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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Dr. FVN’s Research Lab at SRCD Conference 2019

Overview:

On March 21st through 23rd, Drs. Findley-Van Nostrand and Powell took seven students (including one alumnus) to the Society for Research in Child Development to present research through poster sessions, presentations, and a symposium. These students included Taylor Kracht ’18, Cody Dillon-Owens ’19, Aislinn Foutz ’19, Kiah Coflin ’19, Ciprianna Azar ’19, Rachel Harmon ’20, and Alaina Birkel, ’21.

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.”

Descriptions of the presentations have been included below to learn more about the types of research the two labs are doing.

Dr. FVN’s and Dr. Powell’s research labs are presented separately. In this post, Dr. FVN’s Research Lab is the focus; Dr. Powell’s Research Lab will follow shortly.

Image result for convention center baltimore md

Dr. FVN’s Research Lab

Dr. Findley-Van Nostrand: 

I think the conference went really well. It was great to catch up with old friends and colleagues, and even better to get the students exposure to the work being conducted by SRCD members. It is a large and prestigious meeting, so they should be proud of their accomplishments. There were not many undergraduate students in attendance, let alone presenting their work! So very proud of all them from both labs being represented. I also appreciated that interactions with audience members and folks stopping by posters gave us several

good ideas for future research and even refinement of the research we presented. This was also my first time attending the SRCD Teaching Institute, which was a great opportunity. I left with good ideas and was able to share some of ours (mine and Dr. Powell’s) as well!

Cody Dillon-Owens: 

At SRCD 2019 I had the amazing opportunity to present my lab’s research on how different forms of empathy can affect the social-emotional adjustment of adolescents. Being such a large conference, there were a vast number of symposiums to choose from that incorporated many other topics of interest besides developmental psychology. I had the chance to learn about new research ranging from community initiatives’ effects on adolescents’ political involvement, to how gut microbiota can affect our health across time, to how racial discrimination can affect children’s perceptions of the world. The conference was also a great time to network with other researchers and find out more about where our field is headed!

Symposium & Posters:

There were four posters and one symposium from Dr. FVN’s lab. Included in the poster session was a collaboration between Dr. Powell and Dr. FVN where they presented together on “a number of variations we have made to a cumulative assignment that is commonly used in Lifespan Development courses, all which aim to improve learning outcomes and interest from students.”

The symposium was titled “Circle Up: Using interpersonal theory and the interpersonal circumplex to study interpersonal relationships across development.” Dr. FVN and her colleague presented on “Social Goal Development during Middle School: Normative Changes and Prediction by Self-Esteem and Narcissism” as part of this symposium. This manuscript is in review for publication.

My colleague and I presented research examining trajectories of social goals across early adolescence in the framework of the interpersonal circumplex model. Specifically, we discussed how agentic (striving for social status, respect, dominance) goals and communal (striving for closeness, friendship, affiliation) change across three time points, beginning to end of middle school. We also examined growth trajectories of combinations of these overarching goals. Finally, we examined how self-esteem and narcissism deferentially predict later goals. In short, narcissism predicts heightened agentic goal strivings, but primarily the social dominance (low communal) form of agency.”

Dr. Findley – Van Nostrand

Ciprianna Azar ’19 (left) and Aislinn Foutz ’19 (right)

There were three student posters from Dr. FVN’s lab. Aislinn Foutz and Ciprianna Azar presented a poster based on Aislinn’s Honors project, titled “Associations among Parental Perspectives of Children’s Theory of Mind, Relationships with Parents, and Social Difficulties.” The manuscript of this research is currently in preparation for publication. To learn more about Aislinn’s Honors research, click here. Aislinn also presented another poster at the conference with Dr. FVN, discussing research that they and Dr. Ojanen, Dr. FVN’s graduate school advisor, completed. This was titled “Early Adolescent Self-Concept Clarity: Negative Affect, Aggression, and Mediation by Self-Esteem.”

For the latter poster, Dr. FVN elaborates on the topic, saying: “Self-concept clarity refers to the degree to which an individuals’ self-concepts are clear and consistent to an individual. This construct has long been associated with positive emotional adjustment and behaviors in adults, but research on adolescents is limited. Research on youth in Dutch samples has established that self-concept clarity is related to lowered depression, and greater identity commitment, but this research has not concurrently assessed self-concept clarity and self-esteem and has not been extended to US samples. This study establishes self-concept clarity as a predictor of lowered negative affect, and this association is mediated by self-esteem. Further, when examining both self-concept clarity and self-esteem, self-concept clarity alone is related to lower levels of peer-group aggression.”

Dr. FVN also adds that: A manuscript reflecting a similar set of studies in young adults is presently in review for publication. This manuscript is in preparation for publication.

Cody Dillon-Owens ’19

The final poster was presented by Cody Dillon-Owens on research conducted by himself, Dr. FVN, Dr. Buchholz, and Dr. Ojanen. The title of this work is: “Early Adolescent Cognitive and Affective Empathy: Direct and Interactive Ties to Social-Emotional Adjustment.”

In this study, we examined cognitive (e.g., perspective-taking) and affective (emotional) empathy in relation to a number of indices of social-emotional adjustment in a diverse sample of middle school students. These two forms of empathy show diverging relations with adjustment: whereas cognitive empathy seems to be almost universally good, emotional or affective empathy can sometimes elicit problems when experienced. Recent research in adults utilizing a common assessment of empathy, the Basic Empathy Scale, have found that this measure actually better reflects three sub-factors of empathy: cognitive empathy, emotional disconnection, and emotional contagion, the latter of which explaining some of the associations found between emotional empathy and social-emotional problems. We validated this three-factor structure of the Basic Empathy Scale in early adolescence, a period in which development of empathic understanding might be particularly important. Results suggest that emotional contagion is related problems like negative affect, victimization by peers, and low social self-efficacy, but to higher friendship quality, whereas cognitive empathy was related to positive social-emotional adjustment.

Dr. Findley – Van Nostrand

Dr. FVN also adds that this manuscript is in preparation to submit for publication.

Stay tuned for the next blog post, which will highlight Dr. Powell’s research lab at SRCD!

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10 Healthy Ways to Manage Stress: College Edition

Dr. Osterman’s social psychology class was tasked with creating “Buzzfeed-Style” research articles on a social psychological topic. Throughout the semester students worked in groups to build empirical evidence through peer reviewed sources to bust myths and increase knowledge of social psychology concepts on a colloquial level.

Please enjoy the first in a series of social psychology articles, written by Alice Chandler, Casey Jo Gough, Kayla Hogan, Tesa Ingram, and Mattie Joseph.

10 Healthy Ways to Manage Stress: College Edition is a helpful read as we approach finals week, enjoy!

Written by Casey Jo Gough ’20 and contributed to by Brittney Rowe ’20

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College is stressful, like, REALLY stressful. Getting zero hours of sleep and chugging 5 mugs of black coffee aren’t going to help. You won’t have time to research how to minimize stress through effective coping especially since you still have to write that paper due at midnight, so we did it for you.

Pitch Perfect / Via GIPHY

Interested? Click below to learn more.

10 Healthy Ways to Manage Stress: College Edition

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Dr. FVN Speaks on Bullying and Teenage Aggression at Andrew Lewis Middle School

Dr. Findley-Van Nostrand was recently able to speak  to teachers and students at Andrew Lewis Middle School about bullying and teenage aggression as part of a guest speaker series called “One Book, One School Community.”

As part of a statement, Dr. FVN said:

On Friday, March 29, I spoke to Andrew Lewis Middle School (here in Salem) students and teachers about adolescent aggression and bullying. I was invited to be a speaker as a part of their “one book one school” program. I addressed research on non-traditional forms of bullying, consequences of bullying (for victims, bullies, and others exposed to but not directly involved), individual differences in adolescent aggression, and several common misconceptions about bullying and aggression. Students had great questions and hopefully learned a thing or two!

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The Literacy Lab

Written by Rachel Harmon, edited by Brittney Rowe

Interested in doing a year of service? Continue reading to learn more about the Literacy Lab!

What? The Literacy Lab is an AmeriCorps partner program that helps to build strong readers in the Greater Richmond area, Hampton Roads, and other cities across the country. The Literacy Lab works to ensure that all students receive the help they need to read at a proficient level. The Literacy Lab trains and places full-time literacy tutors in schools to assess and coach students.

When? Full-time capacity for 11-months from August 2019-July 2020.

Why? The benefits of completing a year of service with the Literacy Lab include a modest living allowance, federal student loan forbearance, earning the Segal Education Award, transferable professional development skills and more!

How? If you fit all of the requirements, and wish to apply for the Literacy Lab click here and hit the green APPLY button in the top right corner!

To learn more about the Literacy lab click here or email recruitment@theliteracylab.org.

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Riker Lawrence ’21 at the Mid-Atlantic Undergraduate Research Conference 2019

Riker Lawrence ’21 discusses her experience presenting at the Mid-Atlantic Undergraduate Research Conference below.

Attending the Mid-Atlantic Undergraduate Research Conference last weekend was an interesting experience for me. In the past, I have attended conferences that mainly focused on behavioral science. This conference included multiple different fields of research, so I learned many new concepts in fields such as physics, wood science, and chemistry. I enjoyed learning about information that I wouldn’t normally research on in my specific field. My poster presentation focused on Psychological Capital (PsyCap) and workplace attitudes. Specifically, my lab mate and I examined associations between PsyCap, well-being, and how employees write about their jobs. We also explored the usefulness of Maslow’s (1943) Hierarchy of Needs in coding participants’ writings about their jobs, because his theory can be used to explain human needs. Overall, I thought the conference was well organized and provided a good research experience to undergraduates.

Congratulations to Lawrence for her successful presentation on Psychological Capital and workplace attitudes!

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Pie a Prof 2019

Do you want revenge on your professors? Maybe you just like a bit of fun. Quite possibly, you even like raising money for a good cause.

If any of the above apply to you, then take heed! April 11th at 4 pm on Colket Patio you will get to see 9, yes 9, of our esteemed psych professors get a pie in their face! The kicker? You could be the one that delivers it!

So all professors will be pied regardless, but like last year, the professor with the most donations in their name will get a giant pie. If you make a donation of at least $5, you will get to personally pie the professor of your choice. Instead of one charity this year, there will be 3 charities with each professor being assigned to a team. The team with the most money overall has the profits donated to their charity.

Whether you donate based on professor or charity, revenge or generosity, we hope to see you there! Cash donations can be made to the lock box on the 5th floor and Venmo can be sent to @rcpsych! We will also be tabling in Colket the week prior.

Team 1: Brain Injury Services of SWVA

  • Dr. Wetmore
  • Dr. Buchholz
  • Dr. Allen

Team 2: St. Francis Service Dogs

  • Dr. Osterman
  • Dr. Hilton
  • Dr. Nichols

Team 3: Children’s Trust

  • Dr. Powell
  • Dr. FVN
  • Dr. Carter

If you have any questions, please contact Cody Dillon-Owens, president of Psi Chi.

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Phi Beta Kappa Inductees!

The Psychology Department would like to congratulate Sarah Waldinger, Molly Zydel, Megan Blackwell, Erin “Micky” McDonnell, and Alicia Mitchell on their induction to Phi Beta Kappa. Continue reading to hear from the students themselves.

Sarah Waldinger

My name is Sarah Waldinger and I am a double major in Psychology and Political Science.  I was surprised and honored to be invited to join Phi Beta Kappa, and am so thankful for all of the opportunities Roanoke College has given me.  Throughout my time here I have been able to travel to Poland and Ukraine on a May Term, go to leadership conferences through my sorority, work on campus in the Writing Center, and volunteer extensively downtown.  [In particular,] I volunteered with REACH, which is a nonprofit that focuses on the Southeast of Roanoke.  We worked with the Rescue Mission, CYP, Pathways, the SPCA, and renovated abandoned homes.  That is definitely not an exhaustive list, but REACH was the name of the main program.

I am happy to say that next year I will be working with Teach for America in Alabama – I would like to thank everyone in the Psychology department and throughout the college who helped me to achieve everything I could have wanted in the past four years!

Molly Zydel

My name is Molly Zydel, and I am a Psychology major with a minor in Sociology. I am so excited and honors to have been invited to Phi Beta Kappa! Dr. Powell, since she is my advisor, actually got the chance to tell me in person before she sent out the emails! That was really cool, and I am glad to have experienced that the way I did. Throughout my time here at Roanoke, I have been involved in research, gone on May Term to Thailand, served on the Honors Executive Board as the Mentor Program Chairperson, and volunteered at the West End Center for Youth and the Community Youth Program. Currently, I am also a member of Psi Chi (the International Honors Society for Psychology), Alpha Kappa Delta (the International Honors Society for Sociology), and the Roanoke College Honors Program. Specifically with research, I have been working on my Honors Distinction Project, which focuses on former foster care youth and their perceptions of themselves concerning their academic self-efficacy, resiliency, and their attachment style. Essentially, I am surveying this population on their beliefs about themselves concerning their ability to accomplish school-related tasks. I am also surveying foster parents on their perceptions of foster care youth on the same constructs. After graduation this May, I hope to be joining the workforce, possibly working in Human Resources and Recruiting. I am so excited to become a part of Phi Beta Kappa!

