Roanoke College Psychology Department

Category: Publication

  • Celebrating a New Research Publication!

    We are thrilled to share some exciting news from the Psychology Department! Congratulations to Dr. Findley-Van Nostrand and Roanoke alum, Benjamin Campbell, on their recent publication of the research article titled, “Goals for, Insecurity in, and Self-Perceptions of Peer Status: Short-Term Longitudinal Associations with Relational Aggression and Prosocial Behaviors in Emerging Adults.”

    Dr. Findley-Van Nostrand, a highly valued member of our department, and Ben, who is currently pursuing his master’s degree at LMU Munich in Germany, have made significant contributions to understanding the complexities of peer status and its impact on behaviors in emerging adults. Their study, conducted through a longitudinal approach in Academic Prolific, explores the intricate relationships between peer status, relational aggression, and prosocial behaviors over time. By examining both the aggressive and positive social behaviors associated with peer status, the study offers a comprehensive look at the factors driving social dynamics during a critical developmental period. To read more about their research and its findings, visit this link, or review their abstract below.

    We are incredibly proud of Dr. Findley-Van Nostrand and Ben for their dedication and hard work that led to this publication. Their findings contribute to the broader understanding of social psychology and offer practical implications for fostering healthier social environments for emerging adults. Join us in congratulating Dr. Findley-Van Nostrand and Benjamin Campbell on this remarkable achievement!

    Abstract:

    “Research on relational aggression in adolescents suggests it is in part driven by the desire to attain and maintain enhanced status among peers, and recent work also suggests certain forms of prosocial behaviors are similarly status-motivated. However, these associations are not well understood in young adults. In this short-term longitudinal study across 8 months (N = 215), we examined whether relational aggression and two forms of prosocial behaviors (altruistic and public) are related to social goals for popularity and preference, social status insecurity, and self-perceptions of status (in terms of dominance and prestige) concurrently and over time in emerging adults (age 18–25). Social goals for popularity predicted increases in relational aggression and public prosociality and were negatively related to and predicted decreases in altruistic prosociality. Preference goals were concurrently negatively related to relational aggression and to public prosociality and were positively related to and predicted increases in altruistic prosociality over time. Social status insecurity moderated links between self-perceptions of status and aggressive/prosocial behaviors, which were largely non-significant without considering status insecurity. Finally, tests of indirect effects suggest that aggression and prosociality mediate associations between popularity goals and self-perceptions of dominance. Findings suggest that strategic use of aggression and prosociality may not be developmentally limited to adolescence.”

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  • Roanoke Alum, Maryam Nishtar, Has Been Published!

    Recent Roanoke College graduate, Maryam Nishtar, was recently published based on research that she completed during Summer Scholars and for her Honors in the Major! Her and Dr. Nichols had worked on this research through her time at Roanoke, but she has been working on it independently since her graduation last spring. What an achievement this is for you, Maryam! Find the full article published here, and the abstract below.

    Abstract:

    Alzheimer’s Disease (AD) is a progressive, neurodegenerative disorder where two-thirds of the affected population are women. Along with cognitive impairments, AD is associated with behavioral changes such as aggression towards caretakers. The limbic system consists of various brain structures that play a role in emotions and behavioral reactions. Some of the limbic system- related areas are the amygdala, hippocampus, thalamus, corpus collosum (CC), and white matter (WM). Cognitive changes with AD can be measured using the clinical dementia rating (CDR) scale. Physical changes in living patients require brain imaging tools, such as Magnetic Resonance Imaging (MRI). As there is currently sparse research present for these areas relating to the female brain, we used clinical data and FreeSurfer-processed imaging data from an open-access database, OASIS-3, to explore the associations between dementia severity and the volume of the limbic system-related brain components in women. A control group consisted of participants with no dementia and multiple brain scans while comparison groups consisted of participants with a single brain scan and 1) no dementia 2) mild dementia or 3) moderate/severe dementia. Hemisphere differences with increasing CDR were found for the thalamus as well as simple hemisphere differences for the hippocampus, thalamus, and WM. When using age-matched controls and normalized volume data, the amygdala, hippocampus, thalamus, and CC volumes for subjects with AD were different than those in the control group, with the amygdala and hippocampus also showing statistically significant volume loss with increasing dementia severity. As the areas included in this study are related to the limbic system, this provides insight into the physical changes occurring in the brain of women with increasing AD, who often show changes in emotions. This can be an area to longitudinally explore whether there are associated behavioral changes as physical changes at the individual level occur over time.

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  • Dr. Lauren Kennedy-Metz, Assistant Professor, Has Been Published!

    Our very own Roanoke alum and now professor, Dr. Kennedy-Metz, has been published! Her collaborative work entitled “Behavioral sciences applied to acute care teams: a research agenda for the years ahead by a European research network” was released by the BMC Health Services Research journal. Congratulations, Dr. Kennedy-Metz, on this wonderful accomplishment! Please read the abstract below, or view the article here. 

