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Birthdate: october 9, 1965

Anders B. Andersen
18910 Bothell-Everett Hwy, #N3, Bothell, WA 98012


M.A. Mental Health Counseling, Argosy University, Seattle, WA. (2007)
M.A. Psychology, University of Arizona, Tucson, AZ. (1993)
B.S. Psychology, University of Arizona, Tucson, AZ. (1988)

Mental Health Therapist
(2008 – Present)
Sunrise Community Mental Health, Everett
• Maintain clinical caseload of adults with serious and chronic mental illness
Child Development Consultant (2008 – Present)
Service Alternatives, Maple Valley
• Consult with case managers monthly to review and discuss positive behavioral support plans for children with developmental and behavioral difficulties. Adjunct Psychology Professor (2008 – Present)
Argosy University, Seattle
• Teach courses in behavioral models, cognition and developmental psychology
School Counseling Intern
(2007 – 2008)
Children’s Academy, Kent
• Provided behavioral and emotional counseling to students (K-9), faculty and parents • Developed and led guidance lessons for middle school students • Consultant to teachers concerning learning and emotional difficulties of the students
Mental Health Counseling Intern (2006 – 2007)
Cancer Lifeline, Seattle
• Counseled cancer patients, their families and friends about cancer-related issues • Provided hotline support for people living with cancer • Facilitated cancer support groups
Retail Buyer, Senior Company Manager (1996 – 2006)
Mills Music, Inc., Bothell, WA

• Managed music department and employees in 12 music stores around Washington State • Purchased, distributed and marketed an inventory of music in excess of $1,000,000 annually • Processed customer orders and managed a warehouse of 10,000 titles • Kept track of sales and profit margins on spreadsheets • Trained store managers and staff about sales techniques and merchandising
Teacher; Academic and Career Guidance Counselor (1991 – 1996)
University of Arizona, Sierra Vista Campus
Cochise Community College, Sierra Vista
Pima Community College, Tucson

• Developed undergraduate psychology program for a rural Arizona branch campus • Taught up to 5 classes per term in an undergraduate psychology program • Counseled and advised students concerning career and academic issues QUALIFICATIONS / SKILLS
• 18 years experience working with youth & adults in therapist/teaching/mentoring/guidance roles • Knowledge of DSM diagnoses and co-occurring disorders • Experience working with positive behavioral support and strength based counseling models • Proficient in PowerPoint, MS Word, Excel, and internet-based research • Teacher and published author with excellent verbal and written skills
Research Fellow, University of Arizona, Department of Psychology Topics: Neural control mechanisms underlying voluntary versus involuntary movement Research Associate, Washington University, Department of Psychology and School of Medicine Topics: Drug-enhanced functional recovery following brain damage; Sensorimotor performance in rats with nucleus basalis lesions; Behavioral correlates of a rate stroke model Memory impairment with fetal alcohol syndrome Research Assistant, University of Arizona, Department of Psychology Topics: Selective lesioning of dopaminergic pathways in the brain; Effect of kindling on somatostatin sites in rat hippocampi; Effects of metabolic drive on accuracy of voluntary breathing movements; Breathing patterns in subjects prone to hyperventilation syndrome.
Andersen, A. (In Preparation). Functional Lier: Rewriting the lies we live by. (Book about identifying our
reationalizations and appreciating the fears behind them.)
Lansing, R. & Andersen, A. (In Preparation). Task dependent cortical inhibition of automatic breathing during
increased metabolic drive. Submitted to Respiratory Physiology and Neurobiology.

Andersen, C.S., Andersen, A.B., Finger, S. (1991). Middle cerebral artery damage in the rate: Neurological
correlates, Nimodipine treatment, and the effects of sequential lesions. Physiology and Behavior, 48.
Andersen, A.B., Finger, S., Andersen, C.S., & Hoagland, N. (1990). Sensorimotor cortical lesion effects and
treatment with Nimodipine. Physiology and Behavior, 47, 1045-1052.
Finger, S., Green, L., Tarnoff, M.E., Mortman, K.D., & Andersen, A. (1990). Nimodipine enhances new learning
after hippocampal damage. Experimental Neurology, 109, 279-295.
Lansing, R.W., Solomon, N.P., Kossev, A.R., & Andersen, A.B. (1990). Recording single motor unit activity of
human nasal muscles with surface electrodes: Applications for respiration and speech. Electroencephalography and
Clinical Neurophysiology, 81, 167-175.
Kossev, A.R., Lansing, R., & Andersen, A. (1988). Single motor unity activity in human nasal muscles. Compt.
r.Acad. Bulg. Sci., 41, 77-80.
Lansing, R., Andersen, A. & Plassman, B. (1987). The effects of metabolic drive on the accuracy of voluntary
breathing movements. Fed. Proc., 46, 1419.
Lansing, R.W., Kossev, A.R., & Andersen, A. (1987). Respiratory activity of single motor units in human nasal
muscles. The Physiologist, 30 (4), 163.

