wintteer 2011 | vol 151 | no 2 www.psichi.org eyeTThe Innterrnnatatiiononal HHonor Society in Psysychoologyy on PSI CHI

Exploring Cultural Diversity Still Procrastinating? One Researcher’s Journey Collaboration: Why Our Exclusive Honor Society Should Be Inclusive Contents | Winter 2011

DEPARTMENTS FEATURES 3 In This Issue 18 Still Procrastinating? 18 4 President’s Message One Researcher’s Journey On the Consequences of Inaction Seeking the Causes 5 Executive Director’s Message Resolving Chapter Confl icts & Consequences

14 Psi Chi Central Offi ce: of Chronic Procrastination Awards & Grants Joseph R. Ferrari, PhD Frequently Asked Questions on DePaul University (IL) Psi Chi’s Awards & Grants 16 Get Involved Exploring Cultural Diversity A listing of relevant Psi Chi 22 information for students Kathryn S. Lee, PhD Texas State University-San Marcos 30 Awards & Grants Read about the latest award 22 and grant winners 26 Collaboration: 41 Convention Calendar Why Our Exclusive Psi Chi convention programs and other meetings Honor Society 42 Chapter Activities Should Be Inclusive Merry J. Sleigh, PhD INTERNATIONAL Winthrop University (SC) MERCHANDISE Michael D. Hall, PhD 26 James Madison University (VA) 48

COLUMNS 6 International Focus 10 Wisdom From the Workplace Internationalizing the Teaching of Psychology What Would You Say? What Would You Do? by Using Emerging Social Media 12 Graduate School Guide 8 Ethics Matters Acing the Graduate School Interview Process Sailing the “Seven C’s” of Ethics ABBREVIATIONS

APA American Psychological Association APS Association for Psychological Science EPA Eastern Psychological Association MPA Midwestern Psychological Association NEPA New England Psychological Association RMPA Rocky Mountain Psychological Association ANNOUNCEMENT SEPA Southeastern Psychological Association SWPA Southwestern Psychological Association 16 Psi Chi T-shirt Design Contest Winner WPA Western Psychological Association 16

2 EYE ON PSI CHI | WINTER 2011 eye ON PSI CHI

WWW.PSICHI.ORG WINTER 2011 | VOLUME 15 | NUMBER 2 EDITOR/ART DIRECTOR Susan Iles [email protected] ASSOCIATE EDITOR Michele Rumpf [email protected] ASSOCIATE EDITOR Martha S. Zlokovich, PhD [email protected] Published by Psi Chi, the International Honor Society in Psychology. Founded September 4, 1929, at the Ninth International Congress of Psychology, Yale University, New Haven, Connecticut. Member of the Association of College Honor Societies. Eye on Psi Chi (ISSN In This Issue 1092-0803) is pub lished quarterly by Psi Chi, the International Honor So ci ety in Psychology. All contents ©2011 by Psi Chi. The pub li ca tion It can’t be December! Has another semester fl own by without taking full advantage of your sched ule fol lows the ac a dem ic year: fall, win ter, spring, and summer. Pe ri od i cals postage paid at Chat ta noo ga, Tennessee, and at ad di tion al membership to our honor society? Have no fear, the Eye will help you and your chapter focus mailing offices. Print ed in the USA. All opinions ex pressed in signed on opportunities and guide you toward the latest topics in the fi eld of psychology. No need to ar ti cles are those of the author(s) and do not nec es sar i ly reflect those procrastinate—here’s the latest! of the editors and/or Psi Chi. ED I TO RI AL OF FICE: Eye department messages: Psi Chi Central Office | PO Box 709, Chat ta noo ga, TN 37401-0709 Street Address: 825 Vine Street | Chattanooga, TN 37403 Read the department columns to learn about the consequences of member inaction Tele phone: +1-423-756-2044 | Fax: +1-423-265-1529 (President’s Message), resolving chapter confl icts (Executive Director’s Message), and questions Email: [email protected] | Website: www.psichi.org Post master: Please send address chang es to: you may have about applying for Psi Chi awards and grants (Psi Chi Central Offi ce Q&A). Eye on Psi Chi, PO Box 709, Chat ta noo ga, TN 37401-0709. Eye columns: Permission must be obtained from the author(s) to reprint or adapt a table or fi gure; to reprint quotations exceeding the limits of fair use In this issue, we focus on social media, interviewing (workplace and grad school), and from one source, and/or to reprint any portion of poetry, prose, or song the complexity of ethical decisions. Social media technologies open the door to exciting lyrics. All persons wishing to utilize any of the above materials must opportunities for international exchange. In “Internationalizing the Teaching of Social write to the original author(s) and publisher to request nonexclusive world rights in all languages to use copyrighted material in the Psychology by Using Emerging Social Media,” Dr. Richard Velayo gives examples of how present article and in future print and nonprint editions. All persons blogs, Facebook, Twitter, Skype, and YouTube can be used in the classroom to expand our wishing to utilize any of the above materials are responsible for knowledge of emerging social, cultural, environmental, and political issues. obtaining proper permission from copyright owners and are liable for any and all licensing fees required. All persons wishing to utilize In “Sailing the ‘Seven C’s’ of Ethics,” Dr. Mitchell Handelsman introduces seven key any of the above materials must include copies of all permissions and credit lines with the article submission. Psi Chi does not accept elements of ethics—competence, confi dentiality, confl ict of interest, consent, character, paid advertising for its publications Eye on Psi Chi or Psi Chi Journal consultation, and codes—and the complexity surrounding each one. of Undergraduate Research. The society does not wish to appear to endorse any particular products or services. When preparing for job interviews, have you considered how you would respond to behavioral PSI CHI BOARD OF DIRECTORS or situation-based questions? Dr. Paul Hettich shares eight examples and the STAR technique SOCIETY PRESIDENT in his Wisdom From the Workplace column. Michael D. Hall, PhD [email protected]

On a similar theme, you can lower the stress of applying to grad school if you take the time to PAST-PRESIDENT prepare before, during, and aft er the interview. Fift h-year doctoral student Betty Lai shares her Alvin Y. Wang, PhD [email protected] tips on making a good impression in this issue’s Grad School Guide. PRESIDENT-ELECT Susan Amato-Henderson, PhD Eye Feature articles: [email protected]

Did you know chronic procrastination is more widespread than depression or phobias? EASTERN REGIONAL VICE-PRESIDENT If you are an academic procrastinator, does that mean you will become a chronic Jason R. Young, PhD [email protected] procrastinator later in life? Discover the answers in Dr. Joseph Ferrari’s feature article on MIDWESTERN REGIONAL VICE-PRESIDENT “Still Procrastinating? One Researcher’s Journey Seeking the Causes & Consequences Daniel P. Corts, PhD of Chronic Procrastination.” [email protected] ROCKY MOUNTAIN REGIONAL VICE-PRESIDENT R. Eric Landrum, PhD As the Internet breaks down global barriers, it is important for everyone to become more [email protected] culturally responsive. In “Exploring Cultural Diversity,” Dr. Kathryn Lee introduces a list of SOUTHEASTERN REGIONAL VICE-PRESIDENT principles that you can apply every day to enhance your cultural competence. Maria J. Lavooy, PhD [email protected] Is it okay for a Psi Chi chapter to partner with other campus organizations when holding fund- SOUTHWESTERN REGIONAL VICE-PRESIDENT Randall E. Osborne, PhD raisers, conferences, or other events? Where do you draw the line or should you? Drs. Merry [email protected]

Sleigh and Michael Hall explore the advantages of “Collaboration: Why Our Exclusive Honor WESTERN REGIONAL VICE-PRESIDENT Society Should Be Inclusive.” Ngoc H. Bui, PhD [email protected] Looking ahead: EXECUTIVE DIRECTOR Martha S. Zlokovich, PhD Start a to-do list so you don’t miss out on upcoming opportunities in the spring. [email protected] ___submit your research to the Psi Chi Journal (page 17) EXECUTIVE OFFICER/COO Michele Rumpf ___win a Model Chapter Award (checklist on page 39) [email protected] ___apply for chapter and member awards and grants (page 40) ___present your research at upcoming regional conventions (page 41) ___order graduation regalia early to avoid rush charges (back cover)

WINTER 2011 | EYE ON PSI CHI 3 President’s Message

On the Consequences of Inaction

n my experience at several state universities, I students (who make the required GPA cut-off s and am surprised how oft en students who do the other requirements) at each active chapter’s school. Ibest academically also shy away from additional Given the relatively small percentage of those stu- challenges and opportunities, and may be the most dents seeking graduate training in psychology, it is poorly informed for it. Th is tendency is captured in quite possible that the vast majority of applicants will a story of a colleague who was carefully designing already be members of Psi Chi. Th us, those Psi Chi a class to include a hands-on laboratory compo- members who are not active serving as an offi cer or nent. Th e laboratory segment would constitute a on committees for chapter activities, or seeking any semester-long project that would ultimately result of Psi Chi’s numerous awards for research or leader- in one or more publishable products for which all ship, are potentially doing themselves a disservice. participating students would gain authorship. Yet, Another long-term consequence of inaction several students vehemently complained about the is a slowed progression of growth in psychology. project, and when given the opportunity, instead Students of Psi Chi represent many of the brightest opted for a traditional set of lab exercises without of the future generation of clinicians, theorists, any chance of authorship. Upon completion of the and (both basic and applied) researchers. Yet, if term, it became clear that those who insisted on these students choose to pursue the path of least a simpler course approach were not the students resistance, they will delay involvement in research struggling with the material, but rather the strongest and know less about their chosen sub-discipline(s) academic performers. Ultimately, they avoided the when entering graduate training or joining the chance at an early authorship because of the amount workplace. Should they continue not to seek out Michael D. Hall, PhD of work that might be involved and fear of what poor additional training experiences and become the next Psi Chi Society President performance in such new activities might do to their generation of educators, they will have less experi- James Madison University (VA) overall GPA. As a result, they said goodbye to a rare ence to draw upon and share with their students. opportunity to get direct experiential knowledge in A colleague even claimed that my fi eld (auditory their chosen discipline. perception) would soon die if standards were relaxed It would be a mistake to think that Psi Chi stu- for even one generation of students. dents are immune to making these types of choices. So how can we best address these potential prob- For instance, a chapter offi cer delayed inquiring lems? Th e answer is simple—get informed and get about the broad focus of the home institution’s grad- involved. Seek out as much information as possible uate programs until aft er the faculty discussed it at a from your department, your chapter, and published chapter meeting. Unfortunately, it was too late in the resources to fi nd out in advance about career options student’s senior undergraduate year to impact the that potentially interest you. Share with chapter submission decisions about other graduate schools. offi cers your ideas and interests so that you can Likewise, the Psi Chi Awards Committee has fre- potentially talk with people who are already active in quently recommended to the Board of Directors that those careers. Take repeated advantage of Psi Chi’s some portion of the money earmarked for a particu- expanding list of award opportunities. Additionally lar regional or Society program go unawarded for (and this is probably my most important recom- lack of appropriate student submissions. (I had the mendation), seek out an array of extra-curricular unfortunate position of being on one of those com- experiences such as acting as a research assistant, mittees). In the past, even my own chapter has failed interning or volunteering in the community, or to apply for many Society research awards, despite even serving on a department committee. Such the fact that more students are actively involved in experiences will make you more knowledgeable in research than any school where I have previously your targeted sub-discipline(s) and discover if you attended or worked. are suffi ciently motivated to pursue it as a career for Such lack of initiative may be due to a com- years to come. By making well-informed choices for mon misconception held by new members of your future and maximizing the chances of acquir- Psi Chi—that membership alone will distinguish ing desired positions, you will also serve psychology themselves from other colleagues competing for by putting yourself in a position to make more similar positions in graduate programs (or optimal meaningful contributions. Th erefore, my challenge psychology-related jobs in industry). Probabilities to you is that you continually challenge yourself indicate that this is a false assumption. Membership throughout your academic career. Do that, and we is reserved for the top 35 percent of psychology will all be rewarded.

4 EYE ON PSI CHI | WINTER 2011 Executive Director’s Message Resolving Chapter Confl icts

t the X University Psi Chi Chapter meeting. tell me?” In any case, when approaching the person “Is Joel coming? Does anyone know where he in question, resolve to treat him or her with respect A is?” asked the frustrated chapter president and dignity; to approach the situation with kindness, 10 minutes aft er the meeting was supposed to start. concern, and maturity; to maintain your composure Th e vice president, secretary, and membership chair regardless of the reaction; and to work together to shrugged their shoulders, glancing at one another with fi nd a solution. resignation. No one had heard from their treasurer, as usual. Joel rarely showed up to executive committee Follow the chain of command—chapter, meetings, and only sporadically showed up to chapter university, Society. It is best if problems concern- meetings and events. Th is annoyed the other offi cers ing members in a chapter can be resolved within who also had hectic schedules and frequently found the chapter. Sometimes this can be accomplished themselves completing tasks Joel said he would do. with a one-on-one conversation, but other times members may need to bring the problem to the Who should you turn to when there are problems attention of the offi cers and/or faculty advisor. But with chapter members, offi cers, or advisors? Two don’t approach the advisor without having talked to principles should guide your decisions about how to offi cers, and don’t involve the chair of the depart- handle chapter confl icts. Principle one is that your ment without having fi rst talked to the offi cers and fi rst course of action should be to discuss the issue advisor. Understand that if the problem involves with the person or people with whom you are having university policy, the typical campus chain of com- a problem. Principle two is to start at the beginning mand is department chair, college dean, academic and move up any “chain of command” as needed. provost, university president. If you show up at the Martha S. Zlokovich, PhD Talk fi rst to the people involved in the problem. dean’s offi ce, for example, the dean is likely to send Psi Chi Executive Director Th is is the simplest advice yet perhaps the hardest to you back to the department chair or faculty advisor Associate Editor enact. We oft en prefer to avoid rather than approach if you have not fi rst brought the problem to them. people with whom we disagree or are angry or In some cases, the campus student organization annoyed. But a frank conversation between the peo- offi ce may be a resource for helping chapters resolve ple involved can clear up misunderstandings, resolve disagreements about whether or not the chapter is a problem quickly, and avoid escalation of following university policy. the incident. You can always contact the Psi Chi Central Plan carefully when and where you will have Offi ce any time for advice and information. Central such a conversation. Decide on a time and place Offi ce staff can answer your questions about the that will not make the person feel ambushed or Constitution, chapter governance, chapter bylaws, embarrassed in front of peers or colleagues, and be and roles of chapter offi cers and the faculty advi- prepared to explain clearly what specifi c behaviors sor. In addition, your regional Vice-President, who are problematic, to state what the consequences serves on the Board of Directors and is a faculty of those behaviors have been for others, and to member and chapter advisor too, can provide a dif- listen. Approach the conversation with the idea you ferent perspective, Whether you contact the Central may have misunderstood the situation, there may Offi ce staff or your regional Vice-President for be extenuating circumstances, or the other person information or resolution of a problem depends on may be horribly dismayed to realize how her or his its nature. In either case, if you are asking for more behavior has been viewed by others and very eager than advice, be prepared to explain how the situa- to change or compromise. tion has been addressed up to that point. Of course the main reason we avoid talking to Its no fun addressing problems with other people, people who are causing problems is that we are but the ability to work with others to resolve prob- afraid they will become angry or hurt, and that is lems fairly is a skill that students, and their future certainly possible. But think about how you will employers, will fi nd valuable for many years after answer if the person asks later “Why didn’t you just they graduate.

WINTER 2011 | EYE ON PSI CHI 5 International Focus | Richard Velayo, PhD Internationalizing the Teaching of Psychology by Using Emerging Social Media

growing number of psychology instructors recognize the In general, students tend to be relatively more comfortable importance of incorporating a more global perspective in the and more engaged with new technologies than their instructors. Acourses they teach, especially as people become increasingly Technology savvy students can be wonderful allies to help instruc- interconnected and interdependent with the growth of Internet- tors learn ways to eff ectively use these technologies in their courses. based technologies worldwide (Power & Velayo, 2006; Velayo, 2000). Students may even enjoy serving as collaborators to integrate such Social media technologies provide opportunities that help inter- technologies in ways they think may be most engaging to their peers. nationalize the education and training experience of students. Blogs, wikis, Facebook, Google groups, LinkedIn, Twitter, YouTube, and Some Strategies to Internationalize Teaching Skype are among the more common web platforms used to enhance For colleges and psychology departments to internationalize their collaboration and sharing among learners. As a result, the instruc- curricula, faculty members need to fi nd eff ective and creative ways tor’s role is changing more towards facilitation and mentoring in to incorporate new material into their lesson plans (Grenwald- a collegial atmosphere supported by these kinds of technologies Mayes & Moore, 2000). Internet-based technologies continue to (Wankel, 2010). signifi cantly impact the globalization of psychology in training Below is a list of the most common social media technologies and education, practice of psychology, and psychological research with links to their main sites. (Velayo, 2000). Th ese technologies promise to be particularly Blog (www.blogspot.com; www.blogger.com, http://wordpress.com) relevant and eff ective pedagogical devices in internationalizing the Facebook (www.facebook.com) psychology curriculum (Velayo, Oliva, & Blank, 2008). Google Groups (http://groups.google.com) Blogs and Wikis LinkedIn (www.linkedin.com) Blogs are generally web pages that contain journal-like entries on Second Life (http://secondlife.com) any topic and can archive relevant comments from students and Skype (www.skype.com) instructors around the world. Instructors can create a blog for Twitter (http://twitter.com) students to share their international experiences in relation to Wiki (www.wikispaces.com; www.wikispaces.com; pbworks.com) course content. YouTube (www.youtube.com) For example, in a social psychology course, students can com- Psychology instructors may not use all of these technologies, but ment on various theories of interpersonal attraction given their own knowing what the technologies can do is important in determining unique experiences. Th ey may be required to ask someone they which ones are useful for integrating a more international perspec- know from another country to do the same. Such blogs can generate tive in teaching. Th e proposed approach is not necessarily for the interesting discussions and a realization that there are cross-national instructor to add or incorporate international content in a course, diff erences in what others consider attractive. but to facilitate collaboration and engagement using social media In another example, students, and even professionals, from technology to further student learning. diff erent cultures or nations could discuss whether a particular behavior or belief is emic (culture specifi c) or etic (culture neutral). Why Use Social Media to Internationalize Instead of lecturing or providing notes, it may be more eff ective if the Teaching of Psychology? material were gathered in a blog for discussion. Th e instructor, and students could read the comments and contribute to an enhanced Now, widespread use of the Internet to educate and train students discussion given the myriad of interesting responses. allows for a greater rate of knowledge sharing and understand- Wikis are generally web pages in which students work collabora- ing among people of various nations. Emerging social, cultural, tively online. For example, a student group in a psychotherapy course environmental, and political issues impose complex challenges and could collaboratively work on a web page or write on the topic of cul- demands on our discipline. Th ere is a growing need to be responsive tural diff erences in treating depression. Students could continually to the demands of a growing multiracial, multiethnic, and multi- comment and revise the page. It would be interesting to have them national network of people within the fi eld. By promoting greater ask other students taking a similar course in another country to also appreciation and understanding of people worldwide, instructors comment and/or collaboratively work on the web page. can effi ciently internationalize teaching using these newer collabora- tive technologies. Social Networking Sites As with many other disciplines, psychology has begun to tap into Social networking sites (e.g., Facebook, LinkedIn, and Google social media technologies to engage students and to provide them groups) are commonly used Internet-based media that allow people with the kind of “international experience” that would otherwise be with similar interests to fi nd, interact, and share ideas and resources relatively diffi cult, time-consuming, and more expensive with tradi- with each other. tional approaches such as inviting a speaker from abroad, engaging For example, an instructor in research methods can create a in student travel abroad programs, or changing an established Facebook group as a way for students to interact and post updates curriculum. of their research work for others to see. Students can also solicit