    Abstract: 

    Background: Multi‑disciplinary behavioral research on acute care teams has focused on understanding how teams work and on identifying behaviors characteristic of efficient and effective team performance. We aimed to define important knowledge gaps and establish a research agenda for the years ahead of prioritized research questions in this field of applied health research.

    Methods: In the first step, high‑priority research questions were generated by a small highly specialized group of 29 experts in the field, recruited from the multinational and multidisciplinary “Behavioral Sciences applied to Acute care teams and Surgery (BSAS)” research network – a cross‑European, interdisciplinary network of researchers from social sciences as well as from the medical field committed to understanding the role of behavioral sciences in the con‑text of acute care teams. A consolidated list of 59 research questions was established. In the second step, 19 experts attending the 2020 BSAS annual conference quantitatively rated the importance of each research question based on four criteria – usefulness, answerability, effectiveness, and translation into practice. In the third step, during half a day of the BSAS conference, the same group of 19 experts discussed the prioritization of the research questions in three online focus group meetings and established recommendations.

    Results: Research priorities identified were categorized into six topics: (1) interventions to improve team process; (2) dealing with and implementing new technologies; (3) understanding and measuring team processes; (4) organizational aspects impacting teamwork; (5) training and health professions education; and (6) organizational and patient safety culture in the healthcare domain. Experts rated the first three topics as particularly relevant in terms of research priorities; the focus groups identified specific research needs within each topic.

    Conclusions: Based on research priorities within the BSAS community and the broader field of applied health sciences identified through this work, we advocate for the prioritization for funding in these areas.

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    Blog: https://psych.pages.roanoke.edu/
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  • DR. POWELL, ASSOCIATE PROFESSOR IN PSYCHOLOGY DEPARTMENT, HAS BEEN PUBLISHED!

    Our very own Dr. Powell has been published! Her collaborative work entitled, “A Longitudinal Examination of Mothers’ Early Postnatal Adaptation: Relative Stability Across the First Eight Weeks” was published just last week after a review period of two years. Dr. Powell has definitely earned our congratulations both for her achievement, and her patience! Please read the abstract below, or view the article here.

    Abstract:

    Objective

    Using person-centered analyses, this study examined the trajectories of women’s early postnatal adaptation and explored whether there were differences in their trajectories based on women’s status as a first-time or more experienced mother.

    Methods

    Data were collected from women (N = 137; Mage = 28.6 years, SD = 4.49; 48.2% first-time mothers) at 2-, 4-, 6-, and 8-weeks postpartum. At each wave of data collection, mothers reported on their parenting self-efficacy, parenting satisfaction, anxiety, parenting stress, and depressive feelings.

    Results

    The creation of an amalgamated measure of postnatal adaptation demonstrated acceptable fit. Latent class growth analysis revealed four distinct trajectories of postnatal adaptation; two revealed stability across the early postnatal period and two had relative stability except for a change between weeks four to six. Women’s parity was not associated with differences in their trajectories.

    Conclusions for Practice

    These findings reiterate the importance of collecting data from women in the early postnatal period and identifying if a woman is struggling in those early weeks, as the women in our sample demonstrated relative stability in their postnatal adaptation across the first eight weeks. Furthermore, the findings suggest that work should be taken to dismantle the commonly held belief that parenting is “easier” after having already navigated the early postnatal period with an infant once before.

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    Blog: https://psych.pages.roanoke.edu/
    Facebook: https://www.facebook.com/rcpsychology
    Twitter: @RC_Psychology
    Linked In: https://www.linkedin.com/groups/RC-Psychology-8140491/about
    Website: https://www.roanoke.edu/inside/a-z_index/psychology
    Instagram: rcpsychology

  • Dr. Findley-Van Nostrand, Associate Professor in Psychology Department, Has Been Published!

    Dr. FVN has now been published for her collaborative work entitled “Is Bullying Always about Status? Status Goals, Forms of Bullying, Popularity and Peer Rejection during Adolescence”. Congratulations Dr. FVN, we are so proud to say you are a Roanoke College professor! Please read the abstract of her work below, or visit the article here.

    Abstract: Bullying has been associated with status goals among peers, but this research has not distinguished among forms of bullying, nor included actual status or popularity among peers in an integrated analysis. To this aim, in concurrent correlational data, we examined adolescent status goals as predictors of peer-reported physical, verbal, exclusionary and electronic bullying, and these further as predictors of popularity and peer rejection (N = 256; 67.2% girls; M age = 12.2 years). We also explored potential indirect associations of status goals with popularity and peer rejection via forms of bullying. The findings indicated that verbal bullying was the most common form of bullying. Status goals were positively related to all but physical bullying, yet only verbal bullying partially mediated this association with popularity. Electronic bullying was unrelated to popularity and peer rejection, when controlling for other bullying forms (but was positively related to rejection at the bi-variate level). The findings underscore the importance of assessing bullying as a heterogeneous construct, as related goals and adjustment among peers may depend on its specific form.

