Get Involved In Roanoke

Looking for ways to get involved with your community, both on and off campus? We’re here to give you some ideas how to do just that!

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Roanoke College has a ton of different opportunities to get more involved in the psychology department.

  1. The first thing you can do is check out our recent post about research and internship opportunities. Titled, “Debating What To Do Over Summer”, this post gives you a good overview on what an internship/research opportunity is, how it can benefit you, and who to contact for more information.
  2. Join student organizations! The Roanoke College Psychology Association and Psi Chi National Honor Society in Psychology have more information on membership at this link.
  3. Our website homepage also has links for more information on working for the department as a student assistant, signing up for research studies, and following our multiple social media accounts (including a LinkedIn group)!
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If you are looking for ways to get involved in the community beyond Roanoke College, one of the best ways to do so is to volunteer! Depending on what your interests are, Roanoke City and Salem have plenty of opportunities suited for you!

  1. If you are interested in working with children, organizations like CHIP and the Community Youth Program are always on the lookout for passionate volunteers!
  2. If your interests revolve around an older population, hospice centers are often in desperate need for volunteers. BUT, there are also other opportunities to work with this population, such as with Friendship Retirement Community.
  3. There are plenty of more unique volunteer experiences in Roanoke and Salem that can highlight skills learned in psychology. Some of these include volunteering with Huddle Up Moms and Make A Wish of Greater Virginia.
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Besides volunteering, check out this calendar of events to stay up-to-date on what fun stuff is happening in and around Roanoke!

Whatever your passion is, we hope this gave you an idea of some of the awesome opportunities Roanoke College and the surrounding areas have to build a sense of community. Have any more ideas or great suggestions? Leave a comment below!

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Website: http://www.roanoke.edu/inside/a-z_index/psychology
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UNDERGRADUATE RESEARCH ASSISTANT NEEDED

Dr. Dickens’ social psychology research lab at Spelman College is looking to hire an undergraduate research assistant to help with research focused on the experiences of Black women in STEM education.

During a 6-week summer program (June 7th – July 16th, 2021), students will have the opportunity for one-on-one mentorship and research experience with a faculty member. This opportunity will be virtual but working full time for the full 6-week commitment is required for the program. A stipend will be provided.

Responsibilities of the research assistant include:

  • Recruiting study participants
  • Data collection and analyses
  • Attend weekly lab meetings

It is preferred that interested students have the following qualifications:

  • Strong academic performance in psychology with a GPA requirement of 3.25 (overall and major)
  • Dependability and initiative
  • Excellent interpersonal and communication skills
  • Rising juniors and seniors preferred

Selection into the program is rolling and will last until March 19th, 2021.

If you are interested in applying, please complete the online application using this link and email your curriculum vitae/resume, and your most recent unofficial academic transcript to the lab director Dr. Danielle Dickens, at ddickens@spelman.edu.

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Bloghttps://psych.pages.roanoke.edu/
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Twitter: @RC_Psychology
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Website: http://www.roanoke.edu/inside/a-z_index/psychology
Instagram: rcpsychology

 

Roanoke College Summer Research Opportunities

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Are you still debating what to do over the summer but are interested in research? Roanoke College offers several opportunities to get involved with research this upcoming summer.


Roanoke College Summer Scholars

As the March 15th deadline quickly approaches, we will highlight Roanoke College’s Summer Scholars program. Summer scholars work one-on-one with faculty on a project that will be presented during Family Weekend (late September/early October). On-campus housing is provided and summer scholars will be paid $3000 and earn a summer course credit.

To apply students must have a 3.0 or higher GPA, have completed 8 units by the start of the grant period, and plan to return the following fall. The application consists of a cover sheet, a student application for summer scholars, and a faculty nomination to mentor a summer scholar. These forms and more information about the process can be found on the summer scholars page, here.

Below are some past psychology majors and their summer scholars projects:

2018

Aislinn Foutz. Parental and Peer Factors in Children’s Theory of Mind Development. Major: Psychology. (Faculty Mentor: Danielle Findley-Van Nostrand, Psychology)

Yipeng Wang. Gender Difference of Domestic Abuse and How Honor Culture Would Affect those Differences. Major: Psychology. (Faculty Mentor: Lindsey L. Osterman, Psychology)

2017

Sabrina McAllister. Time Perspective as a State-Based Measure. Major: Psychology. (Faculty mentor: David Nichols, Psychology)

Megan Miller. Self-driving cars as a test of the potentially harmful effects of empathy on moral decision making. Major: Psychology. (Faculty mentor: Chris Buchholz, Psychology).


Summer Research Incentive Program

As part of the Summer Experience Incentive Program, students are provided reduced summer tuition for one unit of internship, research, or independent study credit. To qualify for reduced summer tuition, approval for their project must be received no later than May 15th.

Students have the responsibility of finding a faculty member who is willing to supervise the project. It is recommended that students start working on proposals by Spring Break to give faculty members time to review the plan and give the students time to make revisions and acquire needed signatures.

Projects, required reflections, final paper, and final reflection (3-page minimum) must all be completed and submitted to their faculty supervisor by September 30th. Students in the program are also required to participate in a showcasing event.

A more in-depth description of the program, as well as the applications for the program, can be found on the Summer Research Incentive Program page, here.


Salem VA Medical Center and Roanoke College Undergraduate Research Experience

Please note that the program is currently on hold during the COVID-19 pandemic but those interested should email the director of undergrad research at research@roanoke.edu to get on the mailing list for when applications become open.

This collaboration with the Salem VA Medical center allows Roanoke College undergraduates to work in research with a Principal Investigator (PI) on current medical research and present it. Research has included topics such as “Predictors of Treatment Response Among Veterans with PTSD”, “Mental Health in Rural Veterans with and without Traumatic Brain Injury”, and “Effect of Exercise Training on Inflammation and Function in HIV Infected Veterans”.

It is recommended interested students meet with the Director of Undergraduate in the fall semester or early in the spring semester to discuss the program. To apply, students must submit a cover letter (with research interests), a curriculum vitae, an unofficial transcript, and two letters of recommendation to the Director of Undergraduate Research by the deadline.

More information about expectations and other important information can be found here.

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Bloghttps://psych.pages.roanoke.edu/
Facebookhttps://www.facebook.com/rcpsychology
Twitter: @RC_Psychology
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Website: http://www.roanoke.edu/inside/a-z_index/psychology
Instagram: rcpsychology

SPSP Conference 2021

On February 9-13, eight students attended the Society for Personality and Social Psychology (SPSP) Conference virtually,  to present research through poster sessions and to attend presentations. The students included Sophie Bacon ’20, Carolynn Bructo ’21, Ben Campbell ’22, Sydney Caulder ’21, Kira Hunt ’21, Abbie Joseph ’21, Naomi Painter ’22, and Carly Schepacarter ’21.

This blog post will highlight reactions to presenting and attending the SPSP conference virtually.

Sophie Bacon ’20

While presenting a poster at a virtual conference was a different experience, I ended up finding a silver lining! Something that I ended up enjoying about the virtual format was having all of the information about the conference and the research that was being presented at my fingertips. I think I ended up reading and viewing more posters on the SPSP app than I did at a different conference that I attended in person!

Carolynn Bructo ’21

It was exciting to have my independent study project accepted for presentation at the SPSP convention. SPSP is the biggest organization of social psychologists and personality psychologists globally, and it is an achievement to have my work displayed. A benefit of the online format of the conference was that it was low pressure. Instead of a formal presentation, attendees can look at the poster and post any questions they may have. The online format also provided flexibility. I did not have to miss any classes, and I could look at other presentations in my free time. Although the experience of an online conference was undoubtedly different from getting to travel, I enjoyed the opportunity.

Ben Campbell ’22

I thought the conference did the best it could to make it interactive and interesting for presenters and attendees. I uploaded my poster and then added a 4-minute recording of myself presenting my study. I saw that several people watched and liked my poster/presentation. I however did not receive any questions for my Q&A, so I hope that the attendees found my work to be interesting and easy to comprehend. Though being online was a bit disappointing, I found it to be a great experience for me to present my work. 

Sydney Caulder ’21

My experience at the SPSP conference this year was a true reflection of these uncertain times. Although the way that it was conducted was unconventional, I was still met by a few professionals in the field that were supportive and interested in my work. I appreciated the organization into subsections of research and those who conducted the conference were able to keep a personalized feel. Overall, I enjoyed the experience of getting a taste of what conferences are like!

Kira Hunt ’21

Presenting at SPSP this year was certainly different because of the online format. I felt less pressure about having an audience because I recorded a video of me presenting the poster but I did miss the exhilaration from being around other people. However, I didn’t feel as though I missed seeing any posters I wanted to see, and having access to so much information for several days was nice.

Abbie Joseph ’21

Presenting at SPSP was a great experience, even though it was completely virtual. People from all across the country (and even across the world) were able to see the research I was doing and ask me questions. I was able to view as many posters as I wanted to on the app, and I still learned about a lot of the research that was going on, just like I would have if the conference was in person.

Naomi Painter ’22

Presenting virtually at the SPSP 2021 conference was an eye-opening experience. I greatly enjoyed the freeform aspect of a virtual conference that encouraged exploration and illustrated increased accessibility I had not experienced in past conferences. With the online platform, I was able to view multiple posters and recorded presentations at my own pace and convenience. As a presenter, I appreciated the various means by which questions and comments could be communicated in addition to the expanded time for individuals to view the poster and materials beyond a limited time period.

Carly Schepacarter ’21

Presenting at SPSP was a really positive experience. While I was skeptical at the beginning about an online conference, I feel like it was easier to navigate and find talks/posters I was interested in, as well as for others to engage with my work more than just for the hour that my presentation was scheduled. There was a whole host of topics to explore and I really enjoyed taking the time to listen to a few presentations and enjoy the conference environment (and the psychology meme group!). I would definitely present at another virtual conference and recommend the experience to others.

Congratulations once again to all those that presented at SPSP!

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SPSP CONFERENCE Posters 2021

On February 9-13, eight students attended the Society for Personality and Social Psychology (SPSP) Conference virtually,  to present research through poster sessions and to attend presentations. The students included Sophie Bacon ’20, Carolynn Bructo ’21, Ben Campbell ’22, Sydney Caulder ’21, Kira Hunt ’21, Abbie Joseph ’21, Naomi Painter ’22, and Carly Schepacarter ’21.

This blog post will highlight the posters that the students presented and a brief summary of their research.

Sophie Bacon ’20

Research has shown that social networking platforms (Instagam, Facebook, Snap Chat, ect) afford the opportunity for identity development, specifically through engaging in different types of self-presentation. In this study, we examined the association between social goals (including, authenticity, the need for popularity, and need for belonging) and presentation of the real, ideal, and false self on social media.

Our main findings were that Authenticity predicted greater real self-presentation on social media, a high need for popularity predicted higher false self-presentation, and a high need for belonging predicted greater ideal self-presentation.

Carolynn Bructo ’21

In this study, we examined achievement goal orientations (mastery, performance-approach, and performance-avoidance) in association with intention to remain in STEM majors and differences in these variables and associations by gender and unrepresented minority status in a large sample of undergraduate students. Results suggest achievement goals are meaningfully related to STEM persistence.

Ben Campbell ’22

This study aimed to expand on past research on relational aggression in adolescents, but in emerging adults (age 18-25). Relational aggression is an indirect form of aggression used to harm relationships (e.g., silent treatment, excluding others from a peer group, gossiping, verbal threats). We examined associations between relational aggression, resource control strategies (coercive and prosocial), social status (popularity, likeability, and social status insecurity), dominance, and prestige. Results showed that like in adolescents, relational aggression in emerging adults is associated with higher use of dominant behavior, coercive resource control strategies, greater social status insecurity, and greater valuing of popularity. This suggests that people who desire popularity and dominance within a peer group use higher amounts of relational aggression to attain and maintain that status.

Sydney Caulder ’21

Research has found that narcissism predicts heightened provoked aggression and hostility. However, less understood is the role of hostile attribution bias (HAB) in these associations. In this study, we examined multiple conceptualizations of narcissism (grandiose and pathological) in relation to HAB and aggressive responses to provocation.

Kira Hunt ’21

My poster “Ignoring Red Flags” pertained to online dating and how self-efficacy in romantic relationships impacted how much-emerging adults self-disclosed (i.e. shared information about themselves) to hypothetical online romantic matches. I also wanted to determine if disclosure levels would change if these hypothetical online romantic matches differed in physical attractiveness and were paired with vignettes that varied in honesty. We found that self-efficacy was not associated with disclosure and photo attractiveness did not influence participants’ disclosures but the level of honesty did influence disclosure. Participants were less likely to disclose and continue communicating for deception vignettes.

Abbie Joseph ’21

This project explores the use of ghosting as a romantic relationship dissolution strategy and its association with post-dissolutional cyberstalking behaviors. Due to the uncertainty that ghosting involves, it was expected that ghosting would be associated with more severe and more frequent cyberstalking behaviors than relationships ended by other strategies (e.g., an explicit breakup).

Naomi Painter ’22

COVID-19 has impacted the food industry’s means of operation and employment. We examined the effect of stigmatization against Asian restaurants on the perception of contamination and willingness to order takeout. We found statistically significant effects as participants with a higher fear of contamination were less likely to order takeout and were also less likely to order Chinese food.

Carly Schepacarter ’21

This project’s goal was to determine if people experiencing a negative life event have different tastes in art than others, as well as if interacting with art can help those people have an improved emotional state. In the first study, we were interested in studying if individuals reported a different preference for art after recalling a negative event, and we wanted to know how exposure to art would impact their emotions. Ultimately, participants did not have a specific preference for a subject matter in art, but there was an interaction between Prime and Order which means that the Prime did impact the emotional state of the participants when they did the emotion questionnaire right after the prime, but this effect disappeared when they did the art rating first. The second study tested if this happened because of some impact of the art task, or because of natural decline over time. The results indicated that participants who completed an art task had more positive emotions on a questionnaire than those in a non-art control task. From this, we can say confidently that experiencing art after recalling a negative event increases positive emotions more than the control task. Research from this project was used to create paintings for Hopetree Family Services in Salem, VA.

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Black History Month at Roanoke College

We dedicate every February to Black History Month. A month that celebrates the incredible achievements of African Americans and highlights and recognizes their central role in U.S. history. Roanoke College is celebrating Black History Month through a series of events, of which more information is provided below.

Keynote Speaker – “An Evening with Yusef Salaam”

Date: Tuesday, February 23

Time: 6:00 – 7:00 p.m.

Where: Virtual webinar

Roanoke College Blood Drive

Date: Thursday, February 25

Time: 11:00 a.m. – 4:00 p.m.

Where: Fintel Library – Preregistration required

Community, Diversity, Equity and Inclusion Symposium 

Date: Saturday, February 27

Where: Roanoke College Campus

Schedule of events:

9:00 a.m. – 1:00 p.m. 

  • Morehead Hall – Service Learning – Micah’s Backpack Weekend Food Program; Habitat for Humanity “Horses for Habitat”
  • Morehead Hall – Community Art Activity

9:30 – 10:00 a.m.

  • Morning Reflection with President Michael C. Maxey

10:00 – 11:00 a.m.

  • Virtual – “Black History and Black Lives Today,” panel discussion moderated by Dr. Shannon Anderson featuring Dr. Jesse Bucher, Jordan Robinson ’22, and Jordan Bell

11:00 a.m. – 12:00 p.m.

  • Virtual – “King’s Complicated Legacy: Persuasive Non-Violent Action & Resistance,” panel discussion moderated by Courtney Penn and Aaron Rogers ’21 featuring Dr. Paul Hinlicky, the Rev. Dr. David A. Jones and Cathy Bonilla ’14

1:00 – 2:00 p.m.

  • Virtual – Healing Circle – “Unpacking the Current Climate of America,” moderated by Heather Gunn, LPC

2:15 p.m.

  • Virtual –  Closing Session – “The Work to be Done”

More information on each event and registration details can be found here. We hope to see you at these events!

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Online M.S. in Applied Psychology at Shippensburg University

For those students still looking for graduate programs, Shippensburg University, located in south-central Pennsylvania, is providing a complete asynchronous (online) program that can be completed in one year as a full-time student or two years as a part-time student. To earn the degree, a total of ten courses (thirty credits) of graduate work is required.

The program according to Shippensburg University “emphasizes the application of psychological principles and methodologies to real-world problems.” Many of their graduates assume research-related roles (e.g., program evaluation, survey research, data analyst, etc.) across various areas in business/industry, government, and non-profit settings.

Students in the program are able to pursue one of two specialties. Those interested in quality control careers can pursue a Six Sigma greenbelt certification. Those who are interested in working with individuals with learning or social impairments such as those with autism can earn a Behavior Specialist Certificate which provides advanced coursework in applied behavioral analysis.

Remote assistantships are available on a competitive basis but are subject to change based on university funding.

Shippensburg University has rolling admissions which allow students to begin and complete the program in any term.

More information on the program can be found on their official webpage found here. For answers to any other questions or more information about the program, feel free to contact the graduate program coordinator, Dr. Thomas Hatvany at Tchatvany@ship.edu.

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Congrats Dr. Powell and Alumnae Jensen ’17 and Preston ’17 on Recent Publication!

Congratulations to Dr. Powell and co-authors Katherine Jensen ’17 and Victoria Preston ’17  on their recent publishing in the Journal of Couple & Relationship Therapy, titled “‘Talking’ as a Romantic Interaction: Is There Consensus?”

Abstract: “Emerging adults (EAs) use many phrases to refer to their romantic interactions. In two studies (N1  = 110; N2  = 222), EAs’ knowledge and perceptions of “talking” were examined. In Study 1, a majority of college students had heard of “talking,” and perceived “talking” as distinct from “friends with benefits” (FWB) and dating. In Study 2, about half of a broader EA sample had heard of “talking” and perceived “talking” as being significantly less emotionally and physically intimate, and less committed than dating; they did, however, perceived “talking” to be similar in some ways to being FWB. Additionally, EAs varied in their agreement regarding the what, why, and how of “talking.” Incorporating these results into youth relationship education programs may be beneficial to promoting healthy relationship development and reducing relational uncertainty.”

For more information on the article, follow this link, and once again congratulations to Dr. Powell, Jensen, and Preston for their recent publication!

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Website: http://www.roanoke.edu/inside/a-z_index/psychology
Instagram: rcpsychology

Debating what to do over summer?

20 Insightful Questions to Ask in an Interview | Big Interview
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If you are anything like the majority of psychology students across the country, you are probably trying to find a meaningful experience to fill your time over the 2021 summer. For some, this could mean going home and spending time with family, while others may have a job lined up and waiting for them. Whether you have an idea of what to do or not, we encourage everyone to take a look at summer internship and research opportunities for psychology!


Internships offer real-world learning experiences that allow students to apply what they are learning in the classroom in a professional setting and  broaden their education from abstract to applied contexts. Internships also give you valuable information to add to your resume, allow you to develop a professional network, and there are opportunities for you to earn academic credit or pay for the work you are performing. 

Research in psychology is a broad field that has endless topics to conduct research on. Psychology research occurs every day and providing support to research does not require extensive degrees, or prior experience. Research experience is a very valuable component to any graduate school or job application. Just like with internships, research experience provides a wealth of knowledge about the research process that your classes may not even begin to cover. It also opens a window of academic networking opportunities, is an outstanding experience to list on your resume, and often earns you course credit. 

How to Answer "Tell Me About Yourself" | Big Interview
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All Roanoke College students should remember that internship credits can be earned for research-based internships, and/or paid opportunities as well! This year specifically, credit can be earned locally, through a virtual opportunity, or wherever home is. 


Not sure where to start looking for an internship? Check out this list of paid internship positions in developmental and general psychology. OR take a look at this site, which offers both psychology job listings and opportunities for internships for undergraduate students.

Additional information about internships and research can be found here, as well as contact information for Dr. Danielle Findley-Van Nostrand, the Internship Director for Psychology.

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Effects of a Relational Maintenance Intervention on Relationship Satisfaction During COVID-19

Melissa DeShaw, Abbie Joseph, and Grace Page (Advisor: Danielle Findley-Van Nostrand)

Image found on: https://divine.ca/en/how-to-look-after-your-relationship-during-covid-19/

Background Information

In the midst of a pandemic, how have our relationships changed? Due to the COVID-19 pandemic, we suspected that the number of individuals in long-distance relationships may have increased as a result of quarantine and travel restrictions. We also thought this may have disproportionately affected college students who were used to being in geographically-close relationships when they were living on their school’s campus. This shift from being in a geographically-close relationship to being in a long-distance relationship could be a major source of stress that ultimately decreases couples’ satisfaction, and we were interested in considering how this relational dissatisfaction could potentially be reduced in such unprecedented times. After researching relational maintenance behaviors, we decided to examine how the education and implementation of relational maintenance behaviors in college students’ romantic relationships during the COVID-19 pandemic could potentially affect satisfaction in their relationships. Relational maintenance behaviors refer to the several behaviors used to maintain a healthy and successful relationship (Weigel & Ballard-Reisch, 2001). The most common way to measure this is by using the Relational Maintenance Strategy Measure (RMSM) which contains five groups of strategies: positivity, openness, assurances, social networks, and sharing tasks (Stafford & Canary, 1991). These behaviors have been proven to increase satisfaction levels when implemented into a relationship (Weigel & Ballard-Reisch, 2001). Satisfaction was measured using the Relationship Assessment Scale (RAS) which describes several relationship dimensions such as love, problems, and expectations (Hendrick, 1988). Several studies have been conducted on how the use of relational maintenance behaviors correlates with satisfaction, but there are no studies that have used an experiment to test this like ours did. An experiment allows us to determine whether something like relational maintenance behaviors may have a causal impact on satisfaction, and whether they may be able to change through intervention.

Methods

The 36 participants were recruited through Roanoke College’s SONA system in the psychology department and received 2 SONA credits for participating in all parts of the study. Participants had to have been in a romantic relationship. Participants signed up for a Zoom session where they were asked to complete a pre-survey in order to measure satisfaction within their current relationships. After the completion of the pre-survey, participants were asked to return to the Zoom session. Those in the experimental group were read a list of examples from the RMSM and encouraged to try some in their current romantic relationships, and those in the control group were asked to watch a 5 minute video about helpful habits for better sleep. The purpose of a control group is to have a base-line to be able to compare the changes in the experimental group to. Within a week, all participants received an email with a link for a post-survey, and their satisfaction in their romantic relationship was once again assessed using the RAS.

Results and Discussion

Contrary to expectations, participants in the experimental group, who received the informational session on relational maintenance behaviors, did not report more satisfaction at the time of the post-survey compared to the time of the  pre-survey. Additionally, participants in the experimental group did not report more satisfaction than participants in the control group at the time of the post-survey. However, we did find that participants in both the control and experimental groups who reported using more relational maintenance behaviors at the post-survey also reported more satisfaction at the post-survey. Participants in both the control and experimental groups who reported more use of relational maintenance behaviors at the time of the pre-survey also reported more use of these maintenance behaviors at the time of the post-survey. Also, participants from both groups who reported high satisfaction at the pre-survey also reported high satisfaction at the post-survey.

Relational Maintenance Behaviors (Post-Survey) 

Satisfaction (Post-Survey)

Due to our very low sample size, the inability to have face-to-face sessions, and the inability for us experimenters to monitor the relational maintenance behaviors of participants, we did not find what we had previously expected. We did, however, find what previous studies have found, as the participants reported more satisfaction when they used more relational maintenance behaviors in their romantic relationships.

Reflection                                                                                                                                 

Through this process, we gained some much needed insight on what was beneficial to the success of this study, as well as what kept the study from reaching its full potential. First, we believe this study aimed to measure important variables and believe that a replication or partial replication of this study could result in significant and useful findings. Considering the majority of our findings were insignificant, however, we noted a few different aspects of our study that, if changed, may have led to greater significance. For example, the outcome of our study might have been significantly different if everything did not have to be done through online surveys and Zoom sessions. Additionally, we believe that the pressing SONA credit requirement for Psychology students at Roanoke College may have encouraged students to complete our survey for the sake of completion, rather than to provide quality data. If this study were replicated in the future, it would be important to ensure that the participants take the study seriously.

Conclusion

While we found that an information session regarding relational maintenance behaviors given to some participants did not significantly increase satisfaction, we found that all participants seem to already implement these maintenance behaviors in their relationships. The main finding from our study suggests that the use of relational maintenance behaviors in college students’ romantic relationships is associated with their relationship satisfaction, even during a global pandemic.

References

Hendrick, S. S. (1988). A generic measure of relationship satisfaction. Journal of Marriage and the Family, 50(1), 93–98.

Stafford, L., & Canary, D. J. (1991). Maintenance strategies and romantic relationship type, gender and relational characteristics. Journal of Social and Personal Relationships, 8(2), 217–242.

Weigel, D.J., & Ballard-Reisch, D.S. (2001). The impact of relational maintenance behaviors on marital satisfaction: A longitudinal analysis. Journal of Family Communication, 1(4), 265-279.

Coping, Locus of Control, and Intolerance of Uncertainty in Emerging Adulthood

Ethan Abbott, Sydney Caulder, & Morgan Hamilton (Advisor: Danielle Findley-Van Nostrand)

Image from thesheaf.com

Background Info

Emerging adulthood is a highly exploratory and developmentally rich period of time in an individual’s life. Between the ages of 18 to 29 is a big transitional phase for young adults to develop their own identity and find their niche in society. There are frequent changes experienced through changing vocations, relationships, and living situations attributed to a significantly reduced sense of stability as compared to parts of life prior to and after emerging adulthood (Arnett 2000; Arnett et al., 2014). In order to properly evaluate how young adults are handling the transitional stressors of their lives coupled with the extenuating circumstances brought on by COVID-19 pandemic, we wanted to see if individual’s locus of control helped mitigate stress. Specifically, an internal locus of control refers to how much one believes their actions are the result of their own efforts, relative to the belief that outside events influence their future (external locus of control). If individuals perceive to have some form of control over a situation then they will find the aversive stimulus to be less threatening.

Another facet of stress management we wanted to measure is an individual’s intolerance of uncertainty. This term refers to the cognitive ability to compartmentalize unknown potentially negative events so that it won’t hinder mental health or physical actions. This anticipation of uncertainty derives from the desire for predictability and an active engagement in seeking certainty and paralysis of cognition and action in the face of uncertainty (Birrell, Meares, Wilkinson, & Freeston, 2011). Emerging adults will also employ various coping strategies for the sake of their physical and psychological well-being. Coping mechanisms are vital towards a young adult maintaining proper mental health because poor maintenance of mental thoughts and adjustment can lead to instability. The four types of core coping mechanisms that young adults utilize are problem-solving, support-seeking, escape, & accommodation (Skinner, Edge, Altman, & Sherwood, 2003). Given the current circumstances of the world at large, we thought it wise to conduct and evaluate a survey administered to the Roanoke College student body to see how these three facets of handling mental stressors are being employed amongst the young adult student population. For the sake of our study we used locus of control and intolerance of uncertainty as predictors of various coping mechanisms.

Methods

Participants in this study were recruited from current students at Roanoke College through the Psychology Department’s SONA system. Participants who were enrolled in psychology courses eligible for extra credit upon participation received one half credit. In total, 145 participants completed the study.

The survey was administered online through Qualtrics where participants were asked demographic information including gender, race, age, year in school, and impact of COVID-19. Previously constructed measurements were used for locus of control, intolerance of uncertainty, and coping. For locus of control, the 24-item Multidimensional Locus of Control Scale was used. Intolerance of uncertainty was measured using the 27-item Intolerance of Uncertainty Scale. Finally, coping was measured using the 60-item COPE inventory.

Results & Discussion

We decided to focus on intolerance of uncertainty and locus and control as predictors of coping in a multiple regression model. A multiple regression model demonstrates the strength of two individual predictors controlling for one another while also controlling for shared variance in a single outcome. The COPE inventory included different subscales focusing on specific forms of coping such as focus on venting of emotions or active coping. There were several significant associations found among the different subscales of coping when intolerance of uncertainty and locus of control were used as predictors. And, in each set of tests, there was a large effect size, meaning that these explained a fairly significant amount of the individual type of coping.

Having a higher internal locus of control was related to greater use of managing distress emotions rather than dealing with the stressor (positive reinterpretation) and less use of behavioral disengagement when controlling for intolerance of uncertainty which was related to less use of positive reinterpretation and more behavioral disengagement.

Internal locus of control was unrelated to, and intolerance of uncertainty positively related to both venting of emotions and mental disengagement.

There was one subscale, active coping, that was positively related to internal locus of control but unrelated to intolerance of uncertainty. See the figure below for an overview of regression results across models; the positive sign indicates as the level of the predictor increases the level of the outcome also increases, and the negative sign indicates that as the level of the predictor increases or decreases the outcome would do the opposite of that increase or decrease).