6 EYE ON PSI CHI | WINTER 2011 Richard Velayo, PhD, is a professor of psychology at Pace University. He received his PhD in education and psychology (combined program) from the University of Michigan, Ann Arbor. His scholarly interests include the pedagogical application of multimedia and internet-based technologies, instructional psychology, and the internationalization of the psychology curriculum. He is a fellow of the American Psychological Association and the Eastern Psychological Association. Rich is a past-president and current webmaster for the APA Division of International Psychology, past- president of the Academic Division of the New York State Psychological Association, past-chair of the Psychology Section of the New York Academy of Sciences, NGO representative to the United Nations for the International Council of Psychologists, and a member of the Eastern Regional Psi Chi You can contact Rich at Steering Committee. He has published in several journals and presented in numerous local, regional, national, and international conferences. [email protected]

comments from others and collect survey data online by tapping into the A Way to Assess If a huge number of Facebook members who wish to respond. Psychology Course is Internationalized Research can also be done with other social networking sites such A report from the APA Working Group on Internationalizing the as LinkedIn and Google groups. Several features in these sites allow an instructor to tailor the sites to the course. For instance, the instructor can Psychology Curriculum (Lutsky, Torney-Purta, Velayo, Whittlesey, restrict access to specifi ed information on a page to certain individuals. Woolf, & McCarthy, 2005) may be used to assess the extent to which An eye-opening and engaging way to get students to learn another a psychology course is “internationalized.” Th e authors of the report culture in a developmental psychology course is to create a Facebook recommended fi ve goals and associated learning outcomes: psychologi- community page designed around cross-national diff erences in child- cal knowledge in international perspective; methodological issues in rearing practices. international research; the discipline of psychology in the international perspective (i.e., awareness of how the discipline of psychology is Twitter developed, studied, and applied in and across cultures); psychology and Twitter is a microbloging technology that allows one to send and receive interpersonal understanding; and psychology and global issues. Th e messages, usually through some mobile device, in which each message report also provides suggested student learning outcomes for each goal to (or tweet) is no more than 140 characters. In addition to text, Twitter assist with course design and for use as a checklist to assess the eff ective- can now contain embedded photos, videos, and other media. A day or ness of the strategies at the end of the course. two prior to each class session, the instructor can send students a “tweet” such as a brief description of a current world event related to the topic to Innovative ways to utilize social media technologies as pedagogi- be discussed. In a community psychology course, for example, tweet to cal and training tools need to be further explored. Not only do these students, “Hurricane destroys homes in Haiti! What can psychologists technologies allow for greater and faster communication between do to help the community aff ected by this disaster?” Presumably, this will psychologists and students residing in diff erent nations and diff erent prompt students to think about the topic prior to class and be prepared to regions within a country but they also provide for greater cross-national share their thoughts in the context of other cultures or countries. understanding, increased curricular and scholarly collaborations, and enhanced level of experience that goes beyond just reading about another Skype and YouTube culture. Such transformation necessitates changes to the broader psychol- Using Skype for videoconferencing or showing talks or interviews that ogy curriculum and requires assessment on a regular basis to determine have been recorded on YouTube can be an interesting student project. whether students have suffi ciently obtained a level of international Guest experts from other countries may wish to show relevant locations perspective and knowledge base. or some psychosocial phenomenon in another country. For example, in a Th ere is no doubt that currently used and emerging internet-based History of Psychology course, instructors may use Skype or even record technologies shall continue to contribute signifi cantly to the globalization interviews of other psychologists, go on a virtual tour of a historical loca- tion relevant to psychology, or perhaps show a collection of psychology of psychology, in general, and the psychology curriculum in particular. paraphernalia that are part of an archival collection of psychology instru- References ments. Using Skype may even allow students to interact with the guest. Grenwald-Mayes, G., & Moore, M. (2000, Fall). Internationalizing curriculum and pedagogy in the behavioral Recorded footage made available on YouTube can be used for future class and social sciences. Perspectives, 3, Article 11. Retrieved November 6, 2010, from http://aabss.org/ discussions and presentations. Perspectives2000/F14Grenwald.jmm.html Lutsky, N., Torney-Purta, J., Velayo, R., Whittlesey, V., Woolf, L., & McCarthy, M. (2005). American Psychological In another example, a comparative study in a cross-cultural psy- Association task force on internationalizing the undergraduate psychology curriculum: Report and recommended chology course could require students to virtually observe the family learning outcomes for internationalizing the undergraduate curriculum. Retrieved November 5, 2010, from http://www.apa.org/ed/precollege/about/international.pdf dynamics in diff erent cultures and directly inquire about the participants’ Power, F., & Velayo, R. (2006, Winter). Hello world!: The case for internationalizing the psychology curriculum. points of view through video clips posted on YouTube. Subsequently, International Psychology Reporter, 10(1), 10-11. students could organize all information online to share for discussion. Takooshian, H., & Velayo, R. (2004, Spring). Internationalizing our psychology curriculum. Newsletter of the Society for Teaching of Psychology, 8-9. By using these technologies, instructors can archive correspondences Velayo, R. (2000, Winter). The globalization of psychology via the Internet: Anticipating the not-too-distant future. and make them available for future instructional use. Th e rising use of International Psychology Reporter, 4(1), 18-19. Internet-based technologies is opening new avenues for teaching inter- Velayo, R., Oliva, J., and Blank, D. (2008, Winter). Using the Internet: A call to internationalize the psychology curriculum. International Psychology Bulletin, 12(1), 22-26. national materials (Takooshian & Velayo, 2004; Velayo, Oliva, & Blank, Wankel, C. (2010). Technologies that bring learners collaboratively together with the world. In C. Wankel (Ed). 2008). Th ese technologies contribute to the growing number of resources Cutting-Edge media approaches to business education: Teaching with Linked-In, Facebook, Twitter, Second Life, that instructors may use for course development. Such resource clear- and Blogs (pp. 1-5).Charlotte, NC: Information Age Publishing, Inc. inghouses may be accessed through the APA Division of International Woolf, L. M., Hulsizer, M. R., & McCarthy, T. (2002a). International psychology: A compendium of textbooks for selected courses evaluated for international content. Retrieved November 5, 2010, from OTRP-Online, Offi ce of Psychology website at http://internationalpsychology.net/resources/ (e.g., Teaching Resources in Psychology, Society for the Teaching of Psychology Web site: Stevens, 2007) and from APA’s Society for the Teaching of Psychology http://www.teachpsych.org/otrp/resources/resources.php?category=International%20Psychology Offi ce of Teaching Resources in Psychology (OTRP) at http://teachpsych. Woolf, L. M., Hulsizer, M. R., & McCarthy, T. (2002b). International psychology: Annotated bibliography, relevant organizations, and course suggestions. Retrieved July 18, 2010 from OTRP-Online, Offi ce of Teaching Resources org/otrp/resources/resources.php? category=International Psychology in Psychology, Society for the Teaching of Psychology Web site: http://www.teachpsych.org/otrp/resources/ (e.g., Woolf, Hulsizer, & McCarthy, 2002a, 2002b). resources.php?category=International%20Psychology

WINTER 2011 | EYE ON PSI CHI 7 Ethics Matters | Mitchell M. Handelsman, PhD

Sailing the “Seven C’s”of Ethics

eing ethical means more than just being a something like, “I can treat anybody because I’m a nice person. No matter what we’re doing as good listener,” might not be self-aware enough to be Bpsychologists—teaching, research, consultation, considered competent. talking with our sister-in-law about how to raise her kid—there are ethical dimensions to think about. Confi dentiality Today I’ll introduce seven key elements of ethics. Th ese Psychotherapists should not disclose what clients say aren’t the only considerations, but they’re enough to in therapy to anybody else. Simple, no? No! What if a get us started, they cover important issues, and they client threatens to kill somebody, or talks about having allowed me to write a catchy and mnemonic title. For been abused as a child, or is having unprotected sex each C, I pose questions to demonstrate that their with partners who don’t know that the client is HIV- deliberation and implementation is pretty complex. It’s positive? not all smooth sailing! It isn’t only therapists who get to wrestle with In future columns we’ll explore the deep waters in thorny confi dentiality issues. Teachers face fascinating each of these areas. For now we’ll skim the surface. questions, such as: How much, or what type of, information can instructors disclose about their Competence students, and to whom? Th ink about what you It’s easy to say that psychologists should be competent say about your professors to your fellow students. when they teach, do research, consult, and do therapy. Now, imagine yourself in the faculty lounge of the But how do you defi ne and measure competence? psychology department: What would you think, or A degree? License? Refereed publications? Tenure? prefer, your professors to be saying about you to other Appearing on Oprah? Does being competent mean professors? being adequate, perfect, or somewhere in between? Some may defi ne competence as providing signifi cant Confl ict of Interest value, while others (such as licensing boards) might Motivation, as all psychology students know, is defi ne it simply as not doing harm. complex. For starters, we want to be psychologists Even aft er we get competent, we have an obligation because of our desire to help people, but we also to stay competent. Th e fi eld is changing all the time want to make a living. Th us, confl icts of interest are and psychologists must keep current. For example, unavoidable in our professional lives. For example, it’s when I was in graduate school twenty-fi ve (okay, simply not enough to say, “As a therapist, the needs thirty) years ago they didn’t teach us how to do ethical of my clients always come fi rst.” What if a client calls therapy over Skype! you for an urgent appointment, but you’ve scheduled Part of competence is cultural competence, which a family vacation, or your daughter is graduating from includes understanding issues faced by people of high school? Our goal cannot be to avoid all confl icts diverse ethnicities, gender, sexual orientation, age, etc. of interest. Rather, we can aspire to be self-aware and to Th is leads to another issue: Nobody can be competent avoid unnecessary confl icts. Th is is why psychologists in all areas. For example, psychotherapists who say avoid harmful multiple relationships.

Mitch Handelsman received his BA in psychology from Haverford College and his PhD in clinical psychology from the University of Kansas. He is currently professor of psychology and a CU President’s Teaching Scholar at the University of Colorado Denver, where he has been on the faculty since 1982. He served for a year (1989-1990) in Washington DC as an APA Congressional Science Fellow. In 2003-04, he was president of the Rocky Mountain Psychological Association. He is a licensed psychologist and a fellow of the American Psychological Association. Mitch won the 1992 CASE (Council for the Advancement and Support of Education) Colorado Professor of the Year Award, and the Excellence in Teaching Award from the Society for the Teaching of Psychology (APA Division 2) in 1995. He has published several book chapters and over 50 articles in journals ranging from the Professional Psychology: Research and Practice to the Journal of Polymorphous Perversity. His major research You can contact Mitch at area is professional ethics; he is the coauthor (with Sharon K. Anderson) of a text on ethics in psychotherapy (Ethics for Psychotherapists and mitchell.handelsman@ Counselors: A Proactive Approach) from Wiley-Blackwell. His ethics blog, “The Ethical Professor,” can be found at http://www.psychologytoday. UCDenver.edu com/blog/the-ethical-professor.

8 EYE ON PSI CHI | WINTER 2011 Consent and respectfulness. And if you think you already have Because psychotherapy and research are complex and these traits, consider one more: humility. potentially harmful processes, clients and participants Consultation need adequate information on which to base their Because professional activities are complex and decisions about entering the therapeutic relationship or motivations are never pure, consultation is a very research project, and they need to agree explicitly to do important preventive measure that psychologists take. so. Some questions: How much information do therapy Asking advice of more experienced and knowledgeable clients need—do they need a graduate course? What’s people is a great way to actualize humility and the best way to deliver that information, and how do prudence—and to avoid drowning in ethical trouble. you know if they’ve understood it? How can children provide consent? Codes Virtually all professions have codes of ethical conduct; Character psychology is no exception. Take a look at the APA Behaving ethically comprises more than following Code of Ethics at http://apa.org/ethics/code/index.aspx rules—it involves developing virtuous character traits to see how the profession discusses a range of ethical or habits. Th us, in addition to asking, “What should I obligations. Th e APA Code is a great place to start do?” it’s useful to ask, “Who should I be?” Some major fi shing for information about ethics, and a great place virtues for psychologists are integrity, prudence, caring, to end this article.

WWI WINTERINTNNTETETERR2 220110110101111 | EYEEYEYYEE ONON PPSPSISIIC CCHIHIHI 9 Wisdom From the Workplace | Paul Hettich, PhD What Would You Say?

n the television program What Would You Do?, unsuspecting to infer how you reach decisions, your level of self-awareness, your individuals encounter a situation created by actors where, for energy and conviction, and how you respond to ambiguity, confl ict, Iexample, a person bullies another individual while bystanders and similar conditions where clear solutions are not apparent. John react in diff erent ways. Subsequently, host John Quinones steps in Jameson, Career Foundations advisor at Robert Morris University, to explain the situation and discuss the bystanders’ reactions with maintains that because 75% of most jobs are “trainable,” recruiters assistance from an expert on the behaviors involved. must pay close attention to applicants’ decision processes, values, During a job interview, expect recruiters to pose behavioral or and similar characteristics that are less “trainable.” Jameson situation-based topics and request: Tell me about …, Describe a emphasizes “As a hiring manager, I must be convinced that a situation where …, or What you would do? Among the challenges candidate has the unwavering commitment to uphold their values you face during college is to articulate the attitudes, skills, and and integrity as a professional.” values you acquire and be able to apply them to settings that require You may be months away from a job search but why not try to your action. In this article, I will identify a few job interview “solve” examples like those above that have counterparts in your situations and summarize an approach for responding to them. college experiences. Camille Helkowski, associate director of the Below are eight sample situations recruiters might pose. Career Development Center at Loyola University Chicago, 1. What was the last diffi cult decision you made and how encourages students to use a problem solving approach known as (i.e., identify the processes, steps and resources involved) the STAR technique. did you arrive at that decision? • Describe the Situation you were in. 2. Describe an example where you dealt with an angry customer • Explain the Task you needed to accomplish. or individual in a work or comparable setting. • Describe the Action you took. 3. Tell me about the last time you fell short of reaching a goal • Explain the Results of your action. What happened? What did individually or collectively as a team and what you would have you accomplish? What did you learn? done diff erently. 4. Describe a situation where multiple priorities were pulling you To practice STAR, let’s use the example of a group project. in several directions simultaneously and what you did about it. Situation: You are assigned to a four-person group who must 5. Tell me about an instance where you had to deliver bad news research a topic specifi ed by your professor and provide the class requiring integrity or compassion to an individual or to a group. with a 20 minute presentation. One member, Scott, has not attended any meetings or responded to e-mails and your presentation is due 6. Describe a situation when you were unsuccessful at providing in 3 weeks. outstanding service to a customer, individual, or group that depended on you. Task: You are asked by the other two group members to fi nd a way to get Scott involved in the project. What would you do? 7. Tell me about a time when you had to go well above and beyond the call of duty in order to get a job done. Action: You contact Scott and ask to meet at a mutually convenient time to discuss the project and get his ideas. At the meeting, you 8. Aft er you answer a question (most any question) the interviewer ask him directly and respectfully about his level of involvement so stares at you and remains silent. What would you do? that the group can better support his participation. Scott tells you Why are your responses important? Th e interviewer will be he is absent because he works full time. Aft er further discussion searching intently for particular attitudes, skills, and values you you contact the other members and plan the remaining meetings so express or demonstrate to deal with that situation, the results you Scott does not have a confl ict. You also identify work he can do on achieved, and what you learned. Your answers enable that individual his own to minimize the time he is required to spend in meetings.

Paul Hettich, PhD, Professor Emeritus at DePaul University (IL), was an Army personnel psychologist, program evaluator in an education R&D lab, and a corporate applied scientist—positions that created a “real world” foundation for his career in college teaching and administration. He was inspired to coauthor Connect College to Career: A Student Guide to Work and Life Transitions (2005) by graduates and employers who revealed a major disconnect between university and workplace expectations, cultures, and practices. Paul thanks his colleagues for their valuable input to this article. Camille Helkowski is a also a counselor in private practice at www.camillehelkowski.com and specializes in personal counseling and career therapy. John You can contact Paul at Jameson is also founder of www.ConnectingInsights.net, an organization that specializes in video mock interviews, [email protected] and is a former talent and diversity specialist at General Growth Properties.

10 EYE ON PSI CHI | WINTER 2011 What Would You Do?

Results: All four members were actively involved in the research and disadvantages for responding to behavioral interview topics. presentation; the group received an “A” grade. You communicated 3. Th e website www.emurse.com link to Behavioral Interviews eff ectively with all individuals involved, managed the interpersonal contains a list of questions in over 50 categories of skills and confl icts successfully, redesigned the work fl ow and individual characteristics written by Alex Rudloff . Check this and other assignments, and kept the team working toward the goal of websites for information about Situational Interviews and producing an excellent presentation. Behavioral Interviews. Let’s make the circumstances in this example more complex 4. Th e fi rst seven sample situations described earlier are oft en STAR and use . encountered in major campus organizations and clubs. 1. What would you do if the other group members insist that Scott Becoming an active member, better yet—a leader, can compromise and give up work to attend two group meetings at help you prepare for situational job interviews. Similarly, times convenient to them? resident hall assistants are usually trained to deal with diverse problems and confl icts that require strong communications, 2. What would you do if Scott is sincerely trying to contribute but confl ict management, stress reduction, decision making, his full-time job, the recent death of a parent, and a sick spouse time management, planning and implementation, advocacy, result in his submitting inferior quality work late? programming, and instructional skills. For example, during 3. What would you do if Scott’s absences from group meetings college and aft er graduation Beth worked in various jobs, can not be settled satisfactorily and your professor refuses to get subsequently completed a PsyD degree, directed a university involved, explaining that resolving such problems is part of the addictions program, and now writes and lectures on task? psychotherapy. When I asked Beth which undergraduate experiences were most important for developing problem- Now, describe specifi c values, attitudes, and skills (or absence solving and interpersonal skills, she described her senior year of) demonstrated in the resolution of each circumstance by the positions as a resident hall assistant and president of the Student individuals involved? (Do not search this page for solutions, because Governing Board. If you think about specifi c situations an “RA” I did not provide any.) Why not apply STAR to these situations as an or president of student governance confront, you will likely exercise at your next Psi Chi meeting? notice they oft en include the kinds of conditions posed in the What can you do to improve your chances of fi rst seven sample situations mentioned earlier. succeeding in a situational interview? To be exposed to such experiences, become involved energetically and with conviction in diverse campus activities (not just Psi 1. Identify instances comparablee toto thosethose above,above, suchsuch as CChi)hi) byby youryour juniorjunior yearyear with the goalgoal of becomingbecoming a leader.lead relationships, important decisions,isions, ethical dilemmas, IInn conjunction witwithh part-time jobs,jobs, internships,internships, anandd and tense social interactions you encounter andand ccoursework,oursework, tthesehese experiences wiwillll probablyprobably contributecontr apply STAR in an attempt to resoresolvelve tthem.hem. ssignifiignifi cantlcantlyy to achievingachieving the competence and Expect STAR to function as a useful but cconfionfi dence yyouou can displadisplay,y, and perhaps with eease, imperfect problem-solving tool.ool. wwhenhen an interviewer asasksks youyou:: 2. STAR contains components ssimilarimilar to WhWhatat wouwouldld you dodo ifif …. ? other problem-solving modelsels sometimes presented in courses such as ororganizationalganizational behavior, cognition, and smallall group communication. Review thosese modelsmodels and determine their advantagesges and

WI WINTERNTER 2011 | EYE OON PSI CHI 11 Grad School Guide | Betty Lai, MS, MST

Acing the Graduate School Interview Process

raduate school interviews are a crucial part of After You Accept an Interview the application process. Th ey are the last hurdle Celebrate! Th en book your fl ights. If students are Gdetermining whether you enter graduate training. picking you up from the airport, book fl ights that are By the time you are invited for an interview, programs convenient (i.e., fl ights arriving at a reasonable time, at have already decided that you have excellent creden- a convenient airport). Booking a 4 am fl ight landing 50 tials and are a qualifi ed candidate. However, schools miles away will leave an impression, but not the type of want to interview you to see if you are a good fi t for the impression you want to make. program. Th is is a daunting and potentially stressful Clothing. Buy your interview clothes in advance process. Th e following is a guide to interviewing, with in case your suit needs alterations. In general, dress tips for making a great impression. conservatively: a suit in black, dark blue, or grey. Although you may choose to wear one memorable piece After You Submit Applications of clothing (e.g., a shirt in the school’s colors), you want Plan for the costs. Interviewing at schools around the to make sure that people remember your ideas and country is expensive. Nevertheless, interviewing in per- personality, not your clothing. Also, pack clothes for son may help your chances of being off ered admission; other potential interview events (e.g., informal dinners interviews are an opportunity for you to show the school or trips around the area). why you are a great fi t for the program. If it is not possi- Be refl ective. Th ink about your goals for graduate ble for you to interview in person, ask if the school off ers school. What do you hope to accomplish? What are scholarships or if they will consider a phone interview. your interests? What are you looking for in a school? Be Check your voicemail. Many professors will call or prepared to talk about these points in your interviews e-mail you to invite you for an interview. Check your and to explain why the school’s training is a good fi t for greeting voicemail. Does it sound professional? If not, your interests. change it immediately. Also, some professors “screen” Do your homework! Read about your potential applicants by asking them questions on the phone mentor and other faculty members; be prepared to before off ering interviews. Start to practice your answers discuss how your interests might fi t their current work. to potential interview questions now. Also read about the people in the lab. Th ey are oft en Th ink about scheduling. Plan well before schools the best indicator of what life will be like as a student. start to contact you on how you will schedule inter- Prepare a paper fi le with this information. Paper copies views. Look for interview dates on school websites, and will help you keep track of schools if you go to several mark these dates on a calendar. If dates for interviews interviews. Also, practice potential interview questions overlap, “star” the school you favor. Th is will help ensure with your friends. Th is will help you feel slightly more that you are aware of potential scheduling confl icts relaxed during your interviews. when schools call you. When you schedule an interview, do not cancel your interview with less than a week’s During the interview notice. Th is does not provide the school with enough Be yourself and be enthusiastic. Even if the school is time to fi nd another candidate. Th is leaves a bad not your top choice, these are people who are potential impression on schools that may harm your ability to future collaborators. Use the interview to learn more collaborate with professors in the future. about their work. One way to show enthusiasm is to

Betty Lai, MS, MST, is a fi fth-year doctoral student in child clinical psychology at the University of Miami (FL), currently completing her clinical internship at the Lucile Packard Children’s Hospital at Stanford/Children’s Health Council. Before graduate school, she taught middle school mathematics and science in New York City with Teach for America. Her work focuses on traumatic events and health behaviors.