    Get Connected!

    Blog: https://psych.pages.roanoke.edu/
    Facebook: https://www.facebook.com/rcpsychology
    Twitter: @RC_Psychology
    Linked In: https://www.linkedin.com/groups/RC-Psychology-8140491/about
    Website: https://www.roanoke.edu/inside/a-z_index/psychology
    Instagram: rcpsychology

  • Congratulations to Cody Dillon-Owens ’19, Dr. Findley-Van Nostrand, and Dr. Buchholz on recent publication

    Congratulations to Cody Dillon-Owens ’19, Dr. Findley-Van Nostrand, and Dr. Buchholz on recent publication

    Alum Cody-Dillon Owens ’19, Dr. Findley-Van Nostrand, and Dr. Buchholz recently had their research published in an article titled Early Adolescent Cognitive and Affective Empathy – you can read the full article here. Congratulations!

  • Alumna taylor kracht gets published!

    Congratulations to Taylor Kracht. Her honors in the major project was recently published in the Psi Chi Journal of Psychological Research. The article, titled “Media Consumption: Association With Implicit Theories of Romantic Relationships”, examines the influence of romantic reality media on a specific set of romantic beliefs (i.e., individuals’ implicit theories of relationships) using an experimental procedure.

    Taylor completed this project under the mentorship of Dr. Darcey N. Powell and graduated from Roanoke in 2018. After graduation, she went on to earn her masters degree in Couples, Marriage, and Family Counseling from William and Mary. Taylor has worked on other research projects while she was in Dr. Powell’s research lab and has been published as a co-author before, but this is her only first author publication.

    “Getting this project published means a lot to me. I worked really hard my senior year creating the idea, developing the experiment, and then bringing it to fruition. Then the process of getting it published was extensive, and at many times, seemed defeating. Pushing through all the hardships of the process and getting it officially published is an accomplishment I will always treasure. I have a greater appreciation for all publications and the hard work it takes to succeed with it.” -Taylor Kracht

    After graduating with her masters degree, Taylor moved to Charlotte NC and started working at a private practice, L&B Counseling, as a Mental Health Counselor. She works with a range of clients from 13 years old to 68 years old. She generally work with those who have symptoms of anxiety, depression, grief, and relationship issues.

    “I am very happy in my position, I get to work with both individuals and couples (my passion), and we have the best workplace team environment. In my personal life, I live with my boyfriend (Jack Doriss, who also went to Roanoke), and our two dogs Murphy (chocolate lab) and Arlo (golden retriever).”

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    Get Connected!

    Blog: https://psych.pages.roanoke.edu/
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    Website: https://www.roanoke.edu/inside/a-z_index/psychology
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  • congratulations TO Dr. Danielle Findley-Van Nostrand

    Psychology faculty member Dr. Danielle Findley-Van Nostrand has recently had TWO publications. Her recent work is now published in the The Journal of Genetic Psychology and Emerging Adulthood. The psychology department extends our congratulations as we celebrate Dr. FVN’s recent accomplishments. Read about her publications below.

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    Interpersonal Rejection and Social Motivation in Adolescence: Moderation by Narcissism and Gender

    Abstract: “Research on interpersonal rejection is voluminous, but less is known about perceived rejection in relation to social goals among peers during adolescence, especially while also considering factors that may moderate these associations. In a correlational design, we surveyed a diverse sample of middle school students to examine concurrent (Study 1; N = 269) and short-term longitudinal (Study 2; N = 321) links between rejection and adolescent communal (affiliation, closeness) and agentic (status, influence) goals, and narcissism and gender as moderators in the associations between rejection and social goals. Rejection was negatively related to (Study 1) and predicted decreases in (Study 2) communal goals. Narcissism was positively related to and predicted increases in agentic goals, and moderated the association between rejection and agentic goals (in both studies). One moderated effect of gender was found: perceived rejection predicted decreases in agentic goals for girls, but increases in agentic goals for boys. Our findings mostly align with existing research on interpersonal rejection in youth, and extend this literature by demonstrating that perceived rejection is meaningfully related to changes in trait-like social goals among peers, suggesting it may alter not only situation-specific cognitions, but also globalized goals, or motivations for peer interaction. The findings also call for further research on individual differences in associations between rejection and social goals, along with other outcomes.”