We also explored differences of mean scores between males and female participants. There were no significant differences based on gender in internal locus of control and intolerance of uncertainty scores, or coping subscales of use of instrumental social support, positive reinterpretation, active coping or behavioral disengagement. There were significant differences in scores based on gender for the coping subscales of focus on venting of emotions, use of emotional support, and mental disengagement.

Our data collection and analysis produced logical results that were mostly as expected. Our research can open the door to future research on how different forms of coping may indicate how individuals perceive changes within their life or the amount of control they feel they have over those changes. This research was especially meaningful given the current COVID-19 pandemic and associated mental health difficulties. Intolerance of uncertainty and internal locus of control may be influential in encouraging adaptive forms of coping.

Figure: Visual Representation of Regression Results: Intolerance of Uncertainty and Internal Locus of Control as Predictors of Forms of Coping.

Reflection

Creating a study which was interesting to all of us and able to be done efficiently through remote learning certainly posed a tough challenge to our group. Initially we thought a study more focused on the current challenges for emerging adults amidst the COVID-19 pandemic would be interesting, but we ultimately decided emerging adults face many challenges with uncertainty regardless of if they are enduring a pandemic or not. The beginning stages were relatively easy to manage by dividing up the work and checking in on each other periodically, but as we started using Jamovi our difficulties took a turn. One of the many challenges posed due to remote learning was the opportunity to learn an entirely new data analysis application, Jamovi. Although Jamovi is user friendly when conducting data, we struggled getting it to be compatible with Qualtrics, and those problems were difficult to work through together. Ultimately these issues were ironed out through many meetings with our group and Dr. Findley-Van Nostrand via Zoom trying to figure it out. Although ultimately our outcome of our research was largely unchanged, it was difficult to manage each challenge together while completing our tasks remotely, but I think we all understood the value of good communication and patience through completing this experience remotely.

References

Arnett, J.J. (2000). Emerging adulthood: a theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480.

Arnett, J.J. (2014). The new life stage of emerging adulthood at ages 18-29 years: implications for mental health. The Lancet Psychiatry, 1(7), 569–576.

Birrell, J., Meares, K., Wilkinson, A., & Freeston, M. (2011). Toward a definition of intolerance of uncertainty: A review of factor analytical studies of the Intolerance of Uncertainty Scale. Clinical Psychology Review, 31(7), 1198-1208. doi:10.1016/j.cpr.2011.07.009

Skinner, E.A., Edge, K., Altman, J., & Sherwood, H. (2003). Searching for the structure of coping: a review and critique of category systems for classifying ways of coping.. Psychological Bulletin, 129(2), 216-269.

Need for Structure and Academic Motivation as Predictors of Psychological Well-Being during COVID-19

Caelan DeMuth, Mason Wheeler, Maggie Lewis (Advisor: Dr. Findley Van-Nostrand)

Image taken fromL Harris, M. (2015). Top Valentine’s places to cry alone on campus. photograph. https://thetab.com/uk/lancaster/2016/02/12/top-valentines-places-cry-alone-campus-4936.

Background Information

Many changes brought on by the COVID-19 pandemic have affected well-being of individuals, with college students being uniquely affected given the changes in their academic environment. Specifically, remote learning during the COVID-19 pandemic has changed the way students are expected to learn, potentially driving issues related to focus and to social isolation. Younger students with less experience in university level education may be at higher risk of struggling more than their older peers during the pandemic (Ledman, 2008). In this study, we students’ psychological well-being in relation to their individual need for structure (that is, the extent to which they desire structure and clarity and find ambiguity troubling), academic motivation (the extent to which they are motivated to remain in and do well in school), and academic year. We expected responses that underclassmen or younger students would report higher levels of a need for structure and lower levels of academic motivation, and that both motivation and need for structure would predict well-being. As motivation in academic settings during the ongoing pandemic had yet to be assessed this research may be used to provide insight into how to provide resources to students during upcoming academic terms.

Methods and Measures

Participants for this research were individuals currently enrolled at Roanoke College. There were 115 participants, of which 39 were freshmen, 39 were sophomores, 21 were juniors, and 16 were seniors; 30 identified as male, 83 identified as female, and 2 identified as nonbinary.  Participants were recruited via the Roanoke College Psychology Department through SONA and led to an external survey using Qualtrics. Participants answered a combination of questions pertaining to their academic year, gender, and demographics in addition to questions intended to assess individual needs for structure, academic motivation and well-being. Questions pertaining to structure were taken from the Personal Need for Structure scale. Academic motivation was assessed via questions in the Academic Motivation scale. Psychological Well-Being scale was used to gauge the well-being of participants. Ultimately the three scales demonstrated relationships between individualized preferences for structure, mental health and motivation to remain focused and engaged in coursework during COVID-19.

Results and Discussion

This study was facilitated successfully, especially given the challenges of a nontraditional semester. Contrary to the initial expectation for this study, participants enrolled in their senior year reported the lowest scores for perceived wellness whereas underclassmen reported the highest scores for this criteria. Although students in lower academic years reported higher values of perceived wellness, responses from first years did have the largest standard deviation, suggesting that there was more variation among participants in lower academic years. However, it was found that there was no statistically significant differences when separating between  the psychological well-being subscales (autonomy, environmental mastery, personal growth, positive relations, purpose in life, self-acceptance) between academic years.

Personal need for structure was unrelated to academic motivation. Academic motivation was positively related to psychological well-being in the era of COVID-19 learning. Academic motivation is the voluntary engagement with coursework in terms of intrinsic and extrinsic variables (Cerino, 2014), suggesting that those who can maintain high levels of motivation are likely also experiencing higher well-being in other areas. It was found that personal need for structure statistically significantly predicted the psychological well-being subscale of purpose in life, while academic motivation as a whole statistically significantly predicted the psychological well-being subscale of personal growth, and somewhat significantly predicted the psychological well-being subscale of autonomy. Overall, results suggest that need for structure and academic motivation during the pandemic are related to well-being, but this depends on type of well-being.

Reflection

This research study challenged each of us extensively throughout the duration of the semester. The first and largest obstacle we as a group encountered was transitioning Research Seminar class typically taught in person to a fully remote and functional formatt. We were given the additional task to complete the workload together across time zones via Zoom rather than have the ease of access to be able to meet whenever necessary in person. Our initial research topic was a much broader version of our final product, with the first intent to be to examine COVID-19 impact on wellness in all of its dimensions and definitions. This was evidently too broad as the eight clinical dimensions of wellness (Stoewen, 2017) would have introduced a myriad of confounds to our research. The goal of our work was to examine if academic motivation and perceived wellness had been impacted during a semester of exclusively remote learning.

As our study was conducted via online survey, the ease in accessibility for participants was likely beneficial to the recruitment process. The convenience of the survey being administered online allowed for more people to complete it on their own time. An additional positive to the survey being conducted online eliminated the risk of observer bias and made participants more comfortable by removing the risk of potential exposure to COVID-19. Despite the challenges of conducting research in a fully remote manner, our group was able to find significant associations within our data and report conclusive findings.

Conclusion

The main findings of this study indicate that college underclassmen are experiencing higher perceived wellness than upperclassmen in the era of COVID-19, and that personal need for structure and academic motivation only significantly correlate with three of the six psychological well-being subscales (purpose in life, autonomy, and personal growth). COVID-19 has caused significant changes to what is defined as a normal academic setting. With this knowledge moving forward, academic institutions may use this information to provide adequate mental health resources for students as well as modify course plans to proceed in more academically efficient means.

References

Cerino, Eric. S. (2014). Relationships between academic motivation, self-efficacy, and academic procrastination. Psi Chi Journal of Psychological Research, 19(4).

Ledman, R. (2008). Comparing student learning in online and classroom formats of the same course. Retrieved September 15, 2020, from https://absel-ojs-ttu.tdl.org/absel/index.php/absel/article/view/424/390.

Stoewen, D. (2017). Dimensions of wellness: Change your habits, change your life. Retrieved September 15, 2020, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5508938/.

Has COVID-19 Impacted Introverts’ School Performance More Adversely Than Extraverts’?

Autumn Cox, Christian Galleo, & Celine Taylor (Advisor: Chris Buchholz)

Background Information

Our study investigated how COVID-19 suddenly reshaped the school environment and whether this change has influenced introverts’ and extraverts’ perceived performance differently. While previous research from Teichner, Areess, and Reilly (1963) has examined the relationship between one’s degree of extraversion and the impact noise has on performance, there has been little research into how COVID-19 has modified today’s learning environment. This study intended to examine the auditory changes COVID-19 has had on the work environment and how this has affected introverts’ and extroverts’, and their perceived performance. We hypothesized that introverts would be more adversely affected by their home’s auditory environment and that they would have a larger decrease in perceived performance from pre-COVID-19 to the present. Meanwhile, we predicted that extraverts would not be as adversely affected by the auditory environment and may even display a slight increase in their perceived performance compared to their pre-COVID-19 perceived performance rating.

Methods

Ninety-four participants from Roanoke College completed our online survey. Participants completed measures of introversion/extroversion, as well as a Perceived Performance Questionnaire, Change in Auditory Environment Questionnaire, and a Noise Sensitivity Questionnaire (measures how sensitive an individual is to auditory disruptions while working). Many of these scales were created to evaluate how variables such as auditory environment and perceived performance changed from before COVID-19 to now, so that we can examine whether perceived performance has been negatively impacted by environmental changes.

Results & Discussion

Our analysis revealed that our results supported several of our hypotheses; college students indicated that not only had their auditory environment become more distracting but that their performance had worsened during the COVID-19 crisis (see Figure 1). When evaluating the relationship between time period (Pre-COVID-19, Post-COVID-19), perceived performance, and auditory environment, we found that both perceived performance and auditory environment were negatively impacted by COVID-19. This indicates that COVID-19 is responsible for increasing the amount of auditory disturbances that are experienced while working and that it has also decreased students’ perceived performance.

Figure 1. The effect that time period has on auditory environment and perceived performance

Our results also supported our prediction that introverts would be more sensitive to noise disturbances, and that introverts would also have lower levels of post-COVID-19 perceived performance than extraverts would. A possible explanation for the poorer performance may be that introverts are more sensitive to noise disturbances, which means that an increase in auditory disruptions, caused by COVID-19, would result in this group’s poorer perceived performance. This supports Eysenck’s theory of personality, which theorizes that introverts’ performance would be more adversely affected by, in this case, their sensitivity to noise disturbances than extroverts would be (Eysenck, 1997). Therefore, the more sensitive an introvert (i.e. high introversion) is to noise the worse their perceived performance is, but the more sensitive an extravert (i.e. low introversion) is to noise the better their perceived performance is (see Figure 2). Overall, our results indicate that the current school environment has been detrimental to the introvert’s perceived school performance and should be changed.

Figure 2. The effect that introversion level has on an individual’s noise sensitivity and perceived performance after COVID-19.

Reflection

The data collection process was a limitation because we could only obtain participants through Roanoke College’s SONA system which limited our pool of participants. Our limitations also included a lack of accessible research, the convenience sample, and the necessity to develop many of our own measures. Although there is very little research available, we learned how greatly COVID-19 has impacted the work and school environment and believe that further efforts should be made to understand the impacts of this ongoing pandemic.

Conclusion

Our results indicate that the new work environment, initiated by COVID-19, has not adversely affected extraverts and their perceived performance, which suggests that they may be able to continue functioning in this work environment after the conclusion of the COVID-19 pandemic. However, our results also indicate that the new work environment has brought on higher levels of auditory distractions into the work environment, which have negatively impacted introverts and their perceived performance. Our results indicate that, as COVID-19 comes to a close, employers and schools should give introverts the opportunity to return to their work environment and to work in a quieter environment that maximizes their performance.

References

Eysenck, H. J. (1977). Personality and factor analysis: A reply to Guilford. Psychological Bulletin, 84, 405-411.

Teichner, W. H., Arees, E. & Reilly, R. (1963). Noise and human performance, a psychological approach. Ergonomics, 6, 83-97.

The Effects of Covid-19 and Social Isolation on Depression and Daily Stress

Aaron Rogers, Vanessa Pearson, Courtney Ashley, & Ayars Lamar (Advisor: Chris Buchholz) 

Background Information

Humans are in fact social beings by nature—in addition to food and water, we also need social interaction to be healthy. For instance, research shows that that social isolation can lead to an increase in mental disorders (Santini et al., 2020). When considering the Covid-19 pandemic, we have seen a divide between individuals through the promotion of social distancing and the temporary closure of recreational businesses such as movie theaters and amusement parks. Institutions have implemented guidelines that have affected college students to limit the spread of the virus on campus. These guidelines are seen in various ways such as online teaching, social distancing of 6 feet in food courts, and the elimination of sporting events. These necessary precautions from institutions to prevent the spread of Covid-19 have also decreased social connectivity. The point of this study is to determine if increased social isolation causes increased levels of depression and daily stress in college students.  There is limited research on the effects of social isolation from the pandemic on college students.

Methods

Our study included 52 college students as participants. In order to run the study, we had participants complete three questions on depression, daily stress, and social isolation. The participants went through each of the scales twice. The first time the participants completed the section, they had to reflect on how they remember themselves feeling before Covid struck around January of 2020. Once the participants completed each section reflecting back to January, they were given the exact same questionnaire but asked to answer it with how they are feeling now in the current semester. Researchers then compared their answers pre-Covid to how they were feeling post-Covid.

Results and Discussion

We found that both social isolation and daily stress increased during the pandemic; however, only the increase in stress was statistically significant (see Figure 1). We also found that depression showed an increase that was statistically significant from pre-Covid compared to post-Covid. (see Figure 2). This indicates, that contrary to our predictions, on average participants were not reporting significant increases in social isolation. However, this is an average and the reality is that some participants did see an increase. In conclusion, the increase in depression and stress is consistent with larger national trends and that is concerning.

Figure 1. Social Isolation and Daily Stress over time.

Figure 2.  Depression levels from pre-Covid to post-Covid.

Reflection

As a group, and individually, we have learned a lot about this pandemic and how it has affected the college-aged population in terms of depression and stress levels. A new normal has been set for the foreseeable future and that has been a tough pill to swallow for the Roanoke College community and for the entire world. All of us are upper-level college students, so we have seen the contrast between in-person schooling and online schooling, and it is not the same. We empathize with the new freshman because they may not have some of the same college experiences that we once had in a pre-pandemic world. Conducting this study and analyzing the data gave us an idea of how our community is feeling, and we cannot stress how important maintaining your mental health during these times are.

Conclusion

We would like people to realize how important it is to stay connected and to check up on each other during these extremely tough times. Being socially isolated has major effects on the psyche and realizing that is so important. Check in on your friends, family members, significant others, and try not to assume that everyone is doing okay during these times because more than likely someone is struggling.

References

Santini, Z. I., Jose, P. E., Cornwell, E. Y., Koyanagi, A., Nielsen, L., Hinrichsen, C., Meilstrup, C., Madsen, K. R., & Koushede, V. (2020). Social disconnectedness, perceived isolation, and symptoms of depression and anxiety among older Americans: A longitudinal mediation analysis. The lancet public health, 5(1), e62-e70.

CONGRATULATIONS TO OUR new PHI BETA KAPPA members!

Founded in 1776 by students at the College of William and Mary, Phi Beta Kappa is recognized as the oldest, largest, and most prestigious honor society in the nation. PBK’s main objective is to emphasize the importance of liberal arts and sciences while also recognizing those who strive for excellence in academics.

Membership in Phi Beta Kappa is a distinct honor.  Only 10% of the nation’s colleges and universities have chapters, and Phi Beta Kappa graduates include some of the country’s most distinguished citizens, including 17 U.S. Presidents, 42 Supreme Court Justices, more than 150 Nobel Laureates, and many other notable figures.

The Psychology Department would like to congratulate Kira Hunt, Abbie Joseph, Grace Page, Kaillee Philleo, Carly Schepacarter, and Lynsey Wyatt on their induction into the Nu Chapter of Phi Beta Kappa. Continue reading to hear from some of the students themselves! 

Kira Hunt
I am a senior psychology major with a concentration in neuroscience and a minor in sociology. I was really ecstatic to hear that I was selected because I had been working towards this since hearing about it in my freshman year. While at Roanoke, I’ve been a student assistant in the psychology department as well as an academic coach in the Center for Learning and Teaching. I am also a member of Alpha Lambda Delta and Psi Chi. In addition, I have also participated in research in Dr. Powell’s lab as well as with Dr. Nichols, which is one of the things I am most proud of. I haven’t finished my Honors Distinction Project yet but I’m really proud of the progress I have made on it. After graduation, I plan on being in Teach for America while I prepare to go to graduate school to become a Certified Child Life Specialist.

Abbie Joseph  
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I am a senior psychology major with a concentration in human development and a minor in Spanish. I was very excited when I found out that I was elected into membership of Phi Beta Kappa, and it felt good knowing that I was being recognized for all my hard work throughout my time here. Here at Roanoke, I am a Subject Tutor in the Center for Learning and Teaching, a member of Stat Crew, and a Spanish cohort/activity leader. I am also a member of Psi Chi, Xi Theta Chi, and Alpha Lambda Delta honor societies. I am involved in research in the psychology department as a research assistant in Dr. Powell’s developmental self-knowledge lab. One of my biggest accomplishments while at Roanoke has been my independent study for my Honors in the Major project titled, “Cyberstalking behaviors after the use of ghosting.” After I graduate, I plan to attend graduate school for my master’s degree in Clinical Mental Health Counseling.

Kaillee Philleo

I am a senior psychology and criminal justice double major. I received a voicemail from Dr. Peppers letting me know that I was selected for membership into PBK and I was ecstatic! I have been working towards membership into PBK since freshman year and I was so pleased that my hard work had finally paid off. While at Roanoke I have been involved in many things – from running on the Track and Field team, singing in the Roanotes acapella group, co-hosting a radio show, working as the campus activities director and creating fundraising events for Make-A-Wish in Chi Omega, working as the trip supervisor and guide with Outdoor Adventures, working as a student assistant in the psychology department, conducting research with Dr. Osterman, leading Psi Chi, NSLS, and Alpha Lambda Delta as president, as well as also being a member in Alpha Phi Sigma, Xi Theta Chi, Order of Omega, and Omicron Delta Kappa. It’s safe to say my time at Roanoke College has been far from boring. That all being said, my biggest accomplishments, besides being selected into PBK, are definitely presenting at the SPSP conference in New Orleans last spring, having the opportunity to ask Justice Sotomayor a question during her Zoom visit with Roanoke College, and working towards completing my honor in the major project. Upon graduating from Roanoke, I intend to enter into a Clinical Psychology Ph.D. program and eventually become a forensic psychologist for juveniles.

Carly Schepacarter

Image.jpegI am pursuing a Bachelor of Science with a double major in Art and Psychology. When I received the news on Phi Beta Kappa, I was ecstatic. I have worked closely with Dr. Carter on research and a number of other things while on campus, so when he made a point of emailing me personally to let me know that I was selected it really had an additional layer of excitement with it. On-campus, I am a member and past President of the Honors Program, the current President of Alpha Phi Omega, a student assistant at Resource Development, and I do social psychology research with Dr. Carter in the Psychology Department. This semester, I am also an Artist in Residence in Olin Gallery, where I am currently creating and displaying the paintings I am producing for my Honors Distinction Project. One of my proudest accomplishments beyond Phi Beta Kappa was being selected as a Fintel Senior Scholar this summer, as well as being named the Senior Scholar for the Art Department this past year. Beyond awards, I am very proud of the work of the Alpha Phi Omega executive board during quarantine disruptions, where we worked tirelessly to still provide a valuable experience to new and existing brothers while at such an unexpected time. Upon graduation this May, I am looking to enroll in a Clinical Psychology Ph.D. program or an Art Therapy Master’s program, with hopes to work in Family Services.

Congratulations again to everyone and we look forward to seeing what you accomplish in the future! 

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Get Connected!

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

How to Finesse Finals Week

© MIT ADMISSIONS

It is that time of the year again: Finals! Albeit much earlier in the year, next week marks the finish line for the fall semester. This is both a very exciting and stressful time because you are so close, but you may have so much more left to do.

A few days ago, we reached out to students on Instagram to ask how they prepared for finals. We received some great advice such as “Prioritizing sleep and eating over late-night study cramming” and “Organizing printed notes and making physical notecards”.

Keep reading for more helpful advice about stress management and how to succeed during finals next week!College-wide events:

Yoga for Stress Relief

There will be an online via zoom and in person yoga session.

When: Monday November 16th, 2020

Time: 3:00 PM to 4:00

Where: Bast 138 and on zoom

To learn more contact Colleen Quigley, cquigley@roanoke.edu.

In the Moment: Creative Practices for Medication and Wellness

Amy Herzel, a visual artist whose work is focused on meditative practice is hosting a workshop about using creative practices as a method of meditation.

When: Saturday November 21st, 2020

Time: 2:00 to 3:00 PM

Where: Online via Zoom (will be recorded)

Contact: Lacey Leonard, leonard@roanoke.edu (540-354-6282) to register, for questions, or if there is difficulty joining. Each registered user will receive a kit.

Roanoke College Wellness

There are still some spots for chair massages for students provided by Health Services. You can find open slots and sign up here .

College Resources

As always our student health and counseling services are still available to all students through telemedicine services.

Students can drop into counseling for a short duration through Let’s Talk on Tuesdays from 3:00 PM to 4:00 PM, Thursdays 12:00 PM to 1:00 PM, and Fridays 2:00 PM and 4:00 PM.

If you’re interested in talking in a group about stress or anxiety, Love Your Selfie is on Mondays via Zoom from 4:00 PM to 5:00 PM.

Other Organizations and the college may also have events that pop up this week or the next so watch out for those!

Below are some tips on completing projects and how to study to avoid stress and turn in quality work.

Study Schedules

The best way to make sure you have adequate time to start and complete all of the assignments coming up is to plan.

  1. Marking down all due dates for finals assignments/projects and dates and times of final exams.
  2. Schedule times to study or complete parts of the project and make sure to to the schedule. Getting in the habit makes sure that you’re not waiting until the last minute.
  3. During scheduled times make a plan on what you want to accomplish. Breaking large assignments or studying for finals in smaller sections, not only reduces stress but for studying, it makes it easier to remember.
  4. For studying, always review what you studied the day before. If on day one, you studied chapters 1 and 2, on day two, you would quickly review chapters 1 and 2 but focus on the next chapters.
  5. Make sure that you start early enough so you have ample time.

Take Breaks

            The best rule to follow for work/life balance is 80/20 where 80% is focused on academics and 20% is focused on having fun. Studying for long periods of time can be draining and isn’t efficient in the long run. Breaks can be as simple as meditating or going for a walk. Just remember to come back to studying when you’re mentally prepared.

Group Sessions

            This doesn’t work for everyone but sometimes it can be really helpful to talk with other classmates for clarification. This can also apply to professors. It’s better to ask before to make sure you’re prepared for the test. In addition, being able to explain material to someone else and having them understand it is a good strategy for understanding and remembering the material.

Study Strategies

            Using a variety of different studying strategies such as retrieval, elaboration, organizational, and rehearsal strategies makes it easier to remember and understand the material.

  • Retrieval- Testing yourself is a great way of making sure you understand and remember material. This can be answering questions from textbooks, using flashcards, practicing using formulas and solving problems, or recreating charts/timelines/and diagrams from memory.
  •  Elaboration- Linking new information with information you already know or creating learning mnemonics like acronyms and analogies.
  •   Organizational- Making your own charts and graphs to visualize information.
  • Rehearsal-Repeating information out loud or repeatedly writing information. It works better if paired to strategies listed above rather than if used by itself.

These are just some tips and not all of these work for everyone. This is also by no means a comprehensive list. Starting early will help you figure out which strategies work best for you. Remember the psychology department is cheering you on!

Good luck with finals and be sure to revel in the two-month break that follows!

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Get Connected!

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

Local Organization Highlight: Blue Ridge Behavioral Healthcare

WHO THEY ARE

Blue Ridge Behavioral Healthcare (BRBH) is the Community Services Board serving adults, children and families with mental health disorders, developmental disabilities, or substance use disorders in the Roanoke Valley of Virginia. They believe that everyone has the right to be treated with respect and to participate fully in decisions that affect his or her life and value fairness and diversity.

SERVICES

BRBH offers a plethora of services and there are unique ways for volunteers and interns to become involved with each one. They have a mental health crisis program that offers both crisis screenings and stabilizations. BRBH’s child and family services includes case management and counseling. Their adult services are counseling, medications, housing and homeless services, addiction treatment, and much more. BRBH also provides services for individuals with developmental disabilities and overall prevention and wellness.

LOCATIONS

  • Burrell Center – 611 McDowell Avenue, NW, Roanoke,
  • VA Child & Family Services – 1315 Franklin Road, SW, Roanoke, VA
  • Recovery Center – 3003A Hollins Road, NE, Roanoke, VA
  • Liberty Road – 2720 Liberty Road, NW, Roanoke, VA
  • Mountain House Clubhouse – 2708 Liberty Road, NW, Roanoke, VA
  • Administrative Office – 301 Elm Avenue, SW, Roanoke, VA

WANT TO GET INVOLVED?

Follow BRBH on their social media account (Facebook, LinkedIn, and Twitter) and check out their NEWS blog on their website, where they post information about events, mental health awareness, trainings, and more. If you are interested in more information about internship or volunteer positions with BRBH, email hr@brbh.org for instructions on how to apply. Also feel free to reach out to Dr. Danielle Findley-Van Nostrand, findley@roanoke.edu, office 509-B Life Science, to talk more about psychology internship sites.

“I interned at Blue Ridge Behavioral Health Care in the Child and Family Services [Department] … That was just really interesting to me to just see how complicated the behind-the-scenes of mental health is and trying to get people the services that they need. I would tell everyone to do an internship if they can, especially if they are not a hundred percent certain.”

– Victoria Preston ’17 

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Get Connected!

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

Upcoming Psychology May Terms!

This Spring we will be having 3 May terms offered by the Psychology department! All of these classes are very unique and dive deeper into niche areas. For more information, take a look down below!

 

The Power of a Team - Balcombes Insurance Claims Management

Psychology of Teams
Dr. Findley-Van Nostrand and Dr. Carter
In Person

The goal of this course is to examine what makes teams effective, drawing upon classic and modern research in psychology. What changes when individuals must function as part of a team? How do effective teams solve problems and make decisions? What group dynamics lead to challenges in effectively solving problems? What kinds of team environments foster cooperation and allow for successful communication? What makes for a good team leader? What kinds of personality traits make for the most (and least) effective team members? We will attempt to answer these questions through a combination of readings and daily activities, including a number of cooperative and competitive team-based games and local field trips.

This class will focus on teamwork in a broad spectrum of situations including games, scavenger hunts, and sports!

If you have any questions, email findley@roanoke.com or tjcarter@roanoke.edu!

 

exam Archives - BBC

 

Making Fear Your Friend
Dr. Hilton
In Person

Fear is a construct that is inextricably linked to our biology, psychology, history, and cultural context. When we think of fear, we often imagine terrible things but what if that didn’t have to be the case? What if instead of paralyzing or harming us, fear was actually a friend meant to instruct us, guide us, and help us grow? In this course, students will be asked to step outside of their comfort zone and learn to befriend their fear through experiential exercises, field trips, and assignments.

*This class will have a fee of about $80 , assuming some limited travel is possible*

If you have any questions, email hilton@roanoke.edu!

 

The Camera Versus the Human Eye

Photography and Vision Perception
Dr. Nichols
Online Synchronous

This class will utilize the digital camera as both a metaphor for the human eye and as a tool to create photographic representations of perceptions of human vision. Cameras and the human eye will be compared and contrasted in order to better understand both. Mechanisms of human visual perception, such as color vision, depth perception, and motion perception will first be discussed in lecture format and then assignments will be carried out wherein students take purposeful photographs to illuminate the discussion topics. The idea is that application through photography of principles discussed in relation to human vision, i.e. how we sense and perceive the world, will give you a better understanding of how and why the human vision system works the way it does.

*For this class students may use their phones, but if they would like training in a digital SLR, Dr. Nichols is happy to train them!*

If you have any questions, email dnichols@roanoke.edu!

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Get Connected!

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

Paid Internship Opportunitites

Internships are one of the best ways to gain experience in the field of Psychology and explore future careers that you may end up working in as well as explore future careers that you may end up deciding are not for you.

Paid internships are hard to come by in the field of psychology, but there are currently three that are approaching application deadline for 2021 admission. Continue reading to learn more about each program.