12 EYE ON PSI CHI | WINTER 2011 ask questions. When interviewing with professors, ask them about their work and the kinds of work that you would be doing. Oudekerk and Bottoms (2007) For additional reading on graduate school topics, provide a list of potential questions to ask faculty go online to www.psichi.org/pubs/search.aspx and members. Save questions about social life and funding browse Eye articles by category–graduate school for students. Gather information. Interviews are a “two-way Warning: GRE Changes Are Closer Than They Appear Volume 15: Fall 2010 street,” a chance for both you and the school to gather Applying for Graduate Programs in Psychology: Recommendations for information about each other (Munsey, 2010). While Volume 14: Winter 2010 interviewing, ask yourself, do students seem happy? the Next Generation of Psychologists Would you like it here? Are the courses, training, and Where Should I Apply to Graduate School? Volume 14: Fall 2009 environment right for you? Be on your best behavior at all times. Remember Organizing Your Personal Statement: An Outline to Get You Started Volume 13: Summer 2009 that graduate students oft en let their professors know their impressions of you. Even during “down time,” be Getting In: Finding Your Fit in a Graduate Program Graduate School Volume 12: Summer 2008 professional. Be yourself, but do not do things or say Making the Transition From Undergraduate To Graduate Student: things that you would not want professors to know Volume 12: Winter 2008 about (e.g., drink a lot of alcohol or badger other Insights From Successful Graduate Students Graduate School applicants with competitive questions). Applying to Graduate School: The Interview Process Volume 12: Fall 2007

After the Interview Finding the Right Mentor: Gaining Admission to and Succeeding in Volume 11: Summer 2007 Write notes. Write down your own impressions Graduate School How to Avoid the Kisses of Death in the Graduate School Application immediately aft er your interviews, because it may Volume 11: Spring 2007 be hard to remember these impressions aft er you Process have been to a few interviews. Within a few days of Alternative Master’s Degree Programs for Psychology Majors Volume 11: Fall 2006 your interview, write thank you e-mails to faculty and to students. Make notes personal, but keep them Undergraduate Research: Getting Involved and Getting Into Graduate Volume 11: Fall 2006 relatively short. School (A Student’s Perspective) Finally, congratulate yourself! You have completed Relative Weighting of Admission Variables in Developmental Volume 10: Summer 2006 a diffi cult part of the graduate school admission Psychology Doctoral Programs process. Keep in mind that you only need to have one Graduate Admissions in Psychology: II. Acceptance Rates and Financial Volume 10: Spring 2006 successful interview to gain admission to graduate Considerations school! Applying to Graduate School in Clinical Psychology: Advice for the Volume 10: Winter 2006 Aspiring Applicant

References Graduate Admissions in Psychology: I. The Application Process Volume 10: Winter 2006 Munsey, C. (2010, January). How to avoid interview missteps. GradPSYCH, 8(1), 18. Oudekerk, B., & Bottoms, B. (2007, Fall). Applying to graduate school: The interview process. Eye on Psi Chi, 12(1), 25. Going the Distance: A Test of the Mind and Body Volume 10: Fall 2005

An Apocryphal Email Exchange About Admission to Clinical Psychology Volume 10: Fall 2005 Graduate Programs

The Curriculum Vita: A Student’s Guide to Preparation Volume 9: Winter 2005

WINTER 2011 | EYE ON PSI CHI 13 Psi Chi Central Offi ce: Awards & Grants | Melissa Strickland Frequently Asked Questions on Psi Chi’s Awards & Grants

on’t miss an opportunity to be recognized and receive Chi’s mission and purpose and where the advisor is involved with fi nancial assistance. Membership has its privileges, and Psi members’ development academically and professionally. DChi off ers over $350,000 annually to honor members with research awards and to support members with research grants. What is the fi rst award for which you would You may feel overwhelmed by the application process, and the fi rst apply as a chapter? application can seem very intimidating. My hope for this column is Th e fi rst chapter award I recommend trying to obtain is the Model that by answering some of the common questions, I can provide the Chapter Award. All chapters that meet the criteria receive the award confi dence and initiative for more members to submit applications and $100. Th is can be a real motivator for the chapter. Aft er winning to the award and grant programs. the Model Chapter Award, I suggest the chapter begin to apply for the Regional Chapter Awards and/or the Regional Advisor Awards. What is the difference between an award and a grant? Your application may not be selected as a winner the fi rst year An award is given to recognize research and accomplishments that you apply, but it does get the chapter in the habit of preparing the were completed in the past. Award funding is less restrictive on its applications. Aft er a declined submission, your chapter will be able uses. A grant provides funding to complete research in the future. to revise the original submission using feedback received from the It is more restrictive in how the money can be spent and requires Central Offi ce. Th e next year, your chapter will have an outstanding submission of reports following the research period. application that will have a good chance of being selected as a winner in subsequent years. What are the fi rst awards or grants for which you would apply as an individual? How can the chapter advisor and/or offi cers promote I would suggest applying for the Regional Research Awards and/ Psi Chi award and grant programs? or the Regional Travel Grants. Th e Regional Research Awards » Discuss upcoming deadlines in your meetings recognize the best Psi Chi papers and posters presented at one of the six regional conventions. Th ere are 78 awards of $300 each » Schedule application prep sessions with graduate students and available across the six regions annually. Th e Regional Travel Grants faculty volunteers on hand to help members prepare applications provide funding to attend the regional convention. Funding varies for upcoming programs from $100 to $300 and can include expenses including airfare, » Link information about Psi Chi award and grant programs to hotel accommodations, ground transportation, and convention your chapter’s webpage or Facebook account registration. » Send email reminders to your members about deadlines 4-weeks, For undergraduate students, I would also recommend submitting 3-weeks, 2-weeks, and 1-day prior to submissions being due an application for one of the Summer Research Grant programs. » Have previous grant winners speak to chapter members about Th ese programs provide the student with a $3,500 stipend for travel the application process and the research experience and living expenses so the student can go conduct a research project for approximately 10 weeks with a sponsor that shares common » Showcase award and grant winners at institution and department research interests. Th ere are four programs available off ering a total functions like honors banquets and graduation ceremonies of 24 grants. You can see information about the 2009-10 winners of » Have the local and campus newspapers publish articles about these programs on pages 30–38 of this issue. recent award and grant winners from your chapter What are chapter awards? » Encourage interested members to contact the Central Offi ce for Chapter awards recognize Psi Chi chapters and advisors who are further information or clarifi cation about any of the awards and helping to accomplish Psi Chi’s purpose and mission. Chapters grants off ered should be active at the campus, local, regional, and Society levels. Events that show a chapter’s involvement include hosting induction How competitive are the programs? ceremonies, scheduling service projects, voting in Society elections, Award and grant programs are off ered to Psi Chi members only and attending local, regional, national, and/or international (with the exception of the Newman Award). Th is allows for a conferences. Advisors are honored for service to the chapter smaller applicant pool, however, the applicants are fellow Psi Chi where the advisor is ensuring the chapter is seeking to fulfi ll Psi members with a strong academic record. Smaller programs like the

14 EYE ON PSI CHI | WINTER 2011 Hunt Grants, SuperLab Grants, and Website Awards usually receive classmates, graduate assistants, and lab partners to proof your draft . less than 10 applications a year. Th e largest programs include the Th en have your research sponsor proof the cleanest version of the Undergraduate Research Grants, Graduate Research Grants, and draft before submitting the paper online. Always provide a copy Allyn & Bacon Awards. Th ese larger programs receive from 40 to 60 of the cover sheet for the program to those assisting in proofi ng to applications per submission deadline. While a 1-in-60 chance seems ensure you are following all the instructions. like a long-shot, consider the thousands of applications received for Grants need a longer timeline for the development of applications. programs such as NSF sponsored grants compared to the number I would recommend a minimum of 45 to 60 days to prepare awarded. Psi Chi programs are well funded providing excellent your application. Perform research about your area of interest opportunities for members. for current information and to become aware of the older, classic What are the biggest mistakes most applicants make? studies. Around 45 days before the application is due, select a research advisor who has similar interests and decide on a possible Not following the instructions. Each award or grant has a cover research project you could administer with the advisor’s assistance. sheet detailing what should be submitted. Th ere are three things that Th en using your research and project outline, prepare a draft are oft en overlooked. First, many applicants ignore the requirements of your project and an IRB application. Fift een days before the on length. If the instructions state six pages, then only submit six grant submission is due, make sure you have a fi nal draft of all pages. You may have written a 60-page honors thesis on the project, components to the application. Request your research advisor to but the Research Awards Committee reviewing the applications proof the materials you plan to submit and check your materials expects your project to be explained within the guidelines. More against the cover sheet to ensure all the instructions are being information is not necessarily better. followed. A week before the grant application is due, submit your A second common error is APA style. Ask many people to proof fi nal versions online instead of waiting until the last day. your submission. Th ese can be fellow classmates, graduate assistants, and professors. A fi nal review by your research sponsor or advisor is Why is winning an award or grant important? always advised. Winning an award recognizes a research accomplishment. Not Finally, many grant programs require the application to be masked. only did you complete a research project, you did a good job. For To mask an application, remove all your identifying indicators graduate school reviewers, receiving an award for a project from an -your name, your advisor’s name, the institution’s name, and organization outside your college or university shows that you were your geographic area. Th is is to prevent bias when the proposal able to not only develop a research idea but see the project through is reviewed by the Research Grants Committee. Most applicants to the end. Th is shows perseverance and the ability to deliver results. remember to remove their name and school from the narrative, For potential employers, the award demonstrates that you can but fail to remove the information from appendices like informed develop and implement an idea within the restrictions of budgets consent forms and fl iers. Another overlooked identifi er is email and institutional guidelines. Th ese accomplishments are great things addresses and phone numbers. Using the fi nd and replace function to highlight in a cover letter or personal essay as well. in Microsoft Word can identify these hidden identifi ers as well. A project funded by a grant shows that you can develop solid proposals and convey your idea through writing. Th is shows you What timeline do you recommend for preparing an possess valuable communication skills to potential employers and application? graduate school selection committees. Th e fulfi llment of the grant Grants and awards have diff ering timelines. With awards, the requirements demonstrates that you can develop an idea and see the majority of the work has already been completed; it is just a matter project through its completion. Once again, this is a skill desired by of getting the materials for the application together. For grants, both employers and graduate schools. signifi cantly more development is required, and more time is needed. How do I get more information? • Online at www.psichi.org/awards For awards, I would begin preparing my application about 30 • E-mail questions to [email protected] days prior to the deadline. Most awards simply require a masked • Call the Central Offi ce at (423) 756-2044 submission of the research paper. Prepare the draft of this essay 25 to 30 days before the deadline. Th is allows for several people like

WINTER 2011 | EYE ON PSI CHI 15 Get Involved

in the Society

Psi Chi Nominations Get Published: Submit Your Research Th e call for nominations for the 2011-12 Board of Directors to the Psi Chi Journal will be done electronically through the Psi Chi website. Th e Now in its fi ft eenth year of publication, the Psi Chi Journal of link to the Call for Nominations for Psi Chi Board Offi cers is Undergraduate Research invites all Psi Chi members to submit open and accessible through your chapter’s administrator login. their research. Under the leadership of Dr. Randolph Smith Nominations will be accepted for President-Elect and Vice- (Lamar University, TX; former journal editor of APA’s Teaching Presidents for three regions (Eastern, Rocky Mountain, and of Psychology), students will gain an understanding of the review Western). Nominations are accepted through December 27, 2010. process and learn the steps to professional publishing. In the All chapters may submit one nominee for President-Elect coming months, the Journal will move to an online review process from the following list of candidates who qualify for this position so authors and reviewers can check the status of the manuscript. by having served at least two years within the last ten years as a To learn more about publishing your research, go to our website. regional vice-president. www.psichi.org/SignIn.aspx?returnURL=/members/journal.aspx Here is the list of eligible President-Elect nominees: Ngoc H. Bui (West 2007-2011) New Psi Chi T-Shirt Available Melanie Domenech Rodríguez (Rocky Mountain 2005-2009) Jennifer Kelley of the University of Deana L. Julka (West 2005-2007) Michigan Psi Chi Chapter won the Psi Richard A. Kasschau (Southwest 2004-2008) Chi T-Shirt Design Contest hosted Maria Lavooy (Southeast 2007-2012) this spring. Her design was chosen Betsy L. Morgan (Midwest 2006-2010) by Psi Chi to be produced and sold Randall E. Osborne (Southwest 2008-12) to all chapters. Th e philosophy for Joseph J. Palladino (Midwest 2000-2002) her design was based on the diffi culty Jason R. Young (East 2007-2011) she experienced as chapter president In addition to President-Elect, chapters in three regions recruiting new members and getting (Eastern, Rocky Mountain, and Western) may nominate an members to participate at Psi Chi actively involved faculty advisor for the vice-president position events. She noticed that Psi Chi on her in their region. Please include the institution and email address campus was oft en mistaken as a Greek organization rather than an of the candidate. Aft er completing the form online, an email will honor society. Th e T-shirt is available for sale online at the Society be sent to the candidate asking them to accept or decline the website for $17. nomination. Th ose accepting the nomination will be asked to www.psichi.org/products/category.aspx?type=Clothing submit a biography, position statement, and photo to the Central Offi ce. Ballot and candidate information, as well as instructions for online voting will be sent to all Psi Chi chapters no later than Submit Chapter Activities to Eye on Psi Chi February 1, 2011. Psi Chi wants to report the great socials, fundraisers, and Th e Nomination/Election Committee considers the qualifi ca- service projects your chapter conducts. Th ese are submitted online tions of all nominees and proposes at least one nominee for each following these simple steps: offi ce to be fi lled. Chapters are notifi ed about the candidates run- Sign in to the Psi Chi website using the chapter ning for each position on the Psi Chi website and voting begins administrator’s username and password. on February 1. Any questions about the nominations or elections process should be sent to Michele Rumpf, Executive Offi cer, at Select “Chapter Reports.” [email protected]. Select “Activities Report.”

www.psichi.org/login | e-mail: [email protected] Complete the online information including an up to 250-word description of your chapter’s event. Student Discount for Joining APS Upload a photo or photos of the event or your chapter. Please note that photos have to be of a high enough quality for Th e Association for Psychological Science (APS) is pleased to print publication, which excludes cell phone photos, webcam give undergraduate student members of Psi Chi a discounted photos, and dark images from candlelight ceremonies. student membership rate of $25 (per year). Join now and your membership will be good through the end of 2011. Chapter Select “Submit Report.” members are encouraged to apply for membership by com- Submissions received prior to February 15 will appear in the pleting the online application on APS’s website and use the Summer issue of the magazine and meet one of the qualifi cations promotional code PSCH11. for the Model Chapter Awards. If you have any questions or need www.psychologicalscience.org/join further information, email: [email protected]

16 EYE ON PSI CHI | WINTER 2011 Get Involved

in the community 2011 calendar

ACHS/Washington Internship Society Service Projects for January 14 | Deadline „ Submissions to Rocky Mountain Regional Institute Scholarship 2010-11 Academic Year Convention Th e Washington Internship Institute (WII) Psi Chi congratulates its 1,000+ chapters for off ers internship opportunities in government their participation in service-related projects January 15 | Deadline „ agencies, nonprofi t organizations, and busi- and encourages all Psi Chi chapters to continue WPA Travel Grants nesses in Washington, DC, each fall, spring, contributing their time, eff orts, and skills. February 1 | Deadline and summer. Interns spend four days a week Psi Chi currently supports three avenues „ APA Newman Graduate Research Award at the internship site and spend one day a week for chapter service. Th e fi rst Society service „ APS Albert Bandura Graduate Research in classes that bridge theory and practice. Psi project is a continuation of the Adopt-A-Shelter Award Chi members are eligible for a $500 merit- project, which provides services to shelters and „ Cousins Chapter Award based scholarship that is cosponsored by the those in need at the local level. Second is par- „ FBI NCAVC Internship Grants Association of College Honor Societies and WII. ticipation with Habitat for Humanity, which „ Graduate Research Grants Th e application deadline for the 10-week provides shelter for low-income families. Th ird „ Psi Chi Website Awards summer 2010 internships is March 1, 2011, is Food Drives, which provides an opportunity „ Society officer election ballots sent to the but apply earlier if you are interested in high- for Psi Chi chapters to serve their local commu- chapters profi le organizations. Contact the WII for more nities by gathering food for a local organization „ Undergraduate Research Grants information. or other population. www.wiidc.org | email: [email protected] In addition to these three Society service February 15 | Deadline projects, many other service project options „ Deadline for Society officer election ballots are listed on the Psi Chi website. Some of these „ WPA Travel Grant Brain Awareness Week [March 14-20, 2011] projects include volunteering at Red Cross or an „ Summer 2011 Eye on Psi Chi submissions Psi Chi chapters are encouraged to participate in aft er-school program, or serving as a tutor for Brain Awareness Week (BAW) on March 14-20. March 1 | Deadline new psychology majors and freshmen. „ APS Summer Research Grants Celebrating its sixteenth anniversary in 2011, „ the Dana Alliance for Brain Initiatives developed www.psichi.org/chapters/serviceprojects.aspx CUR Summer Research Grants „ BAW as a public awareness campaign. SRCD Summer Research Grants “Brain Awareness Week (BAW) is the global APA/TOPSS Ethnic Minority „ Summer Research Grants campaign to increase public awareness about the Recruiting Project March 3–6 | SEPA Convention progress and benefi ts of brain research. Every „ If you would like to share your enthusiasm for Southeastern Regional Convention, March BAW unites the eff orts of universities, Jacksonville, FL psychology with high school students, consider hospitals, patient groups, government agencies, participating in the American Psychological March 10–13 | EPA Convention schools, service organizations, and professional Association/Teachers of Psychology in „ Eastern Regional Convention, Cambridge, MA associations worldwide in a week-long celebra- Secondary Schools (APA/TOPSS) Ethnic tion of the brain.” (Dana Alliance for Brain March 15 | Deadline Minority Recruiting Project. Th e goal of this Initiatives, 2010). „ RMPA Travel Grants program is to encourage ethnic minority high Chapters might consider developing pro- school students to consider pursuing careers April 1 | Deadline grams for their campus and/or visiting local „ in psychology by introducing them to ethnic Kay Wilson Leadership Award schools to give presentations about psychological minority role models in psychology and research dealing with the brain. Talk with your April 7–9 | SWPA Convention providing them with career information. „ Southwestern Regional Convention, Psi Chi faculty advisor about how to develop a Chapters are encouraged to work with local San Antonio, TX BAW program. Th e Dana Alliance also provides high school teachers, community college and suggestions for and links to BAW educational April 14–16 | RMPA Convention 4-year college students and teachers, graduate programs on its education website. „ Rocky Mountain Regional Convention, students, and psychologists in the community to Th e Society for Neuroscience (SFN), a part- Salt Lake City, UT develop educational sessions for ethnic minority ner in the BAW initiative, also provides a variety high school students similar to the Pilot Projects April 29–May 1 | WPA Convention of resources that will help your chapter develop „ Western Regional Convention, described on the APA/TOPSS Ethnic Minority presentations and programs. You can fi nd links Los Angeles, CA Recruiting website. Th e website contains more to these resources at the SFN website . specifi c information about developing and May 1 | Deadline „ References presenting programs for this project as well as Allyn & Bacon Psychology Awards Dana Alliance for Brain Initiatives. (2010). Brain awareness week. Retrieved contact information for people who can answer „ Guilford Undergraduate Research Awards December 30, 2009, from http://www.dana.org/brainweek specifi c questions. May 5–7 | MPA Convention „ Midwestern Regional Convention, Chicago, IL www.dana.org/brainweek www.sfn.org www.apa.org/ed/precollege/topss/minority-recruit.aspx May 25–29 | APS Convention „ APS National Convention, Washington, DC

WINTER 2011 | EYE ON PSI CHI 17 Distinguished Lecturer

White Rabbit late in his private life as well chronic procrastinator. Chronic procrasti- “I’m Late, I’m Late as in his professional duties for the Royal nation is as a needless, irrational delay of a for a Very Important Date” Court of the Queen of Hearts. Was he also relevant and timely task. White Rabbit, Alice in Wonderland late showing up for croquet events, or miss Clearly, everyone procrastinates on them altogether because he never purchased occasion. We may delay doing something n Lewis Carroll’s Alice in Wonderland, his ticket? Was he known by his family and we don’t fi nd pleasant or that we feel forced the White Rabbit runs and runs, look- friends as someone who missed deadlines, by others to do (a form of mini-rebellion Iing at his watch, saying “oh my, I’m late.” or worked on tasks at the last minute just against authority). But, such delays do not He runs, but never seems to reach his goal. before things were due? make you a chronic procrastinator. Th e Was it a problem of poor time management? If the White Rabbit met all his life situa- chronic procrastinator, in contrast, accepts Perhaps, time management classes or a life tions frequently and persistently intending delay as a maladaptive way of life across a coach would teach the White Rabbit to to delay the start or fi nish of tasks, then variety of settings. Chronic procrastinators schedule things eff ectively. However, was the social-personality psychologists label him a delay at home, school, work, in relationships

18 EYE ON PSI CHI | WINTER 2011 Distinguished Lecturer Still Procrastinating? One Researcher’s Journey Seeking the Causes & Consequences of Chronic Procrastination

Joseph R. Ferrari, PhD DePaul University (IL)