Megan Blackwell

My name is Megan Blackwell. I’m a senior Psychology and Biology double major with a concentration in Neuroscience. I’m ecstatic about my invitation to join Phi Beta Kappa! It was a huge surprise for me and I could not be happier about it. It’s a huge honor and affirmation that my hard work here at Roanoke has paid off. In my time here, I’ve been involved with several student groups including Psi Chi, Omicron Delta Kappa, Alpha Sigma Alpha, SAACS, and many others. I’ve served as the Vice President of Psi Chi, the secretary of Omicron Delta Kappa, the secretary of SAACS, and at various times the secretary, treasurer, and coffee shop coordinator of our Honors Program. I also had the opportunity to travel to Switzerland and Denmark to study the origins of modern physics for my May Term. For the past two years, I have been doing research at the Salem Veteran Affairs Medical Center. I’ve been involved on several protocols as a research assistant there and have had the opportunity to carry out my own research project, “Cognitive Reserve and Resilience in Veterans with Mild Traumatic Brain Injury.” As of right now, I don’t know what my next steps are after graduation, but I’m confident in saying my experiences at Roanoke have more than prepared me for a career and life after I move on from here.

Erin “Micky” McDonnell

I am Erin McDonnell, or “Micky”, as I’m more commonly known as around campus. I am a Psychology major, concentrating in Neuroscience. I came to Roanoke not having a clue as to what I wanted to do or even study. Roanoke College has afforded me the opportunities to explore, the tools to succeed, and the motivation to pursue everything without discounting any of my interests. Phi Beta Kappa is an enormous honor that I am so thankful to have received and am excited to be a part of. These four years, in addition to the unique curriculum, I have been able to conduct my own research, travel all over Greece, work in theater, volunteer with Habitat for Humanity, and hold many different leadership positions within various organizations.

In my final year, I have been preparing to enter the field of scientific research by working inter-departmentally to complete a Behavioral Neuroscience Independent Study research project. This project involves exposing varying concentration levels of a tin compound to Danio rerio (AKA zebrafish) in order to see how it affects brain development and response to startling stimuli. It will be a privilege to continue working, now through the community that is Phi Beta Kappa. Thank you to everyone who got me to where I am today and will be in the future.

And other our inductee, Alicia Mitchell, who graduated from Roanoke College in December of 2018.

Congratulations to everyone! We look forward to seeing what you accomplish in the future and we’ll be cheering you on from the fifth floor of Life Science (until it’s renovated, then from different floors!)

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Molly Zydel ’19 at MadRush

Molly Zydel discusses her recent presentation at JMU for the 10th Annual MadRush Undergraduate Conference below. 

I presented part of my Honors in the Major/Distinction Project at the 10th Annual MadRush Undergraduate Conference hosted by James Madison University on Saturday, March 16th. The presentation focused on part of the larger project, which seeks to understand foster parents’ perceptions of former foster care youth, former foster care youth’s perceptions of themselves, and college students perceptions of former foster care youth on different aspects of their academic identity, specifically academic self-efficacy, resiliency, and academic expectations and attainment. The presentation at MadRush focused on the data I have collected from foster parents concerning their perceptions of foster care youth on these constructs.

Rather than your typical poster presentation session, I had the chance to give an actual presentation in front of a room concerning the project. The presentation went very well, as did the following discussion. The session consisted of 3 total presentations, all from different disciplines, that all in some way focused on populations of youth who are not the normal. There was a presentation on juvenile sex offenders, one on the orphan trains, and my presentation. It went very well, and it was interesting to see how different disciplines connect together to engage in a conversation about youth from different perspectives. Overall, I enjoyed the conference!

Thank you to Molly Zydel for taking time to tell us about her research and presentation at MadRush! Congratulations on your successful presentation and we look forward to seeing what you will do in the future!

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Just for fun.

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Summer 2019 Course Offerings

Want to get ahead or catch-up? Just want to take an interesting course? You might be interested in taking a summer course.

The psychology department is offering five different summer classes in 2019. The prospective courses are: Abnormal Psychology, Drugs & Behavior, Positive Psychology, Industrial-Organizational Psychology and Personality Psychology.

If you are interested, let your advisor know!

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CFF Summer Treatment Program Internship Opportunity

Interested in gaining experience this summer working with children with ADHD and related behavioral, emotional and learning challenges?

The Center for Children and Families at Florida International University offers training opportunities for both undergraduate and graduate students through their Summer Treatment Program to learn and help children improve their ‘problem-solving, academic functioning, and social skills.’

The Summer Treatment Program focuses on providing evidence-based intensive treatments through group and tailored individual programs in a therapeutic summer camp style. The program is eight weeks. The children are divided into two programs according to their ages: STP Pre-K and STP Elementary.

https://ccf.fiu.edu/opportunities/summer-treatment-program-opportunities-and-training/

Available Spring 2019 positions include: 

Things to Consider:

There is no application deadline but CCF recommends applying early due to the program’s popularity.

Room, board, and travel expenses are not covered by CCF. Accepted staff members interested in finding a roommate will have to do so themselves through social media.

Dates, hours, salary, and responsibilities are subject to the different positions. According to CFF, once positions have been filled, applicants will be placed on a waiting list.

Application: 

Step 1: Online Application

Step 2: Three (3) Letters of Recommendation from those indicated on the Online Application.

Step 3: Official College or University Transcripts

Have questions or want to know more? Please email stpjobs@fiu.edu.

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Congratulations to Noelle Warfford ’19

The psychology department would like to congratulate Noelle Warfford ’19 on her acceptance to The University of Toldeo’s Clinical Psychology PhD program!

Recently I received an offer of admission to The University of Toledo’s Clinical Psychology PhD program to work with Dr. Joni Mihura. Since this had been my top choice school, I happily accepted. I’ll start this fall, and I’ll be doing research on developing a short form of the Rorschach-Performance Assessment System to assess for thought disorder in first-episode psychosis.                                         

                                                                   – Noelle Warfford ’19

University of Toledo

We are incredibly proud of Noelle and will be cheering her on from the fifth floor of Life Science. 🙂

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Beth Macy at Roanoke, 2019

Beth Macy, Fintel Library on 5 February 2019 (c) Brittney Rowe

On Tuesday, February 5th in Fintel Library as part of Psi Chi’s Q&A, Beth Macy, author of Dopesick, spent some time answering questions and talking with students and faculty.

Snacks and drinks were provided.

The video encapsulates the event, but read on to learn more from Dr. Angela Allen’s perspective.

Beth Macy Visit – Slideshow!

Dr. Allen discusses the event below:

Beth Macy, the author of the 2018 nonfiction book Dopesick, visited the Roanoke College community for several days in early February. Dopesick is a compelling read about the impact of opioid addiction in several communities and the struggle of those who try, often repeatedly, to cease use. Much has been written about addiction, but this book really brought home the human impact and reminded the reader that the addicts are sons, daughters, parents, siblings who are loved and valued. The book also illustrated how frustrating the treatment process is for the users and their families, especially given that medication-assisted treatment has demonstrably the best outcome but yet meets with a great deal of opposition from many quarters. As a mom myself, I really felt for the parents of users who loved their children and wanted to help them, yet often found themselves overwhelmed and feeling helpless in the process.

Beth Macy talking with group about the opioid crisis, Fintel Library, 5 February 2019 (c) Brittney Rowe

Beth met informally with a group of our psychology students on February 5. She presented a heartfelt account of the opioid crises and how it has impacted the lives of so many Americans. She spoke about the fact that opioid addiction is something that can and does happen to people from every background, illustrating this point with stories of a young local woman from a well-off family who became addicted after taking opioids medicinally and ultimately met a tragic end. She spoke passionately about how misconceptions of addiction and of medication as treatment for addiction are limiting the options for people who are addicted, and that it is often literally a life or death situation. Students asked her what they could do to help, and she talked about being politically involved, educating people about medication as a treatment for addiction, and even learning how to carry and use the opioid antagonist Narcan. My own students later commented that they had not realized how difficult treatment can be to access and that drug courts and needle exchanges could have real benefits to users as well as the communities around them. While reading about these addiction and treatment is very informative, it was a great experience to hear directly from Beth and to be able to ask questions. It would be fantastic if the community can use the information from this experience to improve the lots of users and their families.

Beth Macy and a student, Fintel Library on the 5 February, 2019 (c) Brittney Rowe

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Studying in Perugia, Italy: Hayley Mulford ’20

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

I am a junior and psychology major. I am in Chi Omega and do research with Dr. Osterman. I volunteer with Best Buddies and the Salem Food Pantry.

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 went to Perugia, Italy. I chose this place to study Amanda Knox but it didn’t end up happening. It was a smaller city, so I was very immersed in the culture. The people were super friendly. The Umbra Institute gave a much heavier work load [than I was expecting], but it kept me prepared for returning to Roanoke.

What were some of your favorite moments while abroad?

Being able to travel all around Italy and see every part. When you travel to different parts of Italy it is almost like you entered a different country. I also loved visiting Amsterdam.

What were you most worried about in terms of studying abroad?

Being able to go all the places I wanted while still handling the work load.

Did anything happen that you weren’t expecting? Were there any moments that particularly struck you while abroad? Tell me about them.

The public transport could be a little iffy, so sometimes a bus or train would be missed. The difference in culture struck me because Italians are much more laid back and collectivist than America.

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 a lot about organizational behavior psychology, which I never thought I would. I learned I like laid back culture, but it is annoying when I am in a rush and no one else is.

The courses I took were: Criminal Behavior, Human Development in Culture, Organizational Behavior, Italian Immigration, and Italian.

What do you miss the most?

The food and the welcoming people I saw all the time. Just the atmosphere in general.

Tell me about your plans for the future. How will you apply what you learned while abroad to help you?

I think I can use the way that I adapt to any culture extremely well as a tool for applying to different jobs and higher education. I may even continue my higher education in another country.

Do you have any advice for other students interested in studying abroad?

You should do it and not make excuses for it.

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PSYC Internship Information Session

Interested in interning somewhere but not sure where to start? Come to the Psychology Internship Information Session on Tuesday, February 26th from 11:45 – 1:00 pm in Life Science 502 to learn more.

As always, pizza will be provided, but please bring your own drink.

If you are interested, please RSVP by Monday, February 25th at noon by either calling (540)375-2462 or emailing Mrs. Ellen Dyer at dyer@roanoke.edu. This is so that we know how much pizza to order.

Hope to see you there!

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Emily Townley in Perugia, Italy

Emily Townley ’20 in Switzerland

Emily Townley is one of the three psychology students who studied in Perugia, Italy last semester. During her study abroad experience, she was able to travel to Switzerland and Venice, engage Italian school children in English language learning through fun games during her class’s field trip, go paragliding, eat some truly delicious food, meet some incredible people, and all around have a fantastic experience abroad (except for that one trip to the hospital in the beginning). Read on to learn more about her experience abroad. Enjoy!

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

I am a Psychology major with an Art History minor. I’m in the Honors Program and part of Psi Chi. I’m originally from Richmond, Virginia.

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 Perugia, Italy. If the name sounds familiar to you, it might be because the Amanda Knox trial happened there. Luckily no drama like that occurred while I was there.

I never planned on studying abroad in Italy. In fact, I was looking more at Northern European countries like the Netherlands or Denmark since I had already been to Italy. However, when I saw that the Umbra Institute (the school I studied at) offered a multicultural psychology program, I began considering it more seriously. After looking up pictures of the gorgeous town, I decided that this was where I was meant to be.

Overall, Perugia met my expectations of being a charming, Italian hilltop town. If I had to pick a way that it was different from what I was expecting, it was much livelier than I expected it to be. When I had gone to Italy before, my favorite places were the smaller towns like Siena, rather than the hustle and bustle of cities like Rome. However, I did fear that Perugia would get to be too quiet and I would begin to get stir crazy. That never happened though! The hardest part of the small-town life was that if I ever wanted to fly somewhere, it was a three-hour train ride to the airport, but I got used to that.

What were some of your favorite moments while abroad?

Dessert in Perugia, Italy

One of my favorite moments while abroad was when my friends and I went to lunch in Cortona, Italy. Cortona was only an hour train ride away from Perugia, so it was a great opportunity to see some of Tuscany (also one of my friends loves the movie Under the Tuscan Sun which takes place there).

It was about 2:00 pm when we arrived which was a bit late for lunch in Italy and we were very hungry, so we just went to the first place that was still open. And what a place it was! When we first sat down, we were given fresh prosecco which immediately clued us in that this was no ordinary restaurant. After ordering, we were then brought fresh, warm bread rolls and then a small, artfully plated bowl of pea soup. Our entrees were then brought out and none of us could talk because we were just so amazed at how good the food was. Finally, we ordered dessert which was the grand finale of our fabulous meal. I ordered an apple pastry which was presented inside of a chocolate dome which then had melted chocolate poured on top of it to reveal the pasty in the shape of a rose. At this point, our friends and I were almost screaming in delight. The rest of our day we couldn’t stop talking about how surprising the meal was and how it was the best dining experience we had ever had.