Program: Carnegie Mellon University Summer Program for Undergraduate Researchers (SPUR)

Deadline: December 15, 2020

Pay: $3,000

Other Info: According to the programs website, “PIER’s SPUR program allows talented undergraduates to spend 8 weeks during the summer in a research laboratory at Carnegie Mellon University.  Due to the global COVID-19 pandemic, SPUR 2021 may be offered on a remote basis. Each student will receive a fellowship stipend of $3,000 and apartment-style housing will be provided if SPUR 2021 takes place face-to-face. Guidance and supervision of the research project will be provided by a faculty member as well as, in some cases, a postdoctoral fellow and/or advanced graduate student.  Admitted students will also participate in the Go Research! Summer Program at CMU. This program brings undergraduate researchers from across departments together in apartment-style dorms with resident assistants to facilitate community building, manage housing, and provide programming.  A Summer Seminar Series is provided for all students to help prepare for graduate education and research careers.”

 

Program: Psychology Research Experience Program (PREP) at University of Wisconsin-Madison Department of Psychology

Deadline: February 15, 2021

Pay: $5,000 stipend for the ten-week period housing, a $500 food allowance, health insurance (if needed), and full travel expenses to and from Madison, WI

Other Info: According to the programs website, “The Psychology Research Experience Program (PREP) provides intensive mentoring and experience in scientific research and professional development to undergraduates from historically underrepresented populations — those from underrepresented racial and ethnic groups, those from low-income backgrounds, those with disabilities, and first-generation college students — who have expressed and demonstrated an interest in a career in scientific psychology.”

 

Program: RISE program and Rutgers University – New Brunswick

Deadline: Applications opened November 1, 2020 and reviews start in late January 2021

Pay: $4,500 – $5,000 stipend (varies for partner REU programs), free on-campus housing, $500 travel allowance, free GRE prep course

Other Info: According to the programs website, “RISE at Rutgers is a nationally acclaimed summer research program for outstanding undergraduates from diverse backgrounds. Scholars participate in 10 weeks of cutting-edge research in the biological, physical, and social/ behavioral sciences, math, engineering, and exciting interdisciplinary areas under the guidance of carefully matched faculty mentors. A comprehensive professional development component, including GRE preparation, complements the research.”

If interested in any of these internships, click the links provided to learn more. Furthermore, Meltem Yucel frequently adds paid internships to their list so be sure to check back for more potential paid internships in the future.

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Get Connected!

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

 

Getting the most out of your time in RC Psychology

Even as this semester draws to a close, it’s a great time to start thinking about next semester (and future semester) pursuits. There are a variety of ways students can apply concepts learned in the classroom with real-life examples, as well as hone their skills outside of the classroom and learn new skills. Here are some of the ways you can make the most of your time in the Roanoke College Psychology department.

Research Labs

            Putting time into research can give you a great experience applying the information you learn in the classroom and experiencing the research process firsthand. Students even have published their research and presented at psychology conferences around the country. Research opportunities are strongly encouraged for students planning to continue their education in either graduate or doctoral programs in psychology.

Research experience and research practicum are great for students to get a foot in the door and learn more about research in psychology. Work-study also allows eligible students to assist with faculty research for an hourly wage. Students can talk to a faculty member with who they share research interests with. Looking at the faculty’s past presentations and research papers is another great way to get an idea of who you would most like to work with. You can find information on faculty research interests here and here are recent student conference presentations and publications with faculty.

For less directed student work, Independent Study (Empirical Study) and Honors in the Major allow students to conduct their own empirical study under a faculty member. It is common for students to take research practicum prior to enrolling in an Independent Study as they have already completed a research proposal but it is not required to do it in this way. For Honors in the Major, the results are required to be presented to a committee during a defense. Independent studies can be used to fulfill the Intensive Learning (May Term) requirement.

Students can also conduct research during the summer through the Summer Scholar Program where they can be paid $3000, receive housing, and a summer course credit to conduct research with a faculty member. Projects are presented during Family Weekend. More information can be found here.

For more details about all avenues to become involved in research click here.

Some comments from students currently involved in research  

“Getting involved in research within the psychology department has been one of the best decisions I’ve made in my college career – not only do I get to actually use what I have learned throughout my courses, but I get to explore my research interests while working one-on-one with a knowledgeable professor. This experience of conducting and presenting my own independent study will give me a bit of an extra boost as I enter the next stage of grad school.”

“I got into research for the chance to be able to dive into a topic that I was really interested in. I learn skills every day that I am able to take and use in my other classes to improve my academic performance. On top of this, I have gained peers who I can share things with and get helpful feedback from people who I trust.”

“After several assignments in classes where I was required to write a research proposal, I found myself writing a similar proposal every time about a topic I really enjoyed reading about and I wanted to see if I could actually translate my ideas from paper into the real world. With research in the psychology department, I found I could and not only do I feel fulfilled, but research has also provided me with great time management skills.”

Sign up for research studies

Some classes have a research participation requirement in which 5 participation amount credits need to be earned for a percentage of students’ final grade. However, signing up for research studies through SONA is a great way to get firsthand experience of how studies operate and possibly get some ideas for research studies you would like to run in the future. A lot of these studies are student studies that are needed for courses such as independent studies, so it also benefits your fellow classmates. More information about how and where to sign up for these studies can be found here.

Internships

Internships take place in a variety of places from community agencies to businesses and students have the chance to see how their knowledge of psychology is applied in work settings. Internships can be used for credit (.5 for 60 hours or 1 unit for 120 hours) and can be used to satisfy the Intensive Learning (May Term) requirement. Reflections will be completed throughout the internship leading up to a reflection paper and poster presentation on the experience. The experience and skills gained from it can be added to resumes or crriculum vitaes (CV). Click here to learn more about internships and how to be contacted about opportunities.

Psychology Student Organizations

            Both the psychology club Roanoke College Psychology Association (RCPA) and the psychology honor society Psi Chi host several social, academic, and philanthropic events throughout the semester. Some examples of these include a Veteran Affairs Medical Center Talk, Pie-a-Prof, and Toy-like-Me. However, while RCPA is open to all students, those eligible to join Psi Chi need at least four units of psychology and at least a 3.0 GPA and be in the upper 35% of their class. Both usually set up tables at the activities fair. To learn more information about each click here.

Student Assistant Job

If you’re interested in helping the department behind the scenes, students with a 2.5 GPA overall and a 2.5 GPA in psychology are selected to be departmental assistants where they work for an average of 5 hours a week. Common jobs include grading multiple-choice tests and running errands. Student assistants are also in charge of posting to the psychology department blog and Instagram page. You can learn more by clicking on this link.

Some comments from recent student assistants

“I became a psychology department student assistant to become more involved in psychology and to build relationships with the faculty in the department. Through this position, I have had the chance to interact with all the professors, learn new skills, keep the community updated on all that is happening in our department, and have had fun decorating the fifth floor as well as being involved with pranks on the professors.”

“Becoming a psychology department student assistant has allowed me to interact with more psychology faculty than I might have interacted with just taking classes. I had never paid much attention to social media but being in charge of the blog and Instagram for the psychology department has provided me with new skills. Being able to help faculty in the department is also satisfying.”

Participating in even just one of these activities can make your time in the RC psychology more meaningful and it may make a difference in you falling in love with the subject even more.

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Get Connected!

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

Graduate Programs and Advice

Tackling Trauma And Anxiety This Holiday Season | North Jersey Health & Wellness

With October nearing to an end and November on the horizon, for those graduating in the coming months, it is time to start considering graduate programs. Whether you already know where you are going to be applying to graduate school, or aren’t quite sure if graduate school is for you, follow this blog as a way to learn more about the programs available and for resources on where to find more information.

Talk with your advisors/professors

Over the next few weeks, it would be best to reach out to your advisor(s) and professors for advice or guidance, especially if you are still uncertain about what post-graduate option appeals to you the most.

Look into programs

There is a multitude of graduate programs available to psychology students. While having a variety is nice, it can also be overwhelming, so you may want to reduce what you are looking at.

Some options:

  • Degree – Determine what type of degree you are seeking (M.A., Ph.D., Psy.D., etc). and limit your search to just those programs offering those degrees
  • Area/Specialization – Limit by areas/specialization- i.e., Clinical, Counseling, Neuroscience, etc.
  • Search – Google can also be your friend, in which you can search
    “(degree) graduate programs in (area)” and find a variety of programs. Do your research on these programs though as some are not always legitimate.
  • State – if there is a specific state you want to work as a psychologist in/go to school in, you can also limit your search to just those programs
  • Psychology Website – refer to the Roanoke College Psychology page on graduate schools to find more information

Exploring is key, so whether you are not sure where to begin or know the program, state, and area you want to go to graduate school in, explore your options and come up with a list of 10-20 programs that interest you.

Moreover, while you look at programs you should also make note of professors that align with your interests and that are accepting students for the coming academic year. Especially if you choose to go into a Ph.D. program, you will likely need to declare which professor you wish to research alongside, so making this list early is helpful.

Start Planning

Once you have determined that graduate school is for you, start planning when and how you will get everything done. Here are some common items to complete before application deadlines:

  • CV/Personal Statement – make sure your CV is up to date and create a general personal statement that can be revised/edited to fit a specific program later
  • Transcript – Request and send your official transcript to the programs you are applying to
  • Letters of Recommendation  – reach out to the professors that you want to write your letters of recommendations and be sure to follow up with them during the month prior to the application deadline
  • GRE – If your program requires the GRE, GRE subject test, or other standardized tests, take it a few months before the application deadline. Moreover, if you have already taken the GRE/other tests, be sure to send your scores to any schools that require it.
    • *Note – In response to the COVID-19 pandemic, many schools have made the GRE optional/waived so be sure to check each program for their requirements.
  • The Programs Application – Each school requires different items to be included in their application. Therefore, check early to ensure you have enough time to send everything to the schools and to fill out the application/provide any supplemental writing/other items.

Finalize Your List

By the time it comes to applying to programs, you should limit yourself to applying to between 10-15 programs. While it will not hurt you to apply to more, the cost of graduate school applications vary and can add up quickly. Therefore, having a few reach programs, a few middle of the road programs and a few safety programs tend to be best practice.

Seek Advice

Seek advice from your professors and advisor(s) throughout the application process. Moreover, seek the advice of other graduate students. Don’t be afraid to continue to ask questions, the process can be daunting, but relying on the help of others can make it doable.

For more information, check out some of our other blog posts highlighting graduate programs and providing more graduate advice here.

Applying to graduate programs can be stressful, but by reaching out to your professors/advisors and starting to do some research on different programs, you will soon find yourself generating a list of potential programs and beginning the application process.

Best You Can Do It GIFs | Gfycat

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Get Connected!

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

Course Highlight: PSYC 110 Pursuing your Purpose

PSYC 110 – Pursuing your Purpose is a 1/2 credit course that assists students in considering career paths and informs them of the opportunities available to them within the Psychology Department and across the College. The course is particularly well-suited for sophomores or others who have recently declared the major, but all are certainly welcome and have benefited from the course. The course will meet virtually one time a week on Tuesday evenings with part of the class being synchronous and the rest of the work being asynchronous.

Three students that recently took this course, Kristianna Jenner, Emily Gabrielian, and Kristi Rolf took some time to answer questions regarding this course:

Why did you decide to take PSYC 110?

Kristianna Jenner: I decided to take PSYC-110 because I needed a little more direction and guidance. Psychology is just so broad and I felt like I needed a different perspective on the field as well as to gain more practical information for my future.

Emily Gabrielian: After the fall semester of my sophomore year, I decided to switch my major from biochemistry to psychology. I really enjoyed the psychology courses that I had taken before, but I had no idea what I wanted to do with a psychology major. Right after I declared my major in psychology, Dr. Allen recommended this class to me. Dr. Allen emphasized that this class would help me find my path in psychology and would allow me to learn more about the amazing opportunities that Roanoke College and the psychology department has to offer. I decided to take PSYC 110 because I really wanted some guidance on what I wanted to do with my psychology major.

Kristi Rolf: I decided to take PSYC 110 on a friend’s recommendation because I had just declared it as my major and was totally in love with psychology, but had no idea what discipline or career path I wanted to pursue.

What did you and other students do in the class?

Kristianna Jenner: So in the class, we get to learn more about the practicality of the science of psychology. We do our own research to find out what things we are interested in and to find the degree requirements, location of the prevalence of jobs, and also the salaries. All of these are super important for making decisions on where you want to go to school, where you may end up living, and what things you’re genuinely interested in. There is also a community-Based learning aspect of the course, where we go out into the real world here in Salem and the surrounding towns to shadow people who are working in the fields (or are adjacent) you are interested in.

Emily Gabrielian: One of the reasons why I loved this class so much was because of the other students in the class. During this class, the students really get to know one another and become more comfortable with sharing their goals and dreams. Everyone in the class was motivated to learn more about the opportunities that Roanoke has to offer. Also, everyone in the class wanted to discover the potential paths they could go after graduating from Roanoke. It was clear that everyone in the class wanted to grow and develop. I am thankful for this class because it gave me the opportunity to connect with my peers and create new friendships.

Kristi RolfEach week Dr. Powell assigned readings and/or activities on a certain topic that we discussed in class that ranged from potential career choices to resources at Roanoke College. Everything we discussed was backed up by empirical articles and Dr. Powell brought guest speakers in for many classes which really enriched our learning. In the second half of the semester, Dr. Powell and Jesse Griffin from the office of civic engagement helped match each of us to a location for job shadowing where we would complete 20 hours before the end of the semester (sadly last semester we had to cut the job shadowing short due to COVID-19).

How has PSYC 110 helped you and what did you get out of it?

Kristianna Jenner: I learned about aerospace psychology, which might just be the coolest thing ever. I never would have found this entire subfield had I not been in this class. Aerospace psychologists work with airline personnel, airplane manufacturers, engineers, and airlines themselves. They work to help make the skies safer for everyone and the interfaces easier for those working in the airline industry. I found this to feel like it was something I could see myself doing with my life and I found the guidance I wanted out of the class.

Emily GabrielianAlthough our time was cut short due to the Coronavirus, I still got so much out of this class. This class helped me figure out that after Roanoke, I want to go to graduate school in order to further my learning and work towards becoming a counselor. After every class, I was so giddy about all of the opportunities that Roanoke has to offer. I was so excited about the opportunity to study abroad, complete an internship, and conduct research. Also, from my volunteer experience at the West End Center, I realized that in the future I want to work with children. Overall, I got so much more out of this class than what I was expecting. This class truly made me more motivated with my studies and more excited about what the future holds.

Kristi RolfPSYC 110 helped me the most by providing clarity on my degree path at Roanoke and all the resources that are available for me in the department and throughout the College.

Why would you recommend PSYC 110?

Kristianna Jenner: I definitely think that if you’re struggling while considering the future or even if you’re like me, where all you want is just a little more guidance on life, this is the class to take. Overall, I think that this class will only help, never hurt.

Emily Gabrielian: I would recommend PSYC 110 because this class gives you the opportunity to learn more about yourself, but also learn more about what Roanoke has to offer. When I would talk with my friends about this class, they all emphasized how they wished their majors offered a class like this. Even if you know what you are going to do after Roanoke, I still encourage you to take this class because you may discover that there is another path that is more interesting. Also, this class gives you the opportunity to give back to the community and meet new people. I fully recommend taking this class because it will be so beneficial for you and your future.

Kristi RolfI would recommend PSYC 110 because it is a fantastic tool for getting more involved in the department and absorbing lots of wisdom from Dr. Powell which has been invaluable for me!

If you are interested in taking this course or would like to know some more information, please reach out to Dr. Darcey Powell at dpowell@roanoke.edu.

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Get Connected!

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

Appalachian State PsyD Program

Clinical Psychologists study psychopathology in order to assess and diagnose mental disorders.

At Appalachian State University, located in Boone, North Carolina, you can study Clinical Psychology through their Doctor of Psychology (PsyD) program.

Through this 5-year program, students follow the practitioner-scientist training model, meaning that you will not only be trained in applied clinical assessment and intervention, but also will be trained in applied research.

According to the Appalachian State Psychology Department “this training program will focus on the impact of culture and diversity on clinical practice, including the factors that affect individual and community development, specifically in rural areas.”

This program is quite selective as only six to eight students are admitted into the program each year. However, each student  that is admitted receives some form of funding through scholarships or assistantships.

If interested in applying, applications are due December 1 and require the following:

  • Graduate School Application
  • Official Transcripts from all universities attended
  • Official GRE score report from test taken within the past 5 years
    • Optional if GPA is 3.0 or higher (required if GPA is less than 3.0)
  • Curriculum Vitae
  • Three letters of recommendation
  • Application fee
  • Personal Statement describing academic interests, experience in psychology, career goals, and reasons the applicant is a strong candidate for the Psy.D. program (< 2 double-spaced typed pages)

If interested, our very own, Dr. Hilton, attended Appalachian state and received his B.A. and M.S., so if you have any further questions feel free to contact him at hilton@roanoke.edu.

More information on the program can be found in these two graphics as well as on their official webpage, found here.

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Get Connected!

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

Interview with alumni Brice Hinkle ’20

In this post, recent alumni Brice Hinkle discusses what she has been up to since graduating from Roanoke College. After graduating in the midst of the pandemic, Brice has some great insight to share with current Roanoke College students and soon-to-be graduates!


Tell us about yourself. What are you up to now?

I got a job at a local Health Food store called Nature’s Outlet back in March. Even though it’s not in the counseling or social work vein I want to go into, I haven’t left because I was learning so much there, but now I actually feel it is time to move on to other things, so I’ll be sending out applications to other places over the next few weeks. Between school and work a lot of my free time was taken up in my undergrad, so I wanted to take some time between undergrad and graduate school to focus on my personal goals that I hadn’t had time for. I’m really into making sample- and synth-based music and yoga as a spiritual practice and lifestyle, so I’ve been trying to dedicate more time to those. I’m searching for jobs through Career Services, my network of friends and family, and Indeed.

Yoga Plants GIF by Ash Sta. Teresa
GIPHY

How did the pandemic impact your plans for after Roanoke College?

The pandemic has been interesting. A group of friends and I were looking for a place to live and the pandemic put us all on a time crunch to do so and cut my friends jobs temporarily, so being able to make rent was scary for a while.

What was your graduation like? Did you get to step on the seal?

I graduated this past May so I didn’t get much more than a Zoom call, which was still great. But I had already stepped, sat, and even danced on the seal I can’t count how many times every year since my freshman year.

History & Tradition | Roanoke College
https://www.roanoke.edu/images/About/Seal.jpg?width=382

What do you miss about Roanoke College? 

I recently walked around campus again with a friend and I really missed the late nights out with my friends there and the gorgeous campus and views of the sunset. I am happy to have the time to dedicate to exploring other interests now though.

What has been your favorite part of life since graduation?

Honestly, the time I’ve been able to spend on music has really improved my mood stability. I recommend everyone pick up an instrument of some sort.

sad piano GIF by Freddy Arenas
GIPHY

Where do you hope to be in the future?

I hope to be living somewhere out west, up north, or abroad working with the mentally ill or the youth.

Do you have any advice for students at Roanoke College now?

Don’t do something that you feel your parents or society or your peers expect you to do. Do what you are passionate about and work your tail off for it. Manage your time well and make the most of it, because you only have so much time. Be good to yourself and to others; everyone deserves to be heard and met with patience, compassion, and understanding.

Is there anything else you’d like to add?

I honestly am saddened by my high school’s attempt at education. I don’t feel that way about Roanoke. You are in a good place, take advantage of it, and revel in it.


Thank you, Brice, for taking the time to answer our questions and congratulations on starting your post-grad life. We look forward to hearing about how you are in the future and will continue to cheer you on! A special thanks for the  kind words you had to share with current Roanoke College students.

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Get Connected!

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

Graduate School Advice Panel

Have you considered graduate school? Are you currently in the process of applying? Or are just looking to explore options post-undergrad?

If so, then join the Graduate School Advice Panel over Zoom on Tuesday, October 27th from 12-1 PM.

Join current Roanoke College Psych Professors and recent Roanoke College Psych Alumni to learn more about graduate school and the application process, as well as to learn general advice about different programs and the graduate school process.

We will be joined by Alumni in a variety of programs ranging from Clinical Psychology to I/O Psychology, all of whom are working towards an M.A., Ph.D., or Psy.D.

If you’re interested in attending join the following Zoom meeting on Tuesday, October 27th at Noon.

Topic: Grad School Info Session

Time: Oct 27, 2020 12:00 PM Eastern Time (US and Canada)

Join Zoom Meeting

https://roanoke-edu.zoom.us/j/81556902405?pwd=UElKOGZPWlVSSS81N0lXd0ZBOEYyQT09

Meeting ID: 815 5690 2405

Passcode: 310880

We look forward to having you join us!

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Get Connected!

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

Specialties in Psychology: Geriatric Psychology

hands from palliative care - Charles E. Smith Life Communities

Are you interested in studying how the mind changes with age? Or maybe you are interested in helping the elderly cope with issues associated with age? Would you like to work within a network of providers to comfort and care for aging patients? If you think that any of these things may interest you, then look into geriatric psychology, also known as geropsychology!

 

As people grow older, they are faced with a variety of different challenges that include physical, emotional, and social impacts. Some of these issues stem from losing loved ones and others around them, while some of these issues are a result of the body breaking down with age. 

 

Geriatric psychologists play a critical role in the care of aging individuals. They may provide counseling for illnesses and diseases or even research the effects of aging. Additionally, if their patient has a serious or terminal prognosis, they may work within a network to provide care for both the patient and their family. There is an increased need for geriatric psychologists as the Baby Boomers age. If you think that this is something that might interest you, use the links below to discover more. 

To find out more, click this link!

For information from the APA on geropsychology, use this link!

For info on careers in aging, visit this link

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Registration 101

It’s almost that time of year again: registration time! Pre-registration advising will begin next week on Monday, October 26 and registration will begin on Monday, November 9. Students should be notified about their registration time in the next few weeks through email and it should be visible on self-service as well. Thus, this post will provide a simple step-by-step guide on how to register for classes as well as some helpful reminders!

How to Register

Self Service helps to organize and visualize your class schedule. Typing in this link https://selfservice.roanoke.edu/Student/ should bring you to the self-service login page. Your username and password is the same for self-service as it is for inquire.

After you log in, you should see the student home page seen below. Click on Student Planning near the bottom left, above Grades.

This should bring you to the student planning page where you can either check your academic progress or register for classes. Click on Plan for your Degree & Register for Classes on the right side of the screen.

Finally, you’ve reached the page where you can schedule your courses. You can use the arrows near the top left to change between terms. To add courses to your schedule, you can search for courses at the top right search bar.

Let’s say you wanted to add psychology 251 to your schedule. You would type it into the search bar and you should be brought the course catalog seen below. Clicking on “Add Course to Plan” and selecting a term won’t put an available class section on your schedule, it will only show the class on the left side bar in the planned classes. You’ll have to manual add a section by clicking view other sections.

 

If you click on “View Available Sections for PSYC-251” you’ll see all sections available for both the current and next term as shown below. Make sure you scroll down and click on “Add Section to Schedule” on a section under Spring Term, 2021.

 

You can also follow this post for instructions on how to register on Ellucian Go app.

On the day of your registration time, a button should appear that says “Register Now” near the top right that if pushed should register you for all classes currently on your course schedule. A confirmation email should be sent that notifies you what classes you have registered for.

If you would like to see these steps in action, Roanoke College provides two videos found here and here on using Self-Service to plan schedules.

Other Tips

Advising Meetings

Meet with your advisor. Some advisors should be reaching out to you this week if they haven’t already for a pre-registration advising meeting. If not, it might be a good idea to reach out to them first. It’s always a great idea to meet with your advisor just to check in with them to make sure you’re taking the right classes and that you’re on the right track to graduate on time.

Your advisor can help you indicate what classes are available next semester but you can (and should) look what is being offered through self-service by typing in the class name or number in the search bar in self-service. You can also search courses through the course catalog on self-service or in the directory.

Plan Ahead

Before you meet with your advisor, pick classes that are required and/or that you want to take and make a draft of your schedule using self-service. Class registration goes in order with those who have the most credits prior to the current term picking their classes first so it is possible that you may not get your first choices. That’s okay! Having a plan B and sometimes even a plan C helps reduce disappointment and worry about not taking classes that are interesting to you but also meet requirements. Here you can check the requirements for majors and concentrations in the psychology department.

Be Early

Remember being early is being on time. Opening self-service a few minutes before your designated time and making sure you’re ready to push that register button may be the difference in you getting your first choice or second choices or not.

Registration can be stressful but your advisors are a great resource and are willing to help. In addition, it gets easier the more times you do it and in no time you’ll be a pro. Good luck Maroons!

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How to “stand out”

No matter what year you are, it is never too early or too “late” to begin considering what you want to do during your time at Roanoke College, in order to stand out to potential future employers or graduate programs. Therefore, whether you are a first-semester freshman or a first-semester senior, there are always things you can be doing on and off campus to prepare you for your future post-grad studies or jobs in psychology.

If you plan to pursue a career or graduate program in psychology then follow this post as a guide to begin building up your resume or CV with experiences that will help you stand out to future employers or programs.

Plan ahead

You do not need to have your future plans set in stone at any point during your college career, but it may be good to start considering different options and creating plans around those options. That is, look at what courses you will need to take to complete your major/minor/concentration and roughly layout when you will take them. Moreover, consider what you do and do not want to do while in college (e.g., internships, research, study abroad, etc.). This initial planning stage will help you in the long run but is not limited to those in their freshman year.

Seniors, planning may look different, but consider different post-grad options and begin looking at what they require. From here, plan out what to do during your final two semesters and post-undergrad to help you get into the job/programs that you are looking into.

Explore options

When considering what you want to do in psychology consider the multiple options available to you. Look into different career paths, graduate programs, or post-grad internships and research opportunities. Do not be afraid to take a gap year after graduating from Roanoke College to explore these options and to gain some more work experience or research/internship experience. There is no specific plan that you need to follow to become a successful psychologist, so look into options to find a plan that works best for you.

Look at expectations/requirements

If you are looking to enter into a graduate program or a specific job, look at the application requirements and deadlines early on. Even if you have no idea where you want to go or what you want to do, looking into different programs and seeing what they require of applicants is a good start. In doing so, you may find that multiple programs are expecting similar requirements such as research experience or a GRE score. In noticing these commonalities, you can adjust what you are doing to ensure you complete these items on time.

Get involved

It goes without saying, but getting involved is important to all employers and graduate programs. Whether it be gaining world-experience in the form of internships, study abroad, or jobs, or gaining academic experience in the form of research, honor societies, and a variety of courses, or through being apart of outside activities such as sports teams, and other clubs and organizations, it is beneficial to get involved both on and off-campus.

Consider an internship

An internship is one of the best ways to gain work experience while in undergrad. Not only are internships a way to build connections, they also give you real-world experience, and introduce you into the field you may be interested in. Moreover, they are also beneficial as they can lead you to realize you want to pursue a different path. Do not feel discouraged if an internship leaves you wanting to explore a new area as this is equally as beneficial as an internship that proves to you that you are on the right path.

All in all, internships can help guide you in solidifying your interests as well as showcase to you what your interests may not be.

More information on internships can be found here

Consider research

If you plan to enter into a graduate program, specifically a Ph.D. track, considering research is highly important. Most graduate programs suggest or require that you have some research experience at hand. While taking quantitative methods and research methods is a good introduction to research, conducting research alongside a psychology faculty or other students is a way to further enhance those skills. Moreover, conducting research can lead you to present at conferences or getting published, which as an undergraduate is a major accomplishment.

More information on the research can be found here!

Consider studying abroad

While studying abroad is not for everyone, it is a great experience that not only enhances cultural knowledge but leads to self-development. Studying abroad offers a lot of self-development that can be beneficial and will look notable when applying to jobs or graduate programs. There are a variety of study abroad options available, and if you plan ahead early, you can ensure that courses you take while abroad can fill requirements you may need, as well as find a semester where studying abroad works best for you.

More information on studying abroad can be found here!

Reach out to Professors/Advisors

After reading all of these options you may feel lost, which is completely normal! That said, you are not alone and your professors and advisors can be a great resource in guiding you towards your next steps. Reach out to your advisors if you are struggling with where to begin or on what you can achieve during your semesters at Roanoke College. Moreover, reach out to professors that share similar interests to learn more about how they went about applying to programs, finding jobs, or for advice on what specific things you should or could be doing.

Here are current professors specialties and interests:

Dr. Allen: Psychopharmacology and abnormal psychology

Dr. Buchholz: Self, consciousness, evolutionary psychology, and moral decision making

Dr. Carter: Social and personality psychology

Dr. Cate: Cognitive and neuroscience

Dr. FVN: Developmental, social, and educational psychology

Dr. Hilton: Clinical and cognitive psychology

Dr. Nichols: Cognitive neuroscience

Dr. Osterman: Social psychology and evolutionary psychology

Dr. Powell: Developmental psychology

Dr. Wetmore: Experimental psychology and cognitive psychology

More information about specific professors’ interests can be found here!