South America (Peru and Venezuela), sivity, behavioral rigidity, and lack of energy European (England, Spain, Italy, and (e.g., Beswick, Rothblum, & Mann, 1988; Austria), and Middle Eastern (Turkey, Israel, Ferrari, 2004; Ferrari, Johnson, & McCown, and Saudi Arabia) citizens are chronic 1995; Ferrari & Pychyl, 2000; Senecal, procrastinators. Keep in mind, this rate is Koestner, & Vallerand, 1995). Reviews of the higher than depression or phobias yet do not literature suggest that within the framework receive the professional attention these other of the Big-Five personality model, procras- with family and friends, in how they decide psychological problems receive. Th is rate is tination is related to low conscientiousness, to do (or not do) tasks (see Ferrari, 2010). consistent regardless of race or age among as well as low self-esteem and self-effi cacy It is their way of life. If a person does not 20 to 60 year olds (Ferrari, O’Callahan, & (McCrea, Liberman, Trope, & Sherman, RSVP to invites, misses concerts or sporting Newbegin, 2005; Ferrari, Díaz-Morales, 2008; van Eerde, 2003; 2004). events because he or she never bought the O’Callaghan, Díaz, & Argumedo, 2007; People who report frequent, chronic ticket, always shows up late for appoint- Ferrari, Özer, & Demir, 2009). Th at’s high— procrastination engage in self-sabotaging ments, doesn’t put gas into the car until the that’s cause for concern. behaviors (Ferrari, 1991; Ferrari & Tice, gauge reads ‘empty,’ has food spoil because Chronic procrastination is related to a 2000), fraudulent excuse making (Ferrari, of not getting around to eating it—to name a host of personality traits including low states Keane, Wolfe, & Beck, 1998), poor self- few examples—then that person is a chronic of self-confi dence and self-esteem and high regulation of their performance skills procrastinator. states of depression, neurosis, self-awareness, within limited time frames (Ferrari, 2001a), It should be noted that 20% of women social anxiety, forgetfulness, disorganization, and attribute task delays to factors other and men of North (US and Canada) and noncompetitiveness, dysfunctional impul- than their own performance (Ferrari et al.,

WINTER 2011 | EYE ON PSI CHI 19 Distinguished Lecturer

1995). Although diff erent motives have The Thrill of Beating the Clock be managed more eff ectively (Ferrari, 2010). been identifi ed for procrastination (Ferrari A common misattribution by chronic Th e White Rabbit needed to manage his & Díaz-Morales, 2007), fear of failure procrastinators is a belief that they “work lifestyle more eff ectively rather than focusing may be a primary motive for procrastina- best under [time] pressure.” Several years on the lack of time he was experiencing. tion (Solomon & Rothblum, 1984), and ago in our DePaul lab we found that they Th e author Bertram Russell once said people report they delay more on tasks they don’t do well (Ferrari, 2001a). Compared “Th e time you enjoy wasting is not wasted perceive as unpleasant, boring, or diffi cult to nonprocrastinators, chronic procrastina- time.” For the chronic procrastinator, this (Milgram, Sroff , & Rosenbaum, 1988). In tors in two lab experiments were unable statement implies a positive aspect to short, procrastination is complex, relating to regulate their speed and accuracy. Th ey procrastinating. Th at is it ok to “waste” to a variety of diff erent personality variables took longer to engage in experimental tasks one’s time. Chu and Cho1 (2005) even and involving more than ineff ective time and they created more errors, compared claimed that one can actively procrastinate. management (cf., Ferrari et al., 1995; 2010; to nonprocrastinators. However, chronic Such a concept is a misnomer, since to Steele, 2007). procrastinators believed they did well. procrastinate is to be inactive. Don’t confuse Th erefore, it is a myth to say that working procrastination with waiting. With chronic Academic Procrastination: at the last minute “gets my juices fl owing.” procrastination, a person works not to The Same as Chronic Claiming they need to stay up late at night do something. With waiting, the person Procrastination? right before a deadline to complete a task prepares for the next step—working toward eff ectively, instead of being diligent along a goal, not avoiding one. Waiting to fi nish Academic procrastination is the tendency the way, is a misperception of many chronic a task may include actively preparing for to delay a specifi c set of behaviors or tasks procrastinators (Ferrari, Harriott, Evans, things that will happen. Chronic procrasti- related to school settings—like studying, Lecik-Michna, & Wenger, 1997). If anything, nators need to reframe their thoughts. Th e writing a paper, registering, meeting an the increased arousal they experience may chronic procrastinator does not need to advisor (Ferrari et al. 1995; Schowenburg, lead them to mislabel anxiety as excitement. consider waiting as wasting time; instead, Lay, Pychyl, & Ferrari, 2004). Data shows frame it as a time waiting for something to that 75% of college students engage in Time Management is happen while making the wait time produc- academic procrastination. But then, why Real Life Management tive. Time is fi nite. Like the White Rabbit, does procrastination drop from 75 to 20% we don’t really manage time—we manage Some chronic procrastinators say “I just in studies focused on college students and our activities within the time we have. everyday adults, respectively? Does this don’t have the time to start or fi nish all the tasks that I have to do.” Perhaps, the mean as we grow older we procrastinate less A Focus on the chronic procrastinator thinks he/she is oft en? No, not at all! Chronic and academic an ‘expert multi-tasker’ and over extends Causes of Procrastination: procrastination are two diff erent, related but commitments. Research fi nds chronic A 20 Year Journey separate tendencies. While everyone pro- procrastinators are poor estimators of the Why? Why do procrastinators do it (or, don’t crastinates, but as noted above, not everyone time it takes to do tasks (Ferrari et al., 1995). do it)? Answering this question has been is a CHRONIC procrastinator. However, chronic procrastinators have the the focus of my 25-year program of study For instance, college students might delay same amount of time as nonprocrastinators, discussed in my recent popular book (see studying, reading, and writing, but if there raising the question—can we really “manage Ferrari, 2010, for a review of all the research is a free concert in the dorm for the hottest our time?” Time is constant. We all have we’ve conducted on procrastination). I felt hip-hop artist, they will be there; if there is the same amount of time each week (see too many books focused on ineff ective time free pizza for the fi rst 50 folks who show up Vanderkam, 2010). Th ere are 168 hours in management—and chronic procrastina- on campus, they will be there. See, we all put a week—60 minutes to an hour, 24 hours to tion is more than teaching a person time off a task or two that we don’t care for, that a day, 7 days to a week, 4 weeks to a month, management skills (Ferrari, 2001b). To tell might be diffi cult or boring. But if you put 12 months to a year. For centuries we used the chronic procrastinator “just do it” is like off only specifi c tasks (reading textbooks, these measurements as our criteria for time saying to a clinically depressed person “cheer responding to email, or cutting the lawn) (except Th e Beatles, who famously sang up.” Such a statement misses the point; it will then you are not a procrastinator—you just about “8 Days a Week”). If you sleep for 8 not work—chronic procrastinators are great procrastinate on some tasks. hours a night and work 40 hours a week, that excuse-makers. But students who delay academic tasks leaves 72 hours a week to engage in tasks. Becoming a procrastinator. Where may also carry delaying over to their per- We can’t stop time, we can’t control time—it does chronic procrastination come from? sonal life (those 20% of folks)—they may is like a stream, constantly fl owing. Chronic Procrastinators are not genetically wired to be chronic procrastinators. Th is frequent, procrastinators, however, blame their inabil- delay; they cannot claim they can’t do any- habitual pattern creates a maladaptive, ity or unwillingness to complete tasks on a thing about it because it is just the way they dysfunctional lifestyle in which a person is lack of time (Sirois, 2009). are. We learn early to use procrastination as unable to self-regulate eff ectively (Senecal If we can’t manage time, can we manage a self-handicapping strategy. Th e develop- et al., 1995). Within those 75% of college ourselves to learn to be more effi cient with ment of procrastinators begins within the students who delay academic tasks, 20% are the time we have? I propose it is not time we home. Mom, and especially dad [depend- chronic procrastinators. need to manage, it is our self than needs to ing on parental styles], may infl uence the

20 EYE ON PSI CHI | WINTER 2011 Distinguished Lecturer

growth of a procrastinator. Ferrari and Construal level and procrastination. Psychological Science, 19, References 1308–1322. Olivette (1993; 1994) found that authoritar- Beswick, G., Rothblum, E. D., & Mann, L. (1988). Psychological Milgram, N. A., Sroloff, B., & Rosenbaum, M. (1988). The procrastination ian parenting (the cold, demanding style of antecedents of student procrastination. Australian Psychologist, of everyday life. Journal of Research in Personality, 22, 197–212. 23, 207–217. child-rearing), especially from one’s father, Schowuenburg, H. C., Lay, C., Pychyl, T. A., & Ferrari, J. R. (2004) (Eds). Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive Counseling the procrastinator in academic settings. Washington, promotes the development of a procrastinat- effects of “active” procrastination behavior on attitudes and DC: American Psychological Association. ing child. Ferrari, Harriott, and Zimmerman performance. Journal of Social Psychology, 145, 245–264. Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation Cohen, J. & Ferrari, J. R. (2010). Take some time to think this over: The and academic procrastination. Journal of Social Psychology, 135, (1999) found that procrastinators compared relation between rumination, indecision, and creativity. Creativity 607–619. to nonprocrastinators have more confl icts Research Journal, 22, 68–73. Sirois, F. M. (2009). Blame it on time: A new perspective on Diaz-Morales, J. F., Cohen, J. & Ferrari, J. R. (2008). Indecision and procrastination, perfectionism, and task performance. Paper and less of a deep relationship with dad over avoidant procrastination: The role of morningness-eveningness and presented at the biennial International Conference on the Study of mom; and they turn to their friends over time perspective in chronic delay lifestyles. The Journal of General Procrastination, Toronto, Canada. Psychology, 135, 229–241. family for social support in times of trouble. Solomon, L. J., & Rothblum, E. (1984). Academic procrastination: Ferrari, J. R. (1991). Self-handicapping by procrastinators: Protecting Frequency and cognitive-behavioral correlates. Journal of Living with a chronic procrastinator. social-esteem, self- esteem, or both? Journal of Research in Counseling Psychology, 31, 503–509. Procrastinators are interpersonally dependent, Personality, 25, 245–261. Steel, P. (2007). The nature of procrastination: A meta-analytic Ferrari, J. R. (1994). Dysfunctional procrastination and its relationship and theoretical review of quintessential self-regulatory failure. letting others do things for them (Ferrari, with self-esteem, interpersonal dependency, and self-defeating Psychological Bulletin, 133, 65–94. 1994). To terminate such dependence the behaviors. Personality and Individual Differences, 15, 673 –679. Vanderkam, L. (2010). 168 Hours. New York: Portfolio/Imprint. Ferrari, J. R. (2001a). Procrastination as self-regulation failure of nonprocrastinating partner needs to stop van Eerde, W. (2003). A meta-analytically derived nomological network performance: Effects of cognitive load, self-awareness, and time of procrastination. Personality and Individual Differences, 35, bailing the procrastinator out by completing limits on “working best under pressure.” European Journal of 1401–1418. tasks for them. Instead, failure is an option— Personality, 15, 391–406. van Eerde, W. (2004). Procrastination in academic settings and the Big Ferrari, J. R. (2001b). Getting things done on time: Conquering Five model of personality: A meta-analysis. In H. C. Schouwenburg, as long as it is gentle and constructive, and procrastination. In C. R. Snyder (Ed.) Coping and copers: Adaptive C. H. Lay, T. A. Pychyl, and J. R. Ferrari (Eds.), Counseling the consider bailing them out only in situations processes and people (pp. 30–46). New York: Oxford University procrastinator in academic settings (pp. 29–40). Washington: Press. American Psychological Association. with serious consequences. Oft en, we learn Ferrari, J. R. (2004). Trait procrastination in academic settings: best and have the longest-maintained change An overview of students who engage in task delays. In. H. C. Schowuenburg, C. Lay, T. A. Pychyl, and J. R. Ferrari (Eds.) when reality knocks us down and then we lift Counseling the procrastinator in academic settings (pp. 19 - 28). Joseph (Joe) R. Ferrari, PhD, ourselves up (like the phoenix, we are reborn Washington, DC: American Psychological Association. is Vincent dePaul Distinguished from the ashes). Ferrari, J. R. (2010). Still procrastinating? The no regrets guide to Professor of Psychology getting it done. New York: John Wiley and Sons, Inc. Indecision, or decisional procrastination. and director, MS in General Ferrari, J. R., & Diaz-Morales J. F. (2007). Procrastination: Different Psychology program, at DePaul time perspectives predict different motives. Journal of Research in Learning to make decisions is a fact of life, and University, Chicago, IL. Joe is Personality, 41, 707–714. while some choices we make result in failure Ferrari, J. R., & Olivette, M. J. (1993). Perceptions of parental control a fellow in the Association for or errors, other choices result in success. We and the development of indecision among late adolescent females. Psychological Science, American Psychological Association, make a decision and then take action (Cohen Adolescence, 28, 963–970. Ferrari, J. R., & Olivette, M. J. (1994). Parental authority infl uences on Society for Community Research & Ferrari, 2010; Diaz-Morales, Cohen, & the development of female dysfunctional procrastination. Journal and Action, and both Eastern Ferrari, 2008). Ferrari, Barnes, and Steel of Research in Personality, 28, 87–100. and Midwestern Psychological Associations. DePaul awarded Ferrari, J. R., & Pychyl, T. A. (2000) (Eds). Procrastination: Current him the Excellence in Research award in 2001 and the (2009) found that procrastinators report regret issues and new directions. [Special issue]. Journal of Social Excellence in Public Service award in 2009. for missed opportunities and failed attempts Behavior and Personality, 15. Ferrari, J. R., & Tice, D. M. (2000). Procrastination as a self-handicap Prof. Ferrari is author of 300 articles/books and 450 at making decisions. Make a decision, take the for men and women: A task avoidance strategy in a laboratory presentations. Joe’s interests include shame/guilt affects, fi rst step toward completing your plan, and setting. Journal of Research in Personality, 34, 73–83. impostor phenomena, self-handicapping, perfectionism, reach for your goal. Even if there are missteps Ferrari, J. R., Barnes, K. L., & Steel, P. (2009). Life regrets by avoidant community volunteerism/service, sense of community, and arousal procrastinators: Why put off today what you will regret addition recovery, and spirituality in community. He is editor and failures along the way, no one can fault tomorrow? Journal of Individual Differences, 30, 163–168. of the Journal of Prevention & Intervention in the Community you for not trying. Ferrari, J. R., Harriott, J., & Zimmerman, M. (1999). The social support (Taylor & Francis Publishing). networks of procrastinators: Friends or family in times of trouble? Dr. Ferrari is APA’s international research expert on Personality and Individual Differences, 26, 321–334. Ferrari, J. R., Johnson, J. L., & McCown, W. G. (1995). Procrastination procrastination. Joe was featured in USA Today, New Where Do We Go From Here? and task avoidance: Theory, research, and treatment. New York: York– London–LA Times, Washington Post, Chicago Tribune, Th e bottom line is that procrastination Springer Science Publications. Cranes Business, Money, Men’s Health, Fitness, Self, Good aff ects our work life, our academic life (heck, Ferrari, J. R., O’Callaghan, J., & Newbegin, I. (2005). Prevalence of Housekeeping, Cosmopolitan, procrastination in the United States, United Kingdom, and Australia: Psychology Today and NPR, that is why you probably are reading this Arousal and avoidance delays in adults. North American Journal of ABC and CBS radio, plus local article!), and our daily life (see Ferrari, 2010, Psychology, 7, 1–6. and national TV including Ferrari, J. R., Özer,B. U., & Demir, A (2009). Chronic procrastination ABC/NEWS–Good Morning for a current overview on the causes, conse- among Turkish adults: Exploring decisional, avoidant, and arousal quences, and cures of procrastination). As a styles. Journal of Social Psychology, 149, 302–307. America. Ferrari, J. R., Keane, S., Wolfe, R., & Beck, B. (1998). The antecedents Dr. Ferrari is the Psi Chi nation, citizens need to learn not to procras- and consequences of academic excuse-making: Examining invited speaker at the Western tinate and we need incentives to get things individual differences in procrastination. Research in Higher Psychological Association done early. Why punish for being late? Why Education, 39, 199–215. meeting, April 29, 2011, in Ferrari, J. R., Harriott, J. S., Evans, L., Lecik-Michna, D. M., & Wenger, Los Angeles. Dr. J, as known not reward for being early? In short, we need J. M. (1997). Exploring the time preferences by procrastinators: by students, is faculty advisor Night or day, which is the one? European Journal of Personality, to give the early bird the worm, and create to DePaul’s Psi Chi Chapter. 11, 187–196. a society that respects the time of others— Ferrari, J. R., Diaz-Morales, J. F., O’Callaghan, J, Diaz, K., & Argumendo, that prevents chronic procrastination. And D. (2007). Frequent behavioral delay tendencies by adults: International prevalence rates of chronic procrastination. Journal of now, get back to your work. Are you still Cross-Cultural Psychology, 38, 458–464 procrastinating? McCrea, S. M., Liberman, N., Trope, Y., & Sherman, S. J. (2008).

WINTER 2011 | EYE ON PSI CHI 21 Distinguished Lecturer

22 EYE ON PSI CHI | WINTER 2011 Kathryn S. Lee, PhD Exploring Texas State University-San Marcos Cultural Diversity ue to its recent constitutional amend- Many people have long understood ment, as Psi Chi situates itself “at the the importance of culture in teaching and Dglobal table” and is “enriched with a learning. For example, in Diversity Within world fi lled with diverse ideas, perspectives, Unity: Essential Principles for Teaching and and opinions” (Wang, 2010, p. 4) it is timely Learning in a Multicultural Society (Banks to explore cultural diversity and the tenets et al., 2001) a panel of distinguished and of being culturally responsive. Multicultural interdisciplinary experts identifi ed and education and diversity training are com- published a number of design principles plex endeavors; however, one can begin by to improve education in the U.S. Although exploring a few of its many elements. For these principles are steeped within the fi eld example, what is culture? How is it impor- of education, they may be transferred to tant? What are the essential principles for the fi eld of psychology. I have modifi ed the working within a multicultural environ- language in the following list of principles ment? What are some valuable resources I to fi t more seamlessly within the context of can use as a Psi Chi member or advisor to this text and have substituted educational increase my cultural awareness and enhance practitioners for schools and individuals for my cultural competence? both students and teachers: So, when you think of culture, what comes to mind? Ethnicity, religious » Professional development programs » Educational practitioners should learn affi liations, socioeconomic status? Or food should help individuals understand the about the values shared by virtually all preferences and holiday celebrations? Th ese complex characteristics of ethnic groups cultural groups (e.g., justice, equality, are all elements of culture, yet as you can within U.S. society and the ways in which freedom, peace, compassion, and see from the following defi nition, culture race, ethnicity, language, and social charity). encompasses a myriad of dimensions: class interact to infl uence participants’ » Educational practitioners should help Culture is a system of norms, standards, behavior. individuals acquire the social skills and control mechanisms with which » Educational practitioners should ensure that needed to interact eff ectively with members of society assign meanings, all individuals have equitable opportunities participants from other racial, ethnic, values, and signifi cance of things, to learn and to meet high standards. cultural, and language groups. events, and behaviors; culture includes patterns of knowledge, skills, behaviors, » Th e curriculum should help individuals » Educational practitioners should attitudes, and beliefs, as well as material understand that knowledge is socially provide opportunities for individuals artifacts produced by human society constructed and refl ects researchers’ from diff erent racial, ethnic, cultural, and transmitted from one generation to personal experiences as well as the social, and language groups to interact another (Pai, Adler, & Shadiow, 2006, p. 239). political, and economic contexts in which socially under conditions designed to they live and work. reduce fear and anxiety. In what ways is culture important? According to Bronfenbrenner’s ecological » Educational practitioners should provide » Organizational strategies should ensure contextual theory of development (1986), all individuals with opportunities to that decision making is widely shared we grow and develop within various nested participate in extracurricular and and that members of the community environments that profoundly infl uence cocurricular activities that increase learn collaborative skills and dispositions who we are—our identity. Both the micro academic achievement and foster positive in order to create a caring learning and macro dimensions of our environment interracial relationships. environment for individuals. greatly aff ect our development. For example, » Educational practitioners should create » Leaders should ensure that all public we develop within the multiple contexts of or make salient superordinate or cross- schools, regardless of their locations, our families, communities, and countries. cutting groups in order to improve are funded equitably. Our peers, relatives, and other adults impact intergroup relations. our development, as well as the media, our » Educational practitioners should use national and community leaders, and other » Educational practitioners should learn multiple culturally sensitive techniques to environmental and social infl uences. In other about stereotyping and other related assess complex cognitive and social skills. words, our culture greatly shapes who we are. biases that have negative eff ects on racial (Banks et al., 2001, p. 7-13) and ethnic relations.

