Different sports, different journeys, but the same story: Adelphi didn’t just prepare Lewis and Carver to compete. It taught them how to believe they belonged. It’s a lesson that’s taken them far, and has a good chance of taking them even further.

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Oslo, Norway
Major: Finance

“I’m looking forward to developing my interests within finance and exploring where that may take me professionally, while continuing to develop as a tennis player. I’m proud of the results I’ve achieved in tennis over the years, including winning the Norwegian U19 National Championship in mixed doubles, but especially of the consistency and hard work behind them. I chose Adelphi because it was important to me to find a university where I could get a great education while also being a part of a strong tennis team. I also really liked the welcoming atmosphere at Adelphi, and it felt like the right fit for me both academically and athletically.”

Jackson Clark

Matthews, North Carolina
Major: Business, Three-Year Track
Honors College

“I hope to become a lawyer, but I chose my major because of my interest in business and the opportunity to earn that degree in the accelerated three-year track. I came to Adelphi because of its amazing location, strong faculty and opportunities like the Alternative Summer Break, which I was able to attend in August. I wanted to go to a school in or near a big city like New York, and the three-year program and other grants made that financially possible for me.”

Rebecca Golin

Brooklyn, New York
Major: Biochemistry with a minor in mathematics

“I am planning on a medical career, so I chose Adelphi for its supportive community, strong scientific opportunities and Early Assurance pathway to medical school that will allow me to grow as both a researcher and future physician. I have already conducted cancer research, where I discovered how mathematics and genomic data can help answer complex questions about disease and ultimately improve patient care.”

Zion Hines

Perth Amboy, New Jersey
Major: Dance

“I want to be able to dance professionally, and my ultimate goal is to own a dance studio so that I can teach choreography, inspiring dancers of all ages. I am grateful to have accomplished as much as I have so far in my dance career. I received a 2025 New Jersey Governor’s Award for Arts Education, an honor given to high school students, and I have had the opportunity to choreograph and perform a solo titled Inner Thoughts along with five other talented recipients. I am excited to be at Adelphi. When I auditioned for the dance program last winter, it felt like such a genuine and supportive community. I like the small classes, too, which will allow me to get to know my professors and be able to get any help or advice whenever I need it.”

Ashlyn Ho

La Crescenta, California
Major: Biology

“I want to become a dentist, and I chose Adelphi because of its Early Assurance 4+4 program, which gives me a direct path to the LECOM School of Dental Medicine. Adelphi also gives me the chance to work closely with my professors. I really enjoy playing the piano, too, and performed at Carnegie Hall as a first-prize winner in the Elite International Music Competition.”

Arina Kamenetska

Kharkiv, Ukraine
Major: Theatre
Honors College/Levermore Global Scholars Program

“My goal is to build a career as an actress in both theater and film. I also hope to create international theater projects that bring together actors and artists from different countries and cultures. I am especially proud to have received a Jonathan Larson Scholarship from Adelphi. I chose Adelphi because of the people. During my audition with Professor Margaret Lally and Professor Thomas Schrider, I immediately felt that I had found my community and my people. They made me feel that Adelphi was a place where I would truly belong, and I could see how much the professors genuinely care about their students and want to help them grow.”

Karina Kumar

South Richmond Hills, Queens, New York
Major: English, Scholar Teacher Education Program (STEP) – Adolescent Education
Levermore Global Scholars Program

“My goal is to become a teacher who can truly make an impact in students’ lives. I will strive to shape young minds in the lens of today’s society and always fight against injustices in education, making my classroom truly accessible to all students. I am particularly interested in finding ways to reach students beyond the textbooks. Adelphi’s commitment to diversity, equity and global learning reflects the educator I aspire to become.”

Mia Leggio

Seaford, New York
Major: Sport Management
Honors College/

“Sports are really important to me, and I am proud to be following in the footsteps of my sister, Alexandra, who played lacrosse for Adelphi. I chose Adelphi because of its strong academics, women’s soccer program and close-knit community. I am also proud to be a certified EMT because that allows me to make a difference by helping others during very tough times.”

Anya Patel

New Hyde Park, New York
Major: Biology
Levermore Global Scholars Program

“My goal is to pursue a career in orthodontics and provide compassionate, culturally aware care to diverse communities. Majoring in biology and participating in the Levermore Global Scholars program will help me reach that goal, allowing me to combine my passion for science with my interest in people, cultures and global perspectives. As someone with both Indian and Kenyan heritage, I believe that understanding and respecting different backgrounds is essential to connecting with others and providing compassionate healthcare. I chose Adelphi because of its close-knit community and the opportunity to pursue my goals in the healthcare field in an environment where I feel supported and encouraged to grow.”

Michael Secko

Centerport, New York
Majors: Environmental Science and History with Certificate in Museum Studies
Honors College

“By majoring in two fields while earning a certificate in another, I am hoping to build a career that brings all of those worlds together. Whether it is working at a museum, a national park or an environmental agency, my goal is to find ways to connect our natural environment with human history. I have always been fascinated by how the past and the environment shape each other. I want to find innovative ways to preserve both our history and our planet. Choosing Adelphi was an easy decision for me. From the moment I stepped on campus, it just felt right. It is also extra special because my grandparents earned both their undergraduate and master’s degrees here, so it feels like home in more ways than one.”