Start drafting your Resume and cover letter, and/or your CV and purpose statement

If you are interested in pursuing a career or graduate school in psychology then you want to start drafting your CV and purpose statement. On the other hand, if you are looking to go into more general work, you should have an updated resume and cover letter. Whether it be your CV or Resume, these items should be updated when major changes are made, or at least at the beginning and end of each semester, or before they are to be submitted to someone.

Cover letters and purpose statements can be made quite broad to begin with but should always be specified to match the program you are going into.

More information on how to write a CV can be found here!

Refer to the Roanoke College Psychology page for more information

You may still be feeling a bit overwhelmed on where to begin and where to go for information. While the blog will continue to share advice and information on graduate school or post-grad career information, you may also refer to the Roanoke College Psychology Page for more resources and information.

Best of luck to all of you as you continue on your journey towards becoming a psychologist and know that the fifth floor is always cheering you on and here to help (even if virtually)!

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Local Organization Highlight: Mainstream Mental Health Services

Who are they?

Mainstream Mental Health Services provides goal-directed training to individuals who have been diagnosed with a serious mental illness. Their services are intended to support the individual in achieving and/or maintaining independence within their community in the most appropriate and least restrictive environment. It is Mainstream’s mission to enable eligible older adolescents and adults to acquire life skills and develop stronger family and community relationships that will enhance their quality of life in the mainstream community.

Mainstream’s three main areas of service include mental health skills building, psychosocial rehabilitation, and an outpatient crisis stabilization and outpatient psychotherapy unit. Roanoke College students have previously held internships with the psychosocial rehabilitation (PSR) program.

What do they do?

Mental Health Skills Building: a Qualified Mental Health Professional provides individual – one to one service – focused on the individual client’s personal goals and individual service plan. Mainstream follows a supportive strength-based approach to helping individuals recognize personal strengths and natural supports that help support a happier, fulfilling life.

PSR: person-centered service emphasizing a continuum of psychoeducational programming, daily life skills training, socialization opportunities, and satisfying recreational activities in a group setting. Provides an individual with an opportunity to move from social isolation to interacting with others in a positive, supportive environment.

Bridges to hope: Mainstream Outpatient Crisis Stabilization and Outpatient Psychotherapy Services, also referred to as Bridges to Hope, aims to provide quality, immediate interventions and ongoing support focused on stability with the least restrictive treatment possible. Programming will vary from day to day, depending on the needs of individuals in the program.

How can YOU get involved?

Mainstream values the opportunity to provide undergraduate and graduate level internships for individuals pursuing a career in the mental health field. Internships are centered around learning experiences and supervision that provide a basic, yet fundamental skill set that is the root of all direct mental health service practices. Students seeking an internship with Mainstream Mental Health Services, Inc. should be pursuing a Bachelor’s or Master’s degree in one of the following areas:

  • Psychology
  • Human Services
  • Sociology
  • Social Work
  • Counseling

More information about internship opportunities can be found here on their webpage. You can also reach out to psychology department professors and fellow students who have had experience working with Mainstream. The Internship Director for Psychology is Dr. Danielle Findley-Van Nostrand, findley@roanoke.edu, office 509-B Life Science.

Cat Reaction GIF


You can find more information on Mainstream Mental Health Services’ website: https://mainstreammh.com/ If you are interested in volunteering and not committing to a full internship experience, try reaching out to Bobbi Cook at bcook@mmhservices.com to see what alternative opportunities they have available. Make sure you tell her that you are from Roanoke College!

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Upcoming Out of the Darkness Walk

Each year, Roanoke College is proud to host the Out of the Darkness Walk for suicide prevention and mental health awareness. While much of this year looks different, Psi Chi and RCPA are proud to continue to host this event.

On Saturday, October 10, 2020, at 11:00 AM, join members of Psi Chi and RCPA, as well as the greater Roanoke College Community to take part in this walk! We will be meeting outside in the parking lot near the Life Science Building. If you plan to walk in person please follow the COVID guidelines and precautions set forth by the CDC, VA State Health Department, and Roanoke College by wearing a mask, practicing social distancing and most importantly by staying home if you are feeling ill, have any symptoms of COVID-19, or have been around someone who tested positive for COVID-19.

If you do not feel comfortable meeting in person, no worries, just  walk whenever you can Saturday and wherever you feel most comfortable! Moreover, you can scan the QR code on the poster above to join our team and help raise donations to support the American Foundation for suicide prevention.

We look forward to walking with you Saturday, wherever you may be, and appreciate any and all support!

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Bloghttps://psych.pages.roanoke.edu/
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Website: http://www.roanoke.edu/inside/a-z_index/psychology
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Interview With Alumna Lauren Furlow ’19

Lauren Furlow, Class of 2019

In this post, recent alumna Lauren Furlow discusses what she has been up to since graduating from Roanoke College. She is currently attending graduate school and has an interest in researching within the field of LGBTQ+ psychology and spiritual trauma. Lauren also had some kind words to say to current Roanoke College students, and would love to give some advice on life after college.


Tell us about yourself. What are you up to now?

I am a first-year graduate student at Marshall University in the PsyD program. When looking at graduate programs, I searched the APA website for accredited programs in the area & type of program I wanted to study.

Home - Marshall University Medical H.E.L.P. Program
https://www.marshall.edu/medhelp/

How did the pandemic impact your plans for after Roanoke College?

Thankfully, I was not impacted too much. Some of my classes are still in-person but a few are virtual.

What was your graduation like? Did you get to step on the seal?

I was a December 2019 graduate. I was not planning to attend the graduation ceremony in May, 2020 so COVID-19 didn’t change anything for me.

What has been your favorite part of life since graduation?

I moved to West Virginia in May of 2020 and I adopted a puppy in June! His name is Malakai and he is a lab-mix.

Malakai

Where do you hope to be in the future?

Next year, I hope to have been successful in my first year of graduate school and studying for my master’s test! I will also be starting to work with patients in a clinical setting. In 5 years, (I hope) I am finishing my internship placement and looking for a full-time job after applying for my license to practice clinical psychology.

Do you have any advice and/or uplifting words for students at Roanoke College now?

Your professors understand what an unusual time this is. If you are struggling, you are most definitely NOT the only one. Talk to your professors, they want to help you and they want to see you succeed.


Thank you, Lauren, for taking the time to answer our questions and congratulations on graduate school. We look forward to hearing about how it goes in the future and will continue to cheer you on!

Specialties in Psychology: Sports Psychology

Nova Scotia Sport Hall of Fame announced 2019 inductees - HalifaxToday.ca

There are many interesting fields of psychology that cater to different interests! An example of this is sports psychology. In this field, the interaction between psychology and sports is studied. Sports psychology includes a broad array of topics including athlete well-being, the relationship between sports and social interactions, and the issues associated with sports and their respective organizations. Sports psychology can be used to help many different people including kids and Olympic athletes. Additionally, sports psychology is a complex field with many different areas of reach. For example, sports psychologists may work with participants with eating disorders, a team that is struggling to work together, or even assist with concentration and attention techniques. This field is incredibly interesting and limitless!

To view the American Psychological Association’s post click here!

To learn about a career in Sports Psychology click here!

Sports Psychology. (2008). Retrieved September 30, 2020, from https://www.apa.org/ed/graduate/specialize/sports

Nova Scotia Sport Hall of Fame announced 2019 inductees. (2019, June 3). Retrieved September 30, 2020, from https://www.halifaxtoday.ca/local-news/nova-scotia-sport-hall-of-fame-announced-2019-inductees-1487559

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Website: http://www.roanoke.edu/inside/a-z_index/psychology
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Towson University Open House

On Saturday, October 17th, Towson University will be hosting a virtual Graduate Studies Open House! Roanoke College alumni Diane Nyugen is currently attending Towson University to earn her M.A. in Experimental Psychology! Attendees of the open house will hear from current students and faculty, and will have the opportunity to ask questions. Finally, students who attend the open house will have the fee waived on their Towson University Graduate Application! For more information, visit the links below.

 

To register for the event, click here.

For more information about the Experimental Psychology program, click here.

Follow their Facebook for updates on current students and alumni. 

Contact our program director, Dr. Justin Buckingham at jbuckingham@towson.edu 

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Website: http://www.roanoke.edu/inside/a-z_index/psychology
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Welcome Dr. Anthony Cate!: An Interview

Dr. Anthony Cate, Psychology Professor at Roanoke College

 

The Psychology Department would like to welcome Dr. Anthony Cate to our faculty as our newest professor.  The following is an interview with Dr. Cate where he answers some questions about himself, his interests in psychology, and what he’s looking forward to in terms of teaching at Roanoke College.

Where are you from?

I was born in New Jersey, and I moved a lot when I was young.  I have lived in every state between Washington, D.C. and Boston, except for Delaware.  After I got my Ph.D. I also lived in Canada (Ontario) and northern California.

Where did you receive your undergraduate degree from and what did you study in undergraduate? What was that experience like?

I got my undergraduate degree from Yale University.  I began as a religious studies major, but I thought that those classes involved too much memorization of names and dates, so I switched to psychology.  Actually, I switched to being a triple major, at least on paper: psychology, linguistics, and East Asian studies.  I shed majors when I figured out that psychology interested me the most.

I was lucky that I was able to help out in three research labs that had different missions and lab cultures.  I learned that I was bad at doing brain surgery in a rat lab.  I lost some patients.  Everyone there seemed anxious all the time too, which was poignant because anxiety was part of what they studied.  I conducted my first research project in a lab that studied human fear conditioning.  My advisor was a very kind scientist who helped me feel like an important part of the lab, but I disliked having to give participants electric shocks.  I also frequented the lab of my favorite professor, who had taught my perception course.  That lab was very welcoming.  People could just walk in to say hi and check out the experiments, there was a dog, and the students were very productive.  All of those experiences taught me to consider the social environment when I was choosing a graduate program.

Have you received any other additional degrees? Where did you receive them from?

I went to Carnegie Mellon University to get my Ph.D. in psychology, which was part of a joint neuroscience program with the University of Pittsburgh.

Have you taught anywhere else besides Roanoke College?

I first taught when I was a postdoctoral researcher at Western University in Canada.  My advisor talked me and two other postdocs into teaching one third of a course each, which seemed like a lot at the time.  Later I taught at Virginia Tech, where I worked for nine years before moving here to Roanoke.

What are you most excited about teaching at Roanoke College?

I am very excited to teach at Roanoke for many reasons!  It has been hard for me not to talk a mile a minute while teaching during these first few weeks.  It is exciting when students ask me questions, including when I don’t know the answer, because then I get to track the answers down later.  I was very eager to start teaching smaller class sizes.  I think personal interactions form the most effective ways to learn, and instructors get to learn from their students this way, too.  It is also a privilege to join an excellent psychology department where the faculty and staff are so engaged in their mission.

Dr. Cate in front of MRI machine at Veterans Affairs Northern California Health Care System in Martinez, CA (2007)

What are your research interests? Why are you interested in this/these field(s)?

My research investigates how visual perception works, and how it influences other cognitive skills like memory and reasoning about numbers.  I am particularly interested in understanding how different parts of the brain work together.  I have studied techniques for visualizing computer models of brains in order to make maps of which cognitive skills are associated with different brain regions.

Can you tell us about any research you have already completed in these areas?

I have published some research about how we perceive the 3D structure of objects, and about how brain damage can alter these perceptions.  I enjoyed learning how to make 3D images using computer graphics, and I especially liked getting to learn what people living with brain damage had to teach me about perception.

What course or courses are you currently teaching?

I am teaching Introduction to Psychology and Cognitive Psychology this semester, which is a great combination.  I have been teaching Cognitive Psychology for over nine years, and it is so familiar to me that I get excited when my favorite topics are about to come up in class.  I have never taught Intro Psych before.  It feels like a big responsibility to introduce the entire field.

Are you interested in taking on students as research assistants?

Yes!  Students make research better.  I realized a few years ago that when undergraduates helped me with a project, we considered the problems less narrowly.  The projects were much more enjoyable because of all the conversations we got to have.

What qualities are you looking for in any students who are interested in joining your lab?

Mainly curiosity, and an appreciation of research for its own sake.  My research questions are usually less about “how can we apply this science?” and more about “how does this work?”  I have had wonderful contributions from students with backgrounds in art and design, but that’s because we had similar interests, and not because students need any particular artistic abilities.  The same has been true for students who are interested in neuroanatomy and computer science.  A passion for those topics makes for a good fit, but students definitely don’t need to have expertise already.

Welcome to Roanoke College Dr. Cate! Thank you again for taking the time to answer our questions. We are excited to have you here and look forward to learning more about you in the semesters to come!

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Website: http://www.roanoke.edu/inside/a-z_index/psychology
Instagram: rcpsychology

 

HNRS 260 Creates Flyers to Stop the spread of Covid-19

As a part of Dr. Powell’s HNRS 260 – Psychology in the Media course, students read Van Bavel and colleagues’ (2020) article, Using social and behavioural science to support COVID-19 pandemic response, and created flyers that they thought would grab RC students’ attention to reduce the spread of COVID-19 on campus.

See what some students came up with below!

Do the Right Thing

Graphic designed by Madi Nuckles

Uncle Sam

Graphic designed by Hunter Haskins and Snigdha Somani

Combatting the Pandemic

Graphic designed by Ben Nelson

COVID Practices

Graphic designed by HNRS 260 student

Great job to all the students who completed this project and created new graphics to share on campus!

Continue to stay safe, and remember, keep wearing a mask, wash your hands, and social distance to help stop the spread of COVID-19 and keep all of the Roanoke College community safe!

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Website: http://www.roanoke.edu/inside/a-z_index/psychology
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STRESSED DURING MIDTERMS? HERE’S SOME TIPS

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With mid-terms fast approaching (sadly with no relief of a fall break), it can be easy for stress to quickly overcome the life of a college student. Here are some simple reminders and helpful tips on how to reduce stress in your life.

College resources

As always, our student health and counseling services are still available to all students through telemedicine services.

  • Students can drop into counseling for a short duration through Let’s Talk on Tuesdays from 3:00 PM to 4:00 PM, Thursdays 12:00 PM to 1:00 PM, and Fridays 2:00 PM and 4:00 PM.
  • If you’re interested in talking in a group about stress or anxiety, Love Your Selfie is on Mondays via Zoom from 4:00 PM to 5:00 PM.

Click here for the full counseling services schedule where you can also find meeting information.

Using your school email address, you also have access to Therapy Assistance Online (TAO) Self-Help which is a private online library of behavioral health resources. Modules and practice tools can assist in learning how to manage stress and mindfulness skills.

Organizations and the college may also have events that pop up this week or the next so watch out for those!

©THRIVEGLOBAL

  • Manage your time – Placing all required assignments and due dates on a calendar is only half the battle. Setting up a schedule and setting time aside to study and complete assignments reduces stress because it makes procrastination way less likely. Breaking large assignments into smaller, more manageable parts also helps.
    •  Learn to say no – This doesn’t just mean to fun things. In fact, having fun during stressful times can be beneficial if you are accounting for work you do have to complete. Sometimes smaller assignments that aren’t worth as much can be put aside.
    • Make Time for Yourself- Make sure when you’re building a schedule, you block in breaks throughout the day. Spending thirty minutes studying and taking a one to two-minute break is great for focusing. Outside of studying, make sure you’re doing things you enjoy as well. Even when socially distancing, you can still have fun on campus. Kaelyn Spickler ’21 has written a great resource about some ideas on the Roanoke College’s website.
  • Get more (and better sleep)- Sleep is a great stress reducer but also helps the brain and body run at full power. It is recommended that we get 7 or more hours of sleep per night. Putting down electronics thirty minutes before bed and allowing the mind to rest from stimulation can help you get a better night’s sleep. If you do use electronics at night, try using a blue light filter as blue light can affect your sleep.
  • Exercise- Exercise is another great stress reducer as it releases endorphins. Don’t think you have to exercise for too long, thirty minutes is enough to reap these benefits. Regular exercise also has cognitive benefits especially related to memory and learning.
  • Mindfulness/Deep Breathing- Even taking two minutes to sit with yourself free of distractions and allowing your mind to drift to more calming things will reduce stress. Mindfulness can also be used in tandem with deep breathing where you only focus on your breath.

Remember midterms are just a reminder that you are halfway through the semester and you have come so far! This list of some potential stress reducers is simply a reminder but there are way more. Feel free to share any other ideas of stress relief during midterms week in the comments below!

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Website: http://www.roanoke.edu/inside/a-z_index/psychology
Instagram: rcpsychology

Congrats Dr. Nichols on Recent Publication!

Congratulations to Dr. Nichols on his recent publishing in the Frontiers in Applied Mathematics and Statistics Journal, titled “Validation of Critical Ages in Regional Adult Brain Maturation.”

In this article, Dr. Nichols identified that there are linear and non-linear maturation rates that impact different biological mechanisms. With this, he simulated data with known maturation patterns and a single critical age characterizing a qualitative change in maturation to establish the validity of a non-parametric fitting method, the smoothing spline, combined with processing steps for determining the form of the pattern and the associated critical age. In this study, both biological data and generated data were examined through multiple models. The findings suggest that smoothing splines were shown to be a valid means of identifying a set of maturation patterns for adult ages and were shown to contain the essential information required to determine a single critical age for the patterns. Moreover, it was found that for a majority of non-linear areas, new critical ages were identified. However, Dr. Nichols suggests that further modifications to the analysis procedure could include a wider set of maturation patterns and the inclusion of multiple critical ages to help determine distinctions between brain areas in the timing of developmental or degenerative events that influence their volume.

For more information on the article, follow this link and once again congratulations  Dr. Nichols for this recent publication!

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Undergrad Advice from the Psych Department!

We are so excited to have so many familiar faces back on campus, and all of the new ones as well! This semester is going to look far different than any before, so some of the professors in the psychology department are here to offer up their best advice from when they were undergraduates!

Dr. Buchholz

-Get organized. Build a schedule but leave plenty of extra time because things often take longer than you may expect. 

-Ask for help, even if it is embarrassing. 

-Prioritize assignments and other things that you want to accomplish. That way if something comes up and you can’t do it all, you will know what to focus on. Relatedly, pay attention to the syllabus and how much each assignment is worth. If time is short, don’t waste time on things that are not worth that much, focus on doing a good job on the things that count.

-Have fun. Most of you will look back on this time as one of the best times of your life. Get out there, make friends, take risks (safely). 

Dr. Allen

-Talk to your professors, and don’t wait until the situation is desperate.  We are human.  

-Try to set good habits from the beginning.  It’s a lot easier to form a good habit than to break a bad one, and I say that as someone who is trying to break a couple of them.

 -And something I often find myself telling students who’ve messed up, even in a big way: admit you made a mistake, ask what you have learned from this (I sometimes learn that I need more sleep) and then move forward.  Don’t keep beating yourself up about the mistake other than to remind yourself that you don’t want to make it again. 

Dr. Hilton

-Say yes to more things that make you nervous/a little scared. I have learned so much from doing things that initially scared me. Sometimes fear is trying to help us learn things about ourselves and the only way to learn it is to lean into that discomfort (within reason obviously)

-Invest more in other people. I was very driven (as I know our psych students are as well) and sometimes I chose to pursue academic/career goals over relational goals. I have come to recognize that relationships provide meaning to everything else we do and I sometimes wish I had said yes more often to late nights, last minute trips, coffee meetups, etc., instead of working.

-Be kind to yourself. Set lofty goals but also be nice to yourself when you fall short. Failing is part of learning and growing…not something to be avoided but a step along the way.

Dr. Nichols

-Go to class! Even if you think you can keep up with the readings and learning on your own, it’s helpful to keep yourself on track and keep up to date on any announcements if you go to class every day. Honestly, sometimes I would sit in class and do homework for other classes, balance my checkbook, or write love letters to my girlfriend (it was easier to get away with such things at a large state school), but I felt better prepared for each of my classes when I attended them regularly.

-Talk to your professors! At first I didn’t speak to my professors, then I pestered them with questions after class that challenged half of the psychology studies presented in the slides, and finally I learned to attend office hours and have a more civil conversation. Your professors are passionate about the topics they teach and would love to help you learn the material better and most likely know some other ways to present the material than what was done in class, so use office hours to chat and/or learn.

-Talk to students in your class! As a student I was a weird mix of quiet/shy/isolated thinker who tended to sit in the back and not talk to anyone combined with class-clown/passing notes/whispering jokes, depending on the topic and whether I had friends in class. However, I learned to enjoy the friendships that developed by talking to students before or after class that I didn’t know going into the semester. Oftentimes we ended up studying together or inviting each other to parties, but it was nice even to just chit-chat with someone to feel more connected to the class.

Dr. Carter

-Seek out professors who do work that’s interesting to you, and find a way to work for/with them. It’s amazing how those experiences help shape and reveal your interests, and how they can translate into opportunities later.

-Learn how to go to bed at a reasonable hour. It turns out a lot of stuff happens before 10am.

-Always get apartments on the top floor of the building. That way the neighbors can never stomp on the floor when you make the slightest bit of noise. That’s the worst

This semester is uncharted, but the advice offered by some of our professors will help us all make it through! Also, remember to have grace for yourself and your professors, because we are all trying to figure this out and no one has all of the right answers. Good luck Maroons!

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RCPA at the Student Activities Fair

Why not check out RCPA at the student activities fair this Friday, September 11 that will be taking place from 5 pm to 8 pm on the back quad?

In the past RCPA has hosted exciting events ranging in activities from tie-dying and pieing professors as well as  Toy-like-me modification day and psychology-related talks.

Live streaming and individual club clips will also be available on Maroon Tube for those who cannot attend in person.

Extra information about the fair can be found on Roanoke College’s website under events.

We look forward to seeing you there!

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Baruch College I/O Program Open House!

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© Baruch College

Industrial and organizational psychology, or I/O psychology, is an applied discipline within the field of psychology. Typically, I/O psychologists focus on employees in the workplace, applying psychological principals and research methods in order to improve the work environment, specifically thing such as performance, communication and safety.

With I/O psychology becoming a growing discipline, students who may be interested in a program related to I/O psychology or who may want to learn more about what such program would entail, should check out the virtual open house led by the Graduate Center and Baruch College.

Baruch College will be holding virtual open houses for fall 2021 admissions on Tuesday, September 22 from 5:00 pm-6:00 pm EST and on Thursday, October 22 from 5:00 pm – 6:00 pm EST.

During these open houses, prospective students will have the opportunity to learn more about the Ph.D. program and the application process, hear from current students, such as recent alumna Kaitlin Busse ’18, and faculty, as well as attend a question and answer session.

Advanced registration is required, and can be done here.

Please contact Dr. Charles Scherbaum (Charles.Scherbaum@baruch.cuny.edu)
with any questions on the registration or event.

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Welcome Back!

Welcome class of 2024 and welcome back to our returning students! While the start of this semester may look different than other years, the professors and faculty of the psychology department are as excited as ever for the start of classes and for this semester.

We were able to catch up with some members of the psychology department to see what they are looking forward to and how they are handling this semester!

Ellen Dyer

Ellen Dyer wearing a mask and patiently awaiting the return of the psychology students

I am looking forward to having all the students back.  It has been too quiet here in Life Science these last few months.

Dr. Wetmore

Dr. Wetmore wearing a mask and showing off her new teaching setup!

Although teaching will look a lot different coming from my home office, I am just as excited to meet RC’s new students and see our returning students, as any other year! Daisy isn’t so sure about everyone interrupting her nap times but I think she’ll get used to it. If you do see me around campus I will be rocking my RC mask!

Dr. Wetmore’s pup daisy being interrupted from her nap for a photo-op with Dr. Wetmore’s desk setup!

Dr. Osterman

Dr. Osterman wearing a Roanoke College mask and showing off her new work setup!

Welcome back, everyone! In preparation for teaching remotely this semester, I’ve turned our basement bar area into my home office/recording studio for PSYC 354: The Podcast (hence the towels and other sound-absorbing barriers) and video demos for PSYC 204. It is cozy and has soft lighting and candles that smell like chocolate, which will put me in a great mood while I’m grading your assignments!

Dr. Buchholz

Dr. Buchholz showing off his new remote teaching setup!

Welcome back, everyone! This is my home office. It is much fancier and more nicely decorated than Dr. O’s (towels, really?), which will make me happy as I work to create a great experience for you all in History of Psychology and Research Seminar.      

Dr. Powell

Dr. Powell rocking a mask and goggles!

This summer and the beginning of the academic year certainly hasn’t unfolded as any of us had hoped. So, although remote courses very much change the delivery of our teaching, it doesn’t change the passion we have for working with students and our excitement to share what we know about psychological science! 

Temporarily working from my dining room, rather than the 5th floor of Life Science, means that every day has the potential of being “bring your pet to work day”! There’s a very real possibility one or both of the kitties will make unscheduled appearances during my classes as they leap onto my lap. Otherwise, not much else has changed. My computer is here, the books and files I need are here, I’m still responding promptly to emails, and I’m still crossing-off tasks from super long to-do lists to ensure students have a great learning experience! 

We don’t go out much in my household (thank goodness for Kroger pick-up and Target delivery!); but, when we do, we wear filtered masks and goggles. They might not be the most comfortable “accessories” or the most fashionable thing I’ve ever worn, but it’s worth adding them to our outfits. These two accessories ensure that I’m protecting myself and protecting others. Habits can take some time to develop, so we keep our masks and our goggles right by the door as visual don’t-forget-me reminders! 

Dr. Powell’s remote-teaching setup!

Dr. Nichols

Dr. Nichols wearing a mask by his remote-teaching setup!

Hello Psychology Students!

I hope that you all are doing well and looking forward to the start of the semester! This has been a tough period of time for many of us for many different reasons. Our family endured the loss of my wife’s father, Kelly, and our Goldendoodle, Oakley. We also experienced some positive, exciting times as a family – my eldest child, Kennerly, got her learner’s permit, and we hiked to see wild ponies at Grayson Highlands State Park! Most of my summer has been spent working at my make-shift home office desk since my wife, Professor Nichols, has been working from home for years and gets the better desk.

Your professors and I are very much looking forward to seeing you all again, whether in person or online! Our community is one of the personal relationships more so than physical space and it is joyful and encouraging to join together in a community where ever we are!

Dr. Findley-Van Nostrand

Dr. FVN wearing a mask while awaiting students’ return!

I’m looking forward to making the best of this semester and learning how to deal with it all together!

Dr. Carter

Dr. Carter wearing a mask in his office!

Welcome back! It’s been great to see campus start to come alive with the arrival of freshmen. And as weird as it will be to see everyone on tiny little boxes on my computer screen for a while, I’m really looking forward to seeing my students in one form or another. Although I was working from home most of the summer, I’m doing most of my teaching from my office on campus (pictured), just to spare my wife several unwanted lectures on Social Psychology while she is also working from home. I’ve moved into Dr. Nichols’s old office, and it clearly needs some decoration. (I’m working on that.) Hopefully I’ll see you on campus soon, and just know that I am actually smiling at you from behind the mask.

Not pictured, Dr. Allen, Dr. Cate, Dr. Haegmann, and Dr. Hilton are also all excited to start teaching and meet you all soon!

While remote, the fifth-floor of life science will continue to cheer you on this semester! Good luck to everyone and let’s have an amazing semester!

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Survey participants needed!

Kira Hunt, a rising senior in Psychology is recruiting participants for a study as part of her Honors Distinction Project. Please see below for details:

 

We would like to invite you to be in a research study focused on sharing information in online dating that would take no more than fifteen minutes of your time. We ask participants are between eighteen and twenty-five. Participants who provide contact information are eligible to enter a raffle for a ten dollar gift card. Click on the link below to get started!

https://roanoke.co1.qualtrics.com/jfe/form/SV_3QS0ZIww5B4BhZz

Get Connected!

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Website: http://www.roanoke.edu/inside/a-z_index/psychology
Instagram: rcpsychology

SPSP Conference 2020!

On February 27-29, four students and three psychology professors attended the Society for Personality and Social Psychology (SPSP) Conference in New Orleans, Louisiana,  to present research through poster sessions and to attend presentations. The students included Hayley Mulford ’20, Naomi Painter ’22, Kaillee Philleo ’21, and Lauren Powell ’21. These students were joined by Dr. Buchholz, Dr. Carter, and Dr. Osterman.

Those in attendance have since given some insight onto what it was like presenting at the conference as well as their reactions to the conference and New Orleans, LA: 

Hayley Mulford

While I did not present at the conference, It was so cool to see how many different research projects were being done and how enthusiastic people were! Everyone was really professional and genuinely interested in the research. Moreover, people held such intellectual conversations. I got to talk to some people that go to grad school at FSU, which is where I am going, so I was so excited! New Orleans is one of the coolest places I have ever been to. I loved the culture, the people, the food, and the area. I would go back in a heartbeat! 