WINTER 2011 | EYE ON PSI CHI 23 Diversity

Many of us perform a variety of roles in (Rogers, 1961). Understanding cultural which these design principles may be fi tting, diff erences is, by its nature, an inherently including the actual teaching of psychology essential aspect of empathy. Cultural in secondary or higher education; planning competency, however, is more than having Cultural competency and coordinating conferences and work- empathic understanding. It also involves shops; giving presentations in both formal nonjudgmental active listening as well as ... is more than and informal settings; and/or consulting acceptance, appreciation, and respect for with clients. the myriad of diff erences in human ways of having empathic As a Psi Chi member or advisor, being. Advancing our cultural competence is numerous resources are available to a continuous process of learning, refl ection, understanding. increase cultural responsiveness. Gorski’s and action. Multicultural Pavilion website is an invalu- able resource (http://www.edchange.org/ References It also involves multicultural). His 20 (Self-) Critical Th ings I Banks, J. A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J., Nieto, S., Schofi eld, J. W., & Stephan, W. G. (2001). Diversity within unity: Will Do to Be a Better Multicultural Educator Essential principles for teaching and learning in a multicultural nonjudgmental (2010) is one of my favorite EdChange society. Center for Multicultural Education. Retrieved August 2, resources. In White Privilege: Unpacking 2010, from http://education.washington.edu/cme/dwu.htm Bronfenbrenner, U. (1986). Ecology of the family as a context for active listening as the Invisible Knapsack, McIntosh (1990) human development: Research perspectives. Developmental eff ectively articulates the invisible privileges Psychology, 22, 723-742. Gorski, P. C. (2010). Multicultural education pavilion: Equity, diversity, well as acceptance, inherent in being white in our society and social justice in education. Retrieved April 6, 2010 from http:// that many take for granted. Additionally, www.edchange.org/multicultural/ professional development workshops and Hill, P. J. (1991). Multi-culturalism: The crucial philosophical and appreciation, and organizational issues. Change 23(4), 38-47. conferences oft en have opportunities to McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. respect for the myriad develop one’s cultural competence. Independent School. Retrieved August 2, 2010, from http://www. In summary, Hill (1991) eloquently nymbp.org/reference/WhitePrivilege.pdf Pai, Y., Adler, S. A., & Shadiow, L. K. (2006). Cultural foundations of articulates the characteristics of respectful education. Upper Saddle River, NJ: Pearson Education, Inc. of differences in human conversations between peoples of diverse Rogers, C. (1961). On becoming a person: A therapist’s view of psychotherapy. Boston: Houghton Miffl in. communities: Wang, A. Y. (2010, Winter). Why Psi Chi needs to sit at the global table. ways of being. Conversations of respect between Eye on Psi Chi, 14(2), 4.

diverse communities are characterized Dr. Kathryn Lee is currently by intellectual reciprocity. Th ey are an associate professor in the ones in which the participants expect to Department of Curriculum learn from each other, expect to learn and Instruction at Texas State non-incidental things, expect to change University–San Marcos. She has been in education and the at least intellectually as a result of the mental health fi eld in Texas for encounter. Such conversations are not over 25 years. Her experience animated by nor do they result in mere as a secondary school teacher, tolerance of the pre-existing diversity, a clinical therapist, and a school counselor for both elementary for political or ethical reasons. In such and secondary students underpins her basic philosophy conversations, one participant does not that we must be responsive to individual student needs in treat the other as an illustration of, or the classroom. Her current emphasis as a teacher educator variation of, or a dollop upon a truth or is preparing preservice and practicing teachers to be insight already fully possessed. Th ere is empathic and responsive to all students’ needs, including those who are routinely marginalized because of their no will to incorporate the other in any ethnicity, language, gender, socioeconomic status, religious sense into one’s belief system. In such belief, disability, and/or sexual orientation. Dr. Lee’s primary conversations, one participant does not research interest lies in investigating instructional strategies presume that the relationship is one of best suited to meet the educational needs of an increasingly diverse student population, including adult online learners. teacher to student (in any traditional Her research has the added benefi t of informing and sense of that relationship), of parent to improving her own teaching practice while representing child, of developed to underdeveloped. what she believes is a valuable contribution to the fi eld. Th e participants are co-learners (p. 43). Author Note. Correspondence concerning this article should be addressed to Kathryn Lee, Department of Curriculum It is essential that we who are involved in & Instruction, Texas State University-San Marcos, 601 the study and practice of psychology possess University Dr., San Marcos, TX 78666. a high degree of empathic understanding E-mail: [email protected].

24 EYE ON PSI CHI | WINTER 2011 8811 yyearsears aandnd growing!growing!

For Psi Chi, this means that we need to broaden the scope of our mission to embrace students and colleagues regardless of geography. The time is right for Psi Chi to sit at the global table and join the transnational discourse on psychology! (Wang, 2010) Spread the Word. PSI CHI is going global.

WINTER 2011 | EYE ON PSI CHI 25 Distinguished Lecturer

t the Southeastern Psychological are all considered fundamental reasons, educator in order to continue the transmis- Association (SEPA) conference this and thus are deliberately not presented in sion of knowledge to others. One relatively Ayear, we had the privilege of sharing a prioritized order. A few suggestions also straightforward way in which chapters can lunch and conversation with faculty advisors will be provided regarding how to increase begin to collectively approach this goal from Psi Chi chapters across the region. One collaboration and inclusiveness within indi- is to create educational events, such as advisor raised the following fundamental vidual Psi Chi chapters. research symposiums, guest speakers, or question about Psi Chi’s role in relation to fi eld trips. Chapters may recognize special other departmental student organizations, Reasons to Be Inclusive dates related to the fi eld, such as Mental such as Psychology Club: “Is it appropriate Illness Awareness Week (October) or Brain for Psi Chi to off er joint events with other To advance the science of Awareness Week (March), or collaborate student groups, or is the chapter’s respon- psychology. Th e purpose of Psi Chi with agencies, such as the National Alliance sibility to focus on its members?” As the 1is “. . . to encourage, stimulate, and on Mental Illness (NAMI) or Teaching of conversation continued, we realized that maintain excellence in scholarship of the Psychology in Secondary Schools (TOPSS), many of us had considered this issue, col- individual members in all fi elds, particularly to sponsor educational sessions. It is help- laborated with other groups, and reaped the in psychology, and to advance the science ful to remember that educational activities rewards. of psychology” (Psi Chi, n.d., para, 1; see also can be entertaining. For example, some In this article we share with you a few www.psichi.org/About/purpose.aspx). One Psi Chi chapters use Freud’s birthday (May reasons why such collaboration can be very method of meeting Psi Chi’s purpose is to 6) as an opportunity to celebrate advances useful from the perspective of faculty advi- help advance psychology by promoting it in the fi eld of psychology (for an extensive sors who have seen fi rsthand the eff ect of its as a discipline through education. While list of ideas solicited from active chapters, presence and absence. Many of the presented being a top scholar may represent the fi rst see www.psichi.org/chapters/ch_act_guide. ideas became apparent from our collective step in conveying a passion for psychology, aspx#10). Chapters can even initiate eff ective conversation at the regional meeting. Th ese the next is to become an ambassador and peer tutoring programs. Not only are such

26 EYE ON PSI CHI | WINTER 2011 Distinguished Lecturer Collaboration: Why Our Exclusive Honor Society Should Be Inclusive

Merry J. Sleigh, PhD Michael D. Hall, PhD Winthrop University (SC) James Madison University (VA)

programs in keeping with recent evidence National Honor Society in Psychology for As a result, many psychology majors remain for the educational benefi ts of student- Community and Junior Colleges) chapter unaware of the range of careers available student teaching, but they appear to benefi t offi cers in a particular geographic area can to them, especially in departments where knowledge of the subject by the tutor while keep one another informed of their events, specialized courses (e.g., school psychology, providing valuable additional resources thereby sharing ideas while expanding par- industrial/organizational psychology, human for faculty instructors. For a summary of ticipation in those events. factors/ergonomics, and health psychology) these benefi ts, along with recommendations Psi Chi members should strive to educate are not routinely taught. Psi Chi chapters on how a Psi Chi-based tutoring program both the academic and broader public can organize alumni panels, guest speakers, could be eff ectively established, see Brewster community about the contributions of psy- career forums, résumé and graduate school (2007). chology, and the primary way to do so is to preparation workshops, GRE classes, and Another way that chapter members can make the information widely available. Th us, career fairs. Such events will serve Psi Chi promote the discipline is to support their chapters should invite as many people as members, but can simultaneously target stu- individual department’s eff orts to advance possible to educational events that promote dents who may have been unaware of their the science of psychology. Common meth- and raise awareness of our fi eld, a task that options within psychology, or even those ods of meeting this responsibility include is facilitated by collaboration among Psi who may not have previously considered a active attendance by members at department Chi, Psychology Club, the department, local career in psychology. functions, helping to implement depart- agencies, and nearby institutions. An ideal way to reach a campus-wide mental programs, and working closely with To provide career information. An audience is to work closely with other Psychology Club. Similarly, chapters should important element in advancing the departmental and campus organizations, stay informed about psychology-related 2science of psychology is recruiting top including Psychology Club, Career Services, events in the local community or at nearby minds to the fi eld and off ering them a real- and honor societies in related fi elds. Groups institutions in order to advertise and support istic preview of career options. Psychology can work together to pinpoint areas of need, them. For example, Psi Chi and Psi Beta (the is a broad fi eld with many subdisciplines. identify discipline overlap, locate experts,

WINTER 2011 | EYE ON PSI CHI 27 Chapter Growth

and advertise events—thus benefi ting from is reaching all types of students, perhaps honor will be associated with membership. a shared knowledge base (and potentially even personally inviting qualifi ed applicants Talking to student organizations, such as shared costs). For example, students from from underrepresented populations to join. Psychology Club, about Psi Chi is critical all areas of study might welcome a session Chapters also can show their commitment to guarantee that many of the motivated on interview tips or employers’ perceptions to underrepresented populations through students who are interested in psychology of Facebook use. Specifi c departments could organizing events with a diversity focus are well informed about our Society and the work jointly to highlight careers that cross (e.g., a seminar on cross-cultural psychol- benefi ts of membership. domains, such as biology and psychology ogy perspectives, students sharing their To identify and develop student programs hosting a neuroscientist or, alter- experience with study-abroad opportunities, leaders. Collaboration can similarly be natively, business and psychology students or possibly a bulletin board highlighting 5used to recruit outstanding offi cers. Psi being brought together to learn about career achievements of African-American or Chi chapters are student-led, and thus, much human resource jobs. Both the individual female psychologists) or fundraising eff orts of the success of the chapter depends on the and the fi eld benefi t when a bright student to help establish a scholarship for a minority eff ectiveness of its student offi cers. Leaders fi nds his/her niche. student in need of support. It’s only when are so critical to Psi Chi that one of its mis- the diversity of the population is refl ected in To foster an atmosphere of sions is to promote ethical and socially the organization that Psi Chi will achieve the collegiality and respect for diversity. responsible leaders (Psi Chi, n.d.; see www. diversity-related aspects of the organization’s 3By seeking other groups that share psichi.org/About/purpose.aspx). Toward this mission. their concerns in order to implement an end, the organization has sponsored a lead- educational event or service project, Psi To recruit new Psi Chi members. ership conference and awards, and continues Chi chapters eff ectively model collegiality One of the goals of Psi Chi is to recog- to support/fund collaborative eff orts with Psi through collaboration. Possible examples of 4nize academic excellence by off ering Beta. In keeping with this mission, chapters such projects include working with National membership to top scholars (see www.psichi. should identify and develop student leaders Head Start Association that could bring org/About/). Th e more visible and active a as early as possible. together students in psychology, educa- Psi Chi chapter is, the more likely students Psychology Club, because of its more tion, social work, Greek life, and campus are to recognize the requirements and ben- inclusive membership policies, is an excel- ministries. Alternatively, psychology and efi ts of membership. Th e words “Psi Chi” are lent recruitment opportunity and training English departments might sponsor a poetry meaningless to a naïve listener, other than ground for young leaders who may not yet reading night, inviting participants from perhaps being recognized as letters of the qualify for Psi Chi membership. (Oft en local therapeutic support groups to share Greek alphabet. Extensive surveying of Psi it is only one or two tenths of a point in a their original or favorite works. Such uniting Chi chapters has repeatedly demonstrated student’s GPA, or not enough accumulated activities will help Psi Chi members meet that lack of knowledge about Psi Chi is cited credits in psychology courses, that repre- and collaborate with students they may not by students as one of the two most common sents the diff erence between qualifying, and otherwise encounter on campus and in the reasons for not joining the organization (see not qualifying, for Psi Chi). Collaboration process gain a greater appreciation of diff er- Spencer, Reyes, Sheel, & McFarland, 2001; allows offi cers from both groups to work ing perspectives. also see Nelson, Domenech Rodríguez, alongside one another, scaff olding one As important as collegiality is, Psi Chi’s & Yardley, 2006). Chapter advisors have another’s performance, as well as nurtur- purpose goes beyond respectful interaction. personally seen the eff ects of this lack of ing each other’s individual strengths. In so Psi Chi also has a mission to recognize and knowledge in instances of students assuming doing, chapters oft en are using Psychology foster the contributions that diversity makes that Psi Chi was “one of those elitist honor Club to train future Psi Chi offi cers— to the science and practice of psychology societies” that “just represents a stamp on offi cers that begin their tenure with greater (Psi Chi, n.d.; see www.psichi.org/About/ a transcript,” rather than a group working leadership skills and awareness of chapter purpose.aspx). Yet, at least as of the 1997-98 to better prepare students for their chosen issues than would have been possible in the academic year, surveys of Psi Chi chapters profession. Students also have frequently absence of cross-group collaboration. indicated an underrepresentation of men indicated to advisors just aft er joining Psi Similar opportunities exist through inte- and ethnic minorities as members; in fact, Chi that they were unaware of the numer- grating some Psi Chi chapter activities with authors of this survey research indicated ous opportunities (e.g., various awards for local chapters for Psi Beta. Psi Beta offi cers that this underrepresentation of particular research) that came with membership. represent valuable sources of potential future groups would need to be addressed in As Psi Chi members, we need to distrib- leadership for Psi Chi. Yet, upon transferring order for Psi Chi to meet its stated mission ute information about the organization in to a new institution, it is oft en a semester (Titus & Buxman, 1999). To this end, Psi order to attract those who qualify. Chapters or more before these leaders could even Chi chapters have an obligation to reach can request brochures and posters to pro- apply for membership in a Psi Chi chapter. out and connect with students across its mote Psi Chi on its campus from the Central Inclusiveness creates an opportunity for such campus in order to demonstrate seriousness Offi ce at www.psichi.org/pubs/brochures. individuals to immediately get involved and about including all qualifi ed students in the aspx. Early awareness of Psi Chi may even actively support Psi Chi initiatives (a benefi t organization. As a starting point, chapter serve as an incentive for young students to these future members), and given their offi cers or faculty advisors should ensure to work toward in their studies. Th e more earlier leadership experience, to strengthen that information about Psi Chi membership students know about Psi Chi, the more that the work of the chapter as a result. Th is issue

28 EYE ON PSI CHI | WINTER 2011 Chapter Growth

is deemed important enough that the leader- outreach, identify areas of unmet needs, or focus on chapter business. Examples of such ship of both organizations recently met share wisdom gained through experience. times include voting through the Central to discuss ways in which they could most Offi ce, electing new offi cers, and plan- eff ectively collaborate, with an emphasis on How Can Chapters Be Inclusive? ning the induction ceremony. We want to fostering the cooperative eff orts of local Psi Th ere are two primary ways that Psi Chi celebrate the achievements of our members, Chi and Psi Beta chapters. chapters can become more inclusive. First, encouraging group identifi cation and cohe- To encourage faculty involvement. Psi Chi members should willingly look for sion. At the same time, Psi Chi should avoid an elitist mentality that compromises its Each Psi Chi chapter exists under the situations in which they can support the mission and alienates people that we work 6guidance of at least one faculty advisor. work of others. Psi Chi members are oft en alongside and serve. Th e bottom line is that Although faculty advisors are critical to the involved in many activities across campus. Psi Chi members should take advantage of success of the chapter, these advisors cannot Leaders may want to spend time in chapter the many privileges and benefi ts of member- meet the needs of every Psi Chi member. For meetings asking members about their other ship, including frequent opportunities to example, like all students, Psi Chi members affi liations and brainstorm about possible collaborate with, support, encourage, and can benefi t from individual mentorship, collaborative opportunities. If the chapter learn from others. which means they need to interact with a identifi es an area for collaboration, these members oft en become excellent liaisons variety of faculty members to forge those References special connections. At a minimum, cross- between groups, as well as increasing their Brewster, J. (2007, Fall). Peer tutoring: A professional and service group collaboration will get the faculty leadership in Psi Chi. Allowing members to merge their personal interests with those of opportunity. Eye on Psi Chi, 12(1), 30. advisors of both groups involved; optimally, Nelson, J. K., Domenech Rodríguez, M. & Yardley, J. (2006, Winter). An the joining of diverse campus elements will the honor society is a simple way for Psi Chi investigation of Psi Chi membership in Rocky Mountain Region to benefi t its members while simultaneously chapters: Reasons for joining and perceptions of membership stimulate interest from more diverse faculty. benefi ts. Eye on Psi Chi, 10(2), 40–41, 49–51. Retrieved from Once faculty have a positive experience, it is giving members the chance to serve their http://www.psichi.org/awards/winners/hunt_reports/nelson.aspx. likely that they will continue their participa- society. Psi Chi (n.d.). Purpose & mission statements. Retrieved from http:// Th e second way that Psi Chi can become www.psichi.org/about/purpose.asp tion and support. Th ese faculty members Spencer, T. D., Reyes, C. J., Sheel, L., & McFarland, T. (2001). Why don’t then become available to Psi Chi members more inclusive is to actively cultivate all eligible psychology students join Psi Chi? Psi Chi Journal of Undergraduate Research, 6(1), 37. and bring their own ideas to the planning nonmember participation. As emphasized in this article, wide participation in Psi Titus, J. B., & Buxman, N. J. (1999). Is Psi Chi meeting its mission table. Faculty involvement also sends a clear statement? Eye on Psi Chi, 3(3), 16–18. Retrieved from http:// message to all psychology students—that Chi events has the potential to benefi t the www.psichi.org/awards/winners/hunt_reports/titus.aspx. Psi Chi and its members are valued by the chapter, members, department, campus, and community. Aft er all, when useful scientifi c department. Th is message represents a Merry Sleigh received her PhD strong recruitment tool for future members, information is disseminated, our collective in developmental psychology as well as a show of respect for current knowledge is advanced. from Virginia Tech in 1996. She fi rst served as faculty members. It is important to note that for collabora- tion to become a long-term pattern for any advisor to Psi Chi at George To maximize service outreach and Mason University (DC), where given chapter, it needs to be reinforced. Psi she received the Regional learning. Psi Chi chapters are encour- Chi chapters should willingly share credit, Faculty Advisor Award in 2003. 7aged to serve their members as well identifying and expressing appreciation Dr. Sleigh currently teaches as the community at large. In fact, chap- to their partners whenever possible. For at Winthrop University where ter participation in a service project is a she received the Psi Chi example, Psi Chi can use departmental Regional Faculty Advisor Award in 2010. She serves as a requirement for the Model Chapter Award newsletters, e-mail listservs, bulletin boards, reviewer for the Psi Chi Journal of Undergraduate Research (see www.psichi.org/pdf/modchap.pdf). Facebook groups, the school newspaper, and is actively involved in promoting opportunities for Cross-group collaboration enhances ser- and even the Eye on Psi Chi to showcase undergraduate research. vice in several ways. First, it is generally the collaborative events. A grateful and generous case that the more people who participate, Michael Hall earned his PhD in attitude will hopefully encourage continued experimental psychology from the more service can be accomplished. interaction between Psi Chi and a variety Binghamton University, SUNY, Joining forces with other groups may be of other campus and local groups. Further and is currently an associate an especially good way for small chapters reinforcement of collaborative eff orts professor at James Madison with few members to make a big impact. University (JMU). Professor Hall within the chapter could potentially be is a former Western Regional Furthermore, more participants means more accomplished by doing something as simple Vice-President for Psi Chi. opportunities for members to network, as bestowing appropriate titles on members During that service, he received make friends, and encounter new experi- who serve in ad hoc leadership positions the 2002 Regional Faculty ences. Psi Chi service also can benefi t from during collaboration with other groups, such Advisor Award for his work other groups’ ideas. Many chapters desire with the University of Nevada as “Service Learning Team Leader” or “Psi Las Vegas chapter. In addition, he received the university’s to serve their community, but they are not Chi/ Residence Hall Liaison.” highest teaching distinction. He currently serves as Society sure where particular needs may lie or how Of course, there are times when it is not President, and as a proud faculty advisor of the JMU chapter. to get started. Other campus groups may be only appropriate, but necessary for Psi Chi able to incorporate a chapter into an existing members to gather as a group to specifi cally

WINTER 2011 | EYE ON PSI CHI 29 Awards & Grants

Psi Chi is pleased to off er CUR Summer Emily Gregory Meagan Howard over $300,000 in awards and Centre College (KY) Northern Kentucky University grants to its members each Research Grants RA: Melissa Burns-Cusato, PhD RA: Cecile Marczinski, PhD year. Don’t miss the exciting Psi Chi partnered with CUR to opportunities and funding off er two annual grants for research Maternal Infl uences on Parent- Acute Effects of Energy Drinks these programs provide! conducted during the summer Offspring Kin Recognition in on Behavioral Control Japanese Quail (Coturnix japonica) Here are some upcoming with a CUR member. Th e winning Th ere has been a dramatic rise in deadlines to add to your student receives a $3,500 stipend, Japanese quail chicks and parents the consumption of energy drinks and the advisor receives a $1,500 chapter calendar or website: were tested for parent-off spring kin (e.g., Red Bull) in the past decade, stipend. recognition 3 days aft er hatching. particularly among college students. January 15 Although adult males showed However, there has been little SWPA Travel Grants no off spring recognition, the few laboratory research to examine the February 1 female quail that displayed maternal eff ects of energy drinks on cognitive APA Newman Graduate Research Award behaviors showed a signifi cant performance. Th e purpose of this APS Albert Bandura Graduate Research preference for unfamiliar chicks. study was to investigate the acute Award Chicks preferred their mother if she eff ects of an energy drink on the Cousins Chapter Award had displayed parental care. Th us, attentional blink phenomenon. In FBI NCAVC Internship Grants Graduate Research Grants parental care may be necessary this study, participants were asked to Psi Chi Website Award for kin recognition to occur. Daily complete a well-validated attentional Undergraduate Research Grants injections of prolactin hormone, blink task, as well as additional SEPA Travel Grants which correlates with incubation subjective measures of mood both behavior, failed to induce parental before and aft er receiving a beverage February 15 WPA Travel Grants care of eggs. Future research will (energy drink, decaff einated placebo explore ways of inducing maternal beverage, or no Drink). Th e energy March 1 care behaviors to determine the role drink increased subjective feelings APS Summer Research Grants of parental care in parent-off spring of stimulation and increased CUR Summer Research Grants recognition. Understanding the accuracy on the attentional blink SRCD Summer Research Grants Emily Gregory Summer Research Grants mechanism for parent-off spring kin task in a dose dependent manner. recognition can aid in developing March 15 better captive breeding techniques Meagan Howard is a senior psychology RMPA Travel Grants aimed at preserving endangered bird major with a minor in honors. She is April 1 populations. currently working on several research Kay Wilson Leadership Award projects with Dr. Cecile Marczinski testing the effects of energy drinks alone and in Emily Gregory is a senior behavioral May 1 combination with alcohol on behavioral neuroscience major and chemistry minor Allyn & Bacon Psychology Awards control. She is also currently working at Centre College in Danville, KY. She is the Guilford Undergraduate Research with Dr. Gloria Carpenter on her capstone president of Centre’s Psi Chi Chapter, as well Awards project about the relationship between as the student representative of Centre’s parent involvement at home and child June 1 behavioral neuroscience department. Ms. outcomes. She is volunteering at Cincinnati Faculty Advisor Research Grants Gregory has been collaborating with her Children’s Hospital and Medical Center in FBI NCAVC Internship Grants faculty research advisor, Dr. Melissa Burns- the Adherence Center working with Dr. Kevin Cusato, since the spring of her sophomore Hommel as well on a project facilitating year. Her research began with an exploration adherence in children and teens with of parent-offspring kin recognition in Crones and Colitis. She is very interested Japanese quail. Her experimental fi ndings Abbreviation Meagan Howard in parenting and other issues concerning led to a new set of research questions about RA = Research Advisor children and families. She is currently in the internal factors (e.g., genetic and hormonal) process of applying to graduate programs and external factors (e.g., early experience) in developmental psychology. She hopes to that induce parental care behaviors in continue a career in research, allowing her quail. Ms. Gregory has presented her to work with families and children, and one fi ndings at several conferences—including day to become a professor. SWPA convention in April, 2010. After graduation, she plans to continue research endocrinology while attending medical school to become an obstetrician.

