Caroline Clarke Email and Phone Number

Under Dr. Morley, we are conducting in the Imagination Lab studying daydreaming through the psychological phenomenology lens and qualitative methods of research.

Under Dr. Patel, I assist the Pediatric Rheumatology research team with creating a pediatric lupus registry at Lurie. Additionally, alongside a nephrologist, I am reviewing all lupus patients with at least one kidney biopsy in the past and am looking to correlate those kidney biopsy findings (lupus nephritis) with clinical data including other labs, antibody levels, hypertension, urinary findings, to see if there could potentially be a marker that would be useful in identifying class 1 or 2 lupus nephritis, other than the required kidney biopsy.

- Assisting attorneys and advocate with collecting and organizing materials including medical records and evidence for Social Security and welfare applications- Conducting research on housing, welfare, and social security policies- Assisting attorneys and advocates with the preparation of letters to clients and administrative agencies- Observations of administrative court proceedings with attorneys and advocates- Call and meet with clients to gather more information about their cases

Under Dr. Reich in the Behavioral and Electrophysiological Neuroscience Lab: We investigate how the endocannabinoid system affects learning, memory, and neural plasticity. We are particularly interested in how the endocannabinoid system interacts with stress, fear, and anxiety differently in males and females. Exploring these interactions may improve our understanding of how mood-related psychological disorders develop in men and women. Our primary work involves studying laboratory animals using neurophysiological and behavioral techniques.For my Honors Project, I will be assessing synaptic plasticity using patch electrophysiology to monitor endocannabinoid signaling in both excitatory and inhibitory hippocampal synapses.

I assist the Honors Program Special Programs Coordinator with planning, administrative tasks and oversee the Honors Program Lounge. I act as the “go to” person for students.

I aid in promoting awareness to the realities of dating violence, sexual assault, stalking and other forms of interpersonal violence. The office serves as the nerve center for violence prevention education at Ramapo College and works closely with students, faculty, staff and community partners who share Ramapo’s commitment to the eradication of gender-based violence. Our programs provide evidence-based literacy and training through innovative prevention strategies in an effort to create a community that fosters a culture of respect, affirmative consent and encourages bystander intervention.

Under Dr. Warner in the Social Psychology Lab: Teaching about hot-button topics such as gender bias can threaten students’ self-views and provoke defensiveness. To overcome these challenges, we created the Workshop Activity for Gender Equity Simulation-Classroom (WAGES-Classroom), a game with facilitated discussion. Results from our efficacy study suggest that, in comparison to a control condition, participants who played WAGES-Classroom demonstrated greater knowledge of gender inequity. Additionally, in the long term, WAGES facilitated behaviors to address gender bias more so than control conditions.

I had the responsibility of directing initial mental health assessment, performing intake counseling, and assessing for potential threats to the clients themselves or others. I received orientation of HIPPA and other confidentiality laws as required by the state of New Jersey. I had administered and organized a record of 20 clients' medication treatments and processed new prescriptions in compliance with clinicians. In addition, I had administered multiple mental health and disorder screening tests to clients. I had also called clients' insurance companies to verify their out-of-network mental health benefits. Lastly, I had written consistent blog posts on a variety of mental health issues on Artista's blog site.

Assisted college students with disabilities with personalized and appropriate support, including but not limited to: organization, time management, study skills, test-taking skills, and assistive technology. In addition, worked on relaying appropriate social engagement within the community, appropriate modeling of classroom etiquette (in-person and online), and advocacy for the accessibility of course material.