Naomi Painter

Dr. Buchholz and Naomi Painter standing in front of the poster Naomi Presented on – “Assessing the effects of participant inattentiveness on data quality across the semester”
Presenting at the SPSP 2020 conference was a wonderful experience in communicating our research projects and findings. I had a great time interacting with students and faculty members through discussion of projects and questions. Being able to see the wide variety of ongoing research was quite exciting, as many of the research topics correlated with ongoing issues that one often reads about or experiences each day.
One of the best parts of the New Orleans SPSP conference was being able to walk around and visit Bourbon Street, Jackson Square, and other popular sites while witnessing firsthand the fascinating and entertaining atmosphere of the great city of New Orleans.

 

Kaillee Philleo

Kaillee Philleo and Dr. Osterman standing in front of the poster Kaillee presented on – “Listener attitudes and social media engagement after offenses by podcast hosts”

Going into SPSP I was quite nervous, as I have never presented at a conference before. However, after attending a few presentations and talking with other poster presenters, when it came time to present on my own research, it was not nearly as nerve-racking. I loved getting to learn about the variety of research topics in the field of psychology and enjoyed getting to meet other psychologists from across the world and discuss their projects and my own. Beyond the conference, we were able to explore New Orleans and I was able to try gumbo, which has since become my newfound favorite meal. I cannot wait to return to New Orleans in the future and hope to return to SPSP one day as well.

Lauren Powell

Lauren Powell and Dr. Buchholz standing in front of the poster Lauren presented on – “Are liberals more empathic than conservatives?”

This was my second conference but it was the first conference that I have attended that I presented my work independently! It’s not as scary as it seems, and you get to meet a lot of cool people who have the same interests as you – I had a lot of great conversations with people from all over the world!  Moreover, it was fun to see what other people were there to present. It’s always interesting to see that there are so many unexplored topics within the broad category of psychology. Beyond the conference, New Orleans was so much fun and I definitely plan on going back! I am really glad we were all able to experience New Orleans for just long enough to enjoy it but not long enough to be affected by the COVID-19 outbreak that has been happening.  

Dr. Buchholz

I always enjoy going to the Society of Personality and Social Psychology annual conference. This year it was in New Orleans, which was a lot of fun. At the conference, we have a chance to interact with some of the leading scientists in the field and to hear about cutting-edge research.  It is also a great opportunity for our students to present research that they have been conducting in our research labs. This year Naomi Painter and Lauren Powell were both able to present as first authors on our research examining empathy. 

Dr. Carter

Dr. Carter’s lunch one day!

I had a great time at SPSP! I wasn’t able to attend last year due to the birth of my son, so it was great to catch up with colleagues and friends from graduate school that I hadn’t seen in a while, and of course to soak up some culture in New Orleans (and several really good meals). I saw a number of really excellent talks, learned a lot, and took inspiration for a few new research projects. My favorite part, however, was getting to see one of my graduate advisors (Tom Gilovich) win the society’s prestigious Campbell Award. He’s a giant in the field, and he absolutely deserves the recognition.

Dr. Osterman

SPSP was a blast as always, and I’m so proud of how well our students did with presenting their research! They represented the college and department well. Kaillee even talked to some people from NPR about her podcasting research!

Congratulations to all those who attended the conference and for having successful presentations!

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SENIOR HIGHLIGHTS: Ryen Beach, Sophia Bacon, Athey Crump, and Emily Deeds!

Over the next few days, we will be highlighting the Psychology Department graduating seniors! This post will highlight 4 seniors: Ryen Beach, Sophia Bacon, Athey Crump, and Emily Deeds!

Ryen Beach

My plans after graduation are to take a gap semester and then attend nursing. I want to be an emergency department nurse and become a flight nurse.

 

 

 

Sophia Bacon

This summer I have been accepted to participate in a clinical internship at Southeast Psych based in Charlotte, NC. In the fall, I plan to both nanny part-time and work at Easterseals UCP where I will be providing ABA therapy to children on the spectrum. I also plan to apply to various graduate school programs in clinical psychology for the 2021 academic year.

Athey Crump

My favorite memory is when I was walking down the hall one day and heard each class make a joke and laugh, one after the other. It made me smile and be so happy to be amongst so many good spirited people. 

After graduation, I plan to spend some time with my family while I’m home. Then I plan to attend graduate school nearby so I can be a little bit closer to home. 

Emily Deeds

My favorite memory was passing out in Dr. Powell’s Developmental Psychology class watching the video on fertilization. 

After graduation, I plan to move down south and pursue a career in Human Resources. 

Congratulations to you all on the success you have achieved while at Roanoke College and we look forward to seeing all that you do in the future!

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Bloghttps://psych.pages.roanoke.edu/
Facebookhttps://www.facebook.com/rcpsychology
Twitter: @RC_Psychology
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Website: http://www.roanoke.edu/inside/a-z_index/psychology
Instagram: rcpsychology

Senior Highlights: Casey Gough, Carter Smith, Emily Townley, and Ji’Asia Anderson!

Over the next few days, we will be highlighting the Psychology Department graduating seniors! This post will highlight 4 seniors: Casey Gough, Carter Smith, Emily Townley, and Ji’Asia Anderson!

Casey Gough

My favorite part of the psychology department is that we are a family. I remember studying with psych students I didn’t even know in the library, studying while goofing off with all my friends, and taking naps on the psych lounge couch together.

After graduation, I will be attending Appalachian State University in the Fall (2020) for a three-year dual degree MA & EDs school psychology program.

Carter Smith

I love the community of the psychology department. Being apart of it was like having our own little family on the fifth floor that would occasionally go to the brewery together, pie each other in the face, and, oh yeah, take classes. 

After graduation, I will be serving in the Peace Corps as an English teacher and teacher trainer in Indonesia!

 

Emily Townley

Though it was daunting at the time, I greatly enjoyed defending my Honors in the Major/Distinction Project for psychology. It was the culmination of 3 semesters of independent work and I was excited to share my results. 

After graduation, my plans are to attend a Master’s program for psychology, with a focus on clinical psychology. As of writing this, I have gotten into four so we’ll see where I end up!

Ji’Asia Anderson

Carly and I were able to present our poster of the research we were helping Dr. Carter with all semester at the APS Conference in Washington. Sadly, we got a slot on the last day, so we only got to present to Carly’s mother and the group that had a poster next to us. Even though we didn’t have a lot of people to present to, we had a lot of fun seeing the different research that others had been conducting and talked to some really nice people.

After graduation, I plan to find a job as a counselor or a social worker, so I can use everything that I have learned at Roanoke to help other people. Hopefully, one day in the future, I will be able to work in the prison system as a counselor.

Congratulations to you all on the success you have achieved while at Roanoke College and we look forward to seeing all that you do in the future!

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Get Connected!

Bloghttps://psych.pages.roanoke.edu/
Facebookhttps://www.facebook.com/rcpsychology
Twitter: @RC_Psychology
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Website: http://www.roanoke.edu/inside/a-z_index/psychology
Instagram: rcpsychology

Dr. Powell Honored with the Dean’s Exemplary Teaching Award!

Congratulations to Dr. Powell who was recently awarded the Dean’s Exemplary Teaching Award! Each year, Roanoke College selects one recipient that they feel best showcases the aspects of this award.

According to Roanoke College, “pursuing excellence in teaching, professional life, and service to the College are all aspects of faculty life at Roanoke College, and each spring the Dean acknowledges outstanding faculty members through awards given in these different areas.”

This past year, Dr. Osterman, another member of the Psychology Department, was honored with this award!

Congratulations to Dr. Powell for this honor and to both of these professors for this amazing achievement!

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Bloghttps://psych.pages.roanoke.edu/
Facebookhttps://www.facebook.com/rcpsychology
Twitter: @RC_Psychology
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Website: http://www.roanoke.edu/inside/a-z_index/psychology
Instagram: rcpsychology

Congratulations Casey Jo Gough: Honors Defense!

Casey Jo Gough wearing her Honors in the Major t-shirt!

Congratulations to Casey Jo Gough ’20 for the successful defense of her Honors in the Major Project! Her Project was titled “Adverse Peer Experiences on Social Media: Adjustment of Emerging Adults and Moderation by Social Support”. Her project advisor, Dr. Danielle Findley-Van Nostrand was joined by committee members, Dr. Darcey Powell and Dr. Johanna Sweet, to oversee her defense.

Project Abstract: Although data suggests adverse peer experiences persist past adolescence, studies beyond this cohort are limited (Kochenderfer & Ladd, 1996). Peer rejection and bullying research have recently expanded to examine online experiences (Landoll et al., 2013), but there is an inadequate understanding of adverse peer experiences via social networking sites. The purpose of this study was to examine the relationship between adverse peer experiences online and the adjustment factors of stress and loneliness among emerging adults. In child and adolescent cohorts, social support has buffered the maladjustment impacts of bullying (Hong & Espelage, 2012). We hypothesize this trend will continue into emerging adulthood; specifically, people who are high in social support will feel less loneliness and less stress from adverse online experiences than those who are low in social support. Results indicated significantly more stress among females, but also more overall support. Further, college students received more belonging support than non-college students. Stress and loneliness were positively related to adverse peer experiences and negatively related to support. Social support did not moderate this relationship as expected. There was a significant interaction between high appraisal support and loneliness. Further analysis is recommended on the subscales of support concerning cohorts and adjustment variables.

Congratulations again to Casey Jo Gough on a successful defense and we look forward to seeing all you accomplish in the future!

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Bloghttps://psych.pages.roanoke.edu/
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Twitter: @RC_Psychology
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Website: http://www.roanoke.edu/inside/a-z_index/psychology
Instagram: rcpsychology

Senior Highlights: Emily Jones, Lauren Furlow, Kinsey Overfelt, Hayley Mulford and Dionne-Louise Liberia!

Over the next few days, we will be highlighting the Psychology Department graduating seniors! This post will highlight 5 seniors: Emily Jones, Lauren Furlow, Kinsey Overfelt, Hayley Mulford, and Dionne-Louise Liberia!

Emily Jones

After graduation, I plan on working with children for a few years before I go to pursue a career in guidance counseling.

 

 

 

Lauren Furlow

One of my favorite memories from being in the Psychology Department was watching Dr. Buchholz cover Dr. Osterman’s office with googly eyes for April Fools. I definitely had nothing to do with the prank. 

After graduation, I am starting a PsyD program at Marshall University in August 2020. 

Kinsey Overfelt

After graduation, I will be continuing my education at Virginia Tech by pursuing a Master’s Degree in Counselor Education. 

 

 

 

Hayley Mulford

My favorite memory from being the Psychology Department was getting the chance to attend the SPSP Conference in New Orleans 2020!

After graduating I will be attending Florida State University to get my Master’s in Applied Behavior Analysis! This will allow me to become a Board Certified Behavior Analyst!

 

 

Dionne-Louise Liberia

After graduation, I plan on finding a full-time job as a Graphic Designer, dealing with digital marketing.

 

 

 

 

Congratulations to you all on the success you have achieved while at Roanoke College and we look forward to seeing all that you do in the future!

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Get Connected!

Bloghttps://psych.pages.roanoke.edu/
Facebookhttps://www.facebook.com/rcpsychology
Twitter: @RC_Psychology
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Website: http://www.roanoke.edu/inside/a-z_index/psychology
Instagram: rcpsychology

Congratulations Senior Class of 2020!

At the end of each year, the Roanoke College Psychology Department decorates a bulletin board and holds a reception to celebrate the accomplishments of the graduating senior class. Unfortunately due to the current circumstances, these events are unable to take place this year. Nonetheless, the graduating seniors of 2020 deserve to be recognized! For that reason, over the course of the next few days, we will be sharing the senior class and their plans after graduating from Roanoke College.

To the seniors, congratulations on all you have accomplished at Roanoke College. The Psychology department is so proud of each of you and we will continue to cheer you on from the fifth floor of Life Science no matter where you end up!

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Get Connected!

Bloghttps://psych.pages.roanoke.edu/
Facebookhttps://www.facebook.com/rcpsychology
Twitter: @RC_Psychology
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Website: http://www.roanoke.edu/inside/a-z_index/psychology
Instagram: rcpsychology

Congratulations Sophie Bacon: Honors Defense

(Left to right) Dr. FVN, Sophie Bacon, (row 2) Dr. Osterman, Dr. Schorpp on Zoom where Sophie completed her defense!

Congratulations to Sophie Bacon ’20 for the successful defense of her Honors in the Major Project! Her Project was titled “Peer Group Motives and Authenticity: Associations with Self-Presentational Strategies on Social Media “. Her project advisor, Dr. Danielle Findley-Van Nostrand was joined by committee members, Dr. Lindsey Osterman and Dr. Kristen Schorpp, to oversee her defense.

This research was the culmination of over a year of work, and the next steps are to work towards presenting the findings at a conference and submitting for publication in a peer-reviewed journal.

Project Abstract: Research has shown that social networking platforms provide a space for identity development, specifically through engaging in different types of self-presentation.  However, research on the relationship between social networking sites (SNS) and identity development is limited and has not been tied directly to peer relationship mechanisms. In this study, I aimed to integrate recent research on self-processes on social media and recent theoretical advances in the role of social media in peer relationships during emerging adulthood. This study looked at social motives including the need for popularity, and the need for belonging, authenticity, and presentation of the real, ideal, and false self. Correlational analyses indicated that authenticity was positively related to real self-presentation and negatively to false self-presentation. The need for popularity was negatively related to real self-presentation and positively to false self-presentation, whereas the need for belonging was unrelated to real-self presentation but was positively associated with false and ideal self-presentation. Regression analyses controlling for each predictor indicated that authenticity was a positive predictor of real self-presentation and a negative predictor of false self-presentation. The need for popularity negatively predicted real self-presentation and positively predicted false self-presentation. The need for belonging and ideal self-presentation were positively associated.

Congratulations again to Sophie Bacon on a successful defense and we look forward to seeing all you accomplish in the future!

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Congratulations Riker Lawrence: Honors Defense!

Riker Lawrence wearing her new Honors in the Major t-shirt!

Congratulations to Riker Lawrence ’20 for the successful defense of her Honors in the Major Project! Her Project was titled “Couples’ Leisure Activity and Expectations for Parenthood”. Her supervisor, Dr. Darcey N. Powell was joined by committee members, Dr. Osterman and Dr. Sweet, to oversee her defense.

Riker Lawerence presenting her project over Zoom!

Abstract: This study aimed to explore how cohabitating individuals’ engagement in leisure activity with their partner is associated with their expectations for parenthood. Specifically, the study examined how individuals’ engagement in and their satisfaction with leisure activities with their partner is associated with their expectations for parenting; specifically, their co-parenting relationship, gatekeeping behaviors, and division of caregiving labor. Using Prolific Academic, participants (N=247) completed an online survey. Correlations were found between participants’ engagement and satisfaction of these leisure activities and their expectations for co-parenting relationship, gatekeeping behaviors, and division of caregiving labor, regardless of their intention to parent and other demographic characteristics. Furthermore, satisfaction of leisure activities was more consistently associated with the parenting expectations than the frequency of engagement in leisure activities. These findings can serve as useful information for marital and family therapists as they work with couples considering adding a baby to their family unit or during the transition to parenthood.

Riker Lawrence received funding for this project through the Roanoke College Research Fellows program and through a portion of Dr. Powell’s Faculty Scholar funds.

Congratulations again to Riker Lawrence on a successful defense and we look forward to seeing all you accomplish in the future!

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Congratulations Rachel Harmon: Honors Defense!

Rachel Harmon holding up her Honors in Psychology t-shirt!

Congratulations to Rachel Harmon ’20 for the successful defense of her Honors in the Major and Honors Distinction Project! Her Project was titled “Cross-Cultural Comparison of Caregiver Concerns and Resources for Children with Disabilities”. Her supervisor, Dr. Darcey N. Powell was joined by committee members, Dr. Osterman, Dr. Chad Morris, and Jesse Griffin, to oversee her defense.

Due to having to work remotely off-campus, Rachel Harmon is pictured above on Zoom, the platform in which she used to defend her project!

Abstract: The purpose of the current study was to address a gap in the literature through investigating the differences in experiences of caring for a child with a disability between a developed country, the United States, and a developing country, Mexico. Participants included caregivers of children with disabilities in the US (N = 25) and Mexico (N = 45). Self-report data were collected to measure caregivers’ demographic information, knowledge of resources, positive and negative emotional response, and stress level. Additional observational data was collected regarding the physical resources, educational resources, therapy services, government policies, caregiver reactions, child behavior, and transportation services in each location. Analyses revealed that caregivers in the US reported significantly higher levels of stress compared to caregivers in Mexico. No significant differences were found in caregivers’ knowledge of government policies; however, Mexico caregivers were significantly more satisfied with the policies that they were aware of compared to US caregivers. US caregivers were more aware of support groups/organizations for themselves or their child and were more likely to participate in known support groups. There was no difference in reports of access to educational opportunities; however, US caregivers reported significantly more inclusion opportunities compared to Mexico caregivers. No significant differences were found in caregivers’ belief that their child would one day be employed. There were significant differences in the number of observations made regarding educational resources, therapy services, government policies, and transportation services between the US and Mexico. The findings of the current study provide important information about the effect of culture on the experiences of caring for a child with a disability, which could be useful for professionals who work directly with families and for the development of future resources.

Highlights of the project: Collected research in both southwest VA and the Yucatan of Mexico. To facilitate her data collection, she completed an internship in southwest VA, as well as two internships in Mexico during the summer between her Jr and Sr years. 

Rachel Harmon received funding for this project through Roanoke College Honors Program Downing Distinction Project Award and Psi Chi’s Mamie Phipps Clark Diversity Research Grant. To learn more about this award and on how Rachel collected data while in the Yucatan of Mexico refer back to this blog post, in which she was interviewed last fall!

Congratulations again to Rachel Harmon on a successful defense and we look forward to seeing all you accomplish in the future!

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Get Connected!

Bloghttps://psych.pages.roanoke.edu/
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Associations of Attachment Style and Romantic Relationship Satisfaction

Rachel Harmon, Emily Jones, Carter Smith, Shannon Blair Snyder, Kayleigh Walker

 (Advisor: Dr. Findley-Van Nostrand)

Background Information

There have been many studies conducted on attachment styles (i.e., characteristic ways of emotionally connecting with others) between parents and their children, and studies performed to evaluate romantic relationship satisfaction, but there are few studies combining the two concepts in young adults (Xia et al., 2018). Attachment style is developed through an individual internalizing their relationship, or lack thereof, with a primary caregiver in infancy and early childhood (Searle & Meara, 1999). We wanted to look at whether attachment style is associated with emerging adults’ current romantic relationship satisfaction. We also explored additional variables such as gender and length of the relationship. We chose to focus on individuals in emerging adulthood for several reasons. First, it is during this formative stage individuals are considering life-changing decisions regarding education, friendships, careers, and romantic relationships (Arnett, 2000). Second, romantic relationships in this stage differ from those experienced in adolescence because they tend to be longer in duration and more serious in intention (Arnett, 2000). Finally, little research has been done on emerging adults’ romantic relationships and our research can provide insight into this newly defined developmental stage.

Methods

Participants in our study were students from Roanoke College who were at least 18 years old and in a committed romantic relationship. Participants for this study were recruited through the Roanoke College Psychology Department via SONA, as well as within the greater campus community. Participants who were enrolled in a psychology course received a half SONA credit for participating. Eighty-five total participants completed the study.

Our study was an online survey through Qualtrics. Participants were asked to answer questions regarding gender, gender of their partner, their sexuality, age, relationship length, whether they and their significant other have “taken a break” and if so, the number of “breaks” they’ve taken. To measure attachment style, we used the 36-item Experiences in Close Relationships-Revised Questionnaire. Scores on the ECR-R were calculated to reflect overall attachment insecurity, and anxious- and avoidant-attachment security as subscales. For relationship satisfaction, we used the 32-item Couple Satisfaction Index.

 Results and Discussion

          As expected, participants with secure attachment style reported higher relationship satisfaction (see Figure below- low scores on the ECR-R indicate more secure attachment). Also as expected, attachment-related anxiousness and attachment-related avoidance explained a pretty large amount of relationship satisfaction. Contrary to expectations, the association between attachment style and relationship satisfaction was stronger for participants who identified as male compared to participants who identified as female. Additionally, participants who reported higher levels of attachment-related anxiety and attachment-related avoidance had been in their current romantic relationship for a shorter-duration compared to participants with secure attachment. However, participants who had been with their current romantic partner for a longer amount of time reported higher levels of romantic relationship satisfaction. Participants who had not previously broken up with their current romantic partner also recorded significantly higher levels of relationship satisfaction compared to those who had previously broken up or “taken a break”.

Romantic relationships are an important part of emerging adulthood (Arnett, 2000). The results of the current study indicate that attachment style may influence satisfaction within romantic relationships during this phase of development. The results expand upon previous literature by investigating these associations specifically in emerging adulthood, while exploring the additional factors of gender, relationship duration and whether couples had previously broken up or “taken a break”.

Reflection

This research process has been one that challenged us all in various ways throughout the semester. The first obstacle we faced was developing a study that interested us all and was relevant to the course. Our original goal with this study was to have the Roanoke College student and their significant other complete the survey in person. Requiring both the SONA student and their significant other to complete an in-person questionnaire limited our pool of students to those in relationships with a peer and those in a relationship with someone who is local. This meant that students who are in long distance relationships, and who may have had a lot to offer the research, were unable to partake in it. The original goal with having both individuals in a relationship complete the survey was to be able examine relationship satisfaction and attachment style within a relationship.

We originally decided to make this an in-person survey to increase validity. However, due to the COVID-19 pandemic, and the transition to remote learning, our study had to be switched to online only. With this new requirement of the study having to be online, we had to re-evaluate our methods. We changed the study requirement of both partners needing to complete it, to only surveying one partner. This increased the number of students who could participate in our study, which we believe improved our sample size. Conducting the study online may have eliminated any response bias that would have occurred in the lab because originally they would have been taking the survey across from their significant other, and may have felt pressure or guilt to respond a certain way, which could have altered their initial thoughts or feelings. Overall, working remotely on this has been challenging and time consuming. Having to completely rethink our study methods and then communicate with one another via WIFI when two group members have poor connection was difficult. We no longer had the option to meet whenever was convenient and work on the data analyses as a group. We instead had to find time where we could all video chat and then have one person screen share, running analyses, while the others watched. In the end, switching to online research was beneficial because we were able to broaden our pool of participants, adjust our research in an efficient way, and find significant associations.

 Conclusion

          The main finding of our study indicates that the attachment style is associated with romantic relationship satisfaction. It is important to remember that attachment styles begin forming soon after birth and continue to evolve through the lifespan (Searle & Meara, 1999). While attachment-related anxiety and attachment-related avoidance were found to be significantly associated with romantic relationship satisfaction, we were also able to conclude that male romantic relationship satisfaction is somewhat more likely to be dependent upon attachment style in comparison to females.

References

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469-480.https://doi.org/10. 1037/0003-066X.55.5.469

Searle, B., & Meara, N. M. (1999). Affective dimensions of attachment styles: Exploring self-reported attachment style, gender, and emotional experience among college students. Journal of Counseling Psychology, 46(2), 147–158. https://doi.org/10.         1037/0022-0167.46.2.147

Xia, M., Fosco, G., Lippold, M., & Feinberg, M. (2018). A developmental perspective on young adult romantic relationships: Examining family and individual factors in adolescence. Journal of Youth and Adolescence, 47(7), 1499-1516.  doi:10.1007/s10964-018-0815-8

Does Art Affect Our Self-Certainty?

Ashley Rioux, Jordyn Markle, and Dionne Liberia

(Advisor: Dr. Danielle Findley-Van Nostrand)

How well do you really know yourself? Limited research has been done on the relationship between creativity and self-concept clarity. There is some evidence that people who have reached a higher status of identity are more likely to be creative while the antithesis is true for those in lower stages of identity development (Dollinger, Dollinger, & Centeno 2005). As the identity crisis is a common problem in adolescents (Riley, 1999), some art therapy techniques are designed to aid in the development of one’s identity (Beaumont, 2015). This is useful because self-concept clarity is related to positive adjustment. The current experiment was aimed at developing a more thorough understanding of how the expression of creativity affects self-concept clarity, particularly in individuals who already identify as artistic.

58 participants from Roanoke College psychology classes were gathered through the SONA online research management system. Participants, emerging adults who earned credit in class for their participation, were then randomly assigned to either complete a 2-D art task (a self-portrait) or to write about their last 24 hours (this was the control group). Before the task,  we collected information about level of artistic ability and experience in art. Before and after the task, they completed self-concept questionnaires, including indicating how certain they were (on a scale of 0-100) in each personality trait rated, and a self-report measure of self-concept clarity.

We found that overall, self-certainty (the average certainty in personality ratings) didn’t seem to differ based on doing the art task or not. But, then we ran tests separately for people who have an art background or not and found that if an individual already has an artistic background, they had higher self-concept certainty after doing a creative task than individuals who have no artistic background (see Figure 1). We expected this experiment would result in evidence indicating that creative outlets aid in one’s sense of self-concept clarity, and found that this was true only for people with an artistic background. However, other measures of creativity and experience in art were not related to certainty in self-concepts, and responses on the self-reported self-concept clarity scale were not related to participation in the task.

Since only one finding reached statistical significance, it is important to consider possible sources of error. Due to some unforeseen issues, we were forced to adapt our study into an online-only study. This may have been an issue because one group of participants was prompted to complete a drawing task. Without being able to supervise the participants, there was no way to control the conditions under which each participant completed the task. Another issue we faced was participants submitting incomplete surveys. This too may be due to the shift to online-only studies. One way we may have been able to get better results would be to have a larger sample size with more participants in each group, completing the study in person.

The purpose of this study was to determine if creative outlets are an effective way to aid in the development of self-concept clarity in college students. We wanted to expand upon the existing research by comparing 2-D art to a non-creative task, as well as further defining the effect creativity has on self-concept clarity in emerging adults. The evidence suggests a relationship between artistic expression and identity exploration, but only in those who already have an artistic background. So, creative outlets may be less helpful to self-concept clarity for people with little or no prior background in art. This study has helped us understand the relationship between artistic expression and the self-clarity concept in emerging adults.

Figure 1: Average Self-Concept Certainty by Art Task/Control group and by Previous Art Experience.

References

Beaumont, Sherry. (2015). Art Therapy Approaches for Identity Problems during Adolescence. Canadian Art Therapy Association Journal. 25. 7-14.

Dollinger, Stephen & Dollinger, Stephanie & Centeno, Leslie. (2005). Identity and Creativity. Identity. 5. 315-339. 10.1207/s1532706xid0504_2.

Riley, S. (1999). Contemporary art therapy with adolescents. London: Jessica Kingsley

A Study Examining Responses to Overt Versus Relational Aggression in College Students

Hailey Davis, Jon Cody Mactutus, Alina Marino, and Hayley Mulford

Advisor: Dr. Findley-Van Nostrand

[Picture of Girl Being Bullied] (2015). Retrieved from http://www.texasconflictcoach.com/2015/adolescent-relational-aggression-how-to-diminish-the-damage/

Background Information

The present study evaluated whether type of aggression (overt, relational) witnessed towards a peer impacted likelihood to intervene and/or desire to punish the aggressor, considering desensitization as a factor. Most peer aggression studies focus on childhood and adolescence, but we used emerging adults (18-24) instead because it would be further expansion as less is known about peer aggression in this age group.

Relational aggression is indirect, status hurting actions whereas overt aggression is direct actions with the intent to cause harm (Cairns, Neckerman, Ferguson, & Gariépy, 1989). Previous research has found that aggression has negative impacts on all involved; aggressors, victims, bystanders (Rivers, Poteat, Noret, & Ashurst, 2009). Both relational and overt aggression have internalizing and externalizing problems as negative possible outcomes for experiencing these types of aggression (Casper, Card, Bauman, & Toomey, 2017). The current study aimed to explore the differences in outcomes (intervening and punishing) based on the form of aggression (overt or relational). Although relational aggression is more common, especially in this age group, and just as problematic, people are less likely to recognize it as aggression (Crick & Grotpeter, 1995). So, we also tested whether people are more likely to perceive overt or relational aggression as aggression. Finally, we also explored the relationship of mood and previous exposure to aggression in these responses.

Methods

We recruited our participants through SONA, Roanoke College’s online psychology research website. Participants were awarded credit for their participation in this study. Everything was conducted in accordance with the guidelines of the Roanoke College Institutional Review Board, with participants supplying informed consent. In an online survey, participants were assigned to read a vignette about either relational or overt aggression where a familiar peer is aggressed upon by a stranger. First, they were asked questions to determine their current emotional state, then read a singular vignette, and then were asked if they thought the scene they read about was aggression. We also included a question to ensure that participants paid attention. 26 failed the check, leaving our final number of participants to be 130. We asked each participant whether what they just read about was aggression (and to what extent they thought it was aggression), how likely they would be to intervene in the situation, and to what extent they believed the aggressor should be punished. Participants were then asked about their previous exposure to either type of aggression. Lastly, participants were asked demographic information.