30 EYE ON PSI CHI | WINTER 2011 Awards & Grants

Summer James Barnao Megan B. Battles Julie Ellen Bernstein Georgetown University (DC) University of Memphis (TN) Oklahoma State University Research Grants RA: Janet Mann, PhD RA: Jeffrey S. Berman, PhD RA: Anne Marie Brady, PhD Psi Chi’s ninth year for off ering the Summer Research Grants program Going With the Flow: The The Infl uence of Conversational Perinatal Exposure to included 14 winners. Each grant Relationship Between Sponge Acknowledgers on Perceptions Bisphenol-A: Effects on Adult included a stipend of $3,500 for the Foraging Dolphins and Tidal Current of Psychotherapists Offspring Behavior in Rats winning Psi Chi student plus $1,500 Sponge foraging is unique tactic During conversations, listeners oft en Bisphenol-A (BPA) is an estrogenic to the research advisor. employed by some bottlenose acknowledge that they are paying endocrine disrupter which can cross dolphins (Tursiops sp.) in Australia. attention by the use of both verbal the placental barrier. Th is study Because sponging dolphins must and nonverbal actions. Th is study’s investigated the eff ect of 4 weeks of devote an increased amount of time purpose was to examine this process perinatal maternal administration to foraging, it appears that sponge in psychotherapy and evaluate the (gestational day 14 through foraging is energetically costly. One eff ects of therapists varying levels postnatal day 21) of low dose BPA factor that has not been considered of two specifi c conversational (50 μg/kg/day) on off spring adult in this discussion is the relationship acknowledgers—short utterances behavior in Sprague-Dawley rats. between sponging and tidal current. and nodding—on perceptions of Adult rats were given various tests Given the context and setting in therapist empathy, the relationship to measure changes in anxiety which sponging occurs, it seems between the therapist and client, (elevated plus maze), overall activity unlikely that sponging dolphins and treatment credibility. A series (locomotion), and sensorimotor would swim against tidal currents of brief psychotherapy videos with gating (prepulse inhibition). BPA- and thus incur the additional therapists displaying diff erent exposed animals showed an overall associated cost of traveling. We combinations of high and low increase in locomotion compared hypothesize sponging dolphins levels of acknowledgers were to the vehicle-exposed group, and utilize the fl ow of the tidal current presented to 160 online participants. BPA treated females showed a slight James Barnao to reduce the cost of movement Preliminary analysis of participant increase in anxiety-like behavior and (Mann et al. 2008), which we will ratings of the videos suggested that exploration. Th ere was however no investigate using data on the current increased levels of nodding aff ected eff ect of BPA on prepulse inhibition. in Shark Bay, historical GPS, and perceptions of empathy and the Th ese fi ndings suggest that early focal follow data. treatment relationship, whereas indirect exposure to BPA may increased levels of short utterances disrupt neurodevelopment, perhaps James Barnao originally hails from Dover aff ected the perceived credibility of especially in females. Plains, NY, and is currently a senior at the therapist. Georgetown University, completing majors in Julie Ellen Bernstein from Annapolis, honors psychology and English. Mr. Barnao Megan B. Battles is currently a senior MD, is currently a senior at St. Mary’s has worked in Dr. Janet Mann’s bottlenose honors student at the University of Memphis College of Maryland studying psychology dolphin research lab since his sophomore and is scheduled to graduate in May of and neuroscience. She has consistently year and has primarily concentrated on 2011. She is majoring in psychology with been included on the Dean’s List and is dolphin foraging behavior. He recently a minor in sociology. Ms. Battles is the a member of honor societies such as Psi spent a summer at the fi eld site in Shark current president of the Psi Chi chapter at Chi and Nu Rho Psi. Additionally she is a Bay, Western Australia, conducting his own Memphis and is working with her fellow member of the Dean’s Advisory Council. Her research as well as assisting in the lab’s offi cers to expand the chapter as well as get research interests include the infl uence of data collection for their longitudinal study involved with the community. Her interest in environmental factors on health, particularly of bottlenose dolphin mothers and calves. Megan B. Battles psychotherapy began a little over two years that on neurodevelopment. Ms. Bernstein Outside of the lab, Mr. Barnao is the captain ago when she entered the Psychotherapy has ambition of becoming a physician and of the Georgetown Men’s Club Volleyball Research Lab of Dr. Jeffrey Berman, who is currently in the process of applying to team, of which he has been a member since is the mentor for her thesis. Ms. Battles medical schools. In her spare time, Ms. his freshmen year. After graduation, he plans plans to pursue a doctoral degree in social Bernstein enjoys traveling, dancing, and on attending graduate school for psychology psychology next year, and her ultimate goal spending time with friends and family or law school and would like to remain in is to become a psychology professor so she outdoors. Washington, DC. can both teach and continue to conduct research.

JulieCaitlin Ellen PorterBernstein

WINTER 2011 | EYE ON PSI CHI 31 Awards & Grants

Summer Research Grants

Anna Christine Charyk Caroline Drucker Megan Geyer University of Massachusetts, Amherst Yale University (CT) Northern Illinois University RA: UnJa L. Hayes, PhD RA: Laurie Santos, PhD RA: Rebecca J. Hannagan, PhD

The Infl uences of Obstetric Primates Predict Behavior Emotional Expressivity in Intervention and Breastfeeding Based on Knowledge or Gendered Decision Making Groups on Postpartum Mental Health Ignorance and Exclude Beliefs Th ere are good reasons to believe Th is study examined the Although the ability to reason that gender balance makes a relationships between breastfeeding about others’ beliefs is integral to diff erence in decision making behaviors, postpartum mental human cognition, other primates groups, not because men and health, and obstetric interventions seem to lack this ability. Recent women have diff erent goals and that block pelvic signaling, (i.e. evidence suggests primates can values, but because aff ect plays a cesarean delivery and/or epidural represent others’ knowledge and role in human behavioral dynamics. anesthesia.) Data were drawn from ignorance, but not their beliefs. To To test whether male-dominated or Anna Christine Charyk the Work and Family Transitions explore this, we examined whether female-dominated versus balanced Project (WFTP). Th e sample was monkeys distinguish between groups has an impact on emotive made up of 153 heterosexual a knowledgeable and ignorant response of women in groups, couples who were experiencing the experimenter who both hold true we employ EMFACS to measure transition to parenthood for the beliefs (the “ignorant” experimenter emotion during group deliberation fi rst time. Obstetric intervention fails to see an irrelevant event). from video footage of boards and was not found to have an eff ect on Using a looking-time measure of commissions in the State of Iowa. instances of breastfeeding at one false belief understanding with Preliminary results suggest balance month postpartum. Breastfeeding free-ranging rhesus macaques, makes a diff erence in emotional mothers at one month postpartum we found that monkeys who signaling, with women showing were found to have signifi cantly observed a knowledgeable person more positive aff ect when more lower depression scores than non- act out of accordance with reality women are present. breastfeeding mothers. Mothers who dishabituated more than monkeys had received obstetric intervention who observed an ignorant person Megan Geyer is currently a senior at were found to have signifi cantly act similarly. Th ese results hint that Northern Illinois University. She is majoring higher depression scores at one monkeys predict how a person in psychology and political science and is month postpartum when compared will behave based on knowledge or scheduled to graduate in May of 2011. She has worked in the labs of Dr. Rebecca with mothers who had received no ignorance but not beliefs. Megan Geyer Hannagan and Dr. Mary Anne Britt intervention. researching gendered group decision Caroline Drucker grew up in Fair Lawn, making and argumentation formation Anna Christine Charyk will be graduating NJ, and attended the Bergen County respectively. This past summer, Ms. from the University of Massachusetts Academies for high school. There she Geyer used her Undergraduate Special Amherst in February 2011, with a BS was an avid member of the math team, Opportunities in Artistry and Research Grant degree in psychology and neuroscience. and while taking AP psychology, she to participate in a Facial Action Coding She will graduate magna cum laude with conducted an original research project on System (FACS) workshop in California. Her departmental honors in psychology. mental rigidity. Ms. Drucker has further Psi Chi Summer Research Grant study is This past summer, Ms. Charyk worked on a pursued these interests at Yale, where she her fi rst use of FACS methodology. She research project looking at the relationships is a senior double-majoring in psychology credits her mentor, Dr. Hannagan for her between obstetric interventions, (neuroscience) and mathematics. She enthusiastic encouragement and unyielding breastfeeding, and postpartum depression has become particularly passionate about support. In graduate school, she plans to in women. Next year, she will attend nursing animal cognition. Ms. Drucker began pursue a PhD in behavioral neuroscience. school with the goal of continuing on with working with capuchin monkeys during Her interests include the neural correlates graduate studies in nursing. She plans to her freshman year of college in Dr. Laurie of contempt, narcissism, and pride and become a woman’s health nurse practitioner Santos’s comparative cognition lab. More how these constructs impact the world of and certifi ed nurse midwife. recently, she has performed research with politics. In her free time, she enjoys biking butterfl ies, dogs, lemurs, and—thanks to and drawing. her Psi Chi funding—rhesus macaques. She plans to continue exploring the mental lives of animals in graduate school. Outside the lab and classroom, Ms. Drucker enjoys coaching a middle school math team, attending musical theater, and leading art gallery tours.

32 EYE ON PSI CHI | WINTER 2011 Awards & Grants

Caitlin Gurlt Alex Krolikowski Alicia Marie Osterman Yale University (CT) SUNY College, Brockport St. Olaf College (MN) RA: Christopher John Cutter, PhD RA: Jennifer J. Ratcliff, PhD RA: Gary M. Muir, PhD

Substance Abuse and Dependency The Infl uence of Subtle and Blatant Modulation of Head Direction Cell In the current study patients Prejudice on Group Identity Firing Properties by Vertical Position are supplied with Suboxone, Research on intergroup relations Head Direction (HD) cells in the a medication combining suggests that the degree to which freely-moving rat fi re in a preferred buprenorphine and naloxone, which prejudice is detected varies with the fi ring direction and are a component attaches to opioid receptors in the type of prejudice expressed- blatant of spatial navigation. Stackman, brain and prevents physiological and subtle (Meertens & Pettigrew, Tullman, and Taube (2000) found withdrawal. Th is study is testing 1997). Th e current research sought that HD cell fi ring rates increased the hypothesis that the effi cacy to test whether the type of prejudice by 30% aft er the rat climbed to for reducing illicit drug use or support expressed (blatant vs. an elevated annulus. Th e present and improving buprenorphine subtle) by members of one’s ingroup, experiment examined anterodorsal Caitlin Gurlt adherence of physician management can be detected and whether such thalamic HD cell fi ring rates in (PM) combined with cognitive detection will have an impact on the absence of climbing-based behavioral therapy (CBT) is greater ingroup identifi cation. Th e primary idiothetic cues. Aft er recovery from than PM alone during the initial purpose of this summer’s research stereotaxic neurosurgical electrode 12 weeks of treatment, while CBT is grant was to create and test the implantation, HD cells were provided, and during the following necessary materials, program the recorded for eight minute sessions 12 weeks, aft er CBT ceases. Th e experiment, and generate a proposal while the rat was placed at three study will explore patient predictors to the IRB in order to conduct discrete height levels on a toroid- of diff erential treatment identifi ed this experiment for the fall 2010 shaped apparatus. Preliminary in early studies and help identify semester. HD cell data (n = 4) show no patient subgroups for whom CBT relationship between HD cell fi ring leads to great improvement. Th is Alex Krolikowski is currently a senior rate and vertical position in a one- 5-year study will also expand on with a dual major in psychology and factor repeated-measures ANOVA prior work exploring important communications at the SUNY College, F(2,6) = 0.39, p = 0.69). service delivery questions. Brockport. Mr. Krolikowski is a member of the Omicron Chapter of the Alpha Chi Alicia Osterman is a senior psychology National College Honor Society and the Caitlin Gurlt is a junior at the University of major with concentrations in neuroscience Brockport Honors Program. Through Alex Krolikowski Wisconsin–Green Bay. She will graduate in and biomedical studies at St. Olaf College. Caitlin Porter the latter program he volunteers as a 2012 and attend graduate school to pursue As a research assistant for Dr. Gary Muir, her Peer Mentor, serving as a role model for a PhD in clinical psychology, focusing on summer research investigated the neural incoming freshman honors students. He has children. Ms. Gurlt is a psychology major basis of spatial navigation. Using rodents as presented at SPSP (the national conference and human development minor. She has a model organism, she explored the effect of Social Psychologists). Mr. Krolikowski been an active part of her school’s Psi Chi of vertical height on Head Direction cell has recently earned the Sigma XI Award chapter and is the 2010-11 chapter vice- fi ring rate in the anterior dorsal nucleus of in Undergraduate Research and earned a president. She was a teacher’s assistant for the thalamus. She presented these results fi rst place Undergraduate Scientifi c and social science statistics and currently for to Faculty for Undergraduate Neuroscience Technical Writing Award at SUNY College, introduction to psychology. She works as a Society in November 2010 at the Society Brockport. He also works as a personal aide research assistant in the Language Learning for Neuroscience conference. She has also for children with developmental delays in Lab, working with toddlers. This summer, participated in research concerning the both preschool and residential settings. Ms. Gurlt was selected as a Psi Chi Summer effect of preconditioning on learning and Mr. Krolikowski’s primary goal is to pursue Research Grant recipient to study subtance memory after cerebral ischemia. In addition a graduate degree in school psychology abuse and dependency with Dr. Christopher to Psi Chi membership, she is also a captain with a focus on children with developmental John Cutter at Yale University. This fall, of St. Olaf Women’s Rugby team and a differences. Ms. Gurlt is starting her honor’s project on volunteer at several Minnesota hospitals. childhood anxiety and technology usage. Ms. Osterman plans to graduate in May and intends to pursue a medical degree. Alicia Marie Osterman She also enjoys volunteering, comedy, and literature.

WINTER 2011 | EYE ON PSI CHI 33 Awards & Grants

Summer Research Grants

Joseph Plaksin Samantha Reina Marc C. Rizzo Philadelphia VA Medical Center (PA) Georgetown University (DC) Creighton University (NE) RA: John Duda, MD RA: Rachel Barr, PhD RA: Amy Badura Brack, PhD

The Catechol-O-Methyl Transferase Baby Elmo Project: An Intervention Gender Differences in Behavioral (COMT) Val158Met Polymorphism, for Incarcerated Teen Parents and Treatment Effectiveness Executive Function, and Impulsivity Their Infants Across CBCL Subscales in Parkinson’s Disease Th e aim of the Baby Elmo Program Research and therapy indicates girls Parkinson’s disease (PD) patients is to establish a low-cost, sustainable internalize psychological problems who are homozygous for the structured visitation program for and boys externalize diffi culties. Our COMT Met allele and taking non-custodial incarcerated teen database had 224 participants from dopaminergic medications are at parents, taught and supervised by a Midwestern day treatment facility. greatest risk for reduced executive probation staff in the detention Repeated measures MANOVAs with function. Furthermore, prevalence facilities. Unlike traditional appropriate ANOVAs were used to Josephp Plaksin of impulsive behaviors is elevated in programs, this intervention is based test the broadband and subscales PD; indicating a possible association on building a relationship between of the Child Behavior Checklist between executive function, COMT, the youth and child, targeting (CBCL) by gender at intake and and impulsivity. Th e current study the interactional quality of the discharge. My hypothesis was to examined 86 PD patients to a) relationship. Although data analysis fi nd a more signifi cant gender replicate fi ndings that diff erentially is ongoing, initial data analyses on diff erences among the CBCL’s associate COMT genotype with 10 parent-infant dyads comparing subscales than for the broadband tasks requiring cognitive set measures at session 1 (baseline scales. Highly signifi cant treatment maintenance or fl exibility and b) test measure) and session 4 show eff ects for both genders were found; the relationship between COMT and signifi cant increases in parent and however, we did not fi nd gender impulsivity. Analyses showed that infant’s shared focus, t(9) = -2.489, or treatment by gender eff ects for Met homozygotes committed more p < .05, and turn-taking t(9) = either the broadband CBCL scales errors on an extra-dimensional set -2.266, p < .05. Preliminary fi ndings or subscales. Some reasons for these shift ing task than Val homozygotes, show promising changes in both the results may be the changing gender consistent with previous fi ndings. quantity and quality of interactions roles in society or that children go to Analyses of impulsivity, however, between teen parents and their day treatment for similar issues. Samantha Reina revealed no signifi cant association infants. with COMT genotype. Future plans Marc Rizzo is currently a senior at include increasing sample size and Samantha Reina is a senior at Georgetown Creighton University pursuing his honors refi ning the measure of impulsivity. University double majoring in psychology certifi ed bachelors degree in psychology. and theology, with a minor in Spanish. She As a fi rst semester sophomore, Mr. Rizzo was invited to study with Dr. Amy Badura Joseph Plaksin is currently a senior at the has been a research assistant in Professor Brack as her research assistant. Since then, University of the Sciences in Philadelphia. Barr’s Early Learning Project laboratory since he has been studying behavioral patterns He is originally from Warminster, PA, and will September 2009, contributing to different of clinically troubled children as well as graduate in May with a BS in psychology studies with a primary focus on the Baby behavioral day treatment outcomes. In and a minor in biology. At University of the Elmo Project. In addition to receiving the Psi addition, he has gained clinical experience Sciences, Mr. Plaksin plays clarinet in the Chi Summer Research Grant, Ms. Reina was by providing day treatment to at-risk youth wind ensemble and jazz ensemble, and a participant in the Georgetown University’s at two treatment programs in the Midwest. coordinates activities of the instrumental Research Opportunities Program for the fall Mr. Rizzo is the current president and music program in his role as president of the semester of 2009 and the summer of 2010. previous treasurer of the Psi Chi Chapter Kingsessing Players. He is also president of Outside of the lab, Ms. Reina participates in at Creighton University. He has served as a the American Medical Student Association various organizations on campus including psychology tutor for introductory psychology chapter and vice-president of the Psi Chi Students Helping Honduras, STAND: An students and is currently a teaching chapter. Mr. Plaksin tutors students in Anti-Genocide Coalition, and Renew Group. Marc C. Rizzo assistant for the department of psychology. organic chemistry and works as a research She also plans and organizes a series of For the future, Mr.Rizzo plans to pursue a assistant for the Behavioral Sleep Medicine community events as a resident assistant. degree in marriage and family therapy and Program at the University of Pennsylvania. After graduation in May, Ms. Reina hopes aspires to provide therapy to at-risk youth His future professional plans are to attend to continue her studies and research by and their families. medical school in August 2011 and one day pursuing a PhD in social psychology. possibly specialize in either psychiatry or neurology, while still incorporating research into his medical career.