Paragliding in Switzerland

Another one of my favorite moments happened during my solo trip to Switzerland. I had wanted to go see the Alps for a very long time but had tried to keep a realistic mindset that I might not make it out there while abroad. Flights were expensive and my schedule was already busy; I figured it was a lost cause. However, the planets aligned in the end, and though I had to go alone, I managed to find some train tickets that would take me to a town right in the heart of the Swiss Alps: Interlaken. While there were many magical moments that happened while I was there, like watching the sunset from the Harderkulm and paragliding, probably the most striking moment was when I was in the mountain top town, Mürren. It’s only accessible by cable car which made it feel like it was almost out of a fairy tale because of the lack of cars. It’s hard to describe exactly how it felt to be so high up in the mountains and to see the snow-capped summits of the Alps in person. In some ways, it was the most peaceful I’ve ever felt.

The Alps

What were you most worried about in terms of studying abroad?

Honestly, I was very scared about not making friends. I went to camp for three weeks every summer when I was younger and never really connected with anyone despite going for five years. I was very nervous the same thing would happen again, except this time I would be stranded in a different country for four months with no one to hang out with. Luckily, those fears were unfounded! I formed some great friendships while I was abroad with some wonderful people that I hope I get to travel with again in the future.

Did anything happen that you weren’t expecting? Were there any moments that particularly struck you while abroad? Tell me about them.

There was certainly one thing that happened that I was not expecting. That would have to be my five-day stint in the hospital my first week there. I arrived on Friday and by Wednesday I found myself in an Italian ER with a stabbing pain in my side. That pain turned out to be a kidney stone! Once I was in the hospital and on pain medicine it wasn’t as scary anymore but [everything] leading up to that point was quite stressful. My mom was ready to drop a few thousand dollars to fly over to be with me (and thank God she didn’t). The care I received in the hospital was phenomenal and I was lucky enough to have another girl in my study abroad program there with me for some of the time so I wasn’t alone (she had a seizure on the bus ride from the airport :O).

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.

Something that makes the Umbra Institute different from some other study abroad programs was their emphasis on the “study” portion of the phrase. For many people, they would find this annoying, and I definitely did at times too when I just wanted to travel, but I couldn’t because I had an Italian exam or another field trip to Assisi. However, I’d say it was definitely beneficial in the end. It has made the transition back into Roanoke a little smoother because it’s not like I took a whole semester off.  Also, all the classes I took were really interesting and taught me a lot! I took two art history courses to go towards my minor and two psychology courses to go towards my major. While the art history courses were interesting in their own right, I’ll just talk about the psych courses considering this is a psychology blog post.

Left-to-right: friend, Dr. Kessenich, and Emily Townley

The two courses were Human Development in Culture and Criminal Behavior. They were both taught by a wonderful professor, Doris Kessenich, who was a joy to learn from given her experience in the fields she was teaching. Our class sizes were very small (maybe eight people) so they would be extremely discussion based, which normally would worry me, but I just felt so comfortable in her classes that I participated a lot. We even took a surprisingly fun field trip to an Italian middle school as part of the Human Development class where we got to help the kids with their English skills by playing games like Heads Up.

On a more personal level, I learned to be a lot more independent. Before studying abroad, I had concluded there was no way I would ever travel by myself. My friend, Becca, had studied abroad the semester before in Spain and had sworn by traveling by herself, but the prospect scared me. I was worried I would get lost or miss a connecting train or flight or a multitude of other world ending catastrophes. But, when push came to shove, my desire to travel to Switzerland outweighed any of my previous fears. And when everything went smoothly in Switzerland, I found myself doing it again to go to Venice on my own. While there were definitely some aspects of traveling alone that annoyed me (mainly not having anyone to take pictures of me at sites so having to rely on strangers/selfie sticks/self-timers), there were also some huge upsides! I got to make my own schedule, got to decide exactly what I wanted to do and when I wanted to do it, and I was able to make more spontaneous decisions that I could never make when traveling with other people.

What do you miss the most?

The ease of travel is definitely something I miss a lot. Things are a lot cheaper in Europe, more efficient, and closer together. For just $50 and about five hours of your time, you could find yourself in a completely different country and culture. Back home, you could drive for five hours and still be in Virginia.

I also miss the friends I made abroad. Luckily, my program was for American students, so all my friends live in the U.S., but we’re still pretty far out. Just in my friend group there was someone from California and another from Minnesota, so it will be hard to see them in person in the future. Thank God for technology though!

One last thing I definitely miss is this pasta I would get all the time in Perugia. It was called Pasta alla Norcina and I always got it at this one restaurant called Ferrari. While there were many other delicious foods I had while abroad, this will definitely be what I miss the most, especially because it was a specialty to the area.

Tell me about your plans for the future. How will you apply what you learned while abroad to help you?

In my Human Culture in Development class we learned about the Developmental Model of Intercultural Sensitivity. My final paper for the class, I wrote about how I believed I developed along this model. By the end of my study abroad experience I believe I had reached the Adaption stage, which is when one is able to behave and think in ways that are in line with the new culture. In other words, I think I learned how to be more culturally sensitive and how to adapt better when in other cultures. In the future I hope to find my opportunities to travel and I hope that I can be able to adapt more easily to new cultures because of my time abroad.

Do you have any advice for other students interested in studying abroad?

Don’t be afraid to travel on your own. Making friends isn’t as scary as you think because everyone is nervous about making friends, just be yourself and you’ll find your crew. It might depend on the program, but remember it is called study abroad so be prepared to actually do some schoolwork. Savor every moment, it goes by faster than you think.

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Congratulations to Aislinn Foutz: Honors Defense

Congratulations to Aislinn Foutz ’19 for her successful Honors in the Major and Honors Distinction Project defense last semester! Her project was titled “Parental and Peer Factors in Children’s Theory of Mind Development” and Dr. Findley-Van Nostrand was her advisor. Foutz is now working towards building off of this work and applying to graduate programs to continue studying Theory of Mind. She also has a presentation under review to present this work at the Society for Research on Child Development in the Spring.

Aislinn Foutz describes her project and how she felt about defending it below:

For my Honors in the Major/Distinction Project, I collected parent-reports of children’s theory of mind and various other parental and peer/social variables and found a number of significant associations. For instance, theory of mind was positively associated with variables such as parental willingness to serve as an attachment figure, closeness in parent-child relationships, mind-mindedness, and pro-social behavior, whereas theory of mind was negatively associated with conflict in parent-child relationships and various peer difficulties (e.g., peer problems). Follow-up analyses revealed child age, closeness, and mind-mindedness seem to be especially important to children’s theory of mind development, and that, although these associations were significant throughout early, middle, and late childhood, the closeness-theory of mind relationship was strongest in early childhood. I am aiming to extend this research in several ways, primarily by examining how various sub-types of theory of mind (e.g., belief and desire) may relate differently to these parental and peer factors.

Dr. Findley-Van Nostrand was my research mentor for this project and working with her was a great experience. Whenever I needed help, she was always readily available. She also helped me sharpen my research skills while challenging me to learn new ones.

Although I was nervous for my defense, I was also excited for the opportunity to share my research. Successfully defending my distinction/honors in the major project was a rewarding experience, and now I’m looking forward to continuing to extend this research.

Congratulations again to Aislinn Foutz ’19! Thank you for taking time to answer our questions! We look forward to seeing what you will accomplish in the future.

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A Longer Look: Alina Marino ’20 in Perugia, Italy

As a follow-up to the previous article “A Quick Look: Alina Marino in Perugia, Italy” , Marino ’20 expands on her experiences studying in Italy in the fall of 2018. In addition to describing some of her favorite experiences, she also provides advice for those looking to study abroad in the future. In particular, Marino discusses the importance of finding a country that most closely aligns with your personality, lifestyle, and habits; she also discusses her experiences with culture shock.  

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

I am a junior with a double major in psychology and criminal justice. I am from Long Island, NY. I am a member of Psi Chi, Alpha Phi Sigma, and Xi Theta Chi. I am also a sister of Alpha Sigma Alpha.

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 Perugia, Italy. I chose the country of Italy for my studies because I had previously taken Italian for six years and wanted to be able to improve my speaking skills. I specifically chose Perugia because out of the places in Italy to study abroad that Roanoke works with, the Umbra Institute (in Perugia) had the best options for psychology classes.

Italy is a beautiful country. It is one of those places you can feel how old everything is. The culture and way of life there is extremely laid-back. It was a little different than I expected, since I did not realize how regional everything is. For example, in Umbria (the region I was in), you can basically only find traditional Umbrian food. Pride in your specific region is a huge part of Italian culture.

What were some of your favorite moments while abroad?

As someone with a deep appreciation for food and cooking, most of my favorite memories revolve around food. My favorite memory is when my best friend Hayley and I took a weekend trip to Bologna. Bologna is known in Italy as one of the best places to eat, so I was very excited. Compared to other cities in Italy, like Rome or Venice,

Bologna is less of a tourist destination. It was less crowded than some of the other places I visited so I felt like I was really able to get more of a “true” Italian experience. We spent the weekend eating regional food, drinking the local wine, and exploring the city.

What were you most worried about in terms of studying abroad?

I was mainly worried about how much I would miss my friends and family.

Did anything happen that you weren’t expecting? Were there any moments that particularly struck you while abroad? Tell me about them.

I did not expect to have culture shock as bad as I did. I had looked into Italian culture, but it still did not prepare me as much as I would have liked. Before going away, I didn’t really think culture shock was that big of a deal, but it is. I am a very type “A” person and that does not really work in a place where you live life day-to-day and carefree.

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.

While abroad, I took three psychology courses; organizational behavior, human development in culture, and criminal behavior. My OB class was taught by an American that had been living in Italy for over ten years. It was interesting to see his perception of OB from a multicultural lens. My other two courses were taught by a German that had been living in Italy for over twenty-five years. Her view of development in culture was intriguing because she had multiple cultural backgrounds that were blended into one.

The biggest thing I learned about myself is that I will not step out of my comfort zone if I do not need to. I already had somewhat of an idea that I was like this but being in a completely new country helped to reinforce this.

What do you miss the most?

The food! Hands down.

Tell me about your plans for the future. How will you apply what you learned while abroad to help you?

My plans for the future are to go to graduate school for forensic psychology. Studying abroad did not change or impact this decision. However, studying abroad did solidify that I will be living in America. Being in Italy made me realize how grateful I am to live in America.

Do you have any advice for other students interested in studying abroad?

My advice to students studying abroad is to know yourself – look into various countries and see what you think would work best with your personality. Don’t just study abroad in a place because everyone says it is beautiful (that’s where you go vacation!!). By picking a country that values the same things you do, I think it would help alleviate some of the culture shock you may experience. Do not feel guilty that you aren’t having the “most amazing time” like everyone claims to have. Everyone is different and your feelings about the experience – good, bad, somewhere in between – are still valid and acceptable.

Something I personally did when I was feeling down is remind myself of the amazing opportunity I had. Living in a different country is something not a lot of people can say they have done. Even if in the moment you are miserable, you will be able to look back fondly on your time and how much you have grown as an individual.

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Research Poster Session Fall 2018

Last semester, psychology students gathered on the first floor of Fintel Library to present their research findings as well as to discuss their internship experiences from that semester.

The first floor was packed with students and professors milling around, listening to students’ presentations during the open block.

Student Lauren Furlow reported that all sixteen boxes of pizza disappeared within eleven minutes of the event’s start.

Mrs. Ellen Dyer, secretary of the Biology and Psychology Departments, confirmed this report.

Poster Session Slideshow!

Overall, the Fall 2018 Psychology Research Poster Session was a great success! Thank you to everyone who presented or came to listen. We look forward to seeing what interesting projects will be presented in the semesters to come!

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A Quick Look: Alina Marino in Perugia, Italy

Student Alina Marino, a Psychology and Criminal Justice major, briefly discusses the highlights of her experiences studying abroad in Perugia, Italy below. 

Image result for perugia italy

Name: Alina Marino

Where I studied: Perugia, Italy

Courses: Human Development in Culture, Organizational Behavior, Criminal Behavior [to name a few].

Favorite memory: My best friend and I studied abroad together so there are a lot of memories to choose from! However, I would have to say the best time I had is when we took a girls trip to Bologna, Italy. We spent the weekend tasting the local delicacies and touring the beautiful city.Related image

Application: One of my professors abroad is a Forensic Psychologist, which is the field I would like to get into. She was able to tell me personally some of the daily tasks forensic psychologists do which was helpful to me.

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Thank you to Alina for giving us a brief look into your experience abroad! It sounds like you had an incredible time in Italy. 

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Congratulations to Kiah Coflin and Dr. Powell!

Last month, Kiah Coflin and Dr. Powell were awarded funding for Coflin’s HIM project, “Factors impacting emerging adults’ bid responses in romantic relationships,” from Psi Chi, the International Psychology Honors Society. They were selected as recipients for one of the 2018-2019 Fall Undergraduate Research Grants.

Generally, funding is only provided to the student. However, because Coflin’s proposal scored within the top 11 applications, Dr. Powell was also awarded a faculty stipend.

