Rebecca Ergas
Ph.D., California School of Professional Psychology, Psychological Counselor, Coordinator of Clinical Training

Rebecca and her family immigrated from Chile to Canada in her early adolescent years. Before coming to the Philadelphia area, she lived and worked in Canada, Israel, California, Boston, and Pittsburgh. She is fluent in Spanish and has a special interest in writing and teaching about issues of loss and mourning in the experience of immigration and about interacting cross-culturally. Other current interests include the integration of mindfulness/meditation principles into her clinical work. Rebecca is on the board of the Philadelphia Center for Psychoanalytic Education, a group that sponsors educational workshops for psychotherapists. She earned her undergraduate degree from Simon Fraser University in Vancouver, B.C. In addition to her work at Haverford, Rebecca also has a private practice in Rosemont.

Publications/Presentations

Ergas, R. (2002). To speak or not to speak: The search for connection. Journal of College Student Psychotherapy, 17(1), 63-68.

Ergas, R. (June 2000). Immigration: Issues of mourning and loss across generations. Workshop presented at the Annual Meeting of the Pennsylvania Psychological Association, Harrisburg, PA. A similar presentation was given at the Latino Forum of the Philadelphia Psychoanalytic Society and Institute, March 1998).

Ergas, R. (1992). Bridging two cultures: Intergenerational dynaimcs between adolescents and their families within the context of immigration. Presentation at Latino Mental Health Issues, the Challenge of the 90's, Boston University School of Medicine, Boston, MA.

Ergas, R. (1991). Sociohistorical and cultural considerations when working clinically with Latinos. Workshops given at Beth Israel Hospital, Psychological Training Department, the Massachusetts School of Psychgology and the Family Service Association of Lawrence, MA.

Bonovitz, J. & Ergas, R. (1999). The affective experience of the child immigrant: Issues of loss and mourning. Mind and Human Interaction, 10(1), 15-25.


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