Justin Smiley-Carter

Jamaica, Queens, New York
Major: Ethics and Public Policy
Honors College/Levermore Global Scholars Program

“I served as secretary-general at a Model UN conference that created a welcoming outlet for students across South Queens and Long Island to explore diplomacy. I plan to attend law school, with the goal of eventually using my experience to create opportunities for younger students in marginalized communities and inspire them to pursue a career in law. I chose Adelphi because it’s where I can really challenge myself academically, and because the Honors College and Levermore Global Scholars program allow me to explore my interests beyond the classroom while preparing me to reach my goals.”

Louis Spillane

Auckland, New Zealand
Major: Finance

“My goal is to build a career in finance while continuing to pursue my passion for football. Football has been a huge part of my life. I was honored to represent New Zealand as a member of the U17 National Team that qualified for the U17 World Cup. Wearing the New Zealand fern, singing the national anthem and seeing my family in the stands made it an experience I’ll never forget. It was a moment where years of hard work and sacrifice came together. I look forward to competing at Adelphi while building a strong foundation for my future in finance. I hope to combine the discipline, leadership and competitive mindset I have developed through football with my passion for finance and create a successful career that allows me to pursue both interests.”

Wyatt Yim

Fresh Meadows, Queens, New York
Major: Nursing

“I want to be working as a traveling nurse to explore the world more, then later on become a certified registered nurse anesthetist. I would like to visit all 50 states and, as a proud Eagle Scout, all the national parks. I chose Adelphi for its small and beautiful campus, and I began my Adelphi experience by joining the First-Year Community Action Program (FCAP). It gave me the opportunity to do some volunteer work before the start of classes while meeting new people and helping the community.”

The post Meet the Class of 2030! appeared first on ������Ƶ.

Welcome to the start of the Fall 2026 semester. Because September is National Campus Safety Awareness Month, we’d like to share some important reminders.

A secure, welcoming environment is fundamental to everything we do. Guided by our core values of pride, professionalism and service, the Department of Public Safety and Transportation works to ensure that every Panther feels respected and secure. But we cannot do it without you; your eyes, ears and everyday awareness are our greatest assets.

Whether you are stepping onto campus for the first time or returning for your final year, here are a few ways you can partner with us this semester:

• Stay aware: Keep an eye on your surroundings as you move around campus.
• Speak up: If something feels off or you see something suspicious, please let us know right away.
• Check out our resources: Take a look at our website for safety support and resources.
• Grow your skills: Explore our safety training opportunities (see below).

Public Safety is here for you 24/7 if you need a hand, an escort, or have a question. We are a phone call away at 516.877.3511 or a short walk to Levermore Hall (1st Floor).

Thank you for doing your part to keep our community strong and safe. Let’s look out for one another and make this semester a great one!

In Partnership,
Department of Public Safety and Transportation

Important Safety Resources and Information

If you see something, say something: If you become aware of an issue, incident or troubling situation that causes you anxiety, stress or fear, you should promptly report it. If the situation appears imminent and/or includes the risk of violence to yourself or others, call 911, contact Public Safety by dialing “5” from any campus phone or call 516.877.3511.

Mass Notification System: To ensure you receive emergency and campus closure messages without delay, take a few moments to confirm your Emergency Notification Preferences to stay updated.

• Don’t miss an Adelphi Alert—save 516.234.5783 in your contacts so it won’t be marked as spam.

Resources for Your Preparedness

• Request a Public Safety training for your department or group to learn important ways to be prepared for hostile intruder events, including run, hide, fight guidelines and Stop The Bleed life-saving techniques.
• Videos to watch:
  • : resources to help you stay safe on campus and in our community.
  • : learn what to do during a lockdown/shelter in place due to a hostile intruder.
  • : familiarize yourself with our three types of classroom door locks.
• Understand what to do during a campus lockdown/shelter-in-place situation.
• Know our evacuation procedures in case an emergency makes this necessary.
• Stop the Bleed kits are mounted in all public safety vehicles and in the Performing Arts Center, Center for Recreation and Sports, Swirbul Library, Nexus, Levermore Hall and the University Center.
• The University Center has automated external defibrillator (AED) devices for trained individuals to use.

Our Preparedness

• Behavioral Intervention Team (BIT): Adelphi was one of the first institutions to establish a dedicated team for monitoring and addressing reported safety concerns. BIT (previously the Threat Assessment Team) is coordinated by Public Safety to help address or prevent serious safety issues that involve our community in support of Adelphi’s incident reporting and resolution procedures.
• Testing and Practice: At least once a year we test our Emergency Operations Plan and our Mass Notification System (Text/Call). Our Annual Security and Fire Safety Report is published annually (in October) in accordance with the Clery Act. And, in support of our goal to always be prepared and ready, our department and Adelphi’s leaders practice the University’s emergency response on an ongoing basis with tabletop exercises.
• Local Police Support: We maintain close working relationships with the police departments of Garden City, Hempstead, Nassau County, Suffolk County, Poughkeepsie and New York City. All Adelphi campus locations are supported by these police services, including criminal investigation and emergency response.

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