Kiah Coflin describes her project below and how she felt upon learning she had gotten the research grant:

For my project, I am conducting a survey on Emerging Adults (ages 18-25) on their romantic relationships/dating trends. We will be looking to see how the individuals chose to react and communicate in a series of vignettes that I have created in a set up similar to the ‘Choose your own Adventure’ books we read as children. With this, I’m hoping to gain a better understanding of the reasons and process behind why individuals choose to break up with their significant other.

Upon receiving the email from Psi Chi, I was incredibly appreciative of their interest in my project and their kind words. It was a wonderful email to receive in the midst of finals week, and makes me feel even more driven than I previously was to go through with this project. Of course, I have always been interested in this HIM proposal, but I was glad to find out others believed it was equally as interesting and notable among all of the other grant applications they received.

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A Reunion in Copenhagen: Interview with Kaitlin Busse ’18

Our student assistant was recently able to catch up with recent graduate Kaitlin Busse about life after graduation and her favorite memories from Roanoke College! A Fulbright recipient, Busse is currently studying Industrial and Organizational Psychology in Denmark. 

Thank you so much for answering my questions! We’ll start with the basics first. Can you tell me a little about yourself?

I graduated back in May of 2018, which is so hard to believe that it was six months ago! During my time at Roanoke, I majored in Psychology, minored in Sociology, and concentrated in Human Resource Management. I was the President of Psi Chi, Vice President of Chi Omega, and a member of the Honors Program. I also worked on campus as a Maroon Ambassador, a Psychology Student Assistant, and as a research assistant for the HR Department. I really liked research and was  extremely involved with projects in the Psychology Department, where I was part of Dr. Powell’s lab.

Over the course of my college career, I had three internships that have given me experience in learning and development, talent management, and counseling. One of my favorite experiences that Roanoke College provided me with was the opportunity to study abroad. I completed my May Term in Sri Lanka studying the landscape and culture and also spent a semester in the Netherlands.

Can you tell me more about where you interned?

My first internship was at a local outpatient counseling facility back home in NJ. During my time, I learned about what is was like to work as a counselor and gained some insight into how counseling sessions were run. While I enjoyed the internship, I found that after the experience my interests shifted more towards the organizational issues in the workplace. It was then I decided to take an Organizational Behavior class at Roanoke and completely fell in love with it!

That summer, I interned as a Talent Management intern at Digitas, an advertising agency in NYC. I gained so much experience there, which also reaffirmed [my interest in] the field of I/O. My favorite projects were analyzing company turnover rates and developing a national survey for interns and managers regarding job satisfaction and progress.

The next summer I interned at Wyndham Worldwide as a Learning and Development intern in their corporate office. While I was there, my favorite project involved researching ways that employees could develop the core values of the organization, which then led to the creation of a professional development website.

In both my internship programs, I participated in group case study projects where we worked together to create a strategy to solve a problem in the organization. This is where I became interested in a possible career as an organizational consultant.

What was your May Term and study abroad like?

During my May Term, I studied the landscape and culture in Sri Lanka. During the three weeks that we were there, we traveled all over the country, which was nice because we gained a well-rounded understanding of the culture. We visited different sites of worship where we gained an understanding the religious diversity of the country. We had the opportunity to interacts with the locals. My most memorable experience was volunteering at a school for a day where we taught English, did arts and crafts, and played sports with the kids. It was really interesting to visit the tea plantations and learn about its significance to the economy. My favorite part of the trip was learning about the wildlife, where we had the opportunity to go to safaris and a baby elephant orphanage!

I studied abroad in Tilburg, Netherlands in the fall semester of 2016. I chose the Netherlands because I wanted to study in a country that was known for their high quality of life and good working conditions. Tilburg University was the perfect school where I could take classes in the field of organizational studies through a psychological, sociological, and HR background (which combined all of my majors, minors, and concentrations)! I got to take a qualitative research class, an HRM class, and a class about the importance of building relationships within the workplace.

[…] I spent my weekends traveling throughout different European countries. Traveling to different places in Europe was so cheap and I got to experience so much history, culture, and beautiful architecture and landscapes.

During my time at Tilburg, the most meaningful memories I made were with the people I met. I was active in the international club, where I got the opportunity to interact with both Dutch people as well as different exchange students from all over the world. I lived in an international dorm where I also had the opportunity to learn about different cultures and build strong friendships with my roommates, who I still keep in touch with! (Fun fact: two of my friends that I studied abroad with actually live in Copenhagen and are students at CBS)!

What was graduating like? (Stepping on seal, the ceremony, etc.)

Graduation was such a special experience. Everyone was smiling and cheering each other on as they walked across the stage and got their diplomas. My whole family had driven all the way from New Jersey and Florida to share this moment with me which was so meaningful to me. At the end of the ceremony, it was a really special moment to walk past all of my professors who had supported me along this journey. Stepping on the  seal was definitely felt a little strange as I made sure I stayed away from it all four years.

What are you doing now after graduating?

After graduation, I took the summer off from working to do some traveling both within the States and internationally. Whenever I have free time, I love to explore new places and experience different parts of the world. It’s funny because I actually spent more time traveling than I did at home this summer. I traveled around the US with my best friend, who was also a recent graduate of RC! We went to Charleston, South Carolina, went all over California (San Francisco, Napa Valley, and Los Angeles), and Kennebunkport, Maine. It was funny because I live in NJ and my friend lived in Maine, and since we weren’t ready to say goodbye to each other just yet, we would book trips every few weeks so we could see each other fairly often! I got to visit family in Cocoa Beach, FL, where I have gone every single year since I was born. I also got to travel to Rio de Janeiro, Brazil for a couple weeks to visit my boyfriend and quite a few of the friends that I studied abroad with.

I am now in Copenhagen, Denmark as I was awarded a Fulbright to studying and research at Copenhagen Business School for one year. It has truly been such amazing experience. I take classes within organizational studies and am researching workplace-related issues such as Nordic gender equality and sexual harassment in the workforce. During my time here, I have also started volunteering with an organization that focuses on students’ professional and personal development. I usually spend my weekends exploring new places throughout the city and country with friends. Although Denmark is such a small country, there is so many beautiful things to see and things to do. I’ve also taken up yoga in Denmark, which has been really cool to get into, especially in Denmark!

Where have you traveled to in Denmark?  

Since I’ve been in Copenhagen, I’ve been able to do some travelingboth domestically and internationally. The first few weeks I got here, I spent my time around the Copenhagen area getting to know the city a little better. My favorite things in Copenhagen are walking along the pretty painted houses of the Nyhavn, sitting on the dock at the beach in Amager Strand, exploring the different parks with all the fall foliage, and going to Tivoli at different times of the year (so far, I’ve got to experience the decorations for Summer, Halloween, Christmas). Outside of Copenhagen, I’ve done a road trip to Mons Klint, which are the cliffs in Denmark, which are absolutely stunning. I’ve also been to Odense to visit another Fulbrighter, which is an old town and also home to the birthplace of Hans Christian Anderson, one of Denmark’s most popular authors (he wrote the Little Mermaid). Outside of Denmark, I’ve been to Oslo, Norway which was another beautiful Scandinavian city. I also had some time to explore Malmö, Sweden, which is a 30 minute train ride from Denmark (you can actually see from Copenhagen)! My favorite trip I’ve been on so far is to Switzerland to visit one of the friends I lived with when I studied abroad in the Netherlands. She is now an intern for the United Nations in Geneva and it was so nice to catch up with her, explore the city, and meet some of her friends. Switzerland is absolutely gorgeous with the mountains and the lakes!

What drew you to Denmark? Now that you have been there for a few months, what is living there like?

Living in Copenhagen is pretty awesome! The Danes are extremely kind and are also very chill. It is such a lovely place to live […]. There’s this concept in Danish called “hygge” which is really hard to describe, but it translates directly to cozy. It’s sort of this warm, cozy feeling of being relaxed and surrounded by people you care about and often involves food and drink. I think this is my favorite part about Denmark! Everyone rides their bikes pretty much everywhere, so it has been fun getting to know the city on bike. I live in international housing where I have my own room and share a kitchen with nine of master’s students from all over the world. It has been great to get to know everyone and learn about their cultures! Work-life balance is really emphasized in Denmark as well, which has been nice with balancing class, research, friends, volunteering, and leisure activities.

Copenhagen is a foodie city, so I have definitely made an effort to try lots of cool places to eat (Copenhagen street food and food markets are incredible)! The only downfall to Copenhagen is that it rains more than it does back in the States!

That sound amazing! What kind of food do they have there? 

Danish food is […] quite good! Rye bread is big here and so is seafood like small shrimp and salmon. Pork is also very popular (fun fact: there are more pigs than people in Denmark).

Although the Danes eat similar food that we do on a day-to-day basis, I’ve had the opportunity to try some of the more traditional dishes. Smørrebrød is probably my favorite dish. It’s a beautiful open face sandwich with all different kinds of meats, vegetables, and topping on it. Danish pastries are also SO GOOD! I’ve also tried roasted pork with crackling which has also been quite tasty as well! My favorite are the Danish version of cinnamon buns, which are incredible! While we have hot dogs in the US, the Danish hot dogs have a ton of topping on them like onions, pickles, and a bunch of different sauces. Aside from food, beer is also huge in Denmark and they have tons of local beers. Tuborg and Carlsberg are the two most popular and a couple of weeks ago, the beer companies released their Christmas beers which was an (un)official holiday in Denmark!

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

I love life after graduation, [though] I do miss Roanoke! I miss seeing my friends and professors every single day the most! I also miss how beautiful campus is and sitting outside of Commons on a nice day…

My favorite thing about having graduated is the newness of everything. In the past six months, I’ve moved to a completely new country and had the chance to experience many different things.While I still spend most of my day in a university setting, I am a part-time student so there is a bit less of a work-load in the evenings. With that being said, I have more free time to do things that interest me like spending time friends, reading leisurely, and enjoying different events in the city.

I saw that two of your friends came to visit you recently in Copenhagen and you took over RC Snapchat while they were there! That sounds like a lot of fun. Can you tell me more about it? What did you guys do?

It was so nice to have two of my friends visit me during their Fall Break at RC. It was so nice to catch up and show them around Copenhagen! We had a great time getting to explore the different parts of the city and trying good places to eat! My favorite place that we went to was Tivoli Gardens, which is a cute little amusement park in the middle of the city. Since it was October, the whole park was covered in Halloween decor which was so pretty! My Danish friend also came along and it was really nice for my two friends to meet some of my friends here in Copenhagen as well! I’m really grateful to have made such amazing friends at RC and miss them already!

What plans do you have for the future?

After I return back to the States from Denmark, I plan go to graduate school and get a degree in industrial/organizational psychology. I would like to work as an organizational consultant and focus on improving the work life of employees.

Is there anything else you would like to tell us?

I’ve been extremely grateful for all of the opportunities I had at Roanoke College, especially within the Psychology Department. I would not be who I am without the support and guidance from my professors and advisors. To current students reading this, take advantage of the opportunities that come your way… you never know what they will lead to!

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RC Psychology Professors on the Radio

During The Academic Minute’s Roanoke College week in December, professors from different departments including psychology, biology, and chemistry were asked to record short segments describing their recent research findings and an ‘I didn’t know that’ fact.

Drs. Osterman and Powell represented the Psychology Department.

Dr. Lindsey Osterman spoke about the perception of actors following the wake of the #MeToo movement, where the sexual misconduct scandals surrounding several prominent celebrities in recent years resulted heated public debates. In the segment below, Osterman discusses the research study she and her co-author (Theresa Hecmanczuk, Roanoke College senior) performed in determining the answer to the question: ‘after a scandal, who forgives a previously beloved media figure and who turns on them?’ Listen below to learn more.

Dr. Darcey Powell described how prenatal expectations differ from postnatal experiences and postnatal desires regarding the division of labor, and how they impact women’s adaptation to motherhood. In addition, Powell explained how important it is for parents with a young infant to find the time to discuss their desires regarding sharing the duty of caring for their little one. To learn more, listen below.

To listen to all of the segments, click here to see Roanoke College News’ post, published in December.

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Summer Counselor Opportunity at Florida International University Center for Children and Families

Learn about a paid summer opportunity below, as described by the Center for Children and Families at Florida International University with edits by a RC student assistant for readability:

The Center for Children and Families at Florida International University announces Summer Treatment Program Counselor positions for 2019. 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. Counselors will work in the STP-PreK, for children in preschool or entering Kindergarten, or the STP-E, for children ages 6-12 in elementary school.

The dates of employment for the Counselor position are Monday, June 3, 2019 through Saturday, August 10, 2019. Counselor hours of employment are 7:00 AM to 7:00 PM, Monday through Friday, and on Saturday, August 10. In addition, Counselors continue to work with the children until 8:30 PM one evening each week while parents participate in weekly parent training groups.

Counselors are paid a salary of $4,000 for the summer. In addition, current students may be able to arrange for academic course credit through their university departments.

Desired qualifications for Counselors include: undergraduate-level study in Psychology, Education, Behavior Analysis, Social Work, or related field; experience working with children or adolescents in settings such as summer camps, after-school programs, sports programs, daycare programs, and educational programs; and experience with activities such as organized sports activities, art, music, dance, theater, journalism, photography, and videography.

