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Vancouver | Adjunct Faculty, Industrial and Organizational Psychology

Lilya Shienko, Ph.D.

Overview

Overview

I believe a good instructor cannot begin or continue to inspire learning without being a lifelong learner. As Adler alumni myself, I strive to utilize my passion for research to engage students to pique their interest in contemporary social issues that they can critically reflect on and actively discuss in class. As a lifelong learner, I also believe my students will each bring their unique insights to our classroom and thus I look forward to getting to know my students’ interests and learn from them.

Thus, my teaching philosophy centers on fostering an inclusive and engaging learning environment that empowers students to develop critical thinking skills and practical knowledge in the field of industrial-organizational psychology. I believe in a student-centered approach, where active participation, collaborative learning, and real-world applications are integral components of the educational experience. I believe each student has their own unique learning style which I do my best to meet by providing a multimodal approach to learning. By creating a supportive and interactive classroom atmosphere, I aim to inspire curiosity, independent thought, and a passion for continuous learning among my students.

Goals:

As an adjunt instructor at Adler, my primary goal is to contribute to the academic and professional growth of master’s students in the industrial-organizational program. I aspire to equip students with the theoretical foundations and practical tools necessary to excel in the dynamic and ever-evolving field of organizational psychology. My aim is to bridge the gap between theory and application, ensuring that students not only understand key concepts but also develop the skills to implement them in real-world scenarios (i.e., by designing case studies that provide real life ethical dilemmas). Furthermore, I am committed to cultivating a strong sense of ethical responsibility and social awareness within my students, emphasizing the importance of ethical decision-making and social responsibility in organizational settings.

Particular Interest in Working with Adler Students:

I am particularly excited about the prospect of working with Adler students due to the institution’s commitment to social justice and diversity. The emphasis on individual psychology and community well-being aligns with my belief that a comprehensive understanding of organizational dynamics requires an awareness of the broader societal context. I am eager to engage with students who are motivated to explore the intersectionality of organizational behavior, diversity, equity, and inclusion. Moreover, the collaborative and experiential learning approach at Adler resonates with my teaching style, as I believe in creating a space where students actively participate in discussions, case studies, and hands-on projects to enhance their practical skills and prepare them for success in the professional realm.

In conclusion, I am enthusiastic about the opportunity to contribute to the academic journey of Adler’s master’s students, fostering a learning environment that not only imparts knowledge but also instills a lifelong commitment to intellectual curiosity, ethical leadership, and positive social impact. My teaching philosophy, centered on active engagement and real-world applications, aligns with Adler’s mission, and I am excited to collaborate with a diverse group of students to cultivate a rich and meaningful learning experience.

Education

Education

  • Ph.D., Industrial-Organizational Psychology
    Adler University
    Vancouver, BC
  • M.A., Industrial-Organizational Psychology
    Adler University
    Vancouver, BC
  • B.S., Psychology (Minor in Business Studies)
    MacEwan University
    Edmonton, AB
Professional Background

Current Positions

  • Sessional Faculty and Subject lead
    University Canada West
    Vancouver, BC

Former Positions

  • Graduate Research Assistant/TA
    Adler University
    Vancouver, BC
  • Summer Clinical/Psychological Report Writer
    Gladshteyn Psychology Professional Corporation

Current Licensures

  • TCPS 2
  • CITI Program

Areas of Expertise

  • I/O Psychology
  • Social Justice
  • Social Media and Warfare
  • CMM Theory
  • Qualitative and Mixed-Design Methods

Select Awards and Recognition

  • Annual Doctoral Merit Scholarship (every year for getting 4.0+ GPA), Adler University, 2020-2023
  • Online Diversity & Inclusion Committee Scholarship, Adler University, 2021-2022
  • The Adler Scholarship Adler University, Adler University, 2022-2023
  • Social Justice Scholarship, Adler University, 2020-2021
  • PhD Fellowship at CMM Institute in conjunction with Columbia University, CMM Institute, 2021-2022
Select Publications

Select Publications

  • Shienko, L. (2023). An Adlerian Approach to Preventing Vicarious Trauma From Prolonged Exposure to Social Media. The Journal of Individual Psychology 79(4), 392-412. https://doi.org/10.1353/jip.2023.a915975.
  • Shienko, L., & Buechner, B. D. (2023). Co-Constructing Belongingness: Strategies for Creating Community and Shared Purpose Online–The Social Construction of Community and Meaning. In Community Engagement in the Online Space (pp. 71-89). IGI Global.
  • Worrell-George, K., Buechner, B., Shienko, L. (2023) Getting “Unstuck”: Transforming Lived Experiences of Veterans in Transition to Civilian Life. In Using Innovative Literacies to Develop Leadership and Agency: Inspiring Transformation and Hope (pp. 210-229). IGI Global.
  • Halbert, J., Shienko, L., El Moghrabi, H., Flood, M., Giardina, N., Wimsatt, G., Dennis, M., Kapuku, G., & Harshfield, G. (2023). Social Media and Cardiovascular Disease. Journal of Organizational Psychology, 23(2), 17-28. https://doi.org/10.33423/jop.v23i2.6160
  • Carter, A. D., & Shienko, L. (2023). From Loneliness to Belonging Post Pandemic: How to Create an Engaged Online Community and Beyond. In Community Engagement in the Online Space (pp. 209-232). IGI Global.
  • Shienko, L. (2021). Integrating Mindfulness Into Adlerian Therapy as a Medical Alternative Treatment for Depression. The Journal of Individual Psychology, 77(4), 427-445.
  • Halbert, J.D., Wimsatt, G., Brown, M., Jeong, J.H., Shienko, L., Miller, A., & Harshfield, G. A. (2020, July). Personality predicts nighttime blood pressure in millennials with high social media use. In Psychosomatic Medicine (Vol. 82, No. 6, pp. A79-A80).
Select Presentations

Select Presentations

  • Halbert, J., Shienko, L., El Moghrabi, H., Flood, M., Giardina, N., Wimsatt, G., Dennis, M., Kapuku, G., & Harshfield, G. (2023). Social Media and Cardiovascular Disease. Presented for American Psychosomatic Society conference.
  • Buecnhner, B., Troiani, J., Shienko, L., Dailey, D., O’Neil, D., Street, J. (2022). An Integrative Social Perspective of Military Psychology: A survey of graduates of the Adler University MA in Psychology with Emphasis in Military Psychology (MAMP) Program. Adler University, Chicago, IL.
  • Shienko, L., (2022). Integrating online social support as a coping mechanism for stress related to social isolation during COVID. CMM Fellowship Presentation.
  • Buechner, B., Shienko,L. (2022) An Adlerian View of Military Psychology: Scholar-Practitioner perspectives on moral injury and other contemporary issues in the field.
  • Shienko, L., Bluvshtein, M., Halbert, J. (2020, May). Adlerian-Based Interventions to Workplace Bullying. North American Society of Adlerian Psychology conference in Atlanta, GA.

Vancouver Campus

Adler University in Vancouver has been, like Canada itself, born and built with an open mind. Located in the midst of one of the world’s most exciting and breathtaking cities, Adler University reflects a true Canadian spirit. It’s smart, inclusive and determined to make a world of difference. By design, our Vancouver campus echoes the Adler values and intent down every hall and in every room. It is built to live, breathe and inspire those with the passion to pursue a more just society. This is where the work gets done.

At Adler Vancouver, you’ll find multiple collaborative areas with the absolute latest technology. Learning areas and windows have literally been situated to stimulate thought. To some, that may sound odd, but these things do matter. If students are given the space, opportunity and technology to achieve their goals, they are more likely to rock the boat of conventional thought.

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