Results and Discussion

The results of the project were not as promising as we hoped. We had 60 participants in the relational aggression group and 69 participants in the overt aggression group. There was no significant difference in desire to punish between types of aggression. There was also no significant difference in likelihood to intervene between types of aggression. Sadly, the predictions that there would be a difference among the type of aggression and how a by-stander would feel and react were not found to be supported (see Figure 1). However, we did find that the type of aggression had an effect on the perception of whether the act was aggression or not- people were more likely to perceive overt aggression as aggression relative to relational aggression. Unfortunately, the predictions that prior exposure would account for some variance and predictive value in both intervening and punishing was not found to be supported either. Finally, emotion was not found to have a relationship with the likelihood to punish. We did not expect for most of our predictions to be rejected, but there are some promising ideas still prevalent. It is important that there is a relationship between how someone perceives aggression and the type because this can play a role in bullying. It seems from this study that relational aggression is not seen as aggression, which could help in efforts to reduce bullying. The statistical analyses we used may not have been complicated enough to reveal complex structures and relationships, but future studies could delve deeper.

Figure 1

Perception of Aggression, Likelihood to Intervene, and Desire to Punish Based  on Type of Aggression

Note. All variables were on a scale from 1-10. Perception of aggression (blue bars) differed significantly by type of aggression. The other variables did not.

Reflection

Despite our results not being what we anticipated them to be, we were able to find out how people interpreted aggression. Fortunately, we did not have any problems with our research when we were no longer on campus and able to access the lab. The only difference with having to make our study online was the amount of credit the participants received. Our study took into account a wide range of variables so we could look at multiple factors that could possibly have an influence on the participants’ answers.

Conclusion

In conclusion, thoughts about the aggression witnessed did not seem to differ much between type of aggression, current state of emotions, or prior exposure to aggression. Some of our results might contradict other research, like our finding that prior exposure did not influence intervention or punishing, but some of our results match very well. Our study, as well as many others, found that people correctly identified overt aggression as a form of aggression. So, people know overt aggression when they see it which means you can rest assured that people are watching out for you! However, it seems relational aggression is less recognizable, which could say something about the way college students interact.

References

Cairns, R.B., Cairns, B.D., Neckerman, H.J., Ferguson, L.L., & Gariepy, J.-L. (1989).  Growth and aggression: I. Childhood to early adolescence. Developmental Psychology, 25, 320– 330. https://doi.org/10.1037/0012-1649.25.2.320

Casper, D. M., Card, N. A., Bauman, S., & Toomey, R. B. (2017). Overt and relational aggression participant role behavior: Measurement and relations with sociometric status and depression. Journal of Research on Adolescence, 27(3), 661–673.      https://doi.org/10.1111/jora.12306

Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24(4), 211–223. https://doi.org/10.1037/a0018164

WELL WISHES & UPDATES FROM THE PSYCHOLOGY DEPARTMENT!

These last few weeks have no doubt been challenging for everyone in some way, shape, or form. With finals starting tomorrow and being away from Roanoke College, we wanted to share some well wishes and updates from some of the Psychology Department professors!

Dr. Buchholz:

We are living through strange and trying times; however, I am heartened by the way we, the students, faculty, and staff of Roanoke College, have risen to the occasion. I am encouraged by the leadership of President Maxey, Dean Smith, and many other staff during these difficult times. I am thankful for our departmental secretary, Ellen, who continues to be the glue that holds our department together. I am proud of the faculty in our department for handling this moment with grace and compassion. Likewise, I am proud of our students for how they have reacted to these challenges. From the many kind words expressed in emails, to the understanding we receive when we can’t figure out zoom or have had some other problem adjusting to teaching online; I am thankful for the kindness and patience of our students. The way our community has come together, even if apart, reminds me of why I love Roanoke College.

 For those of you who are struggling during this moment, I wish you and your families the best, and I want you to know that we are all here for you. For those of you who are graduating, congratulations and I hope to see you at the rescheduled graduation; and for the rest of you, I look forward to seeing you in the fall. Be well, stay safe, and take care of yourselves.

Dr. Carter:

I miss my students! My stats jokes are wasted on my family. I don’t even get an eye roll from a good t-test pun.

Dr. Carter making his kids breakfast during the quarantine (aka Will Forte in The Last man on Earth)
Dr. Carter’s kids completing a puzzle!

I’m extremely, extremely jealous of the people who don’t have anything to do during this quarantine. My wife and I are both trying to work full time while also taking care of two children under three (i.e., requiring constant supervision). So if I’ve learned anything new, it’s just how effective an active bird feeder can be as a babysitter. (Seriously though, getting to spend a lot of time with my kids is really nice. It’s just stressful trying to do so much at once.)

 

 

Dr. FVN:

I miss my students! I am super proud of everyone in my classes and in my lab, who have all worked super hard to make the most of this situation. It’s been an experience, but it’s been one we are all figuring out together. 

Dr. FVN’s son and dog!

I’ve especially appreciated the love during student meetings when my son or dog pop in for a hello! They have filled my days while my husband and I juggle our work. In fact, my favorite (non-work) thing has been going on backyard adventures and spending time on creative ways to stay entertained and engaged, like building obstacle courses.

 

I can’t wait to get back to in-person teaching, I miss my people! And, congratulations to the seniors! 

Dr. Hilton

I have been encouraged in speaking with students in my courses to hear about the diligent work you are all putting in amidst this almost overwhelming uncertainty we face on a daily basis. I applaud all of you for continuing to do your best and finding ways to make this unexpected challenge a time of growth. In addition- I also want to encourage you all to keep in mind that now is the time to practice that self-care we all talk about, yet rarely put into practice if we’re honest…We will have bad days in the coming weeks and we will have good days. Take them in stride, do your best (the definition of which might change daily…), and find whatever ways you can to keep your spirits and hopes up.

I’ve been reading a lot- which is a welcome change; watching a lot of TV (I’m rewatching Community on Netflix right now); and finding time for both quiet space alone and not so quiet time with my family. I also built a pull-up bar on the rafters in my basement with steel pipe so once this thing is all over- I may be able to do a few of those!

Dr. Nichols:

Dr. Nichols and Alumni hanging out on Zoom!

I was able to gather with some alumni from my lab on Zoom on Friday, 4/17, with graduates from 2011 to 2019. All but one of them are in graduate school now, the other one has a PhD and is currently in a post-doc position. The alumni present (in order of graduation) are: Madison Elliott & Paige Arrington (2011), Nikki Hurless, Lauren Kennedy-Metz, & Victoria Godwin (2014), Stephanie Shields & Lauren Ratcliffe (2017), Alex Grant (2018), Noelle Warfford (2019).

Dr. Osterman:

There’s a quote from Freud that has occurred to me a few times since all of this started: “One day, in retrospect, the years of struggle will strike you as the most beautiful.” I’m not sure if that’s exactly an encouraging or optimistic sentiment, exactly, but if Freud is right, it does suggest that our future selves will be overly sentimental and a little callous toward this very difficult situation we’re all going through right now, which makes them a common enemy against whom we can all fight. That’s something.

The deck couldn’t have been done without this helper!
The deck couldn’t have been done without this helper!

For myself, I walked 101 km in a week and learned that I have no desire to ever walk 101 km in a week ever again. Dr. B and I built a deck, with some help from Dr. B’s son James and our cats. I also took a quiz about which characters from various TV shows I am (it’s actually a very cool quiz by a psychometrician) and learned that I am Tyrion Lannister… I think because I drink and I know things? 

Dr. Powell

This video depicts wow we’re all feeling

There’s a lot of fails when trying to find that perfect backdrop for Zoom sessions #Halo #SpaceShipEncounter

Dr. Powell’s out of this world zoom background!

We’re missing our 5th-floor co-workers and the students, soo much! Our new Coworkers are soo needy!

Dr. Powell’s new needy co-worker!

From the Psychology Department, we wish you all the best with conquering finals this week and next! Stay strong Maroons!

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APA & GSA’S CAREERS IN AGING WEEK!

April 19 to April 25 is APA and GSA’s careers in aging week! Psychology of aging focuses on applying knowledge and methods of psychology to understanding and helping older adults and their families to achieve well-being in later life. If you are interested in working with older adults and want to learn more then follow this link! Likewise, if this is a topic that interests you then check out Adult Development and Aging (PSYC-323), a course that is being offered this fall and likely will not be offered again until Fall 2022.

Furthermore, if you are interested overall in human development then check out the human development concentration that is offered at Roanoke College! The human development concentration exposes students to the broader life-span perspective and allows students to focus on the stages (e.g., childhood, adolescence, adulthood) and the topics most applicable to their personal or professional goals.

For more information on the human development concentration, reach out to Dr. Powell or Dr. FVN!

Measuring Persistence in Psychology Students

Athey Crump, Emily Giovanini, Elizabeth Helminski, Mariyana McAgy & Kojiro Leonard (Advisor: Chris Buchholz)

Background Information

What causes individuals to complete difficult tasks? Locus of control is categorized into two levels: internal and external. Individuals with internal LOC believe they have control over their environment, whilst individuals with external LOC believe their environment controls them (Killpack, 2005). After examining current literature on LOC, we discovered a gap in past research, which had looked at the relationships between LOC and motivation, competence, and self-efficacy, but not perseverance (Rotter, 1996). Our research is designed to focus on the relationship between LOC and persistence. We hypothesized that those scoring a high internal LOC would have a longer duration while those scoring a high external LOC would have a shorter duration.

Methods

In this study participants (77) were asked to solve a series of math problems. Half of the participants were led to believe they had some control over the difficulty of the math problems, while the other half were led to believe that the difficulty of the questions was random. However, the manipulation did not work due to an unforeseen error in setting up the study. As a part of this study, participants were also asked to complete a scale that measured whether they possessed more internal or external locus of control using Rotter’s scale of Locus of Control.

Results & Discussion

Data collected from the survey was run with the results from the LOC questionnaire. While there was no difference in the total number of math problems completed for external vs. internal locus of control, those who have an internal locus of control did spend more time answering questions but these results were not statistically significant, as seen in Figure 1. So, while these two groups (internal/external) completed the same number of problems, it is possible that those with an internal locus of control spent more time thinking and working on them, as can be seen in Figure 2. This makes some sense in that those with internal locus of control feel they have more control, and thus they spend more time working (i.e. persisting).

Figure 1: Internal and external locus of control on number of math problems completed.

Figure 2: Internal and external locus of control on duration of survey.

Reflection

The process of conducting an experiment from start to finish provided the opportunity to put knowledge we’ve gained over the past four years into a single project. When creating an online study, we gained experience using programs like SPSS, SONA and Qualtrics. Though there were several changes that needed to be made to the study, this only allowed us the opportunity to showcase our knowledge of research skills. Though there were several challenges to overcome, this study allowed us, as students to think and act as researchers and provided the opportunity to have these skills as undergrads.

Examining How Music Affects Mood

Nina Amato, Hailey Davis, Emily Deeds, Kinsey Overfelt, Valerie Spasojevic (Advisor Chris Buchholz)

Background Information

Music has been around for centuries and it has been used in many different ways, from ceremonies, to dancing, or even to uplift the soul.  Philosophers have wondered what the purpose of music is and what it does for us.  Many people believe that music can affect their mood – we were curious about this as well and wanted to take it a step further to see if happy or sad music was able to change ones mood when combined with having a certain personality trait.  We predicted that people with a high level of Neuroticism would have their mood shifted the most due to the type of music they were listening to.  We predicted that this specific personality trait would be most likely to change their mood due to the type of music because it is said that people with the personality trait of Neuroticism tend to be emotionally unstable, which would allow their mood to shift easily.  To examine the effects, we used different tests in order to assess how a happy song and a sad song affected the moods of different personalities.  Specifically, we predicted that people having a personality high in Neuroticism will convey a happier mood in the happy music group, as well as convey a sadder mood in the sad music group.  We  also predicted that those who are low in neuroticism will not have their mood as affected by the music since they are in theory more emotionally stable individuals.

Methods

Participants were randomly assigned to one of two conditions in the study, either listening to a happy or sad version of the same song.  Individuals then self-reported their mood via a slider scale immediately after listening to the song condition to which they were assigned.  Participants then took the Big Five Inventory (BFI) questionnaire to measure personality traits (e.g., neuroticism).

Results and Discussion

There was a significant difference between the moods of the people in the sad condition versus the happy condition (see Figure 1). Also, in line with our predictions, we found that those high in neuroticism did have a significant difference between their reactions to happy versus sad music, while this was not the case for those low in neuroticism (see Figure 2).

Figure 1: The effect of music on mood.

Figure 2: Interaction effects between music condition and neuroticism.

Reflection

We experienced challenges throughout our research because we anticipated our study to be conducted in a lab setting, not completely online. We originally decided that we wanted to have an in-person study so we could ensure that individuals would listen to the song entirely and not have any distractions, however, we had to switch to an online version of our study due to the Coronavirus.  Our study also does not take into account the mood the individual was already experiencing, which could have impacted mood persuasion.

PSYCHOLOGY DEPARTMENT STUDENT RESEARCH SPRING, 2020

The department normally hosts a poster session to present all of the research that happens each semester; however, due to stay at home restrictions we will present student research on our blog. Over the next several days we will be posting some of the research carried out by our students here. Congratulations students for all of your hard work!

–  Chris Buchholz, Psychology Department Chair

PSYCHOLOGY DEPARTMENT ACADEMIC AWARDS 2020!

During this past week, students were presented with awards from the psychology department! While students are typically presented these awards at the annual academic award ceremony, due to the recent events, the ceremony was unable to be held this year. However, the psychology department went on to recognize the following students and their accomplishments.

“Congratulations to all of the students who won awards in the Psychology Department this year! These are all great honors and well-deserved. We are all proud of your accomplishments and all that you do to make our department great. ” – Dr. Buchholz

This year, the Psychology Department distributed awards to fifteen students:

Lauren Furlow – Senior Scholar – Psychology

Rachel L. Harmon – Karl W. Beck Memorial Prize

Sophia R. Bacon – Curt R. Camac Student Research Award

Riker F. Lawrence – Curt R. Camac Student Research Award

Brittney A. Rowe – The Charles E. Early Award

Morgan J. Hamilton – Outstanding Junior Psychology Major

Kira N. Hunt – Outstanding Junior Psychology Major

Abbie L. Joseph – Outstanding Junior Psychology Major

Grace E. Page – Outstanding Junior Psychology Major

Vanessa L. Pearson – Outstanding Junior Psychology Major

Kaillee M. Philleo – Outstanding Junior Psychology Major

Carly M. Schepacarter – Outstanding Junior Psychology Major

Mason L. Wheeler – Outstanding Junior Psychology Major

Rachel L. Harmon – The Jan H. Lynch Human Development Concentration Award

Sophia R. Bacon – The Jan H. Lynch Human Development Concentration Award

Emily B. Townley – The Jan H. Lynch Human Development Concentration Award

Casey J. Gough – Psi Chi Achievement Award

To learn more about the awards and honors or their descriptions follow this link!

On behalf of the Psychology Department, congratulations again to all of our students. You have all worked hard, accomplished wonderful things and we look forward to seeing what you will achieve in the future!

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AN INTERVIEW WITH FULBRIGHT ETA CLAIRE KIRCHOFF ’17

Claire Kirchoff ’17

Alumna Claire Kirchoff ’17 recently received notification that she will be serving as a Fulbright ETA in Nepal next year! While at Roanoke College Kirchoff studied psychology and spent time working with Dr. Powell in her research lab. In this post, Kirchoff discusses with a student assistant what she has been up to since graduating from Roanoke College, how she learned about the Fulbright program and advice she has for students considering applying to Fulbright or any other research/internship opportunity.

Can you please tell me a little about yourself?

I am from Nashville, TN and moved back here after college and graduate school in Virginia. I have a dog named Kona who just turned 1 at the beginning of March, and he is being trained as a therapy dog. Currently, I am finishing up the coursework and supervision hours (well, not anymore #covid) for my School Counseling licensure, at the end of which I plan to pursue elementary school counseling positions (following the Fulbright, of course.) I have never held a job that did not involve children or youth in some capacity, and I have always been drawn to education and mental health, though I took a roundabout way to get to where I am now.

What have you been doing since graduating from Roanoke College?

In reference to my last comment above, I told my advisor (Dr. Powell) that I had zero intentions of going into school counseling and that it was the last thing I wanted. Things change, clearly, and 4 years after putting my foot down, here I am about to be a licensed school counselor. Because I thought I didn’t want to go into counseling, I chose a graduate program without a licensure track, which, in hindsight, was poor planning. Immediately after college (2017-18), I attended the University of Virginia for a Master’s in Education, Educational Psychology – Applied Developmental Science (it’s a mouthful, I know.) While I was there, I took just about every opportunity I came across. I worked in a research lab studying the implementation of social-emotional curriculum interwoven with standard science curriculum, I wrote and implemented curriculum for a multi-week summer environmental science and service-learning program for high school students on a Native American Reservation in South Dakota, helped create a mental health team at a summer camp for youth with chronic health conditions (this has a nod to my undergraduate research study, “Emerging Adults’ Perceptions of Peers with Chronic Health Conditions”), I tutored ESL students at a local middle school, and I took as many courses as would fit into my schedule.

Claire Kirchoff’s group while in South Dakota (which included 2 UVA undergrads) at the end of their summer program

(2018-19) After graduate school (literally a week after), I started a year as an AmeriCorps service member in Nashville at a nonprofit serving a very low-income community. Moving back to Nashville was a tough choice because I loved my time in Virginia so much, but it’s home and I’m happy to be back. During my AmeriCorps term, I worked in the K-8 education department at the nonprofit, and I was placed at a middle school in the community (it was actually a charter school drawing students from all over Nashville, so it was very diverse and had a wide spectrum of academic and social-emotional needs). The K-8 education program implements after-school enrichment programs at several schools in the community, and I was basically in charge of the implementation of my school’s after-school programming. I collected and analyzed testing and progress report data, designed reading and math enrichment curriculum for differentiated levels of need, and organized outside community partners for enrichment activities (other nonprofit partners like artists, musicians, science shows/experiments, and volunteers like Vanderbilt football and soccer players, student groups, and others.)

UVA Graduation – Claire with several friends from her own program as well as other friends she made along the way

This year (2019-20), I have been working to complete my supervision hours in school counseling at two local schools with similar levels of socioeconomic challenges, but both are very rural schools, which I was not super used to. I started at an elementary school and had the time of my life. This semester, I was at a middle school in the same community as the elementary school, and having a great experience, then my internship was cut short in early March, just like everyone else in the country/world. Since the schools closed, I went back to working at my part-time job as a preschool teacher at a private pre-k center. We actively try to keep our daily routines as normal as possible for the sake of the kids, but each day they become a little more aware of the issues, and I often hear the older kids saying things like “the sickness” or attempting to say the word coronavirus. It’s a daily battle to keep surfaces clean and kids happy, but we make do and push through.

How did you learn about Fulbright and this opportunity?

I knew about Fulbright in college when I had friends applying (my graduation year there were 6 Fulbright winners and I was friends with 4 of them). What I didn’t know then was that I, too, could apply if I wanted to. These types of opportunities weren’t really advertised to me when I was in college. I wasn’t super eligible to apply right out of college like my friends were, but my experiences and education since college has made me a better candidate for the grant.

Why did you choose Nepal?

There are a few reasons why I chose Nepal. First, I am one of the biggest culture nerds you’d ever meet. I attempt learning new languages for fun when I’m bored, I read books about other countries, cultures, and religions, and actively seek out cultural experiences in my life. When I was thinking about the Fulbright and Jenny Rosti was hounding me to pick a country, Nepal just kept creeping up on me. It stuck with me and I felt the draw to apply.

Secondly, when I was in graduate school, I tutored ESL students at a middle school in Charlottesville. Many of these students were from far-flung areas of the globe, mostly the Middle East and, surprising to me, Nepal. I had never met anyone from Nepal, nor had I thought too much about the country in my life, other than knowing about Mts. Everest and Annapurna. It was really these kids and their stories and culture that led me towards choosing Nepal as my Fulbright application. Side note: I actually wrote a paper about those kids for one of my grad courses, I interviewed them about their experiences immigrating to the US and acclimating to US culture and schooling. It was very interesting and helped me better understand how immigrant students view American schooling and what I, as a school counselor, can do to help them.

Thirdly, and this is the last big reason, is that I want to (someday, hopefully, in the next 5 years or so) go back to school for a Ph.D. in Educational Psychology with a focus/concentration in anthropology (some schools have dedicated Educational Anthropology programs, but the others have Ed Psych with cross-curricular study in which anthropology is encouraged as an option). As a course of study in my future Ph.D., I want to study how education (non-traditional and traditional ways of viewing education) blossoms even in the least Westernized corners of the world, and how folklore and storytelling are integrated into childrearing as a form of education for those without access to Westernized education. Because of this interest in education’s evolutionary roots, I figured Nepal would be a good place to start.

Can you give any advice for those interested in applying for the Fulbright, or for research/internship experiences in general?

This is a Dr. Powell-ism that has stuck with me since I was a wee duckling in her lab: trust the process. If you put your all into it and you really want it, it will happen for you, even if it doesn’t happen the way you planned. Dive in, give it your 100%, and trust that everything will shake out the way you need it to (but it might not be the way you want it to.)

Take-aways: Trust the process. Be kind to yourself. You’re capable of more than you think.

Dr. Powell was also asked to speak on this accomplishment and stated:

“I’m extremely proud of Claire – what she accomplished as a student at Roanoke and all that she has achieved since! I’m confident that her training and applied experiences have prepared her to succeed as an ETA in Nepal. I’m looking forward to seeing her posts and hearing details about her adventures as a Fulbright when she returns to the states. “
Thank you, Claire, for taking the time to answer our questions and congratulations again on receiving Fulbright! We look forward to hearing about how it goes in the future and will continue to cheer you on!

SUMMER INTERNSHIP AND EMPLOYMENT OPPORTUNITIES!

Image result for psychology
© Iowa State University

With spring break being only one week away the thought of summer may still seem distant in some mind’s, but it is quickly approaching. Summer break is a great time to explore opportunities in psychology and get experiences that go beyond the classroom. With the multitude number of research or internship opportunities available to students it can sometimes be challenging to figure out where to begin. Likewise, with summer comes graduation and the rush to find jobs begins. However, this website has got your back!  

Whether it be a summer opportunity or a long-term job, this website is regularly updated with information on psychology opportunities. Not only does this website offer a numerous amount of resources but it is also easy to navigate. By providing filtering options such as the type of position you are looking for and what state you are looking to be in, there are options that would align with each students needs and interests. Moreover, this website also filters the positions on areas of psychology and includes opportunities in clinical, cognitive, cultural, developmental, educational, health, neuroscience, positive, and social psychology. 

While you may not know quite yet what you want to do this summer or after graduation, this website is a great place to start searching and a great starting point to familiarize oneself with the endless opportunities that those studying psychology have! This website is updated frequently so if you don’t find a position that suits your needs or interests now, check back later! 

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PSYCHOLOGY INTERNSHIP INFORMATION SESSION!

Image result for psychology word cloud
© American Psychological Association

Are you interested in getting a real world experience in Psychology? Then come to the Psychology Internship Information Session! The info session will be this Thursday, February 20, from 11:45 AM – 1:00 PM in Life Science 502.

This info session will provide you with all of the information you need about internships in psychology. Not only will deadlines, requirements, and opportunities be shared, but there will also be information shared on how to present yourself with resumes and cover letters.

If you are looking to get an experience in psychology outside of Roanoke College, complete an internship credit, or learn more about the benefits of internships then stop by this info session.

If you are interested in attending RSVP by 12 PM Wednesday, February 19, by contacting (540) 375-2462, or dyer@roanoke.edu

See Toni McLawhorn (Career Services), or Dr. Mary Camac or Dr. Danielle Findley-Van Nostrand for more information.

P.S. There will be pizza!

Image result for pizza gif

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RC Psychology Offers Clinical Psychology Class

Beginning this semester, Roanoke College’s Psychology Department began offering a class on Clinical Psychology taught by Dr. Hilton for those interested in learning more about the field.

Image result for seinfeld happy gif

Goals for the class include: 

  1. Clearly delineate the field of clinical psychology from all related professions
  2. Help students understand the unique skills and abilities of clinical psychologists and how these things can be used across the many settings we work in
  3. Give students the basic tools to think like clinical psychologists and learn how to approach things systematically and scientifically to be informed consumers and ethical providers in the future

When asked about his hopes and expectations for the class, Dr. Hilton responded:

I think the class is beneficial for anyone with an interest in the field of mental health broadly. Even if you don’t pursue a clinical doctorate, the clinical psychologist’s approach to studying and treating mental health problems can (and should) be applied to any other field.

As part of the course, students will regularly be asked to apply their knowledge in the form of reaction papers, discussion, and research. Students will have the opportunity to speak with a licensed psychologist regarding their education, training and work life and will learn the basic skills of the assessment and therapy process, later applying these in a role play with the instructor.

In recognition of this new course offering, a series of blog posts focusing on exploring what clinical psychology is, the process of becoming a clinical psychologist, and what other, similar career options will be posted over the new few weeks.

We look forward to and are excited about this new opportunity for students at Roanoke College to learn more about what clinical psychology as, as well as hope that our future blog posts will also help aid students in learning more about what careers are available post-graduation.

If you have any questions about the field of clinical psychology, or about the class at Roanoke, you are encouraged to contact Dr. Dane Hilton at hilton@roanoke.edu.

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Looking for Research Opportunities & Internships?

Looking for research opportunities and/or internships this summer, but not sure where to start?

Never fear! I bring you good news.

The American Psychological Association provides a list of opportunities at major institutions for undergraduates. Such programs are available across the United States, from New York City to California.

Take a look at a few of those offered below, you may be surprised at what’s out there.

  • Boston University Summer Undergraduate Research Fellowships (SURFs)
    • Particular focus on minority groups, those traditionally underrepresented in the sciences
    • Applications opened December 9th, 2019 and close on February 15th, 2020
    • Program runs from June 1st to August 1st
  • Harvard Lab for Developmental Studies
    • Students interested in research on language and/or cognitive development, have experience with research methods (especially psychology or linguistics), comfortable interacting with families in a professional setting, and have excellent problem-solving and teamwork abilities
    • Application deadline: 12:00 EST, 1 March 2020
    • Program runs from June 8th through August 14th
  • National Institute of Neurological Disorders and Stroke (NIH) Summer Program in the Neurological Sciences and Other Neuroscience Research Training and Funding Opportunities
    • Available to high school, undergraduate, graduate, and medical school students
    • Receive first-rate training in neuroscience, have opportunities to network, and obtain impressive credentials when competing for graduate school, medical school, predoc or postdoc fellowships, and tenure-track positions
    • Applications open from mid-December through March 1st
    • Requires: CV or resume, a list of coursework and grades (do not need a transcript at this time), a cover letter describing research interests and career goals, and the names and contact information for two references
  • University of South Florida Summer Research Institute (SRI)
    • Application deadline: 15 March 2020 at 11:59 pm
    • Acceptance notifications: 3 April 2020
    • Program is dedicated to research and education of substance use and co-occurring disorders, prepares students for graduate school and/or Senior thesis
    • Up to 12 students chosen, courses in statistics and research methodology are required to be eligible
    • 11-week program from May 27th through August 7th

And there are plenty more opportunities as well. If you are interested in learning more, follow this link to the American Psychological Association’s website where all their recommended research/internships are listed.

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G.R.A.C.E. LAB SUMMER PROGRAM!

Image result for spelman college logo"

The Gender Race and Cultural Empowerment (G.R.A.C.E.) lab is hosting a 6-week summer program offering students the opportunity for one-on-one mentorship and research experience. The G.R.A.C.E. Lab’s emphasis is on social psychology with a focus on the experiences of Black women in STEM education.

Responsibilities include:

  • Recruiting study participants
  • Data collection and analyses
  • Attending weekly lab meetings

Qualifications for this position:

  • Strong academic performance in psychology,
    with a GPA requirement of 3.25 (overall and
    major)
  • Dependability and takes initiative
  • Excellent interpersonal and communication skills
  • Rising juniors and seniors preferred

This program will run from June 8 – July 17, 2020, and will be hosted at Spelman College. You are expected to be committed for all 6 weeks. While attending this program, a stipend, housing for 6 weeks, and a campus meal plan will be included.

They will begin selecting applicants into the program on a rolling basis until February 14, 2020.

If you are interested in applying to this program follow this link and email your cover letter, curriculum vitae, and your most
recent unofficial academic transcript to Dr. Maria Jones, Postdoctoral Research Associate, at mjones35@spelman.edu!

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NIA’s Summer Research Opportunity: STAR Program

Looking for a summer research opportunity?

Applications are now open for the National Institute on Aging’s Summer Training in Aging Research (STAR) Program, based in Baltimore, Maryland. The deadline for college, graduate, and medical students is March 1, 2020.