Additionally, participation in the STP requires staff members to ensure the safety, well-being and treatment of children and adolescents with mental health, learning, attention and behavior problems. Staff must be able to visually scan the environment, effectively attend to and hear verbal exchanges between children, provide neutral, corrective feedback on children’s misbehavior (which can include aggression), provide a consistent, warm, positive climate for children, and actively engage in sports and physical activity. Applicants must be able to meet the above requirements of the position.

Applications for STP positions will be accepted beginning in October, 2018. Applicants are required to complete an online application form and to submit 3 letters of recommendation and an official transcript.  There is no cutoff date for applying. Applications received after all positions have been filled will be placed on a waiting list. Positions are competitive so interested individuals should apply as soon as possible.

Interested in applying? Continue reading for a more in-depth description of the offered programs. You can also follow this link to visit their official website to learn more about their programs and apply!

Continue reading Summer Counselor Opportunity at Florida International University Center for Children and Families

Are Our Beloved Smartphones Actually Making Us Miserable?

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This is the final blog post created by students in Dr. Carter’s Fall 2018 Social Psychology course. It was written by Jackie Hernandez, Shannon Snyder, Autumn Kempf, and Saul Pineda-Torres.

“Hey, wyd rn?”

“Omw to see the bf IRL!! I’ll keep you updated!”

Have you ever been in this situation? Out to dinner but still trying to keep up with all your friends? Have you ever stopped to think your phone is getting in the way of hanging out with people “irl” (that’s “in real life” for those who aren’t up to date with the texting lingo)?  Ryan J. Dwyer, Kostadin Kushlev, and Elizabeth W. Dunn set out to examine how the ubiquitous smartphone impacts social encounters [in their study]. Does phone usage reduce or add to the enjoyment of your interactions? 

There have been plenty of studies showing the negative impact of phone use in situations like driving and learning, but until now, no studies have actually manipulated smartphone usage in social interactions. Past studies have proven that smartphones cause people to be distracted which, theoretically, could mean the use of smartphones decreases enjoyability in social experiences. 

The experimenters invited groups of 3 to 5 friends or family members to a local restaurant to participate in a study about “dining out experiences.” The groups were then randomly assigned to be either “phone” or “phoneless” groups. They were implicitly manipulated by being asked, after placing their order, to either answer a text survey (phone group) or a paper survey (phoneless group). The participants in phoneless groups were asked to put their phones on silent in a container on the table. Both groups obviously had the option to use their phone since no one was told they couldn’t. The significant difference was that the participants in the phone groups were explicitly asked to use their phone early on to respond to the survey. 

The participants were deceived about the true nature of the experiment to ensure the most naturalistic results possible. When the meal was finished, participants were then questioned via iPad (for privacy) about social connectedness, interest, enjoyment, distraction, and boredom. The researchers also measured how much the participants actually used their phones. The whole meal was recorded, so the researchers could break down total phone usage into percentages. Participants in the phone groups used their phones for an average of 11% of the meal, while participants in the phoneless groups used their phones for an average of only 1% of the meal. So, while the phoneless group wasn’t completely phoneless, these participants used their phones significantly less than that in the phone group. Participants in the phone group reported being more distracted, having less interest and enjoyment, and being more bored than the participants in the phoneless group. This data allows the researchers to conclude that distraction caused by phone use does hinder enjoyment. In other words, using phones while eating out with friends could ruin our chances of fun.

The results indicated that participants under the phone condition were more distracted and in response reported lower interest and enjoyment levels, and higher levels of boredom. Since whether phone use led to distractions or distractions led to phone use cannot be proven through the first study, the researchers set up Study 2. Study 2 was an extensive survey asking people about situations other than just eating out with friends or family, which allowed more general conclusions to be drawn. People reported that using phones overall cause distractions which lead to less interest in their daily interactions. 

The irony of this research is that we think our phones keep us linked to the world, when actually phone usage undermines the social connectedness we feel when spending time with other people. The experiment was relatively small and further research should be done, but it does seem to indicate that this amazing piece of technology lessens the enjoyment we get out of spending time with friends and family. The researchers did fail to examine whether the personality or mood of the participants could have played a role in the results. In the future, researchers should ask the participants before the meal if they are looking forward to it. If they are not, they are likely to be more bored and could possibly resort to their phones to fill in the entertainment gap. 

To summarize the relevance of this experiment, enjoy your life! Put your phones away and soak up the face-to-face conversations with those you love. Because we are so used to communicating through technology, we have to distinguish when we are doing something “irl”. Social media can wait; work can wait. Put away the technology and engage in the world around you. You’ll enjoy it more—trust us, the research says so!

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 Blog:  https://psych.pages.roanoke.edu/

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A Blog Post by Samantha Luby, Grace Page, Vanessa Pearson, and Amy Smith

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The fourth post from Dr. Carter’s Fall 2018 Social Psychology course, this post was written by Samantha Luby, Grace Page, Vanessa Pearson, and Amy Smith. ___________________________________________________________________________

When talking about stereotypes and placing someone in a specific group, we do not tend to think about gender differences in children when it comes to performance in different school subjects. We do not necessarily think that gender may affect final scores, specifically in reading, but it does. In this experiment, the authors set out to find data that shows there is implicit reasoning for why girls outperform boys in reading. Overall, the authors are focused on the stereotype that girls perform better in reading than boys and how that affects the boys reading scores.

Within this experiment, students were chosen from four classes among a group of public schools. The kids took a reading test designed to measure their recognition and comprehension of written words in a normal classroom setting. Experimental conditions were implemented in the classrooms, and all of the students were assigned to either the stereotype threat (ST) condition or the reduced-threat condition. In the ST condition, the experimenter, posing as a reading teacher, told the students that their task was to take a reading test that was designed to evaluate their “ability in reading”. In the reduced-threat condition, the experimenter, posing as a game designer, told them that their task was to play a game in which they had to underline as many animal names they could from a list in three minutes. After the test, the kids had to answer questions about the test, as well as how important reading was to them.

The ultimate findings of this experiment showed that stereotype does, in fact, play a part in boys’ reading performance in school. When looking at the results from the stereotype threat condition, girls performed much higher than boys in reading due to the boys’ perceptions of the stereotype that they tend to do more poorly. Under the reduced-threat condition, however, there was no strong evidence that boys and girls performed differently in the reading assessments. This demonstrates that within a traditional setting, boys are strongly affected by the reading gender stereotype, particularly when in a stereotype threat condition, such as taking a reading assessment. The presence of this stereotype therefore does produce poorer reading results in boys.

Although some may argue that the boys’ underperformance on reading tasks are due to the lack of motivation, the findings of this study suggest otherwise. Highly motivated boys still underperformed in reading in the threat condition. This led the researchers to believe this reading difference between genders is because boys are fearful of confirming the stereotype regarding their gender group and reading. These perceptions the boys had because of the stereotype influenced their psychological processing, ultimately affecting how they performed on the reading task. In the threat condition, simply being aware of the stereotype resulted in poorer performance. On the other hand, in the non-threat condition, the boys were not thinking about the stereotype, allowing them to perform better on reading tasks.

The main issues present within this experiment are components the researchers failed to consider when making general statements about the effects of stereotype threat in children’s reading performances. For example, the researchers claim that from this experiment, it is evident that stereotype threat largely affects learning and performance in most, if not all, classrooms. This is problematic because they are basing this assumption off their study examining only four different classes, all of which were third grade classrooms from three different public schools in France. Before they make blanket statements such as this, the researchers need to consider who their experiment truly applies to and who it does not. The results of the experiment could vary based on: public versus private schooling, the language children are reading, the country/location the schools are in, the grade level that is being tested, and the number of classrooms that are tested.

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Citation: Pansu, P., Regner, I., Max, S., Cole, P., Nezlek, J. B., & Huguet, P. (2016). A burden for the boys: Evidence of stereotype threat in boys’ reading performance. Journal of Experimental Social Psychology, 65 (26).

The Gift That Gives Back: How Being Kind Makes You Happier

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The third blog post from Dr. Carter’s Fall 2018 Social Psychology class is titled The Gift That Gives Back: How Being Kind Makes You Happier and was written by Kira Hunt, Yuri Chikada, Holly Garrett, and Jacob Plaster. Enjoy!

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Aesop once said, “No act of kindness, no matter how small, is ever wasted.” Even the smallest acts of kindness (e.g. holding the door open for someone) don’t go unnoticed by the receiver of the action. It is also a reason that those who ask for help say that even the smallest bit helps. However, those it helps doesn’t just stop at the receiver of the act. One might even say that it makes people feel good to do good, specifically when performing acts that help either a family member, friend, or even a stranger.

Recent studies have examined the causal relationship between acts of kindness and well-being or happiness. In a systematic review and meta-analysis titled “Happy to help?” social psychology researchers Oliver Scott Curry, Lee A. Rowland, Caspar J. Van Lissa, Sally Zlotowitzd, John McAlaney, and Harvey Whitehouse analyzed twenty-seven experimental studies that tested the hypothesis that kindness causes wellbeing.

Common methods of the studies included asking participants to perform either a set number of acts of kindness or spend a given amount of money on others. For example, in one study, participants were asked in the following week to perform at least five acts of kindness per day and report not only the act but the responses of the recipient. They were then asked to self-report measures like happiness on scales. Some studies had control participants do nothing, others had the participants act kindly in a non-social activity, while some participants were asked to help themselves. For example, for prosocial purchases (i.e. spending money on others), the control was spending money on themselves.

The researchers found evidence proving their hypothesis of acts of kindness improving the wellbeing of the actor (i.e. the person performing the act of kindness). Humans are social beings, and it means that we have psychological mechanisms that motivate us to help others. These motivations include biological and sociological benefits.

Kindness towards genetic relatives is favored by natural selection as seen by parental care. Kindness towards members of the same group allows us to form and maintain groups which enhance belonging. Kindness is also seen to potentially improve individual status as it can impress others and potentially attract mates. We also see kindness towards people we may see again as being beneficial to cooperation and the rules of reciprocity.

We tend to see people who need help as some reflection of ourselves and it makes it difficult to ignore those people who need help. For example, if you dropped your papers in the middle of the road and those papers spread out, you need some help to collect them all. When we see others in similar situations, we visualize ourselves in that position and potentially the same feelings as those in the situation. After helping those people, we get satisfaction from doing so.

This satisfaction otherwise known as happiness is a psychological reward that proves that a problem was solved successfully. If someone acted in a kind way, they can get a good reaction from the person who needed help because the person who needed help had their problem solved. The person who helped made the situation better. It can improve their self-esteem. After that, they can understand how they should help in those situations.

There are some limitations of this research, however. Most of the studies had very small samples and many used non-clinical samples. Due to this, it’s not possible to say that those with specific mental problems are affected in the same way by performing acts of kindness. Several of the studies did not account for the motivation behind the acts, so motivation could possibly be another variable that leads to the results. It is possible that intention to help oneself rather than others could eliminate the effects of improved well-being. The studies also didn’t account for the variety of recipients (e.g. family members, strangers, friends, etc.) nor did they investigate any long-lasting effects. Most studies only investigated immediate effects. In align with the motivations previously mentioned, it is possible that certain people had improved wellbeing giving to the groups they belonged to, rather than groups they didn’t. Also, it is possible that this happiness is only a short-term effect and is not important in the long term.

Though there does seem to be an outcome of happiness from performing acts of kindness, the effect seems small in the grand scheme of things. Even still, kindness appears to be the best gift to give as it eventually gives back to you.

Citation: Curry, O. S., Rowland, L., Lissa, C. J., Zlotowitz, S., Mcalaney, J., & Whitehouse, H. (2016). Happy to Help? A systematic review and meta-analysis of the effects of performing acts of kindness on the well-being of the actor. Journal of Experimental Social Psychology, 76, 320-329. https://doi.org/10.1016/j.jesp.2018.02.014

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Religious Shoppers Spend Less Money

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The second student blog post from Dr. Carter’s Social Psychology course from this past semester, the authors of this article are Elizabeth Harris, Molly Kasemeyer, Sam Buczek and Kelsey Lee. 

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The holiday season is finally here! Families gather to share a large meal and exchange colorfully wrapped gifts. Individuals most likely find themselves out-and-about at stores during this time of year, not only to buy gifts, but to buy groceries for that delicious meal. Every shopper has different preferences on brands, products, prices, and even different values when it comes to buying foods, but do people with similar values and lifestyles also share similar purchasing styles? The experiments conducted and discussed in the journal article, Religious shoppers spend less money, aimed to answer a similar question; do religious beliefs affect grocery shoppers spending and purchasing habits? The study that will be discussed here specifically measures the effect of religious priming on grocery shoppers’ willingness to pay for unexpected purchases.

The first part of the study simulated an unplanned shopping trip where the participants would be able to spend about $25.00. They chose one common grocery item from seven different food categories in which each categories food choices were priced the same to ensure a total of about $25.00. The second part of the study presents each participant with an item at checkout that is, hypothetically, of interest to them, in this case their favorite magazine. They are then asked how much they would be willing to pay for it. After completing the simulation, participants answered a set of demographic questions and questions regarding their religious beliefs and other social concepts.