SuzanneCaitlin Porter Yeager

34 EYE ON PSI CHI | WINTER 2011 Awards & Grants

Suzanne Yeager Intel International First Place: Third Place: Lehigh University (PA) Adelina Corina Cozma Heitor Geraldo da Cruz Santos RA: Kate Arrington, PhD Science & Bayview Secondary School (Canada) Associação Educationel e Cultutal Engineering RA: Gillian Krebs Arcos-Íris (Brazil) Multitasking in a Fair Awards RA: Emília Aureliano de Alencar Monterio Laboratory Environment Slow It Down to Speed It Up: For the fourth time, Psi Chi Breaking Through the Nutrition Education in Brazilian Multitasking involves choosing presented awards at the Intel Window of Autism Schools-A New Methodology which tasks to tackle simultaneously International Science & Engineering Th is project investigated whether and how to execute those tasks Th e fi rst step of this research Fair (ISEF) for three high school artifi cially modifi ed speech, using effi ciently. We investigated the worked on studies that focus on presentations in the fi eld of the latest digital audio-video order in which subjects chose to the dietary habits of teenagers. psychology. Drs. Maria Lavooy (Psi technology, can improve the complete tasks and how the order To do so, a 24-hour recall and Chi Southeastern Vice-President) temporal processing defi cit that of stimulus presentation would anthropometric analysis was used. and Nusha Askari (Notre Dame de occurs in autistic children, and to aff ect their response sequences. Th ereaft er, using the technique Namur University, CA) served as determine whether hemispheric To investigate choice behavior and “Portrait of the Diet,” the infl uence judges for these awards. specialization between autistic switching, subjects performed shape of the school in forming eating children and age-matched typically and color judgment tasks using habits was examined. Th en a developing children is refl ected stimuli in a voluntary task switching methodology for intervention in in perceptual processing biases paradigm. Subjects completed four nutrition education was developed. and in processing of approach identifi cation tasks in any order Th e methodology is based on vs. withdrawal related emotions. they wished. Subjects did not match principles of the social constructivist Th irteen high-functioning autistic their response sequences to the theory and it was tested through children and thirteen age-matched stimulus order. Subjects on average lectures and culminated in the controls completed emotional and chose to respond by task, choosing development of a handbook for non-emotional auditory processing the stimuli corresponding with one teachers which was submitted tasks incorporated in three task fi rst and then switching to the to a committee of specialists. innovatively developed soft ware stimuli for the second. Subjects Finally, the program focused on program games. Establishing may avoid switching tasks because social awareness on the need for each subject’s optimal artifi cially of the associated slowdown in investment in nutrition education in time-stretched speech rate of performance. Brazil, by collecting signatures for a auditory processing has led to petition, and contacting government the development of an innovative Suzanne Yeager is a senior at Moravian Adelina Corina Cozma representatives. College majoring in psychology and educational system, personalized minoring in computer science. Her for each individual’s specifi c needs, Heitor Geraldo da Cruz Santos was born in passion for scholarly research began as based on a world-class real-time and Recife, Brazil. He does not even remember a sophomore during her project on self- fi le-based media encoding system. the day when he became interested effi cacy and motivation. The following year in science, but he was young when he she strengthened her research experience Adelina Corina Cozma attends the Pre- conducted his initial research. Scientifi c with Dr. Robert Brill, investigating nursing International Baccalaureate Program at research is attractive because he believes students’ perceptions of the clinical Bayview Secondary School. She is very young people have world-changing ideas experience. Last summer, Ms. Yeager passionate about neuropsychology and and believes that individual action makes worked with Dr. Arrington from Lehigh would like to become a neuroscientist. difference. He did his fi rst study of the University on research investigating task She participates in many activities in the human behavior at 14 and developed a selection processes in voluntary task community and at school, including drama, passion for this area of science. Discovering switching. This project inspired her to design French Club, Math Club, and a variety of that most fatal diseases are related to poor an honors project researching the infl uence sports. Recently, she completed her term eating, he began to analyze how education of emotion on multitasking including as a Legislative Page at the Legislative could help the public nutrition and how to computational modeling of attentional Assembly of Ontario. During her science fair improve the eating behavior of children control processes. Ms. Yeager was inducted career, she won second place in Behavioral and teenagers. Now, his work analyzes into Psi Chi in April 2009 and is serving as and Social Sciences and fi rst place from epistemologies and tries to fi nd the best chapter president for the 2010-11 year. Heitor Geraldo da Cruz Santos Psi Chi, APA, and the Illinois Institute of way to encourage children’s interest in food She is a member of Phi Sigma Tau and a Psychology, at the 2010 Intel ISEF. She quality. consistent Dean’s List recipient. Ms. Yeager won gold and silver medals at the 2008 is currently applying to cognitive psychology Second Place: and 2009 Canada-Wide Science Fairs and graduate programs where she hopes to Andrew Wooyoung Kim Best-in-Fair Awards at the 2008, 2009, and continue her research on executive control. 2010 at the York Region Sci-Tech Fairs. Ms. Cedar Shoals High School (GA) Cozma was awarded the 2008 and 2009 RA: Stella Guerro Ontario Ministry of Research and Innovation Stepping Stone Awards and the 2009 Petro- Social Experience Modulates Canada Peer Innovation Award. Drosophilia Brain Function and Behavior (information not available)

WINTER 2011 | EYE ON PSI CHI 35 Awards & Grants

APS Summer Brett Buttliere Melissa Knight Aaron McNair Bradley University (IL) University of Alabama at Huntsville Baldwin Wallace College (OH) Research Grants RA: Stephanie Chaudoir, PhD RA: Jeffrey Neuschatz, PhD RA: G. Andrew Mickley, PhD Psi Chi partnered with APS to off er six annual grants for research Reducing Prejudice Towards Pre-Admonition Feedback Infl ates The Effects of Erythropoietin on conducted during the summer. Th e People Living With Schizophrenia: Eyewitnesses’ Retrospective Colchicine-Induced Neurotoxicity winning student receives a $3,500 What Works Best? Confi dence and Choosing Rates and Memory Defi cits stipend, and the advisor receives a Prejudice toward people with Th e lineup admonition is a Th e majority of erythropoietin $1,500 stipend. Winning students schizophrenia is prevalent and warning to the eyewitness that (Epo) receptors are found in also receive complimentary annual leads to detrimental outcomes. the perpetrator may not be in the the kidneys and liver, but recent membership to APS. Current literature suggests three lineup. In controlled laboratory research has demonstrated that broad mediating processes: aff ective studies, the admonition serves to they are also expressed in glia and reactions, behavioral norms about decrease incorrect identifi cations. neurons and aid in the proliferation, prejudicial behavior, or cognitive Why do eyewitnesses continue diff erentiation, and maturation stereotypes. We compared the to make wrong identifi cations of the brain. Th erefore the role of eff ectiveness of these three basic even with lineup admonition exogenous Epo was investigated on strategies among undergraduate safeguard? Th ere is a possibility learning and memory in Sprague- students at a private Midwestern that investigator-eyewitness pre- Dawley rats. For the current study, university. admonition suggestions may trump colchicine which is a microtubule Results seem to suggest that the admonition. Pre-admonition disrupting agent, was injected in challenging negative viewpoints suggestions are suggestions such the brain to model symptoms of about a non-salient out group as “surely, you will be able to pick sporadic dementia of Alzheimer’s elicits more negative attitudes in the him out of the lineup.” Th e study is type and an eight arm radial maze immediate while also challenging a 2 (no admonition, admonition) was used to assess memory pre- and perceived knowledge about the x 2 (no pre-admonition feedback, post-surgery. Th ese data suggest that outgroup. All three prejudice pre-admonition feedback) x 2 Epo plays a role as a neuroprotectant reduction conditions reported (target absent, target present) and has a broader signifi cance as a Brett Buttliere higher cognitive prejudicial attitudes between-participants design. Th e possible treatment for the cognitive when compared with a control, F(3, results indicate that pre-admonition defi cits associated with AD. 61) = 5.10, p = .003). Additionally, suggestion leads to increased participants in the control condition choosing, increased identifi cation The researcher Aaron McNair plans to reported knowing more about confi dence and decreased effi cacy become a pediatric neurosurgeon. At a schizophrenia than all three of the lineup admonition. young age, Mr. McNair was inspired by experimental conditions, F(3,61) = Ben Carson, a pediatric neurosurgeon whose life was similar to his own. Since 4.25, p =.008). Melissa Knight, a senior at Iowa State University, is a double major in psychology then, he has emerged himself in the study and criminal justice. She is the president of neuroscience. Currently, Mr. McNair is Brett Buttliere is a senior at Bradley a senior neuroscience/psychology major University in Peoria, IL, majoring in of her Psi Chi chapter and a Psychology Learning Community Peer Mentor. Ms. at Baldwin-Wallace College and will fi nish psychology and philosophy. He serves his studies in the fall of 2010. He has been the university in the capacities of chapter Knight works part-time at ACCESS (Assault Care Center Extending Shelter and Support) involved in numerous research projects. One vice-president of Psi Chi (2009-10) and of which was his psychology thesis, where currently serves as a teaching assistant working with victims of domestic violence and sexual violence. She is also on the he looked at the effects racial in-groups and for two classes (experimental psychology, out groups had on punishment. Mr. McNair physiological psychology). Mr. Buttliere is psychology department’s Undergraduate Program Committee. Ms. Knight splits her thanks his beloved father, mother, and an active research assistant in the CSI lab brothers for where he is in life today. They Melissa Knight time between three research labs including (Dr. Stephenie Chaudoir) and has been instilled the courage and strength to help awarded funds from Psi Chi/APS Summer Dr. Well’s Psychology-Law Lab, Dr. Wade’s Group Counseling Lab, and Dr. Cooper’s him stay on the road of education. He would Research Grant, the Sherri Foundation also like to thank Dr. Mickley from Baldwin for student-faculty collaboration and the Object Recognition Lab. Upon graduation, she will pursue graduate school in psych- Wallace College who has been his father BU Psychology Travel Award. He will be and mentor in the sciences. presenting his summer research at the law programs with a research emphasis 2011 Society for Personality and Social in domestic violence, sexual violence, and Psychology Conference. Mr. Buttliere’s stalking. In her spare time, she enjoys academic interests lie largely at the running marathons for the National Guard interface between the areas of psychology Elite Marathon Team. and philosophy. Specifi cally, topics such as meaning in life, ethics, and religiosity are of particular interest. He is expecting to graduate in May 2011 cum laude and is planning on pursuing doctoral work in social psychology.

Aaron McNair

36 EYE ON PSI CHI | WINTER 2011 Awards & Grants

Emma Mehrabi Dana Miller Eva Ann Padilla Christopher Newport University (VA) Lehman College, CUNY University of New Mexico RA: Urvi Patel, PhD RA: Vincent Prohaska, PhD RA: Marianna D. LaNoue, PhD

The Relationship of Memory Illusions: Emotion Processing: Cognitive Flexibility to Fonts and Serial Positions A Construct Validation Hemispheric Communication Memory illusions have oft en been Social intelligence is defi ned as Cognitive fl exibility is characterized studied in word lists to better the ability to accurately decode, as an ability to represent knowledge understand the prevalence of interpret and utilize social from diff erent conceptual the illusions that occur during information, while alexithymia is a perspectives. Th is fl exibility may recognition and recall tasks. More defi cit in an individual’s perception take on a variety of manifestations recently, areas of interest have arisen and knowledge of their own from simultaneous representation in the recognition task themselves, internal emotional states. Th is study of objects along multiple physical where participants are asked not is a construct validation of this properties (e.g., color, category, only to identify whether words hypothesized emotion processing EmmaCaitlin Mehrabi Porter quantity) to awareness that for were presented in the list, but also latent variable using measures of any problem, there are alternative where in the list the word occurred. social intelligence and alexithymia. options available. Th e current Findings in such studies have Th e data of 153 participants from study aims to investigate cognitive produced the idea that participants a previous study and an additional fl exibility as an important assign critical items to positions in 120 participants from this summer mechanism in increased cortical the list where they realized how the will be used to test two statistical connectivity as individuals appear to words in the list were related. Th e models in a confi rmatory factor diff er in how effi ciently they process present research questions whether analysis. Th e two models will be information within a hemisphere font manipulations in the word lists compared to determine whether and across hemispheres. Preliminary has any aff ect on where participants the subscales of social intelligence analysis of cognitive fl exibility claim to have been presented with and alexithymia are best fi t by a two measures indicates associations the critical item. latent factor model (the traditional between a number of measures. view) or by a one latent factor model Data collection is currently Dana Miller was born and raised in Queens, (the hypothesized model). underway and we expect that NY, into a Jamaican-American household, cognitive fl exibility will be related to being the youngest of four children. She Eva Ann Padilla is a senior at the University hemispheric communication. is the third in the family to attend college, of New Mexico, double majoring in and currently attends Lehman College, psychology and evolutionary anthropology. Dana Miller Emma Mehrabi is currently a senior CUNY. Though she began her career as a Her research interests include child at Christopher Newport University and journalism major at Long Island University, maltreatment, emotion processing, and will graduate in spring of 2011. She is a upon transferring to Lehman she quickly life history theory as it applies to the psychology major and anthropology minor. discovered an interest in psychology after psychological processes involved in parental As a research assistant of Dr. Urvi Patel, an assignment on the different fi elds of care. She is a research assistant in the her research involvement has included psychology. Specifi cally, she found an UNM Family and Community Medicine and investigation of Stoop interference of words interest in theories of learning and memory. is currently working on the Coping, Health, and pictures. She is currently working on She is the president of Psi Chi at Lehman Happiness, Adverse childhood experiences, research that examines how cognitive College. This chapter was able to raise Resilience & Mental health (CHHARM) fl exibility and hemispheric communication money for victims of the disaster in Haiti, Study. She has served as secretary for her are associated. Ms. Mehrabi is currently among other very successful community chapter of Psi Chi and is graduating in May vice-president of Psi Chi at her university’s service projects, and win the Model Chapter 2011 with departmental honors. Her honors chapter, and a member of the collegiate Award for the 2009-10 academic year. thesis was entitled “Distal Consequences fi eld hockey team. In her spare time, Ms. Ms. Miller plans to attend graduate school of Neglect? Childhood Neglect Predicts Mehrabi also volunteers at a local woman’s to become an educational psychologist Lower Adult Social Intelligence.” She is shelter. She plans to continue schooling with and college professor, in hopes of studying planning to pursue a PhD in evolutionary earning a PhD in clinical psychology. effective teaching strategies, and how psychology in order to further investigate memory can improve test preparation. child maltreatment from an evolutionary perspective in the hopes of crafting new Eva Ann Padilla prevention programs.

WINTER 2011 | EYE ON PSI CHI 37 Awards & Grants

SRCD Summer Anna Gorn CUR Registry of University of Washington Research Grants RA: Jessica Sommerville, PhD Undergraduate Researchers

Beginning this past year, Psi Chi Th e Council on Undergraduate Research hosts a Registry partnered with SRCD to off er Causal Perception in Social Context: An ERP Study of Undergraduate Researchers. Th e purpose of this registry two annual grants for research is to facilitate matchmaking between undergraduates who conducted during the summer. Perceiving the causal structure have research experience and a desire to pursue an advanced Th e winning student receives a of events is fundamental to degree, with graduate schools seeking high quality students $3,500 stipend, and the advisor understanding one’s environment, who are well prepared for research. Th e Registry is open to receives a $1,500 stipend. but the degree to which these students and graduate schools in the fi elds of Anthropology/ perceptual processes are isolated Archaeology, Arts/Humanities, Biology/Biochemistry, Business, from other cognition is not Chemistry/Biochemistry, Economics, Education, Engineering, yet understood. In this study, English and Linguistics, Environmental Studies, Geosciences, we recorded adults’ behavioral Health Professions, History, Journalism and Communications, responses to direct and delay Mathematics/Computer Science, Physics/Astronomy, Political Michottian launching events in Science, Psychology, Social Work, and Sociology. social and non-social contexts. By analyzing the eff ect of context on Any undergraduate may go to www.cur.org/ugreg/ to fi ll out a perceptions of causality during these simple curriculum vitae form. Th ere is no charge to the student and events, we found that observers records will be made available to bona fi de Graduate Schools that systematically use diff erent rules contract with CUR for this service. Organizations or companies for assigning causal status to delay seeking the students’ information for other marketing purposes events depending on whether will not be granted access. Graduate School representatives may identical interactions are presented contact students to invite applications or visits to the campus and between seemingly animate or laboratory, or to share information about their research programs and fi nancial support opportunities. Anna Gorn inanimate objects. Th ese fi ndings suggest that social context is capable Please feel free to contact Robin Howard at CUR ([email protected]), of permeating the immediate should you have any questions. perception of causality, indicating that inferential processes may be involved in causal perception.

Anna Gorn is a senior psychology major at the University of Washington in Seattle and pursuing a minor in education, learning, and society. She is currently the president of the chapter of Psi Chi and her involvement in research spans cognitive, social, and developmental psychology, as well as cognitive neuroscience. This Psi Chi/SRCD Summer Grant supported the development of Ms. Gorn’s senior honors thesis, which continues to foster her fascination for the ways in which the social world is integrated into our cognitive experience, throughout the lifespan. She is fortunate enough to have exceptional mentors who have been invaluable in conducting this research and especially thanks Dr. Jessica Sommerville for her consistent support. Following graduation, Ms. Gorn looks forward to expanding her knowledge and research in psychological science through graduate study and aspires to someday have a career in academia. She also enjoys playing capoeira, hiking, and cooking.

38 EYE ON PSI CHI | WINTER 2011 Awards & Grants

5 Easy Steps to Becoming a Psi Chi Model Chapter …… and Getting $100 for Your Chapter! Checklist ecoming a Psi Chi Model Chapter is easy. At the end of the academic year, the Psi for a Psi Chi Chi Central Offi ce will determine if your chapter meets the fi ve criteria for a Psi Chi BModel Chapter Award; if it does, Psi Chi will send your chapter a check for $100 and Model Chapter your chapter’s name will appear in the list of model chapters published annually in Eye on Psi Chi. No special application is needed! Just engage in the activities that we encourage all Award active chapters to undertake, and your chapter will receive recognition as a model chapter! Vote in upcoming Psi Chi Society Don’t be left out this year. Follow these easy steps. Election by March 15, 2011 1. Vote in the 2011 Psi Chi Society 5. Submit your chapter’s annual reports elections by March 15. Th e Central by June 30. All chapters must submit a Submit a chapter activities Offi ce will send information about Chapter Annual Report and a Chapter report for Eye on Psi Chi by the Society elections to all chapters in Financial Report at the end of the school February 15, 2011 late January. Hold a chapter meeting year. Your chapter is encouraged to to determine for whom the chapter submit these online at www.psichi.org/ Conduct at least one induction wants to cast its vote. Vote online ChapterAdmin/reports.aspx between during the 2010-11 academic year between February 1 and March 15. April 1 and June 30. Th e Central Offi ce For more information about the 2011 prefers online submissions, but Psi Pay any outstanding chapter voting procedures, login as a chapter Chi also accepts paper submissions debts to the Central Offi ce by administrator at www.psichi.org/ postmarked by June 30, 2011. Th ese SignIn.aspx. forms are available at www.psichi.org/ June 30, 2011 downloads. To be eligible for a Model 2. Submit a chapter activities report by Chapter Award, the annual report should Submit the Chapter Annual February 15. Submit a brief summary include information indicating the Report and Financial Reports of your chapter’s activities to the Central chapter engaged in the activities listed online between April 1 and June Offi ce by February 15 so information below during the year. about your chapter can be included in the 30, 2011. Chapter Annual Report next issue of Eye on Psi Chi. Th ese reports a. Participated in at least one service should include documentation to can also be submitted online at www. project. Th e service activities could indicate your chapter did each of psichi.org/ChapterAdmin/reports.aspx. be for your school, local community, the following: For information about and examples of national organization, or one of Psi these reports see pages 42 of this issue. Chi’s Society service projects. Psi Chi Participated in at least one currently supports three avenues for 3. Conduct at least one induction in the service project in 2010–11 chapter service—Adopt-A-Shelter, 2010-11 academic year. All chapters academic year Habitat for Humanity, and Food must conduct at least one induction in Drives. In addition to these three the 2010-11 academic year to remain an Participated in one Society Service Projects, many other active chapter. Th e Psi Chi Central Offi ce regional convention or service project options are listed on encourages chapters to conduct one the Psi Chi website at www.psichi.org/ undergraduate research induction per semester so that students chapters/serviceprojects.aspx. conference in 2010–11 can become eligible for Psi Chi benefi ts academic year as soon as possible. b. Participated in one regional convention or undergraduate 4. Pay any outstanding chapter debts to Submitted at least one research conference. Upcoming the Psi Chi Central Offi ce by June 30. regional conventions and student application for a Psi Chi If you have questions about your chapter’s research conferences are listed on grant or award from your outstanding bills with the Central Offi ce, page 41 of this issue. Plan to attend chapter or a chapter member please contact some of these conferences. in 2010–11 academic year Melissa Strickland c. Submitted at least one application Director of Finance/Awards for a Psi Chi grant or award. On the [email protected] following page is a complete list of Psi Chi grants and awards. Submissions for chapter or individual grants and awards meet this criterion.