Doug Shirley, Undergraduate Psychology Department Chair, Argosy University. (206) 293-3502
Carol VanBuren, Clinical Director, Sunrise Community Mental Health. (425) 493-5804
Peter Pautz, Clinical Supervisor. (425) 388-0200
Jennifer Thulin, Program Manager, Service Alternatives. (206) 661-6439
Courses Taught, and Catalog Descriptions:
Introduction to Psychology.
Survey of Psychology including history, systems and methods; structure and
functions of the nervous and endocrine systems; sensation and perception; memory, thought and language;
personality; development; social interaction; psychopathology and psychotherapy.

Psychological Measurement and Statistics.
Measurement, quantitative description, and statistical inference as
applied to psychological variables.
Biopsychology. Survey of the basic principles of nervous system function in relation to perception, learning,
memory, emotion, and thinking.
Mechanisms of Learning. Review of learning processes and related research methods and findings.
Cognitive Psychology. Introduction to the experimental analysis of the information processing system underlying
human cognition, language, and memory.

Sensation and Perception.
How people receive environmental information and what they do with it.
Lifespan Development: Focus on normal transitional aspects of development across the lifespan, including aspects
of physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical
perspectives are emphasized.
Child & Adolescent Development:
Focus on different stages of development from the prenatal stage through
young adulthood, including aspects of physical, cognitive, emotional, and social development. Cross-cultural,
gender, familial, and historical perspectives are emphasized.
Cognitive Development.
Introduction to the development of cognition, intelligence, and language from conception
to adolescence.
Language Development. Introduction to the theory and research on language development, with emphasis on word
learning and grammatical development.

Environmental Psychology
. Basic concepts in environmental psychology – the relationship between the individual
and the large-scale environment.
Industrial-Organizational Psychology. Application of the principles of psychology to industry and social
organizations, including personnel, human factors, organizational, and consumer psychology.
Abnormal Psychology. Survey of the symptoms and syndromes of abnormal behavior, with emphasis on an
empirical view; focus is on description of various symptoms and diagnosis of illness, as well as concerning etiology
and treatment.
Animal Behavior. Systematic study of animal’s behavior. Analysis of environmental and genetic determinants of
behavior, special behavioral adaptations in animals, and socio-biological concepts.
Psychological Testing and Assessment. Evaluation of assessment processes and the measurement of intelligence,
aptitudes, personality, and interests; test theory, social implications.
Advanced Personality Theories. In-depth consideration of topics, issues, and research in personality.
Psychology of Death and Loss. Basic concepts in the psychology of death and loss, with emphasis on both the
adjustment to death and loss and the underlying phenomenal, humanistic, and current social considerations.
Advanced Social Psychology. In-depth analysis of social influences on behavior; emphasis on research methods &
Ethical Issues in Psychology. A consideration of issues in the derivation of criteria to guide ethical decision-
making and utilization of the criteria when making a decision of psychological research or practice.
History of Psychology. Growth of psychology as a science; major schools and theories, contributions of famous
investigators and major advances; psychology as an art and a science today.
Advanced Statistical Methods. Rationale and methods of statistical inference, sampling distributions, analysis of
variance, statistical models, comparison, correlation, and regression analysis.
Introduction to Sociology. A course presenting sociology as a science that explores its methods and studies
various aspects of group behavior, social change, basic institutions and the existing social system and that develops
a perspective on the individual’s role in the formation of society. (Taught at Cochise C.C.)

Professional Organizations / Certificates

• Member of American Counseling Association • Washington State Certified Counselor

Teaching Philosophy and Style / Commitment to Diversity
Theories in psychology exist within a historical and cultural context. I don’t teach students what to think about
theories of human behavior, but challenge them how to think about them, and help them to evaluate these ideas for
themselves. I am intrigued that people from different backgrounds have different perceptions of themselves and the
world. My counseling includes a blend of cognitive and narrative techniques that take into account a client’s unique
cultural history and experiences. Teaching in a military town, students were from all over the country, of various
ages, backgrounds and heritages. I continually tailored my teaching to the needs and perspectives of changing class
compositions. This approach was especially helpful in areas like the Psychology of Death & Loss, where
considering individual differences was most essential. As a result, the Arizona Board of Regents recognized me for
my work with non-traditional students. I believe students need to feel connected to the material, and I actively seek
to integrate ideas into their own life schemas through a variety of classroom activities, and by encouraging them to
explore their minds and world further.


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