Prior to completing the simulated shopping trip and post-experimental questions, the researchers utilized the technique of priming to create the experimental and control groups. Participants were randomly assigned to either watch a short video with a religious focus, the religious prime, or a short video on oil painting tips, the control prime. After viewing the assigned video, the experimenters administered a prime check where participants answered questions about their feelings toward God after watching the religious prime video. The independent variable in this experiment was the religious prime while the dependent variable was the participants willingness to pay for the magazine.

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The findings of the study were simple. The more religious a person is, the less likely one is to spend money on “novel purchases”. Many religions emphasize being prudent with money, meaning that many would not spend money, or at least a lot of money,  on unexpected items they may come across during a grocery shopping trip. This study proved that “participants in the religiosity condition” would spent an average of 9.6% less on groceries than customers in the control condition. The study also proved that a “religious prime” lowers money spent by grocery shoppers whether they were a believer in God or not. Lastly, the conclusion stated that “the effect of religion on grocery spending arises from people’s tendency to associate religion and religious cues with frugality rather than the documented effect is simply being a manifestation of religious people’s values”, which means that individuals justify the experiment’s results with the belief that religious shoppers are “frugal” in nature.

The main psychological process utilized in this experimental study was attention. The participant’s attention during priming in the experimental condition is focused on the religious aspect and leads people to make the common associate between religion and religion cues to frugality. This is evident because people who were not religious still exhibited the same response to the religious priming as those who already had a religious set of beliefs showing that the universal psychological process of attention is at work. Attention leads people to focus on a specific idea and act according to commonly associate behaviors. After watching the priming videos, participants were asked their feelings specifically relating to God. Participants that were in the religious prime condition reported that they felt closer to God or had stronger feelings towards God than those in the control group. Overall, the attention process enabled the participants to be more conservative with their spending compared to the control group.

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It is evident that the experimenters thought about various factor of the experiment that could elicit bias or lead to skewed data based on their description in the “Measure” section of the article. Even though their method was sound, they did not choose a representative sample. Instead, they chose individuals who worked for a specific company. This could lead to bias because of possible shared qualities among this group of workers that could influence behaviors in the posed situation. Also, the topic of the control video, oil painting, may not be considered completely neutral. Participants could be either bored by this video or rather intrigued which could lead to more positive or negative feelings in the moment. These feelings could possibly affect their willingness to pay for an unexpected item.

Bibliography 

Kurt, et al. “Religious shoppers spend less money.” Journal of Experimental Social Psychology, vol. 78, 2018, pp. 116–124.

Allie. “8 Basic Psychological Processes.” Exploring Your Mind, Exploring Your Mind, 25 June 2018, exploringyourmind.com/8-basic-psychological-processes/.

The False Paradox of Selflessness

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As part of Dr. Carter’s Fall 2018 Social Psychology class, students worked in groups to analyze a study related to their coursework. They then wrote a blog post demonstrating their ability to summarize and analyze the study, describing any possible improvements that could be made along with ideas for future studies.

Five of these posts were randomly selected to be posted to the Psychology Department’s official blog. This blog post, titled The False Paradox of Selflessness was written by Lynsey Wyatt (’21), Emily Deeds (’20), and Ciprianna Azar (’19) and is the first of the five to be posted.

We hope you enjoy reading it!                        ___________________________________________________________________________

If acting altruistically makes us happier, isn’t it a selfish act?

Day to day, we observe acts that we may consider altruistic. Whether it be a small gesture of kindness or a heroic act of self-sacrifice, simply observing these behaviors influences our opinion of the actor. This leads us to question: how do we begin to judge someone’s true moral character? Prosociality refers to any behavior that intentionally benefits another, while altruism refers to more “selfless” actions. In contrast, egoistic forms of prosocial behavior tend to be motivated by attaining some benefit such as social or capital gain. A group of researchers sought to understand what truly makes us believe an act is altruistic. Carlson and Zaki (2018) conducted two studies examining the benefits of prosocial acts and the differences in perceptions of altruism by motive or consequence of benefit.

In both studies, participants were randomly assigned to one of three conditions and tasked with reading through eight different scenarios and answering an online survey. In the control condition, the scenario only described a prosocial action such as “Jane gave blood at a local clinic”. In the other two experimental conditions, they were given more information about how Jane felt after giving blood, how much money she was given for donating, how many followers she gained on Instagram from her blood drive selfie or how she helped someone in need of blood. These scenarios highlighted four potential benefits including material, social, emotional, or other-oriented benefits. Participants were randomly assigned to read the actions as motivating or consequence. After reading the scenarios, the participants’ judgements were examined using multiple items: how altruistic they thought the prosocial agent was, how altruistic they thought the agent’s action was, and how altruistic they thought the agent’s motive for their action was.

They first found that for participants who were shown that others performed the behavior and received benefits as a consequence or result, they believed that behaviors that resulted in material benefits or social benefits were of a less altruistic nature. We then infer that the person was motivated in the first place to engage in the act because they wanted a benefit such as monetary (material) or wanted praise (social). These same participants saw emotional benefits, such as feeling good about oneself, and other-oriented or directed towards others, as altruistic. This means that a sense of doing a good deed does not take away from the selfless act that was done.

Participants who were led to believe the person had a motive or reason to engage in an altruistic behavior for benefits, material or social, were seen as significantly less altruistic. These participants saw motives for behavior that was other-oriented as more altruistic, and surprisingly, even saw emotional benefit as less altruistic. This suggests that people who are motivated to engage for selfish reasons are seen as less altruistic than those who do not have this motive but are unexpectedly rewarded.

In the control group to which the participants had no information on the motive or consequential benefit to the actor, they rated the actor as altruistic no matter the benefit. This can be explained by the lack of information, as we tend to want to believe that people help others for selfless reasons.

Through the psychological process of disambiguation, Carlson and Zaki were able to manipulate the participant’s judgements of the actors. This allowed them to examine whether or not perceptions of altruistic acts change when paired with different types of benefits, and if motive versus consequence conditions differentially affect this perception. Carlson and Zaki demonstrate a nuanced mechanism behind perceptions of “true altruism” that allow for an act to benefit both oneself and others, so long as one’s motive is other-oriented. More specifically, their findings suggest that when an observer is judging an actor that benefits themselves emotionally (as opposed to materially or socially) from a prosocial interaction, it differentially affects judgement of the actor’s motives. This suggests, according to the researchers, it is a better predictor of future generosity than extrinsic motivators.

In ambiguous situations, what factors influence baseline assumptions? Zaki and Carlson’s study of lay theories of altruism and selfishness effectively highlights some of the nuances of social behavior and judgements. However, the studies lack the interpersonal dynamic facilitated by in-person interactions. Social interactions are based upon emotional exchanges. As social beings, we rely upon our ability to interpret others’ emotional states to understand their intentions and our relationship to others. In future work, it would be interesting to utilize confederates to simulate situations closer to real-world circumstances. Overall, Carlson and Zaki’s findings are consistent with what we may expect from the effects of altruism, despite a seemingly contradictory paradigm where a “selfless” act benefits the actor’s sense of self.

Citation: Carlson, R. W., & Zaki, J. (2018). Good deeds gone bad: Lay theories of altruism and selfishness. Journal of Experimental Social Psychology, 75, 36-40.

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A Brief Interview with Vanessa Pearson ’21, A Gilman Scholarship Recipient!

A student assistant recently interviewed Vanessa Pearson ’21, a Gilman Scholarship recipient, on her plans for studying abroad this upcoming Spring semester and what the application process for the Gilman was like. 

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

I am a sophomore here at Roanoke. I am majoring in Psychology and Education with a concentration in Human Development. I am originally from Franklin County, VA, about forty minutes away from Salem. On campus, I am a part of Colleges Against Cancer and Habitat for Humanity. Off campus, I work a part time job as a waitress/cook/manager at a restaurant in my hometown. I also play rec volleyball in my free time.

Congratulations on receiving the Gilman Scholarship! Can you tell me a little about program, what the application process was like, and where you are going to be studying?

I am going through an international student exchange program to Australia. I will be studying at James Cook University in Queensland. The application process for James Cook University was surprisingly easy. I did not have to write any admission papers on anything like that. I think the hardest part about that application was trying to figure out what classes I wanted to take since they had to go on the application so that they could get approved. 

The application for the Gilman Scholarship was a little more complex. There were a bunch of different parts to it. The biggest part of the Gilman was the essay section. You needed to have two essays explaining why you are a good candidate for it and what will you do to promote the Gilman and study abroad if you receive it.

What drew you to studying abroad in Australia?

I am not one hundred percent sure what drew me to studying in Australia. I was at a study abroad meeting and Dr. Boggs-Parker was going over all of the different places you could study [and] when she said Australia it clicked. [I felt like] that was it, that was where I needed to go.

Also, the warmer weather doesn’t hurt.

Another part of me going to Australia is that I want to work in the education system. I thought it would be really interesting to see how education works on a different side of the globe. I also needed to go somewhere that I would be able to understand what others are saying since I would not be studying a language while abroad.

What are you the most excited about in terms of studying abroad (both in general and specific to Australia)?

I am excited to experience something new. I am a commuter at Roanoke, so I [want] to [know] what it feels like to live on campus. I am also excited to travel around the world.

In terms of sightseeing, I really want to go to the Great Barrier Reef and also hike around several places. I am excited to make new friendships and I really want to pet a kangaroo and hold a koala bear.

What courses are you most interested in taking while there?

I am really excited about taking Modern Australian History. I think that it is cool that I will be learning about history through the eyes of a different country. I am also excited to take my education class because I want to see and learn from different education systems.

What advice would you have for those interested in applying to competitive scholarships/grants like Gilman?

I would say do not wait until the last minute. Start the application process as soon as possible; have someone read over your draft and, for lack of better words, tear it apart. I wrote four drafts before making small corrections to the final one. I would also go through the application and make sure you are not going to have any last-minute questions [to complete] before the deadline, that way you can ensure they are answered.

Is there anything else you would like add?

The only thing that I would add is that there is always hope for getting a scholarship you want. Write your application with purpose and meaning. Also, get Dr. Rosti to read over your application, that woman is a saint.

Thank you, Vanessa, for taking time to answer our questions! We know you will have a fantastic time studying abroad and hope you will share some of your favorite memories upon returning to campus next school year (including petting kangaroos and holding koalas)!

For those interested in learning more about the Gilman Scholarship, click on the logo below to go to their official website.

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Congratulations to Dr. Dane Hilton!

Congratulations to Dr. Dane Hilton on obtaining his Clinical Psychologist licensure! He explains the process of attaining the licensure and his future plans below.

On November 14 I received an email from the Virginia Board of Psychology that I had been approved for licensure as a Clinical Psychologist in Virginia. This was a pretty exciting moment and marked the final step in a long process that started over 8 years ago when I decided to pursue a career as a psychologist.

To become a licensed psychologist in most states, you must complete your PhD from an APA accredited program, complete a year-long clinical internship year from an APA accredited internship site, fulfill post-doctoral or pre-doctoral supervised clinical hour requirements, and pass the 225 question Examination for Professional Practice in Psychology (EPPP).

It’s a lot but I thoroughly enjoyed (almost) every moment of my training and education.

Now that I have my license, I can pursue independent practice as a clinical psychologist. More specifically, this means I can engage in therapy, assessment, consultation, and supervision of trainees within the Commonwealth of Virginia. I am very excited to begin working in the greater Roanoke community to help provide access to mental health services. I do not yet have a specific plan for clinical practice and I am really just enjoying the feeling of relief to have made it over that last hurdle in my clinical training.

I am always happy to talk with students who are curious about the field of clinical psychology or who want to talk about the specifics of education and training.

Congratulations again to Dr. Hilton!

If you would like to know more about becoming a Clinical Psychologist or have any questions, please feel free to contact Dr. Hilton at hilton@roanoke.edu.

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A Belated Birthday Post

Happy (if belated) Birthday to Dr. Osterman!

Dr. Nichols continued his tradition of creating a GIF in celebration of departmental birthdays, the first being the legendary ‘flossing’ for Dr. FVN last semester. Watch the video below to see what he did this semester for Dr. O (and her reaction).

Dr. Osterman’s Birthday Surprise!

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An Interview with Thompson ’19

What is your name, class year, and your majors/minors/concentrations?

My name is Becca Thompson and I am a senior. I will be graduating with a major in Psychology and concentration in Human Development. I also have minors in Spanish and Sociology.

Where did you study abroad?

I studied abroad in Palmerston North, New Zealand.

What was your favorite moment while abroad?

My favorite moments while abroad (because they are tied!!) would be going to an All Blacks Rugby game, skydiving from 17,000 feet over the gorgeous Lake Taupo, and exploring the only active marine volcano in New Zealand on an island named White Island or Whakaari.

What were you most worried about in terms of studying abroad?

I was worried about being literally on the other side of the world from my family (Maryland to NZ, couldn’t have gone any further away!) I was also worried about missing my pets, let’s be honest.

What did you learn while abroad? (Not just in terms of coursework, but about the culture and, cheesy as it is, yourself?)