Part of the broader NIH Summer Internship Program in Biomedical Research, the STAR Program participants (ranging from high school students to graduate or medical students) work with NIH Scientific Staff mentors regarding age-related research, culminating in presenting their research findings at the NIA Summer Student Poster Day.

While also there, participants learn about the scientific method, attend seminars, and may have the opportunity to co-author a journal article.

The aim is to provide students with the opportunity to develop research skills through hands-on practice and seminars.

The program also provides aid regarding professional development, through both the internship itself and assistance regarding applications to graduate or professional schools.

NIA Summer Internships range from eight to ten weeks, beginning in late May and ending mid-to-late August.

Participants will receive a stipend, with the amount depending on the level of education completed at the beginning of the internship.

If the NIA is not of interest, there are a number of other research opportunities through different NIH institutions. If interested in the other NIH research opportunities, follow this link to the NIH OITE Training Website where everything is broken down regarding overall opportunities through NIH and more.

For those interested in the NIA: applications will automatically be sent to the NIA if participants indicate such interest in the study of aging or designate the NIA as their NIH institute of choice on their application.  To confirm that said application has been received by the NIA, please contact Recruitment Specialist, Ms. Arlene Jackson at jacksona@nia.nih.gov.

For advice in terms of writing a successful application, follow this link to a PDF provided by the NIH Office of Intramural Training & Education.

Potential participants are also encouraged to contact either Ms. Jackson, as mentioned above, or Ms. Taya Dunn Johnson, Assistant to the NIA Deputy Scientific Director, at dunnt@mail.nih.gov, for further information.

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Ellen Dyer Receives 2019 STAR Award

Pictured left-to-right: Ellen Dyer, Rick Fox, and Sandy McGhee, recipients of the 2019 Roanoke College STAR Award. Photograph courtesy of Roanoke College News.

In 2019, the Psychology and Biology Department’s very own Ellen Dyer received the STAR Award!

“I was quite surprised and felt very honored to get [the STAR] Award. It’s nice to know that you are appreciated” said Ellen when asked on how she felt upon receiving the award.

The “Service to All Roanoke” or STAR is given annually to Roanoke College employees who have an “outstanding positive influence” on the College campus and with their local community as well, going above and beyond what is required.

The STAR Award is competitive, with only one recipient chosen from each employee category: exempt, non-exempt, and hourly.

Dr. Osterman, who wrote the nomination for Ellen, said this:

Ellen is amazing, embodying the perfect intersection of competence and kindness. We have all been hopeful that she would win the STAR Award for a number of years now and we were so thrilled to see her recognized for all of the outstanding work that she does with us. We’re really lucky to have her.

Mrs. Ellen Dyer, secretary of the Roanoke College Psychology and Biology Departments, with award. Photograph courtesy of Dr. Buchholz.

Dr. Buchholz, department chair of the Psychology department, agreed, saying:

Ellen is amazing! She is essential to the daily functioning of the Psychology (and Biology) departments. She is kind, considerate, and a really great human being. She is truly deserving of this award.

Continue reading Ellen Dyer Receives 2019 STAR Award

2020 SUMMER PROGRAM STAFF POSITIONS!

The Center for Children and Families at Florida International University announces Summer Treatment Program Counselor, Research Assistant, and Teacher/Classroom Aide positions for 2020. The Summer Treatment Program (STP) provides services to children with Attention-Deficit Hyperactivity Disorder (ADHD), Conduct Disorder, Oppositional-Defiant Disorder, learning problems, and related behavior problems. The program provides treatment tailored to children’s individual behavioral and learning difficulties. The Center for Children and Families is directed by William E. Pelham, Jr., Ph.D., who is a Distinguished Professor of Psychology and Psychiatry at Florida International University.

By participating in the STP, students will:

·  Learn evidence-based techniques for working with children who have disruptive behavior disorders

·  Gain valuable clinical and research experience to prepare for career and graduate school

·  Help children to improve their social skills, sports skills, and academic skills

·  Network with faculty members at the Center for Children and Families, as well as students from across the country.

Positions are available in three related programs serving children between the ages of 3-12. In each program, children and counselors are assigned to groups of four or five counselors and 10 to 15 children of similar age. Children participate in a variety of classroom-based and recreational activities. Staff members implement an extensive behavior modification treatment program during all program activities. The behavior modification program includes feedback and associated consequences for positive and negative behaviors, daily and weekly rewards for appropriate behavior, social praise and attention, appropriate commands, and age-appropriate removal from positive reinforcement. Staff members will also be responsible for recording, tracking, and entering daily records of children’s behavior and response to the treatment. Staff members will work under the supervision of experienced faculty and staff members and will receive regular feedback about their performance.

Experience in the STP may be helpful to prepare students for further study or employment in the fields of education, mental health, physical education, pediatrics, psychiatry, recreational therapy, behavior analysis, social work, counseling, and related areas. Staff members have uniformly reported the experience to be the most demanding but also the most rewarding clinical experience of their careers.

More than 100 positions are available across the three programs. Positions are available for undergraduate students, postbaccalaureate students, and graduate students. Detailed descriptions of each program, position descriptions, and application instructions are available at this link!

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POSTER SESSION FALL ’19!

At the end of last semester on Thursday, December 5, students, faculty, and staff gathered in Fintel library to look at all of the amazing work the psychology department students have completed over the semester and summer. Various research posters and internship opportunities were shared and of course, the pizza was a hit among all session attendees! Check out the gallery of photos from the event below and congratulations to everyone who shared their research or internship on having a successful presentation and semester.

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NCFR Conference 2019!

© ncfr.org

On November 20-23, Dr. Powell took two students to the National Council on Family Relations (NCFR) Conference in Fort Worth, Texas to present research through poster sessions and to attend presentations. These students included Rachel Harmon ’20 and Morgan Hamilton ’21.

Morgan Hamilton Worked alongside Dr. Powell and presented their poster titled “The Association Between Implicit Theories of Relationships and Emerging Adults’ Expectations for Romantic Relationships,” which was based on a subset of results from Taylor Kracht’s ’18 honors in the major study.

The students have since given some insight onto what it was like presenting at the conference as well as their reactions to the conference and Fort Worth, TX: 

Rachel Harmon and Morgan Hamilton at the NCFR conference

Rachel Harmon

I attended the annual NCFR conference with Dr. Powell and my fellow lab-mate, Morgan. Although I did not present at the conference I enjoyed attending the poster sessions and symposiums that were relevant to my current and future research interests, as well as supporting Morgan and Dr. Powell during their presentation. I specifically enjoyed attending presentations on the topics of disability and immigrant youth and families. Attending this conference was beneficial for me as I am currently applying to graduate programs in Human Development and Family Studies and Clinical Psychology. While I was at the conference I was able to interact and network with professors in Human Development and Family Studies programs as well as to receive feedback on my own research. Attending NCFR also prepared me to present my own research at a conference next semester. I am very thankful that Dr. Powell and Roanoke College encourage their undergraduate students to attend conferences to gain valuable experience in their areas of interest. Overall, I really enjoyed exploring Fort Worth with Dr. Powell and Morgan. The things I enjoyed most about the city were the food and the nice weather! 

Morgan Hamilton and Dr. Powell presenting their poster

Morgan Hamilton

The opportunity to present at NCFR was incredible. Leading up to the poster session, I was very nervous because I had never presented to a group of scholars. After the session began and I had spoken to a few people who gave high praise to our research, my nerves significantly calmed. It was so cool to hear people’s thoughts about how our research applied to their own work. Although presenting was a great experience, my favorite part of the conference was listening to other scholars talk about research they conducted on topics I want to pursue and am truly passionate about. I was able to sit in a room with thirty people who all cared about adolescent mental health and was also able to meet a few professors at graduate programs too. It was fascinating to see how Psychology is growing & gave me great ideas about potential future research I would like. Finally, Fort Worth was such an amazing city! Rachel, Dr. Powell and I spent a lot of time walking around the shops in the city and finding great food along the way. Overall, the experience was something I am super grateful to have been warranted and I’m sure it will stand out as a highlight of my academic career at Roanoke College.

Fort Worth, TX gearing up for the holiday season!

Congratulations to all those who attended the conference and for having a successful presentation! 

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PREPARING FOR FINALS WEEK!

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©GIPHY Want to learn how to avoid looking like this during finals week? Then keep reading!

With the start of finals week being just 2 weeks away, it is time to start studying and preparing for any final projects or assignments due. Students stress levels spike during this time of year and while the idea of having a week full of deadlines and exams can seem terrifying, if you start attacking the projects and studying now, finals week can become much less stressful.

This post is to help relieve some of the stress that comes with finals! Below is an action plan on how to attack projects and start studying early, as well as how to stay on top of deadlines before they come.

Step 1: Start early!

While this may be easier said than done, especially with Thanksgiving being this Thursday, starting on projects and studying early will help to relieve most tension and stress that is felt during finals week. Here is a simple way to get started early:

1. Start off my marking down the due dates of any final projects/assignments and dates of final exams. By putting the dates into a calendar you will be able to better visualize what needs to be completed and by when.

2. Write down each day leading up the final project/assignment/exam. Next to each day write down something to accomplish. Typically putting a little bit of time into each objective/goal daily is better than spending one whole day on one item. For example, if you have a final exam that includes a study guide attack 1 portion of the study guide (such as 1 chapter) daily, or every few days depending on how much is on the exam. Likewise, if you have a final paper try to work on a paragraph or portion each day or every few days depending on how much time you have.

This may seem like a lot at first but dividing each assignment or exam studying across multiple days will be much more efficient than waiting till the day before to write a whole paper or study for an entire exam.

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© kissclipart

 

Step 2: Prioritize!

Make the choice on what assignments/projects/exams are most important to you and put more of a focus on those. If there is a class you are struggling in or a class that has deadlines coming up sooner than others, you would want to put in more time preparing for the items due in that class.

 

Step 3: Talk to the Professor or classmates!

When you start studying and preparing early it gives you optimal time to ask for clarification from the Professor or from classmates. This will help to relieve any anxiety with topics or assignments that may stump you during your studying/prepping for the end of the semester.

Step 4: Relax, Breathe, and take time for yourself

Make sure that during all of your prepping for finals week you take time for yourself. Whether it be meditating, exercising, shopping, or petting the campus cat or visiting dogs, make sure to take some much needed breaks and step away from the assignments, projects and studying. Not only will this allow you to clear your mind and come back with more ideas and a fresh head space, it is also extremely beneficial in increasing your moral and reducing the stress and anxiety that comes with finals.

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© Zedge; Remember Hakuna Matata and when in doubt spend some time watching Disney+

This action plan may not work for everyone and is in no way exhaustive in terms of preparing for finals week. However, if you start early you will find that finals week is not as bad at it seems and you will be able to get through each exam, project, or assignment with much less stress than if you wait till the day or few days before.

While finals are fast approaching, there is more than enough time to get started and get ahead, and know that you can do it!

Good luck with your finals preparation and have a wonderful Thanksgiving break!

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AN INTERVIEW WITH RECENT GRADUATE NOELLE WARFFORD ’19

© Roanoke College
In an interview with a student assistant, recent graduate Noelle Warfford ’19 describes life after graduation, recalls on her favorite memories from Roanoke College, and shares about being Salutatorian for the class of 2019.

No photo description available.

To start off, can you tell me a little about yourself? 

I’m Noelle, currently a graduate student at The University of Toledo studying Clinical Psychology. I would say I am a pretty friendly, hard-working person. I live with my cat Joshua, who is adorable, and I love to sing and watch movies whenever I get free time. Just not at the same time, to be clear. 😜 

Congratulations on being a Salutatorian! What was it like when you found this out?

When I found out I was Salutatorian, I was so excited that I just wanted to tell everybody I knew. I found out while I was with Dr. Nichols, who was my advisor, which made it even more exciting!

Noelle and her friend Phillip

What was graduating like? 

I remember graduation as being simultaneously incredibly fun and pretty stressful. There were so many events to go to that week and people to hang out with and talk to. The evening at President Maxey and Mrs. Maxey’s house was awesome, but nothing beats the feeling of hearing your name and walking across that stage!

How did it feel to finally step on the seal? 

Stepping on the seal felt like one of my biggest accomplishments at Roanoke. We all spend four years avoiding it because we’re all at least a teeny bit superstitious. So when you finally get to do it, it’s such a relief! You really know you made it.

What do you miss about Roanoke College? What is your favorite thing about having graduated? 

I miss so many things about Roanoke…but Commons honestly might be the thing I miss most. Especially all the kind staff, and the delicious desserts. I miss Olin Hall and of course the 5th floor of Life Science too, because I spent so much of my time in those places, usually with my closest friends. The best thing about graduating, though, is not having to worry about parking on campus anymore! And I mean, having a degree is great too. 🙂
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© The University of Toledo

What are you doing now after graduating? 

Since I graduated I moved up to Ohio to go to UToledo. The PhD program I’m in is 5 years long, including one year of internship. As a first year student, I have a few different jobs as a graduate assistant, I have classes on psychological assessment, clinical practice, psychotherapy, and research methods. I’m also already starting research and get to sit in on a clinical practicum where advanced students discuss the clients they’re treating at the University Psychology Clinic.

What does a typical day consist of in Graduate school? 

For me, a typical day in graduate school can range from a day where I only have meetings to attend throughout the day but no classes, to a full day where I have an hour-long lab at 8:15 (which I always grab a coffee on the way to campus for), a 2hr 40min class at 10:30, a brief time to grab lunch, and then another long class at 2pm. Since my classes only meet once a week, I usually have a lot of time to work on readings and assignments during the day and then have time to chill in the evening.

Noelle and Joshua

What has been your favorite part of graduate school so far? How about least favorite? 

My favorite part of graduate school is getting to study topics I’m interested in in a lot of depth. For example, I’ve already gotten to practice administering two major cognitive tests, the WAIS-IV and the WIAT-III, on a volunteer. I’m always surrounded by students and faculty who are very passionate about what they do, so it’s an encouraging environment to be in. My least favorite part is the sheer amount of reading I have to do. I’m so thankful I got practice reading empirical articles while I was at Roanoke, because I feel like that’s all I do now!

Where do you hope this opportunity takes you in the future?

My hope is that during my time in this program, I’ll be able to make contributions to research on psychosis assessment, especially assessing thought disorder, and that I’ll be able to gain significant experience working with populations with psychotic disorders. From there, I hope I can find a job where I get to do assessments all the time and help train others to become experts in assessment as well.

Is there anything else you would like to tell us?

Hmm…I guess the only other thing I’d like to share is, look out for a chapter on psychosis that I’ll be co-authoring with my advisor in the 2nd edition of The Oxford Handbook of Personality and Psychopathology Assessment. I am psyched about getting to work with her on this project! We’re starting a lot of exciting work on assessing early symptoms of psychosis, and I’m focusing in on signs of thought disorder, like you often see in schizophrenia.

Congratulations on all of your accomplishments Noelle! We will be continuing to cheer you on from Roanoke College!

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Website: http://www.roanoke.edu/inside/a-z_index/psychology
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MAINSTREAM MENTAL HEALTH SERVICES INTERNSHIP/JOB OPPORTUNITIES!

On Tuesday, November 19 from 12:00-1:00 PM Mainstream Mental Health Services will be in LS 502. They will be discussing internships (which can start this coming spring or summer) and job opportunities that their organization offers, as well as careers in mental health in general.

According to their website, Mainstream Mental Health Services, INC. believes in providing goal directed training to individuals in need to achieve and maintain independence in the most appropriate and least restrictive environment. It is our mission to enable eligible older adolescents and adults to acquire life skills and develop stronger family and community relationships that will enhance their quality of life in the mainstream community.

If mental health interests you then stop by on Tuesday and check out the opportunities that Mainstream Mental Health Services has to offer!

P.S. There will be pizza!

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Bloghttps://psych.pages.roanoke.edu/
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Website: http://www.roanoke.edu/inside/a-z_index/psychology
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NEW MAJORS ORIENTATION AND “SIGNING IN”

On November 6 the psychology department welcomed newly declared majors at the New Majors Orientation event! The students that attended the event learned more about what the psychology department has to offer and officially “signed into” the department by signing the psychology major poster!

If you are a newly declared major and missed this session no worries! Another session will be held on Monday, November 25 at 4:30 PM in Life Science 502. If you will be attending then be sure to sign up on  SONA .

You can email Dr. Powell (DPowell@Roanoke.edu) with any further questions!

Congrats to all who signed into the department already! We are so happy to have you as part of the psychology department!

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Bloghttps://psych.pages.roanoke.edu/
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UPCOMING ONLINE OPEN HOUSE FOR SAINT JOSEPH’S UNIVERSITY

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Next Monday, November 18 at 2:00 PM St. Joseph’s University is hosting a virtual open house! This open house is a wonderful opportunity to learn more about their MS in experimental psychology program. This is a full-time program designed to provide students with a solid grounding in the scientific study of psychology.   All students in their program are assigned to a mentor and conduct an empirically based research thesis under their direction.

Information on how to attend the open house can be found at this link!

For more information of their program check out this link as well as the brochure below!

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

SALEM VA MEDICAL CENTER RESEARCH OPPORTUNITY!

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The Salem VA Medical Center

Roanoke College offers an amazing opportunity to do research with the Salem VA Medical Center. If you are looking to do research and think this could be something for you then continue reading to learn more about the program!

The Salem VA Medical Center offers the chance for Roanoke College undergraduates to gain experience working in research with a seasoned Principal Investigator (PI) on current medical research.  Available research projects have included topics such as “Predictors of Treatment Response Among Veterans with PTSD”, “Mental Health in Rural Veterans with and without Traumatic Brain Injury”, and “Effect of Exercise Training on Inflammation and Function in HIV Infected Veterans”.

Students participate in research, analyze data, and present their work.  Internship or Independent Study course credit is available through various departments at Roanoke College based on the particular project and student major. 

Students interested should meet with the Director of Undergraduate Research, Dr. Chris Lassiter, in the fall semester or early in spring semester to discuss the program.  An overall GPA of 3.4 or higher is preferred.  An overall GPA of 3.0 or higher will be considered.  To apply, submit a cover letter (with research interests), a CV, unofficial transcript, and two letters of recommendation to the Director of Undergraduate Research by February 28 for research in the summer or the next academic year (fall and spring semester).

For more information and other documents about this program you can follow this link.

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CALLING ALL ACTORS!

Do you enjoy acting?

Then this is the study for you!  Even if you  have no experience acting, everyone is welcome to participant so long as you are comfortable being recorded while acting out different scenes.

Dr. Dane Hilton is conducting a study in which you will be acting out different scenes and then evaluating your performance. These videos will be used in future research studies. but don’t stress if you have no experience acting, you can still come and participate!

Participants will be getting a $15 gift card for participating. This study is not being run through SONA, so if you are interested in signing up or have further questions then email Dr. Dane Hilton at hilton@roanoke.edu.

Hope to see some of you there!

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ATTENTION RECENTLY DECLARED PSYCHOLOGY MAJORS!

Have you recently declared psychology as your major? If so then come out to the new majors orientation! It is required of all recently declared majors and there are two dates that you can come:

This Wednesday, November 6 at 5:30 PM or Monday, November 25 at 4:30 PM

Both of these orientations will be held in Life Science 502 but be sure to select the date you are attending on  SONA .

You can email Dr. Powell (DPowell@Roanoke.edu) with any further questions!

Congrats to all who have declared psychology! We are so happy to have you become part of the psychology department!

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Bloghttps://psych.pages.roanoke.edu/
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Website: http://www.roanoke.edu/inside/a-z_index/psychology
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AN INTERVIEW WITH RECENT GRADUATE CODY DILLON-OWENS ’19

© Roanoke College

In an interview with a student assistant, recent graduate Cody Dillon-Owens ’19 describes life after graduation, recalls on his favorite memories from Roanoke College, and shares about being Valedictorian for the class of 2019.

To start off, can you tell me a little about yourself? 

Well, I am of course a graduate of Roanoke College and this past August I started the first year of my PhD at the University of North Carolina at Charlotte for Health Psychology with a Clinical Concentration. I was born and raised in Roanoke, VA so this is my first time permanently leaving the area. I have a love for mountains and the outdoors and enjoy playing bass and guitar in my spare time. 

© Roanoke College

Congratulations on being a Valedictorian! What was it like when you found this out?

This was actually interestingso, Ellen and a few professors, along with the registrar during my Senior check-out in the Fall, told and reminded me that I was in the running. I knew I had a 4.0, but I guess the question was: how many other people did, and could we all keep it up? When it was official, knowing I had achieved it was cool (I had certainly worked for it), but I think my main feelings centered around the privilege of addressing our graduating class. There are a lot of fiercely intelligent, insightful, caring, and hard-working people I had the honor of attending Roanoke with and, in some ways, I feel like the cards just lined up for me to keep that magic number. A lot of people had very transformative journeys through college, but just the lack of one A puts them out of the running. I wanted my speech to focus on the triumphs we achieved as people, not students. 

 

© Cody Dillon-Owens

What was graduating like? 

For me, it was kind of weird to suddenly just be done. Four years of the same people, working towards the same goal, and now you’ve done it. I felt proud for doing it, happy I’d have a break from homework, but mostly curious about the future. I made a lot of great friendships, including with my professors. It was sad to have to leave and watch everyone start doing their own thing. But it was also a joyous occasion having my whole family there and seeing all the people who supported me to get me to this point. 

How did it feel to finally step on the seal? 

Don’t tell Maxey, but I had probably accidentally stepped on it long ago haha. It does remind me of some of the fun and quirky traditions we had at ‘Noke. I am glad I got to attend a college with some character and live out some of its traditions. 

© Cody Dillon-Owens

What do you miss about Roanoke College? What is your favorite thing about having graduated? 

I definitely miss the people. Ellen and all the psych faculty are the bee’s knees. And having all my friends in the same place. All you can eat chicken tender and mac day is kind of noteworthy as well. My favorite thing about having graduated is that I’ve completed another milestone in life that’s gotten me closer to where I want to be. I get to take specialized courses in what I want to be doing and pursuing ideas that are uniquely mine. This is also the first time for me being totally on my own which I’ve enjoyed. 

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Photo of the UNCC Campus © Cody Dillon-Owens

What are you doing now after graduating? 

Currently, I am attending UNCC getting my PhD. Technically, the PhD is in health psychology which is a very interdisciplinary field. It looks at health as a unitary concept involving both brain and body, which are deeply interconnected. We apply psychological models, like the biopsychosocial model and the ecological model, to examine health (prevention, maintenance, outcomes) – it’s very broad. My concentration is in clinical psychology, although being APA accredited, I’m also technically getting the same required training as any accredited clinical degree. So, within that realm I’m also learning the components of assessment and treatment. I think the two fields complement one another very well. 

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Cody Dillon-Owens office setup for his first intellectual assessment

What does a typical day consist of in Graduate school? 

Haha, usually quite a bit depending on the day. Currently, I am in course overload, so I never run out of things to do. I have classes at 8am most days, and after class there will be a mixture of activities. I read many articles and chapters of textbooks for my classes basically every day. I may also have to work on writing 2-page application papers or contributing to a pre-class discussion board. I now have a couple of course papers I have somehow make time to start working on too. I also have two applied clinical courses, so I am conducting an interview or an intellectual assessment about once a week. I’m also a Research Assistant and Project Coordinator on a HRSA GPE grant so I have meetings and various tasks I carry out for that. And then I’ll be reading and generating research ideas for my own research projects as well. Of course, it’s some mixture of these each day, not all at once thankfully. It’s still quite busy though, so it’s essentially class and then work until the evening where I’ll leave myself about an hour and half or so for myself to do whatever. My cohort has also instituted tea-time on Thursdays where we’ll take a break from work, and every other week or so we’ll have a big outing like yoga at a brewery or bingo or hiking or something. It’s mostly work but not entirely ;). 

First program social

What has been your favorite part of graduate school so far? How about least favorite? 

The learning environment is so enriching. Getting to discuss concepts with students and professors of various backgrounds has really broadened my perspectives. I’ve learned so much in such a short time. It’s also really cool to start being trained with skills for the clinical profession. My least favorite part is 1000% the lack of time haha. 

Where do you hope this opportunity takes you in the future? 

That’s a good question. I’ve tried giving some more thought to it, but it may take me a few more classes and clinical experiences to know for sure. I’ve considered a professorship at a small college, or at least teaching some health psych courses. My main career path I’ve told people is working as a clinician in a healthcare center but doing a mix between practice, intervention research, and maybe program eval. Recently after working on this grant, it also popped in my mind to pursue a position as a director of integrated care and push and work for developing true integrated behavioral health care and a patient-centered approach. 

Is there anything else you would like to tell us? 

This app/site called Trello saved my life for that extra level of self-management I needed, especially when working with other people so check that out if you’re interested. My new email is cdillono@uncc.edu, if anyone has more questions or would like student-level advice about graduate school or what the transition is like or anything, feel free to contact me! And remember that self-care is important, and no goal is worth sacrificing your happiness and well-being. 

Congratulations on all of your accomplishments Cody! We will be continuing to cheer you on from Roanoke College!

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Bloghttps://psych.pages.roanoke.edu/
Facebookhttps://www.facebook.com/rcpsychology
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Website: http://www.roanoke.edu/inside/a-z_index/psychology
Instagram: rcpsychology

SSEA CONFERENCE 2019!

The students who attended SSEA at dinner

On October 1012, Dr. Findley-Van Nostrand and Dr. Powell took three students to the Society for the Study of Emerging Adulthood (SSEA) Conference in Toronto, Canada to present research through poster sessions and presentations. These students included Casey Jo Gough ‘20, Sophie Bacon ‘20, and Abbey Packard ‘21. 

Students presented research through two different poster presentations. Casey Jo Gough and Sophie Bacon both worked alongside Dr. Findley-Van Nostrand and presented their poster titled “Emerging Adults’ Social Goals for Peer Status: Associations with Aggressive Reactions to Provocation”. Abbey Packard worked alongside Dr. Powell and presented her poster titled “Teaching self-efficacy of emerging adults across a first-level education course with community-based learning”. 

The students have since given some insight onto what it was like presenting at the conference as well as their reactions to Toronto: 

Sophie Bacon and Casey Jo Gough with the poster they presented

Casey Jo Gough

The opportunity to not only partake in undergraduate research but to then fly out of the country to present at a professional conference was an unforgettable learning experience. This was my first experience leaving the country, and it was fun to explore the streets of Toronto and take in all the sights. Presenting at the conference gave me confidence in my research abilities as I prepare for grad school. I was able to speak to other researchers and received great advice about my career path as a future school psychologist. I think the best part of the conference experience was the opportunity to attend lectures and poster sessions of unpublished research. I was able to speak to other researchers about their studies and look at exciting unpublished data in my areas of interest. I can’t wait to see where my research will take me next! 

Sophie Bacon 

Attending SSEA in Toronto was an incredible experience. Presenting our poster and findings was a really fulfilling experience and everyone who we talked to was so friendly and excited about our interest in research. Also, because I am still unsure of the direction that I want to go in when pursing graduated school, it was so helpful to talk to others who were recently in my shoes! I found walking and looking at all of the other posters to be really informative and eye-opening regarding the knowledge that we can learn about this newly defined stage of life. I felt very lucky that we were able to travel to such a cool place like Toronto, the city felt so walkable and had an abundance of hip-restaurants and soaring skyscrapers!

Abbey Packard

Abbey Packard with the poster she presented

Canada was an amazing experience overall and as an undergraduate research student I gained lots of insight into graduate level research and felt confident being able to present my work to graduate and PhD students. The other presentations were extremely impressive and networking opportunities were all around which is always a bonus! Being able to go to Toronto was a wonderful experience thanks to the help of Dr. Powell! The city was beautiful and was an experience I’ll never forget. 

Dr, Powell

Dr. Powell standing beside the poster students have been working on alongside her

Dr. Powell also presented one poster titled “Emerging Adults’ Bid Responses: A Pilot Study on Romantic Communication” as well as two papers, “How to break up: Individual differences in emerging adults’ normative beliefs about ghosting” and “Emerging adults’ perceptions of what it means to be “Talking””. 

 

One of the paper presentations Dr. Powell gave
The second paper presentation Dr. Powell gave

Congratulations to all those who attended the conference and for having successful presentations! 

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CONGRATULATIONS TO OUR PHI BETA KAPPA INDUCTEES!

The Psychology Department would like to congratulate Rachel Harmon, Riker Lawrence, Emily Townley, and Brittney Rowe on their induction into Phi Beta Kappa. Continue reading to hear from the students themselves! 