    Popularity According to Emerging Adults: What is it, and How to Acquire it

    Abstract: “Status among peers likely continues to play a role in social functioning and well-being beyond adolescence. This study examined how emerging adults in tertiary education defined popularity, and their beliefs regarding aggressive and prosocial behaviors affording status. The role of status motivation, own status, and gender in these definitions and beliefs were explored. Emerging adults primarily associated popularity with being central, liked, and respected. Gender prototypical features (attractiveness and likeability for women; power and centrality for men) were associated with high popularity. Compared to adolescence, popularity in emerging adulthood was associated more with likeability and less with attractiveness, power, fitting in, or antisocial behavior. Prosocial behavior, openness, extraversion, and dominance were identified as the most important ways to acquire popularity. The findings indicate that popularity is relevant to emerging adults and offer several directions for future research in order to benefit the social well-being of emerging adults in tertiary education.”

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    Blog: https://psych.pages.roanoke.edu/
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    Website: https://www.roanoke.edu/inside/a-z_index/psychology
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  • New Publication Alert: Dr. Powell & Stephanie Gaines

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    Congratulations to Dr. Darcey Powell and alumni Stephanie Gaines (class of 2017) on their recent publication by Psi Chi. The publication is based on one of Gaines’s projects that took place in Dr. Powell’s lab during her time at Roanoke College. More information about the information can be found here, but you can read the abstract below:

    Emerging adulthood is a time of great transition, including but not limited to the commencement of “adult roles” and responsibilities. The present study examined emerging adults’ (EAs’) perceptions of transitional (i.e., cohabitating, marriage, parenting) and gradual (i.e., religious beliefs, political beliefs, managing own health) roles. Participants were recruited from a small liberal arts college (N = 88) and from Amazon’s Mechanical Turk platform (N = 181). They were surveyed on the age at which they anticipated or reported achieving the examined roles and their current self-efficacy for the roles. Female EAs reported intending to or achieving the transitional roles at a significantly later age than female EAs of the late 20th century (ps ≤ .001, ds 0.77–0.95). Additionally, female EAs anticipated role achievement for cohabitating, marriage, parenting, and religious beliefs at later ages than male EAs (ps < .05, gs 0.33–1.33). Moreover, male and female EAs differed in a few role-specific self-efficacies if they had not yet achieved the desired adult role (e.g., marriage, parenting; ps < .05, gs 0.62–0.98), but did not differ if they had already achieved the role. Lastly, the difference between EAs’ age and their role achievement largely did not predict their role-specific self-efficacies. The results provide additional insight into EAs’ expectations and current perceptions of themselves and may be useful to individuals who work regularly with EAs who are apprehensive about the extent to which they are “on time” and “ready” to engage in the examined transitional and gradual roles.

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    Blog: https://psych.pages.roanoke.edu/
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    Website: https://www.roanoke.edu/inside/a-z_index/psychology
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  • ALumna Highlight: kara lissy ’11 book publication

    Kara Lissy ’11 recently published her book “Adult Children of Alcoholic Parents: An Evidence-Based Workbook to Heal Your Past.”

    Lissy ’11 received her bachelor’s in Psychology at Roanoke and studied closely under the late Dr. Curt Camac and his wife Dr. Mary Camac, as well as completed her senior thesis relating to alcoholism under the supervision of Dr. Angela Allen.

    This book is a workbook that is designed to walk people who grew up with alcoholic or otherwise dysfunctional parents through healing and recovery using vignetted, psychoeducation, and evidence-based exercises.

    Book Description

    “Your healing is in your hands with this evidence-based workbook for adult children of alcoholics

    As the child of a parent or caregiver with an alcohol use disorder, you may still feel the impact of your experiences. Take the next steps on your healing journey with this workbook full of therapeutic techniques, journal prompts, quizzes, and other short exercises and activities to empower adult children of alcoholics. The self-guided approach allows you to work at your own pace as you examine how your experiences have shaped you, learn coping skills, grow in self-love, and build healthy relationships free from the harmful patterns you’ve experienced.

    • Supportive exercises―Find exercises for combating negative self-talk, setting boundaries, working through guilt or shame, developing intimacy with yourself and others, and more.
    • Proven techniques―Rebuild using effective therapeutic methods including cognitive behavioral therapy, assertiveness training, and other empirically supported tools.
    • Realistic examples―Read stories from other adult children of alcoholics who have had similar experiences to help you remember that it isn’t your fault and you’re not alone.

    Discover evidence-based techniques to help you heal in this workbook for adult children of alcoholics.”

    If you are interested in purchasing this book, check it out here, and congratulations again Kara Lissy ’11 for this amazing accomplishment!

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    Get Connected!

    Blog: https://psych.pages.roanoke.edu/
    Facebook: https://www.facebook.com/rcpsychology
    Twitter: @RC_Psychology
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    Website: https://www.roanoke.edu/inside/a-z_index/psychology
    Instagram: rcpsychology