I learned about different mental healthcare practices through my abnormal psychology class, which I found very interesting. I also learned about the indigenous people to New Zealand, the Māori. About myself, I learned how strong I am and I furthered my passion of traveling!

Palmerston North

Did anything happen that you weren’t expecting? Similarly, were there any moments that particularly struck you while abroad?

I definitely did not expect to meet some of my best friends while abroad. Although we are located all over the place, we still talk often and cannot wait to plan a reunion. There were many twists and turns during my time abroad, but each adventure had its own purpose and lessons.

What are your plans for the future and how will you use what you learned while studying abroad to help you?

Studying abroad helped me to realize my interest in social work through the introduction class I took with one of the best professors I’ve ever had. This class helped me to realize that I would like to pursue child advocacy/family law in order to create change here in America. I would love to go to school in NZ to gain a better and more in-depth understanding of their social work practices, which strive to include all cultures and all people in a respectful manner.

Any advice for other students interested in studying abroad?

Just GO! Studying abroad changed my life and opened up so many doors for me. My time in New Zealand helped me to realize what I would like to pursue after college. I met so many incredible people and I now have an incredible core group of friends spread throughout the United States, as well as an extended family in Palmerston North.

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 Blog:  https://psych.pages.roanoke.edu/

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New Majors’ Orientation Fall 2018

Our new psychology majors signing the board.

Congratulations and welcome to our new majors!

Recently declared psychology majors are required to attend one department orientation. While there, students learn about opportunities in the psychology department and surrounding areas, as well as ask any questions they may have.

Snacks are provided and students are given either a “Get Psyched” T-shirt or stickers for attending.

There will be two more orientation sessions next semester. Stay tuned for those dates, which will be announced in the Spring.

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Blog:  https://psych.pages.roanoke.edu/

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VTCRI Lecture Opportunity

Virginia Tech Carilion Research Institute

Interested in psychology, human development, or neuroscience?

Then an upcoming talk at the nearby Virginia Tech Research Institute (VTCRI) on November 29th at 5:30 pm might be of interest to you!

The talk, titled  “Synapses Lost and Found: Developmental Critical Periods and Alzheimer’s Disease”, is part of the VTCRI Maury Strauss Distinguished Public Lecture series, will be given by Stanford’s Dr. Carla Shatz.

More information on the talk and the speaker can be found at: https://research.vtc.vt.edu/events/distinguished-scholars-series/.

As the talk relates to neuroscience and human development, the psychology department is encouraging and organizing students in multiple classes and in the Neuroscience Concentration and the Human Development Concentration to attend.

The psychology department can provide transportation for students or faculty who need to or are interested in carpooling for the event but we need to know by the end of the day on November 26th (TODAY) regarding whether or not we will take a van.

If you plan to attend the talk on November 29th, please fill out the Doodle poll at: https://doodle.com/poll/cupicv2v6qqmdprv. Feel free to send the survey link to other students or faculty that you think would be interested in attending.

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Get Connected!

 Blog:  https://psych.pages.roanoke.edu/

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

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Medical Research Opportunity at the VA Medical Center

Interested in doing research?

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”.

If you are interested in completing research with the Salem VA Medical Center, please meet with the Director of Undergraduate Research (Dr. Chris Lassiter, Associate Professor of Biology) in the fall semester or early in spring semester to discuss the program.

Application and Requirements:

  • An overall GPA of 3.4 or higher is preferred (though an overall GPA of 3.0 or higher will be considered).
  • Materials to submit include:
    • cover letter (with research interests),
    • CV,
    • unofficial transcript and
    • two letters of recommendation

Please submit the above materials to the Director of Undergraduate Research by February 15 for research in the summer or the next academic year (fall and spring semester).

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Undergraduate Research Published

Alumni Lauren Ratcliffe, Sabrina McAllister, Jacob Johnson, and Paige Dzindolet published their research seminar in neuroscience project from fall of 2016 in IMPULSE, an undergraduate neuroscience journal.

Their project, titled ‘During Ascending and Descending Limbs of the Blood Alcohol Concentration Curve’ uses a computerized trail making test in place of driving performance tests in order to better ascertain neurocognitive impairments associated with varying blood alcohol concentration (BAC) levels.  Follow this link to go to the original article.

Students in Dr. Nichols’ research seminar in neuroscience have published their projects at a rate of one student publication per year.

Congratulations to our alumni on their recent publication!

Alumni Updates:

Lauren Ratcliffe

Graduating Magna Cum Laude with Honors in Psychology from Roanoke College in 2017, Ratcliffe obtained a B.S. in Psychology and a concentration in Neuroscience.  Ratcliffe is currently pursuing a Psy.D. at Mercer University in Clinical Medical Psychology with an emphasis on posttraumatic stress disorder (PTSD). Ratcliffe also works as a research assistant at Mercer.

A Phi Beta Kappa member, McAllister obtained a B.S. in Psychology, a minor in Biology, and a concentration in Neuroscience from Roanoke College. McAllister graduated with ten semesters of psychology research experience in 2018. She is currently working as a psychometrist at Carilion Clinic in Roanoke, VA, with a goal of pursuing her Ph.D. in Clinical Psychology.

Graduated in 2017 from Roanoke College with Honors in Psychology, a minor in Biology, and a concentration Neuroscience. He studied in Germany in the summer of 2016  and was recruited to Phi Beta Kappa as a junior. Johnson intends on pursuing a Ph.D. in Clinical Psychology to teach college-level courses and perform therapy.

Dzindolet graduated in 2017 with a B.S. in Psychology and a minor Biology. In 2016, Dzindolet interned at Virginia Museum of Natural History where she worked with dinosaur bones and fossils, among other things. She is currently interested in obtaining a position involving Forensic Psychology and Criminology.

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Get connected!
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Saint Joseph’s University Virtual Open House

Click on the image above to go to their main page.

Saint Joseph’s University, ranked as one of America’s best colleges in 2011 by USNews, is hosting a virtual open house on Monday, November 12th at 2:00 pm.

The university offers an MS in psychology with particular emphasis on experimental psychology. This is a full-time program designed to provide students with a solid grounding in the scientific study of psychology. All students in the program are assigned to a mentor and conduct an empirically based research thesis under his/her direction.

Information on how to attend the open house can be found here

Click on the image to go to the admissions section of Saint Joseph’s University.

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Get connected!
Instagram & Twitter:  #PsychRC @RC_Psychology
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An Interview with Recent Graduate, Maddie McCall ’18

In an interview with a student assistant, recent graduate Maddie McCall ’18 describes life after graduation and recalls her favorite memories from Roanoke College.

 

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

Just graduated in May of 2018, with a BA in Psychology and Honors in Sociology, with two concentrations, Human Development and Information Analysis. I was the VP of Psi Chi, a member of RCPA, wore all of the hats for the now inactive (RIP) chapter of Mu Beta Psi, was president of Lamba Alliance, and was active in a bunch of other clubs. I was also the Head Academic Coach, a Research Assistant to the wonderful Dr. Khoo, and was lucky enough to be the Head Student Assistant for the Psych Department (which I miss dearly).

What was graduating like? 

Graduation was such a fun time (even waiting in the basement of West before line up)! I was the first person in my family to go to college, so being able to walk across the stage, shake President Maxey’s hand, and get my diploma… it meant so much, both to me and my family. But being able to stand next to all of my friends, who have all worked so hard the last four years, made it even more special. Plus, finally getting to step on the seal was pretty cool 😉

Grey outfit = groutfit.

What are you doing now after graduating? 

After graduation I moved to Northern Virginia, where the people are diverse but all suck at driving. It sort of reminds me of Freshman year, where I’m starting fresh and finding my tribe. Apps like MeetUp have totally helped me branch out and meet new people! I’ve joined some board-game groups and have tried my hand at Bob Ross paint-alongs 😊 Oh! My roommate and I also adopted a gray cat named Groutfit (all gray outfit = groutfit, because of course).

I’m also working as a Survey Analyst at a market research company called Resonate.

Click on the image to go to Resonate’s official website.

How did you get your position? What do you do for them?

I honestly got this job mostly through my two seminar projects. Basically, what my job entails is creating hour long surveys on Qualtrics that then get sent out to thousands of people (a much bigger N than I was used to at Roanoke), monitoring and QA-ing the data, and delving deeper into and analyzing the “why” of human behavior. While at Roanoke, I used Qualtrics to create both my Soc and Psych senior seminar projects, which gave me a lot of experience at different features and logics Qualtrics has available. That, along with research experience on campus (which comes in handy when researching and writing the actual questions in a non-biased way) and just being open to learning new experiences was incredibly beneficial. (But, really, it was the fact that my now-boss asked me if I knew any jokes during my final interview… It’s like my whole life was leading up to that moment.)

(As a side-note, we currently have some computer science openings… we’re a really cool company!)

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

I think one of my favorite things about having graduated is that I’m now 3.5 hours closer to my family. I also have a lot more free-time on my hands with just working a 9-5. However, there’s a ton that I miss from Roanoke, but mostly the people. (There’s something special about going to Sheetz at 1 in the morning and seeing people from your 9:40 class.) I miss being able to walk across campus and seeing so many of my friends and professors, all of the different events constantly happening, and those mountains. Man, you can’t beat those mountain sunsets.

But mostly, I’m going to miss Ellen’s Christmas trail mix!

What plans do you have for the future?

While I enjoy the job I currently have (HR gave me a Nerf gun on my first day, we have Bagel Wednesday’s, Snacktastic Friday’s, our teams are named after comic book groups, and we have Mystery Events twice a year!), ultimately, I would love to go back to school – both to learn and to teach. I would love to one day be a psych professor of my own. 😊

Do you still have an opportunity to utilize your knowledge of memes?

… I’ve begun to incorporate memes into my team’s group chat at work, so…

Is there anything else you would like to tell us?

  • Push yourself out of your comfort zone and experience new things (both academically and otherwise – you have no idea how they might benefit you when applying for jobs/grad school).
  • Stay on top of your LinkedIn profile.
  • Take it all in

And of course, because I’m me and I’m incapable of ending anything without a pun:

What do you call two monkeys who share an Amazon account?

Prime mates (because, let’s face it, those Prime rates are bananas)

We miss you, Maddie,  but are glad that you are doing well! Thank you for taking your time to talk with us about life after graduation! (And for the cute cat pictures and fabulous memes/puns.)

If you have any questions about Qualtrics and/or job searching, feel free to email Maddie at mtmccall@mail.roanoke.edu.  She will be happy to help you!

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Psychology Internship Information Session

Want to gain more experience, add to your resume, and find out more about a career you are interested in?

Consider attending the Psychology Internship Information Session on Tuesday, October 30th from 11:45 am to 1:00 pm in Life Science 502!

The information session is your opportunity to learn more about available internships in psychology, as well as requirements and deadlines. You can also get advice on how to present yourself well with resumes and cover letters.

Pizza will be provided, but please bring your own drink.

RSVP by Monday, October 29th at noon, by either calling (540)375-2462 or emailing dyer@roanoke.edu.

If you have any questions or want more information, please contact Toni McLawhorn from Career Services or Dr. Mary Camac. They will happy to help you!

Don’t miss out on this opportunity (including the free pizza)! We hope to see you there.

The pizza won’t be this spooky, but it will be tasty. Get the recipe for this pizza here.

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Get connected!
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Website:  http://www.roanoke.edu/inside/a-z_index/psychology

Casa de Esperanza: Hands of Hope Internship

Interested in working with children after graduation?

Casa de Esperanza, a non-profit in Houston, Texas, provides residential care to children from birth through six years of age. These children are in crisis due to abuse, neglect, or the effects of HIV. Among their different programs is the Hands of Hope internship.

These interns, most of whom are recent college graduates, join the organization for a year working full-time. Interns live with the children they are caring for in agency homes, alongside generally three other interns who all share the responsibility of taking care of the children. One intern is designated the foster parent. Interns come from all across the United States. In addition to taking care of household needs, making sure they get to their appointments, and other such responsibilities, these interns also work with “case workers, psychological staff and community volunteers”.

Other program benefits include:

  • Monthly stipend of $600
  • Health insurance
  • Life insurance
  • Two weeks paid vacation per year
  • Successful completion of internship award

In order to apply, one must be 21 years old, willing to work full-time for a year, a valid U.S. Driver’s License, and a college degree is preferred. Furthermore, one must be in good physical shape and be flexible and patient.

To learn more about Casa de Esperanza, their programs, and the requirements for Hands of Hope, click here to visit their website.

Applications are open year-round. 

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Get connected!
Instagram & Twitter:  #PsychRC @RC_Psychology
Facebook:  https://www.facebook.com/rcpsychology
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

Out of the Darkness: A Recap

On Saturday, October 6th, beginning at 11 am, the community walked in support of the American Foundation for Suicide Prevention (AFSP). There were more intrinsic reasons, of course, for their choice to walk; these were often reflected in the different colored necklaces participants hung around their necks, each representing something important to them.

Out of Darkness Recap Video

Members of Psi Chi and RCPA were there, representing the college and their respective organizations. Professors were there to show their support as well.

Overall, it was a successful event and we look forward to participating in the years to follow.