Rachel Harmon 

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I am a Senior Psychology Major with a concentration in Human Development. When I received the news that I had been elected into membership of Phi Beta Kappa I was ecstatic and was reassured that all the hard work I have completed while at Roanoke College has paid off. Outside of classes I am the Head Psychology Student Assistant and I am also a Subject Tutor in the Center for Learning and Teaching on campus. I am also a member of Alpha Lambda Delta, Psi Chi, and am the Vice President of Omicron Delta Kappa. I also participate in research in the Psychology department and am a research assistant in Dr. Powell’s Developmental Self-knowledge Laboratory. My biggest accomplishment while at Roanoke College has been my independent study for my Honors Distinction Project titled, “Cross-Cultural Comparison of Caregiver Concerns and Resources for Children with Disabilities”. My original proposal was awarded the Perry and Jessica Downing Distinction Project Award by the director of the Honors Program, and this summer I was a recipient of a 2018-2019 Summer Mamie Phipps Clark Diversity Undergraduate Research Grant from Psi Chi. After graduation I plan to spend a year abroad before pursuing a PhD in Human Development and Family Studies or Clinical Psychology. 

Riker Lawrence 

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My name is Riker Lawrence and I am majoring in psychology as well as getting a concentration in human resource management. Hearing that I was accepted in Phi Beta Kappa was a big moment for me because I have been working towards that since my freshman year of college. It is an honor to be accepted and I couldn’t have done it without Dr. Powell and the rest of my lab mates in her lab. For the majority of my 3+ years at Roanoke College, I have been doing research in the psychology department. I experienced many accomplishments since starting in Dr. Powell’s lab. Although, I think my most proud one is being accepted into Phi Beta Kappa. I have shifted my focus on conducting my own study to present as my honors-in-the-major project that specifically focuses on prenatal leisure time and parent expectations. Conducting this study effectively will be my next goal to accomplish. After I graduate in spring 2020, I will be working with a recruiting team for a newer company back home in Northern Virginia. 

Emily Townley

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I am a psychology major with a concentration in human development and an art history minor. I was really excited when I heard the news and immediately called my mom (who unfortunately did not pick up initially) so we could celebrate together! As for how I’ve spent my time at Roanoke, I am in the Honors Program and have been working on my Distinction Project this past summer and this semester. I’m also a manager and on-call tutor at Subject Tutoring, a campus photographer, and am the historian/in charge of public relations for Psi Chi! Being invited to Phi Beta Kappa is definitely one of my biggest accomplishments, up there with getting the Bittle Scholarship and studying abroad for a semester in Italy. I will be applying to graduate schools in the coming months and I’m hoping to be accepted into a Clinical Psychology PhD program. 

Brittney Rowe

Brittney Rowe is another psychology department student assistant who has also been inducted into Phi Beta Kappa and is currently studying abroad!  

Congratulations again to everyone! We look forward to seeing what you accomplish in the future! 

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CONGRATS DR. OSTERMAN AND THERESA HECMANCZUK ON RECENT PUBLICATION!

© someecards.com

Congratulations to Dr. Osterman (Roanoke College) and recent graduate Theresa Hecmanczuk ‘19 on their recent publishing in the Journal of Social and Personal Relationshipstitled “Parasocial forgiveness: The roles of parasocial closeness and offense perceptions.” 

In this article Dr. Osterman and Theresa Hecmanczuk expand on research that investigates how predictors of interpersonal forgiveness, such as relationship closeness and offense severity, also predict forgiveness of a parasocial target. Using an interpersonal forgiveness measure to examine forgiveness of parasocial targets as a function of parasocial closeness and offense perceptions, they used two studies and found that pre-offense closeness was associated with greater forgiveness and current closeness, and that forgiveness significantly mediated the relationship between pre-offense and current closeness. They also found that perceptions of apology sincerity were associated with greater forgiveness and current parasocial closeness, and that a brief measure of parasocial closeness was comparable to the Parasocial Interaction Scale in its associations with forgiveness and related outcomes.    

For more information on the article, follow this link and once again congratulations to Dr. Osterman and Theresa Hecmanczuk for their publishing! 

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OVERCOMING MIDTERM WEEK STRESS!

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With Fall Break being just 5 short days away, that means we are entering midterm week. While this week can be extremely stressful, there are many ways in which the college and organizations around campus are providing opportunities to reduce stress, as well as some ways you can reduce stress on your own. Continue reading to learn more about some of the opportunities and advice! 

College-wide events: 

Outdoor Adventures is hosting a Wellness Week with the following events free to all students! 

WhenMonday October 7 

Time6:30 to 8:30 PM 

Where: Sutton Terrace 

What:  Happy Little Trees Twilight Painting – A relaxing and fun paint night that will help reduce stress regardless of your artistic abilities! 


WhenWednesday October 9 

Time12:00 to 1:00 PM 

WhereFront Quad 

What:  Yoga on the Quad – Yoga is a great way to reduce stress, aid in muscle relaxation and improve mood! 


WhenThursday October 10 

Time: 12:00 to 1:00 PM 

WhereOutdoor Adventure Center 

What:  Mindfulness Session – Laura Leonard will teach about mindfulness-based practices such as breath awareness, body scans, gentle movements, and guided reflections! 


Reslife is also hosting events for wellness week: 

Beyond these 5 opportunities, other organizations and the college will be putting on events this week in the Colket center and around campus, so keep your eyes peeled for other ways to reduce stress this week! 

Self-stress reducing tips: 

There are also many things that you can do for yourself this week to reduce the amount of stress you are feeling: 

  • Get enough sleep – While it seems obvious and while you may feel too stressed to think you have time, sleep is crucial in healthy mind and body awareness and attention. Sleeping 6 to 8 hours a night is something that will make the world of difference in your mood this week and in the efficiency of how you get through this week. 
  • Exercise – Exercising for just 30 minutes a day can help to reduce stress levels, heighten mood, and lead to increased endorphins. Exercising can be done in many forms such as running, walking, biking and even yoga! 

    Photo taken by Kaillee Philleo – Observing the creation of the sand mandala
  • Meditate – Meditation is a wonderful and simple way to reduce stress. Two weeks ago the Tibetan Monks walked students through some meditation practices and one of the easiest ways to meditate is through a breathing exercise. Set your alarm for 1 minute, 5 minutes, 20 minutes, or however long you want,  and simply sit in a position that feels most comfortable to you (if before bed you can even lay down), then focus on your breathing and nothing else. While easier said than done, just a minute of making yourself present and not worried about what is to come will help reduce stress drastically!
  • Take time to do something you enjoy – whether it be reading a book, playing a game, or listening to music, don’t forget to take some time for yourself this week! 

Midterms may be stressful, but the reward of a weeklong break at the end makes them so worth it. While this list is far from exhaustive, these are a few ways to help reduce stress and heighten mood during this week. Share in the comments below your favorite way to reduce stress during midterm weeks and know that the psychology department is cheering you on till the end! 

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UNIVERSITY OF SOUTH CAROLINA COLLEGE OF SOCIAL WORK ON CAMPUS VISIT THIS FRIDAY!

This Friday, October 4, 2019 from 11:30 am to 1:00 pm, the University of South Carolina College of Social Work will have a representative tabling in the Atrium of the Colket Center. They will be here promoting programs for Master of Social Work and PhD in Social Work.

Image via http://phialpha.synthasite.com/

Here is a little bit more on these programs:

A Master of Social Work  

According to the Universities website, “A Master of Social Work from the University of South Carolina will provide you with the skills to work with individuals, families, groups and communities. Whether you are interested in direct client service, advocacy or policy, our program will give you the knowledge and skills necessary to be a leader in the social work profession.” To learn more about the master program check out this link!

PhD in Social Work

According to the Universities website, “Earning a Ph.D. in social work at the University of South Carolina will prepare you to provide leadership for social change by conducting transdisciplinary, community-engaged research into key issues and by educating the next generation of social workers.” To learn more about the PhD program check out this link!

If you are interested in pursuing a master’s degree or a PhD with a focus on Social Work, then stop on by and ask some questions and to learn more about the University and programs check out this link! We hope that you stop by on Friday! 

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ENHANCING YOUR RESUME, CV, AND LINKEDIN ONE SKILL AT A TIME!

Naufel, K. Z., Appleby, D. C., Young, J., Van Kirk, J. F., Spencer, S. M., Rudmann, J., …Richmond, A. S. (2018). The skillful psychology student: Prepared for success in the 21st century workplace. Retrieved from: https:// www.apa.org/careers/resources/guides/transferable-skills.pdf

“The Skillful Psychology student” guide shown above lays out skills that could be listed on a resume, CV and LinkedIn.  The graphic separates skills into five categories and lays out some of the most valued skills in each category.

If you are looking to enhance the way you look to possible employers or future graduate schools then check it out!

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CATCHING UP WITH VANESSA PEARSON ’21 ABOUT HER TIME ABROAD IN AUSTRALIA

This past semester Vanessa Pearson ’21 was selected as a recipient for the Gilman Scholarship and traveled abroad to Australia. A brief  interview was done with Pearson to learn more about this opportunity and experiences: 

Thank you for taking time to answer some questions! To start off, can you tell me a little about you?  

I am a junior here at Roanoke. I live off campus and commute to school. I am an education and psychology major looking to get my teaching license and work in an elementary school.  

Where did you study abroad? Why did you choose to study there and what was it like? Was it different from what you were expecting?  

I studied abroad in Townsville, Australia which is on the northern east coast. I chose to study there because I had always wanted to travel to Australia, and it was northern, therefore it would be warmer. I also chose it because they speak English, I wanted to get inside an elementary school classroom and therefore would have needed to understand what they were saying.  

What were some of your favorite moments while abroad? 

I loved meeting new people from all over the world. I loved traveling all around Australia. I got to be a part of a turtle release, which is where they released a turtle back into the ocean that they had found hurt and nurtured back to life.  

What were you most worried about in terms of studying abroad?  

I was worried that I wouldn’t make any friends while I was abroad and that I would be lonesome and homesick.  

Did anything happen that you weren’t expecting? Were there any moments that particularly struck you while abroad? Tell me about them. 

I was not expecting my time there to go by so quickly. I was nervous when I was traveling that this was going to be the longest trip of my life and I was surprised when it was time to pack up and come home. I had so many amazing moments with friends that I had made there. I loved the weekends where I got to travel with my friends to different cities. It struck me by surprise at how different everybody is while also being kind of the same.  

What did you learn while abroad? This is not limited to just coursework (though certainly talk about the types of courses you were able to take) but also about the culture or cultures you interacted with and, cheesy as it is, yourself as well. 

I learned that the cultures in Australia are still very ingrained in how they do things throughout their day. In classes, professors start off with an acknowledgement of culture and thanking the aboriginal people for providing the land in which the school was built on. I learned that I enjoyed learning about the culture of another country and that I would like to go to other countries in the future and learn more about the culture and the way they see things now. 

What do you miss the most? 

I miss the people that I met there the most. I met so many amazing people who I enjoyed spending my time with. It is still sometimes hard to come to school and not see them around. I miss the environment I was surrounded by during my time there. 

Tell me about your plans for the future. How will you apply what you learned while abroad to help you? 

I would love to continue to travel to different places in the world. My next trip I am planning would be to go and travel around Europe. I will apply what I have learned abroad because I learned to take a step back and truly listen to the stories that are being told around you. I learned that if you look around at even the smallest things, you can find so much culture in it.  

Do you have any advice for other students interested in studying abroad? 

My advice would be to do it. If you are thinking about it, you should one hundred percent just do it. It is an amazing experience and while you may miss home for the first couple of days, you make friends and it does get easier. It can open your eyes to some crazy and great things. 

Congratulations again to Vanessa Pearson on receiving the Gilman Scholarship and on a successful trip, and thank you for taking time to answer some questions!

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UPCOMING INTERNSHIP FAIR!

On Monday, September 30 from 4:30 – 6:30 PM there will be an Internship fair held in the Colket Center. This is a wonderful opportunity to find out more about internships offered for the Spring, Summer, and Fall of next year! Internships are a great way to immerse yourself into your field and possible future jobs. 

For psychology majors, an internship can be used for credit to fulfill one of three electives. If you are interested in more information regarding how to count an internship for credit check out this link 

No matter for credit or experience, internships are a great way to apply the knowledge you have already learned to a new and different setting, as well as grow a social network that can lead  you to possible future careers. 

So stop on by the internship fair and learn more about what the Salem and Roanoke area has to offer for students! 

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CALLING ALL WHO NEED A MOMENT OF SERENITY!

Take part in Mindful Mondays On Monday afternoons from 3:00-3:45 in THE WELL (Alumni 216). If you are feeling stressed and looking for a way to relax for a little, this is the place for you! Ms. Laura Leonard will be leading these weekly group sessions to offer insight on mindfulness-based practices. If you are interested in learning more about mindfulness or are interested in finding new ways to handle stress stop on by! All are welcome and we hope to see you there! 

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CONGRATS DR. HILTON ON RECENT PUBLICATION!

Congratulations to Dr. Hilton (Roanoke College), Dr. Jarrett (The University of Alabama), Dr. Rondon (The University of Alabama), Josh Tutek (The University of  Alabama) and Mazheruddin Mulla (The University of Alabama) for their recent publishing in the Child Psychiatry & Human Development Journaltitled “Increased Working Memory Load in a Dual‑Task Design Impairs Nonverbal Social Encoding in Children with High and Low Attention‑Deficit/Hyperactivity Disorder Symptoms.” 

In this article, Dr. Hilton and fellow researchers look into the relationship between working memory and nonverbal social cues. By testing children with High and Low ADHD symptoms through computerized tasks of social encoding and working memory in both single- and dual-task conditions, they revealed that both children with High ADHD and Low ADHD performed significantly worse during the dual-task condition compared to the single task conditions. They also found that children with High ADHD
had significantly lower performance than Low ADHD children on task-based social encoding and working memory.

For more information on the article, follow  this link and once again congratulations  Dr. Hilton and his fellow researchers for their publishing!

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CONGRATS DR. FINDLEY-VAN NOSTRAND ON RECENT PUBLICATION!

...Congratulations to Dr. Kuchynka (University of South Florida), Dr. Findley-Van Nostrand (Roanoke College), and Dr. Pollenz (University of South Florida) for their recent publishing in the CBE-Life Sciences Education Journal, titled “Evaluating Psychosocial Mechanisms Underlying STEM Persistence in Undergraduates: Scalability and Longitudinal Analysis of Three Cohorts from a Six-Day Pre–College Engagement STEM Academy Program.” 

In this article, Dr. Findley-Van Nostrand and fellow researchers look into the ability to scale the size of the SA program to accommodate more students and replicate the previous findings with two additional cohorts.  Through longitudinal analysis of three different cohorts, they were able to discover that the SA program increases sense of belonging and science identity, and that these attitudinal changes promote undergraduate persistence in STEM.

For more information on the article, follow this link and once again congratulations to Dr. Findley-Van Nostrand and her fellow researchers for their publishing!

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CONGRATULATIONS TO RACHEL HARMON AND DR. POWELL!

© Rachel Harmon

This past summer Rachel Harmon was selected as a recipient of the 2018-2019 Summer Mamie Phipps Clark Diversity Undergraduate Research Grant from Psi Chi, the international psychology honorary, where she spent several weeks in Mexico working on her project titled, “Cross-Cultural Comparison of Caregiver Concerns and Resources for Children with Disabilities.” 

Rachel Harmon was in the list of top 11 applications and so Dr. Powell was awarded a faculty stipend as well. 

A brief interview was done with Harmon to learn more about this project and process: 

Thank you for taking time to answer some questions, to start off, can you describe what the grant process was like and how you discovered it?  

I began the grant application process in December of last year but ended up not submitting the grant until the May due date. I heard about the grant through Dr. Powell, who recommended applying, and advised me throughout the process. The grant required me to provide a concise version of my Literature Review and a brief Methodology section, and all the scales that I would use. I found that the grant helped me to determine the specific methodology I would use for my project and helped me to determine the specific scales that I would use. 

Can you tell me more about your project?  

The title of my project is “Cross-Cultural Comparison of Caregiver Concerns and Resources for Children with Disabilities”. I have collected both observational and quantitative data in both Mexico and the United States to compare the resources that are available for children with disabilities in each country and how this impacts caregiver stress levels and the emotions they feel, regarding caring for their child with a disability. I originally got the idea for my project when I traveled to Nicaragua the summer before my freshman year. While I was walking through a market in Managua, I saw a woman who was working and had her daughter who had a disability in what we would consider a baby stroller. I have worked a lot with individuals, specifically with children with disabilities and developmental delays, and I was naturally compelled to investigate the topic further.  

What drew you to Mexico for this project?  

I was originally supposed to return to Nicaragua for my project, but due to the current political environment, it was not ideal for travel. Jesse Griffin, who serves on the committee of my project knew of several connections that our college has with research facilities and other institutions in the Yucatán. One of the facilities was conveniently across the street from a Centro de Atención Múltiple, which is a government funded special education school, which was a great resource for collecting observational data and distributing surveys.  

 What did a normal day look like for you in Mexico as you worked on this project?

© Rachel Harmon

For the first month I spent in Mexico I was in Oxkutzcab, which was a small, rural town. This was where the C.A.M. school was. Each weekday I would go to the school at 7:30, and I would rotate which classroom I was in each day. The school has seven classes serving student from ages 2-28. Depending on which classroom I was in, I would either observe the class, and participate in class activities, or work one on one with students who needed more individualized attention. The school days in Mexico only last from 7:30 to 12:30, so in the afternoons I would explore or relax, and work on other research tasks.  

I spent the second month in the capital of the Yucatán, Mérida. Here, I was working with an internationally run non-profit called SOLYLUNA. The organization provides special education opportunities and access to physical therapy, speech therapy, and occupational therapy for children who have a diagnosis of multiple disabilities and their caregivers. The dynamic of the organization was very different than the C.A.M. school, so it was an adjustment. The organization requires that a caregiver accompanies the child for the full day from 7:30-1:30. My job as a volunteer was to assist the parents when needed, and to observe the teachers and therapists. I also worked with the volunteer coordinator and director of the organization to create a document about potential resources to provide for caregivers, and I took pictures for them to use for promotion purposes. Since I was now in a larger city there was a lot more to explore in the afternoons, and I enjoyed travelling on the weekends.  

You mentioned that you had opportunities to explore while in Mexico, what was the coolest place you visited/most favorite?

© Rachel Harmon

I did have a lot of time to explore while I was in Mexico, especially on the weekends. I enjoyed exploring nearby towns and venturing further to other landmarks. I think my favorite place I traveled to while in Mexico was Isla las Mujeres. This was an island off the coast of Cancún, where we were able to hear lots of live music, enjoy the beach, and go snorkeling. I met a group of other students from Millsaps College, in Mississippi while I was there, and I enjoyed traveling with them and meeting them at different places on some weekends.   

If given the opportunity would you go back and work, there again?  

© Rachel Harmon
© Rachel Harmon

Absolutely! While I was there, I formed a lot of connections with the kids, caregivers, teachers and therapists that I was working with and I would love to see them again (I miss them a lot)! It was hard to leave such amazing people, and such an amazing place.   

 Is there anything else you would like us to know?  

Overall, my experiences in Mexico taught me more than I could have ever imagined. I especially learned a lot about collecting data in another culture, which is an experience I consider myself lucky to have had at this point in my academic career. Whether it is through research, or a different study abroad program, I highly recommend spending time in another country to everyone, because it allows you to learn so much about yourself and the world.  

Congratulations again to Rachel Harmon and Dr. Powell and thank you for taking time to answer some questions!

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JOIN DR. POWELL AT THE MAY TERM TRAVEL EXPO THIS THURSDAY!

Are you interested in taking a class in another part of the world? If so, come out to the Ballroom this Thursday, September 5 between 12 – 1 pm to hear about the awesome May Term Travel courses being offered this coming spring! Dr. Powell will be there sharing information on the course she is teaching, IL 377: Emerging Adults in Thailand – A Cross-Cultural Society, which counts as an elective for those in the Human Development concentration but is also a wonderful opportunity for all those interested in human development. Other faculty will be sharing about their courses that are also being offered as well!

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How the Psychology Department Celebrated April Fools 2019

Dr. Camac and Ellen Dyer laughing at something Dr. Osterman said

Walking past the elevator, you might notice the new pictures for the faculty members, where their representations if they were South Park characters have been carefully designed by the Master of Photoshop, Dr. Lindsey Osterman.

Further in to the Psychology Department, you might notice the googly eyes staring back at you from Dr. Osterman’s door frame. If you walk inside her office, you will quickly realize that you are being stared at from multiple googly eyes, including those on her phone, lampshade, chairs, books and the different memes she has on her walls for decoration.

“They missed a few good opportunities. I’m kind of disappointed,” said Dr. Osterman as we examined her room a few weeks ago and found more and more googly eyes.

The Googly Eyed April Fools Prank

If you were part of Dr. Allen’s class, you were likely suddenly told that you had an exam without any previous mention and were given a link that took you directly to a certain music video titled “Never Gonna Get Over You.”

You were properly rickrolled.

This is how the Psychology Department celebrated April Fools Day 2019.

What will happen next year? No one knows, but that’s the fun of it.

Dr. Osterman confirmed that she is already planning her revenge.

Want to see what happened last year, including another tale of revenge that occurred after years of planning? Click here.

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Still Looking for Graduate School Opportunities?

Still looking for graduate school opportunities?

UVA Educational Psych – Applied Developmental Science Master’s Program is still accepting applications!

If you are interested in learning more about how developmental processes impact learning in an educational and community environment, and enjoy conducting research to improve the lives of youth, then this program would be a great fit for you!

The Applied Developmental Science Master’s Program at UVA is 12 month long and gives you the opportunity to work with and learn from their supportive faculty. You will learn more about human development, educational psychology, and research methods. As part of this program, you are expected to complete a 6 credit (200 hour) internship with a local lab or community-based organization.

What can you do with this degree? Graduates go on to become educators, researchers, or consultants working in a variety of settings including schools, labs, and non-profit organizations.

Applications are due May 15th, and the program has a new start date of June 3rd. To learn more about the program click HERE.

Have questions? Contact Dr. Beverly Sweeney by phone at  434-243-1995 or via email at .

Written by Rachel Harmon, contributed to and edited by Brittney Rowe

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The Psychology Department at the Academic Awards Ceremony 2019

Academic Award Ceremony 2019 – Slideshow!

On April 3rd, high achieving students at Roanoke College were presented with awards from their departments as part of the 2019 Academic Awards Ceremony.

“The Academic Awards Ceremony is a time to celebrate some of our top Psychology Majors, as well as leadership in student groups and our two concentrations: Neuroscience and Human Development. We have a lot of hardworking and talented students in our program and I am proud of this year’s award recipients,” said Dr. Buchholz.

This year, the Psychology Department distributed awards to seventeen students overall. These students were:

  • Sophia Bacon (Outstanding Junior Psychology Majors)
  • Kiah Coflin (Psi Chi Achievement Award)
  • Hailey Davis (Outstanding Junior Psychology Majors)
  • Kathryn Flinchum (Curt R. Camac Student Research Award)
  • Aislinn Foutz (Curt R. Camac Student Research Award)
  • Casey J. Gough (Outstanding Junior Psychology Majors)
  • Rachel Harmon (Outstanding Junior Psychology Majors)
  • Theresa Hecmanczuk (Curt R. Camac Student Research Award)
  • Matthew Johnson (Outstanding Student in Neuroscience Concentration)
  • Riker Lawrence (Outstanding Junior Psychology Majors)
  • Nicole Moughrabi (The Charles E. Early Award)
  • Hayley Mulford (Outstanding Junior Psychology Majors)
  • Cody Dillon-Owens (Senior Scholar; The Jan H. Lynch Human Development Concentration Award; Psi Chi Achievement Award; and the Karl W. Beck Memorial Prize)
  • Thomas Thomas (Outstanding Junior Psychology Majors)
  • Kestrel Thorne-Kaunelis (The Charles E. Early Award)
  • Noelle Warfford (Karl W. Beck Memorial Prize)
  • Molly Zydel (The Jan H. Lynch Human Development Concentration Award)

Award Recipients – Slideshow!

When asked for a statement, Dr. Osterman added that “We are all so proud of the accomplishments of our students. It was a pleasure to be able to celebrate all of their hard work and dedication with them at the awards ceremony. We can’t wait to see what they do next.”

On behalf of the Psychology Department, congratulations again to all of our students. You have worked hard and done well and we look forward to seeing what you will achieve in the future!

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New Majors “Signing In”

Earlier this month, newly declared Psychology majors attended the New Majors Orientation and  “officially” signed in to the department! If you are a newly declared Psychology major and you have not attended an orientation yet, be sure to lookout for New Majors Orientation dates this upcoming Fall 2019!

New Majors Spring 2019 -Slideshow!

Written by Rachel Harmon, video by Brittney Rowe

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Dr. Powell’s Research Lab at SRCD Conference 2019

Image result for srcd 2019
Click on the image to go to SRCD’s official website.

Overview:

The second part of the blog posts discussing the students and professors who traveled to Baltimore on March 21st through 23rd to present research at the Society for Research in Child Development Biennial Conference, this post will focus on Dr. Powell’s Research Lab.

Students and professors presented research through six different poster presentations, as well as one essay presentation that was part of a symposium. Dr. FVN and Dr. Powell presented one poster together, titled “Variations on a Lifespan Development Project Intended to Enhance Quality of Student Outcomes and Reflection of Reality.”  Dr. Buchholz’s and Dr. FVN’s labs collaborated to present their work on “Early Adolescent Cognitive and Affective Empathy: Direct and Interactive Ties to Social-Emotional Adjustment.”

The students who traveled include: Taylor Kracht ’18 (alumna; Dr. Powell’s lab), Cody Dillon-Owens ’19 (worked with both Dr. FVN and Dr. Buchholz; officially part of Dr. Buchholz’s lab), Aislinn Foutz ’19 (Dr. FVN’s lab), Kiah Coflin ’19 (Dr. Powell’s lab), Ciprianna Azar ’19 (Dr. FVN’s lab), Rachel Harmon ’20 (Dr. Powell’s lab) , and Alaina Birkel ’21 (Dr. Powell’s lab).

Descriptions of the presentations have been included to learn more about the types of research the two labs are doing.

Left to right: Dr. Powell. Alaina Birkel, and Taylor Kracht

Dr. Powell’s Research Lab

Statements: 

Dr. Powell: 

The first disciplinary conference that I attended was SRCD during my senior year of college. I was not presenting that year, but rather I tagged along with the faculty member and graduate students with whom I was working. I am very appreciative that Roanoke College also supports undergraduates to attend and present at disciplinary conferences! Hearing the students enthusiastically discuss the scholars they heard from and the ideas it provoked related to their research between sessions and over group dinners is exactly why I encourage my research assistants to attend a disciplinary conference.

SRCD’s biennial conference is quite large and so it can be difficult choosing between sessions to attend, as so many overlap at a single time. However, I was able to attend several that are related to my research agenda as well as a few related to topics that I teach in my Life-Span and Child Development courses. Another thing that I make it a point to do at conferences is to reconnect with colleagues. My Alma mater, WVU, hosted a social for current students and alumni of their developmental program, and I was able to grab lunch with a few other colleagues. It was enjoyable catching up with them and updating each other on the status of our careers.

Left to right: Dr. Powell, Rachel Harmon, and Kiah Coflin

Kiah Coflin ’19: 

This year’s biennial SRCD conference was held at the Baltimore convention center and it was huge! I have attended a poster presentation before, but my expectations were exceeded by SRCD, its number of intriguing speakers and talk topics, and its overall expanse across the convention center. It was certainly unique to see so many approaches to childhood and development, and an incredible experience to network with other students, professors, and scholars!

Personally, I presented a poster with my fellow lab mate, Rachel Harmon, on preliminary data exploring the impact of short-term, study-abroad programs on the Intercultural Competencies (ICCs) of Emerging Adults (EAs)… AKA I got to talk about my amazing May Term! We discussed the changes my May Term class perceived in our ICCs from a month before our trip, the middle of our trip, and a week after we returned. Our poster was well received and many were interested in how the data collection will progress when Dr. Powell continues to bring more students on future May Terms to Thailand!

Who says conferences can’t be fun? – Left to right: Kiah Coflin, Rachel Harmon, Alaina Birkel, and Dr. Powell

Posters:

Overall, there were three posters presented from this lab, though one was presented by Dr. FVN and Dr. Powell.

This particular poster was presented at the “Developmental Teaching Institute pre-conference on possible modifications to the life-span paper project.”

Left to right: Dr. Powell and Dr. FVN

The other two posters were presented by students and Dr. Powell. As mentioned above, Kiah Coflin, Dr. Powell, and Rachel Harmon discussed their findings in conjunction with Dr. Nipat Pichayayothin of Chulalongkorn University “on the development of students’ intercultural competencies” during their May Term course to Thailand in 2017.

The other poster was presented by Taylor Kracht (an alumna, now studying at William & Mary), and Alaina Birkel, who presented a poster based on Kracht’s “Honors in the Major project at the conference on how emerging adults’ implicit theories of relationships can be modified after watching certain types of romantic media.”

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