To learn more about the Out of the Darkness Community Walks, then follow this link to go to their main site. You can also follow this link to find out how to ‘Seize the     Awkward’, a campaign led in partnership between the AFSP, The Jed Foundation, and the Ad Council.

If you need to talk to someone or know of someone in crisis,  please call the  National Suicide Prevention Lifeline phone number at 1-800-273-TALK (8255) or text the Crisis Text Line with the message ‘HOME’ to 741741.

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Color Your Cares Away with RCPA

With the promise of Fall Break comes the stress of Midterms.

Escape the stress of midterm week by relaxing and coloring with peers.

Don’t think you have the time? Running through everything you have to get done before the blessed Fall Break begins?

Take a break and breathe.

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Get connected!
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Thinking of Grad School? A Webinar Opportunity

Missed out on the Psychology Department’s Graduate School Panel?

Want to ask a few more questions about navigating graduate school applications?

Want to ask current graduate school students questions?

If you are any of the above, then consider attending the webinar hosted by the psychology department from the University of Alabama! Current PhD candidates will be there to answer any questions you might have about the process, or if you just want some advice.

The online webinar will happen on Wednesday, October 10th at 5 pm CST or 6 pm EST. 

This is a fantastic opportunity to learn about graduate school applications, ask any lingering questions, and learn about current graduate school student’s experiences.

Don’t miss out!

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

A Quick Look: Thompson in New Zealand

Rebecca Thompson ’19

During the spring of 2018, I had the incredible opportunity to study abroad in Palmerston North, New Zealand. While abroad I had the chance to take ‘Abnormal and Therapeutic Psychology,’ which gave an interesting overview to how different countries treat different psychological conditions. My favorite part of the class came through the literature review project we had at the end of the semester. I chose to complete my literature review on eating disorders. My future career plans are veering more towards social work and a law degree, but my background in psychology will help me to understand some of the situations my future clients may be going through. My favorite memory while abroad is skydiving from 17,000 feet over Lake Taupo!

Thanks to Rebecca Thompson for providing this cool description of her study abroad experience in Palmerston North, New Zealand! It sounds like an incredible and worthwhile adventure, though we are glad to have you back on campus.

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Mental Health in Rural Appalachia

Dr. Dane Hilton will be discussing mental health in rural Appalachia tomorrow (Wednesday, October 3rd) at 7:00 pm in Life Science 502.  Specifically, in terms of prevalent mental health diagnoses and problems with accessibility to treatment in these areas.

This talk is sponsored by the Roanoke College Honors Program.

All are welcome.

Hope to see you there!

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Get connected!
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Mindfulness Meditation: What It Is, What It Isn’t, and Why You Should Care

Dr. Dane Hilton was asked by a student assistant to discuss mindfulness meditation, specifically about what mindfulness is and the many misconceptions regarding it. Thank you, Dr. Hilton, for taking time to write this post. Enjoy!

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Mindfulness meditation is a topic that has exploded into the popular culture in the past 10-15 years. In 2018 alone, dozens of books have been published with Mindfulness as the main subject, with titles including Mindful Me: Mindfulness and Meditation for Kids by Whitney Stewart, Falling Awake: How to Practice Mindfulness in Everyday Life by Jon Kabat-Zinn, and the cutely illustrated A Sloth’s Guide to Mindfulness by Ton Mak. A quick search of Google Scholar for the term “mindfulness meditation” included in anything published in 2018 gets you 129,000 hits. I will admit I did not filter through all of those results to verify but the point is this: mindfulness is getting a lot of attention.

As a researcher of mindfulness meditation, I am glad that this topic is getting its time in the limelight. Mindfulness has the potential to improve the lives of humans in a variety of ways, though the questions of how, in what ways, for whom, and under what circumstances are still up for debate and empirical examination. While I am happy on one hand, on the other hand I do worry about issues that arise with the rapid increase in interest surrounding mindfulness. As we all know, popular things are marketable things. They generate buzz, get people to click on your article or blog post (like this one!), and make publishers excited when you come to them with a “cutting edge” book that claims to cure all that ails you. When demand increases, everyone is more than happy to contribute to the supply. Unfortunately, that increased quantity doesn’t equal quality. Quite frankly- you may not even get what you think you are getting…So I want to briefly talk about what mindfulness is, clarify what it is not, and present some literature supporting why I still believe you should care.

Let me be clear: mindfulness meditation is not new. It is not “cutting edge.” It is not a product of new technology or “third-wave” psychology or even a better understanding of human nature. Mindfulness is actually quite old. The mindfulness that most folks think of today is actually rooted in thousands of years of history in Eastern religions, including Judaism, Hinduism, and Buddhism. The practice itself is not new. What is new is the recognition by researchers in health and medicine that meditation can have profound physical and psychological effects on the body. I will mention some of these toward the end of this post. Regrettably, the influx of passengers on the mindfulness bandwagon- that, I must admit, includes me- has sometimes led to a watering down, or even total misrepresentation, of mindfulness.

So what is mindfulness? Mindfulness, simply put, is an open and nonjudgmental stance toward one’s present moment experiences. In other words, mindfulness is an approach to existence marked by awareness and acceptance of the full spectrum of human experience- including all the things we think of as positive (e.g., joy, surprise, laughter, love), negative (e.g., sadness, fear, loss, anger), and anything in between. We can be mindful of physical sensations (e.g., breath, pain, fatigue), thoughts (e.g., “I’m awesome,” “I feel so stupid right now”), emotions (e.g., sadness, happiness, irritation), interactions with others, experiences of the outer world, and even our relationship to ourselves via our inner world. It is an approach to living that allows you to experience fully- embracing, rather than fighting, all the things that come with being human.

So what is mindfulness not? It is not a “tool.” It is not one more technique you pull out of your grab bag of breathing exercises, stress relief tactics, and progressive muscle relaxation scripts to use when life starts getting to you. It is not a shield from the tension and busyness of this thing we call life. Despite the fact that mindfulness is clearly not meant to beat back hectic schedules, difficult relationships, troubling inner thoughts, or anxiety about impending deadlines, much of the information you will find on mindfulness presents as just that- a tool to guard against the horrors of 21st century life. Decreased stress, increased sense of well-being, better clarity of thought, and improved psychological functioning are certainly potential byproducts of regular mindfulness practice but to say that you should engage in mindfulness with those things as the goal is to totally miss the point. All the cool effects of mindfulness that make for attention grabbing headlines are, in fact, just side effects of a more open, aware, and accepting approach to the stuff life slings our way.

Another thing that mindfulness is not is a religion. I think this is an important distinction because in my short time practicing mindfulness and talking with others about it, the issue of whether mindfulness is indicative of a specific religious group or set of beliefs is often a sticking point and potential barrier to individuals looking further into it. While mindfulness meditation certainly does have roots in religion and can even be traced back to specific religious teachings, as I mentioned a few paragraphs back, the basic tenets of mindfulness meditation can fit within any number of worldviews and beliefs. If you believe that life happens now- not 5 seconds ago or 5 seconds from now- then mindfulness might just be for you.

So now that we have a brief outline for what mindfulness is and what it is not, we still have the question of why you should care. The first reason I will suggest is simply an opinion- and probably a philosophical one at that. Life is happening now. Life is happening in this present moment and once that moment passes, it is gone for good. A mindful stance to life helps us to experience these moments more fully- in essence, living more fully. Maybe it’s just me but I don’t want my life to pass by not having had the chance to truly live it. The second reason comes from my practical and scientific side- mindfulness appears to be immensely beneficial to those who practice it. As I said earlier- health and wellness are not the explicit goals of mindfulness practice, but it does have some super nice side effects.

Mindfulness practice has been associated with improved cognitive functioning (Zeidan et al., 2010), fewer depression and anxiety symptoms (Chiesa & Serretti, 2011; Hofmann et al., 2010), improved adjustment to major health problems (e.g., cancer diagnosis; Ledesma & Kumano, 2008), less pain and improved functioning in those with chronic pain (Zeidan et al., 2012), greater engagement in positive health behaviors (Jacobs et al., 2016), improved self-regulation and greater resilience in children (Coholic et al., 2012; Semple et al., 2010), and functional brain changes in areas associated with self-regulation/emotion regulation, higher cognitive function, and memory, among other functions (Gotnik et al., 2016; Gartenschläger et al., 2017). This isn’t even close to a comprehensive list but you can check this article for a well-written overview of some of the benefits of mindfulness practice. There is a reason so many people are studying mindfulness and other forms of meditation. It is an exciting time in research as we come to better understand the numerous effects of mindfulness and the mechanisms by which these effects occur.

I will end this post with a final thought on our conceptualization of mindfulness. You may have seen a picture depicting a cartoon human whose thought bubble is “mind full” while his cartoon dog’s thought bubble is “mindful.” The dog is supposedly more mindful because his thought bubble reflects the environment he is in- sun, grass, trees- while the human’s mind is filled with busyness- thoughts of other people, cars, music, bills, etc. I get the artist’s intention but I still think this misses the mark. Part of being human is that our minds are often wild and out of control. Even in this state, we can be mindful of our experience. It is when we stop fighting against the experience of the moment that we can start to appreciate living in the moment. This is mindfulness.

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Roanoke College Featured in “Eye on Psi Chi Fall 2018”

Click on the image to be taken directly to the PDF version of the magazine.

Roanoke College’s Psi Chi chapter was recently featured in the latest edition of Eye on Psi Chi, the official International Honors Society’s magazine.

In this Fall 2018 edition, all chapters throughout the country were able to share their accomplishments from the previous semester. These categories include: Community Service, Convention/Conference, Fundraising, Induction Ceremony, Meeting/Speaker Event, Recruitment, and Social Events.

For Roanoke’s Psi Chi chapter, we had thirty-four new members inducted in the spring.

We also had two major fund-raisers: Psy-Dye and Pie a Prof, with the latter earning around $550.00 in proceeds to support the American Foundation for Suicide Prevention.

A special feature on Pie a Prof will be coming soon, with pictures and videos included of that fateful day.

Congrats Psi Chi for being featured and thank you for all of your hard work! We are proud and look forward to seeing what you do in the future.

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Out of the Darkness: Suicide Prevention Walk 2018

Open to the Roanoke/Salem/New River Valley community, the Out of the Darkness: Suicide Prevention Walk will commence at 11 am on Saturday, October 6, 2018, starting at the Cregger Center.

Registration/Check-in begins at 10 am. 

This is the fourth year that Roanoke College has hosted the Suicide Prevention Walk. Last year, psychology professors and students, including representatives of Psi Chi and RCPA, supported the event by volunteering and/or walking.

If you are interested in attending the event, then please register here. You can also donate through the link, which takes you to our team’s page. So far, we’ve raised $75, with our goal being $100.

We would love to have you join us in support of the Out of the Darkness Community Walk!

 

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ESP? Dr. Lindsey Osterman Takes a Look

Dr. Lindsey Osterman was recently interviewed by a student assistant on a podcast about ESP or extrasensory perception.

ESP is believed to be akin to a “second sight” or “sixth sense”.

For their 149th episode, the podcast, Serious Inquiries Only, focused on a meta-study published in the American Psychologist that indicates there might be some truth to the existence of ESP.

As a follow-up to their initial podcast, they asked Dr. Osterman, an expert in Experimental Psychology, to discuss the article and whether the findings reported in the meta-study were legitimate.

According to Dr. Osterman,

“…the podcast itself [Serious Inquiries Only] is a show about science, philosophy, and current events, all discussed from a ‘skeptical’ perspective in the truest sense of the term ‘skeptical.’ The host (Thomas Smith) is committed to approaching all the topics he covers with both curiosity and a critical evaluation of the evidence, and he does his best to correct for (and be transparent about) the preexisting biases that might be contributing to his thinking about those topics.”

Dr. Osterman had been featured on Serious Inquiries Only two years previously, where she discussed a critique on the history of evolutionary psychology published by a historian.

Both of my appearances served a similar goal, which was to provide a nuanced and evidence-based opinion about a scientific-sounding claim that was not actually rooted in high-quality evidence. In the first one [from two years ago], I responded to an interview that Thomas conducted with a historian, who had published a very-detailed — but in my opinion, very ill-informed — critique of evolutionary psychology.

Similarly, in this latest podcast, Dr. Osterman responded to a conversation…

[Smith] recorded with a professor of philosophy and a clinical psychologist about a review paper (published in American Psychologist, a respected, peer-reviewed journal), which argued that the empirical evidence for psi (or paranormal cognitive abilities, like being able to see the future) is very strong and consistent. My contention was that the article omitted critical details about the evidence, and in turn, presented a case that looked much stronger than it actually was.

Thank you to Dr. Osterman for being awesome as usual.

For those interested in knowing more details about the article and what Dr. Osterman found within it, the links to the podcasts are below. The first episode has been included for those who want to know what sparked the debate and to have a better idea of what Dr. Osterman and Thomas are discussing in the later episode.

In addition, click here for the link to the PDF of the article that sparked this debate.

Take a listen.

SIO149: Is ESP Real? No, Really… It Might Be…

Dr. Osterman’s analysis:

SIO150: Ok ESP Isn’t Real… with Dr. Lindsey Osterman

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