WINTER 2011 | EYE ON PSI CHI 39 Awards & Grants

Name of Submission Who Can Apply? Award/Grant Amount Brief Description Award or Grant Deadline SuperLab October 1 Graduate SuperLab software Two awards for conducting the best computer-based Research Grants Undergraduate Response pad research. Thelma Hunt October 1 Faculty, Graduate, Three grants Enables members to complete empirical research on a Research Grants Undergraduate $3,000 each question directly related to Psi Chi. Undergraduate Psychology October 1 Sponsor(s) of local and Up to $1,000 each Funding to defray cost of sponsoring local/regional Research Conference Grants regional conference (number varies) undergraduate psychology conferences. Total grant money available is $15,000. Graduate November 1 Graduate Up to $1,500 each Funding to defray the cost of conducting a research project. Research Grants February 1 (number varies) Total grant money available is $20,000. Undergraduate November 1 Undergraduate Up to $1,500 each Funding to defray the cost of conducting a research project. Research Grants February 1 (number varies) Total grant money available is $35,000. Regional Deadlines Vary, Graduate $300 each Up to 78 awards presented for the best research papers Research Awards Fall/Winter* Undergraduate (number varies) submitted as Psi Chi posters for the regional conventions. Denmark Faculty December 1 Faculty Advisor Travel expense to APA + Plaque To one outstanding faculty advisor who best achieves Psi Advisor Award (chapter nomination) Chi’s purpose. Chapter nominates. Society Annual Convention December 1 Graduate $500 graduate Up to 16 awards (8 grad, 8 undergrad) presented for the Research Awards Undergraduate $300 undergraduate best research papers submitted for APA/APS conventions. Regional Chapter Awards December 1 Chapter Twelve $500 awards + Plaque Presented to two chapters in each of six regions that best achieve Psi Chi’s purpose. Regional Faculty December 1 Faculty Advisor Six $500 awards + Plaque To six outstanding faculty advisors (one per region) who best Advisor Awards (chapter nomination) achieve Psi Chi’s purpose. FBI NCAVC February 1 Graduate Two grants, up to $7,000 each 14-week unpaid FBI NCAVC internship to conduct research; Internship Grants June 1 Undergraduate grant covers living expenses Bandura Graduate February 1 Graduate Travel expense to APS + Plaque Student submitting best overall empirical study. Research Award + 3yr APS Membership Cosponsored by APS. Cousins Chapter Award February 1 Chapter One $3,500 award Presented to one chapter that best achieves Psi Chi’s + Travel to APA + Plaque purpose. Newman Graduate February 1 Graduate Travel expense to APA + Plaque Student submitting best overall empirical study. Research Award + 3yr journal subscription Cosponsored by APA. Website Awards February 1 Chapter Three $200 awards Presented to chapters with websites that are innovative aesthetic, and useful, and that advance Psi Chi’s purpose. APS Summer March 1 Undergraduate Six $5,000 grants Provides opportunities to conduct research during the Research Grants ($3,500/student + $1,500/sponsor) summer with sponsors who are APS members. CUR Summer March 1 Undergraduate Two $5,000 grants ($3,500/ Provides opportunities to conduct research during the Research Grants student + $1,500/sponsor) summer with sponsors who are CUR members. SRCD Summer March 1 Undergraduate Two $5,000 grants ($3,500/ Provides opportunities to conduct research during the Research Grants student + $1,500/sponsor) summer with sponsors who are SDRC members. Summer March 1 Undergraduate Fourteen $5,000 grants Provides opportunities to conduct research during the Research Grants ($3,500/student + $1,500/sponsor) summer at recognized research institutions. Kay Wilson April 1 Chapter President One $500 award + Travel to APA Award to one chapter president who demonstrates Leadership Award (chapter nomination) + Plaque excellence in the leadership of the local chapter. Allyn & Bacon May 1 Undergraduate 1st place—$1,000 Awards for the best overall empirical study submitted. Psychology Awards 2nd place—$650 3rd place—$350 Guilford Undergraduate May 1 Undergraduate 1st place—$1,000 Awards for the overall best research papers submitted. Research Awards 2nd place—$650 3rd place—$350 Faculty Advisor June 1 Faculty Advisor Twelve $2,000 grants Awards for two faculty advisors per region to conduct Research Grants empirical research. Model Chapter Awards June 30 Chapters $100 each chapter All chapters meeting the five criteria will receive $100.

Awards and grants are submitted online at the Psi Chi website at www.psichi.org

40 EYE ON PSI CHI | WINTER 2011 Convention Calendar

PSI CHI SOCIETY CONVENTIONS PSI CHI REGIONAL CONVENTIONS April 14–16, 2011 ne of the many Rocky Mountain benefi ts Psi Chi off ers Psychological Association May 25–29, 2011 March 3-6, 2011 Oits members is the Radisson Hotel 23rd Annual Convention Southeastern excellent series of programs of the Association for Psychological Association Salt Lake City, UT Contact: Diane Martichuski, PhD the honor society sponsors Psychological Science Hyatt Regency Hotel Telephone: (303) 492-4246 at regional and national Washington, DC Jacksonville, FL Email: [email protected] psychology conventions. For information: Contact: Rosemary Hays-Thomas, PhD Web: www.rockymountainpsych.org Association for Psychological Science Telephone: (850) 474-2070 Th ese programs provide Telephone: +1-202-293-9300 Email: [email protected] April 28–May 1, 2011 members with an opportu- Email: [email protected] Web: www.sepaonline.com Western Psychological Association Web: www.psychologicalscience.org/convention/ nity to present their research Wilshire Grand March 10–13, 2011 in a professional setting; to August 4–7, 2011 Eastern Psychological Association Los Angeles, CA Contact: Chris Cozby, PhD participate in panel discus- 119th Annual Convention of the Hyatt Regency, Cambridge Telephone: (928) 277-4660 sions, conversation hours, American Psychological Association Cambridge, MA Email: [email protected] symposia, and lectures with Washington, DC Contact: Arnold L. Glass, PhD Web: www.westernpsych.org For information: Telephone: (732) 445-4637 eminent psychologists; and American Psychological Association Email: [email protected] May 5–7, 2011 to network with students, Telephone: +1-202-336-6020 Web: www.easternpsychological.org Midwestern Email: [email protected] faculty, and other psycholo- Psychological Association Web: www.apa.org/convention/ April 7–9, 2011 gists from a wide variety of Southwestern Palmer House Hilton backgrounds and interests. August 4–7, 2011 Psychological Association Chicago, IL Contact: Brian Cronk, PhD National Conventions 82nd Society Annual El Tropicano Hotel Psi Chi National Convention Telephone: (816) 271-4394 For additional information about San Antonio, TX Email: [email protected] a Psi Chi program to be held at a Washington, DC Contact: Dr. Raymond Russin Web: www.midwesternpsych.org national convention, contact the Psi For information: Telephone: (402) 426-7202 Psi Chi Central Offi ce Email: [email protected] Chi National Offi ce or refer to the Telephone: +1-423-756-2044 Web: www.swpsych.org OTHER MEETINGS “Conventions” section online at Email: [email protected] www.psichi.org/conventions Web: www.psichi.org/conventions January 3-6, 2011 Regional Conventions National Institute on the Teaching For additional information (such as of Psychology (NIToP) poster presentations) about Psi Chi The TradeWinds Island Grand Hotel St. programs at regional psychological Petersburg Beach, FL association conventions, contact the Web: http://nitop.org Psi Chi regional vice-president for that region (see page 2), or refer to the NEPA convention April 9, 2011 “Regional Conventions” section online Carolinas Psychology Conference at www.psichi.org/conventions Meredith College Student Conferences Raleigh, NC To recommend a student convention, Web: www.meredith.edu/psych/cpc/ meeting, or program for inclusion in the Convention Calendar, you may INTERNATIONAL e-mail that information to the Central Offi ce at [email protected] The information you submit will also July 4–8, 2011 be provided on the “Conventions” The 12th European Congress of section at www.psichi.org/conventions Psychology The Istanbul Convention & Exhibition Centre Istanbul, Turkey Sponsored by European Federation of Psychologists’ Association Web: www.ecp2011.org/ Psi Chi Eastern Regional Vice-President Dr. Jason Young (left) poses with Invited Distinguished Speaker Dr. Scott Lilienfeld after his talk on “Thinking Scientifi cally About Clinical Psychology.

A morning session at NEPA on “Autism: Knowledge and Treatment” featured (left to right): Dr. Andrea Chait, Dr. Lewis Lipsett, Dr. Sheila Quinn, and Jennifer Marshall.

WINTER 2011 | EYE ON PSI CHI 41 Chapter Activities

ith over 1,000 last April. Students were given the on a Psi Chi Newsletter. chapters, Psi Chi East opportunity to present their research in the form of a poster or presentation Slippery Rock University of Pennsylvania members can make W Adelphi University (NY) to the entire Adelphi campus. Psi Th e chapter had three meetings and a signifi cant impact on their Psi Chi has been working hard to host Chi members Brendan Graziano and recruited several new members. Th e communities. Let us know intriguing events for both its members Christina Marini won awards for their chapter participated in the NAMI 5K what your chapter has been and the Adelphi community at large. research in the psychology division. walk in Pittsburgh, PA, on October 3. doing and share your fund- Th is past March, the chapter invited A movie night in mid-October It raised over $900 to support research, Dr. Everett Waters (SUNY of New provided members with an opportunity treatment, and raise awareness for raiser ideas with others. See York at Stony Brook) to campus to to get to know one another, chat about mental illnesses. Also, the chapter made submission information speak about his interest in attachment graduate school applications, enjoy Halloween care packages for soldiers listed below. and social development. He discussed pizza, and watch a favorite psychological in Afghanistan. During the fall, two the development of his Attachment thriller. Dr. Daniela Jopp (Fordham presentations were sponsored by Psi Q-sort, an important methodological University) spoke to members in Chi. Th e fi rst was a panel of faculty who Submission deadlines* contribution to the fi eld of attachment. November and creative fund-raising led a question/answer session about Fall: June 15 Waters was available to answer a variety ideas are currently in the works! graduate school. Th e second was an Winter: October 15 of thought-provoking questions from SRU alum with a master’s degree in Spring: December 15 both students and faculty members. Lehman College, CUNY higher education who led a workshop Summer: February 15 In order to raise funds and awareness Th e chapter held a bake sale and a in interviewing. An ongoing service

* Reports received (postmarked) after the deadline will for the chapter, Psi Chi reached out “bagel morning” this fall. Th e bake sale activity is Psi Chi’s tutoring program. appear in the next issue of Eye on Psi Chi. to the local communitiy who donated raised funds to support the chapter’s Members are currently tutoring about 30 prizes for a raffl e held late in the spring participation in the American Cancer students in psychology classes. A major semester. Many students participated and Society’s Strides Against Breast Cancer fund-raiser was selling raffl e tickets for Submission specifi cations the proceeds were put towards future Psi Walk on October 16. Th e chapter’s gift certifi cates to a local gas station/ • Only activities that have already occurred Chi events and endeavors. goal of raising $200 has already been convenience store. Th e money will be and are submitted in paragraph form will be published. Th e chapter is also proud to met. Currently, chapter members are used to fund Psi Chi scholarship and • Do not send future plans, calendars, or announce that several of its members collecting toiletries and other personal community service activities. summarized lists. participated in the 7th Annual Research items to send to its troops in Iraq and Th e chapter has set up a scholarship • Limit reports to 250 words. If you wish to Conference at Adelphi University Afghanistan. Th e chapter is also working committee and has accepted applications. report more extensively on a special activity, series of programs, etc., contact the Central Offi ce at [email protected]. • Write your report in the third person rather than the fi rst person (e.g., “the chapter sponsored” vs. “we sponsored”). • Include full names, degrees, and titles of Psi Chi Chapter Lehman College, speakers/leaders, their institutions, and CUNY, bake sale: from left, Paulette their topics. Monforte, Jennifer Alcon, Rasheda • Report chapter events such as: discussions, Simpson, Jatnna De la Cruz, and Devika lectures, meetings, socials, fundraising Jagnanan. events, conventions, fi eld trips, and honors Psi Chi members of Adelphi received by students, faculty members, and/ University (NY) held a raffl e to raise or the chapter. funds and awareness of the Chapter on • Report attempted solutions to chapter campus. problems—those that were effective and those not so effective. • Color photos are welcomed; the number of photos per chapter is limited to two per issue. Include accurate, typed captions. Photos may be mailed (include a self- addressed, stamped envelope for returned photos) or emailed to psichieye@psichi. org. For digital photos, email only high- quality resolution images (600KB) using a 5-or-higher megapixel camera. Do not send digital printouts from a photo quality printer. • Photographs and chapter reports submitted to Eye on Psi Chi may be featured on our website (www.psichi.org).

ABBREVIATIONS: ACHS Association of College Honor Societies APA American Psychological Association APS Association for Psychological Science EPA Eastern Psychological Association MPA Midwestern Psychological Association NEPA New England Psychological Association RMPA Rocky Mountain Psychological Association SEPA Southeastern Psychological Association SWPA Southwestern Psychological Association WPA Western Psychological Association

42 EYE ON PSI CHI | WINTER 2011 Chapter Activities

In order to encourage more involvement, of welcoming several campus professors At Matchmaker, the chapter has a bake giveaways for students. Invitations to Psi Chi has utilized a suggestion box and graduate students, Wayne State sale to raise money for scholarship. join Psi Chi were timed to go out just in which members are encouraged to University graduate students, and Also during the event, attendees are before Org Smorg so that it would build input positive and negative comments. associates from Kalpan to discuss a encouraged to join Psi Chi and the In- excitement and increase the chances Finally, several members of Psi Chi have variety of topics. Th ese topics included Touch crisis hotline, which is staff ed of joining. Not only did the chapter been trained to be peer leaders through psychological research and volunteer by student volunteers who go through attract a lot of students who just received the Refl ections Body Image Program. opportunities; careers in the fi eld of training. Th is semester, Matchmaker had invitations to become Psi Chi members, Th e program is designed to help women psychology; the diff erence between over one hundred attendees. but everyone also had an amazing time. create and reaffi rm a personal positive a PsyD and a PhD; graduate school It was a lot of fun and the chapter cannot body image. Dr. Jennifer Sanft ner preparation (i.e., writing personal University of Wisconsin–Green Bay wait to know what next semester’s theme (advisor and professor) led the training. statements, creating a curriculum vita, Th e chapter had a great turnout at its fi rst for Org Smorg will be! getting references, etc.); taking the meeting on September 13 with over 10 Graduate Record Examination (GRE); members. Unsure what T-shirt design Midwest and much more. to sport this year, some of the members Southeast decided a design contest would be a great Eastern Michigan University University of Illinois at Chicago idea. It encourages members to send in Asbury University (KY) Th e chapter recently participated in On the fi rst Friday of every fall and their one of a kind design to show off Eighteen members of the chapter of Psi the American Foundation for Suicide spring semester, the chapter helps their creativity. Chi and Psychology Club attended the Prevention walk to raise awareness undergrads get involved in research Th e chapter also participated in Org 2010 Academic Conference sponsored by of depression and to prevent suicide. at the Psi Chi Matchmaker event. Smorg on September 15. Org Smorg is the Kentucky Psychological Association. In addition, members walked for Professors and graduate students are where all university clubs/organizations Fift een of these students presented heart health with the American Heart invited to present their studies, explain have booths set up in a huge event posters of their research conducted in an Association and helped raise money how to apply, and share the requirements room to recruit new members. Th ere is experimental psychology course. and collect food for the homeless. For to be a part of the lab as research music, food, and free giveaways. Th is Th e members were accompanied by Drs. the benefi t of members, the chapter also assistants. Although the research year’s theme was Mardi Gras and the Janet Dean (chapter advisor) and Gay hosted a pizza fund-raiser to help fi nance opportunities presented include only chapter did an amazing job at decorating Holcomb. travels to psychology conferences. As topics on psychology, neuroscience, and the booth—rightfully named Psi Chi for its winter 2010 weekly member psychiatry, students from all majors are Street. At the booth were Eye On Psi Chi Charleston Southern University meetings, the chapter had the pleasure encouraged to attend and get involved. magazines and free Dum Dum pops Th e chapter of Psi Chi started off the year

Psi Chi members of University of Findlay (OH) in front of a pledge tree, where students across campus made pledges to commit to a particular action or activity that might be helpful to themselves or someone else. Psi Chi members of Adelphi University (NY). Psi Chi members of Eastern Michigan University take part in the American Foundation for Suicide Prevention walk to raise awareness of depression and prevent suicide

WINTER 2011 | EYE ON PSI CHI 43 Chapter Activities

with a welcome meeting on August 27. 24, allowed students who have recently Coker College (SC) Chi members were present to honor Th e meeting included the introduction participated in missions trips through Th e chapter of Psi Chi hosted a the community service providers and of this year’s offi cers along with the the Behavioral Sciences Department ceremony to honor the men and women presented them with red carnations as availability of any positions, a review of to talk about their experiences. Th e of Hartsville and Darlington County a symbol of compassion. Following the the club’s purpose and future directions, Research Internship meeting, held on who are human service professionals ceremony, a reception was hosted by “getting to know you” games, and snacks October 1, focused on the diff erent on September 10 at the Coker College the Psi Chi members. At the conclusion and beverages. Th e chapter was also research projects and internships of the Elizabeth Boatwright Performing Arts of the reception, Dr. David Watkins represented in this year’s Club Drop- students. Center. (counseling psychologist) who is also in, a yearly event Charleston Southern Along with off ering free meetings, Th e ceremony honored all those an expert in pastoral care, conducted a holds so that new students can become the chapter has also participated in compassionate individuals that work seminar entitled “Compassion Fatigue aware of the clubs and organizations various service projects. On September in human services careers including and Experiencing Signifi cant Loss”. on campus. On September 3, Dr. 22, members assisted the school’s employees of the following: Hartsville Th e ceremony and seminar were open Christiana DeGregorie, (South Carolina counseling services center with the Fire Department, Hartsville Police to the public. Dr. Tracey Welborn, one Psychological Association president) Aware Safety Fair, a yearly fair dedicated Department, Darlington County of the chapter sponsors, helped plan gave a talk on her career and explained to raising Charleston Southern’s and Sheriff ’s Offi ce, Darlington County and execute this event with the chapter the importance of and diff erence the community’s awareness of available Emergency Shelters & Lake Robinson members. between psychological professions. counseling programs and services. EMS, Hartsville Interfaith Ministries, On September 10, Dr. Steven LaRowe Members also participated and donated Darlington County EMS, Pee Dee Davidson College (NC) (staff psychologist at the Medical to Lowcountry Annual Heart Walk Coalition, Durant Children’s Center, and Several members of the Psi Chi chapter University of South Carolina) gave a on September 25 and volunteered at Guardian Ad Litem. enjoyed the opportunity to conduct lecture on psychiatry and substance the Charleston Hope Lodge, a facility Hartsville Mayor Mel Pennington psychology research during the summer. abuse. Dr. Rachel Walker (associate dedicated to supporting persons who presented a city-wide proclamation at Psi Chi members Sara Levintow, professor at Charleston Southern face cancer. On October 1, the chapter the ceremony to declare September 10 Elizabeth Pitts, and Ellie Szykowny University) talked about tips and hosted a cookout at the Eagle Harbor “A Day of Compassion” in Hartsville. worked on their research projects strategies for taking the GRE on Ranch, a boy’s home that off ers relief and Sarah Grogan (chapter president) spoke alongside psychology department faculty September 17. Students at the university refuge for abandoned and abused boys about the importance of compassion Drs. Scott Tonidandel, Mark Smith, and were also given the opportunity to aged 6-21. Also, throughout the semester, to the fi eld of psychology. Caroline Ruth Ault, respectively. In July, Sara, present at chapter meetings. Th e members sold concessions at the school’s Dixon (vice-president) shared the Elizabeth, and Ellie attended the fourth Missions meeting, held on September home football games. history and mission of Psi Chi. All Psi annual Davidson-Furman Psychology

University of Houston (TX) 2010-11 Psi Chi Members of the University of Louisville (KY) Martha Davis (secretary) and Amanda Luedtke offi cers: Kim Tran, Victor Tran, Rubi Gonzales, Psi Chi Chapter. (president) of the University of Wisconsin-Green Bay Carolyn Dylla, Ashley Moore, and Sonia Singh Chapter of Psi Chi hanging out at the Mardi Gras theme Psi Chi Chapter members and an alumna of recruiting at The Cat’s Back. Org Smorg Booth. the University of Mary Washington (VA) at APS Kim Tran (academic affairs offi cer) from the in Boston. Psi Chi members of West Virginia University. University of Houston (TX) shows her Psi Chi Psi Chi members of the University of Central spirit by getting her face painted. Florida volunteer at the Beta Center.

44 EYE ON PSI CHI | WINTER 2011 Chapter Activities

Summer Research Conference, which psychology. Th e chapter also had a (volunteer coordinator for the Beta improving the community, academic life, was held on campus this year. Elizabeth T-shirt sale to promote psychology Center), 100 of 1,000 students—about 10 and the world abroad. and Ellie presented posters titled “Th e on campus. Additionally, the chapter percent of unwed mothers—in Orange Eff ects of Aerobic Exercise on Heroin participated in the March of Dimes race. County, Florida, attend the program. University of Mary Washington (VA) Self-Administration” and “Girls’ March of Dimes’ mission is to improve Volunteer shift s times were 9 a.m. Th e Psi Chi chapter has been extremely Perceptions of Gender Inequity in the health of babies by preventing birth to noon and noon to 4 p.m. Th e chapter busy and active over the summer Society,” respectively. Sara Levintow gave defects, premature birth, and infant had about 10 members attend either and throughout the fi rst few weeks of a research talk entitled “A Meta-Analysis mortality. Th e chapter also had students shift . Th ey were able to help babysit and classes. A number of current Psi Chi of the Eff ectiveness of High-Fidelity go to the SWPA regional convention to play with the children. In the coming members and one alumna attended Patient Simulation for the Training of further their knowledge in psychology. school year (2010-11), the chapter the annual APS conference to present Anesthesiologists”. Th e chapter participated in many campus intends to make this a monthly volunteer research and had a reunion in Boston. activities to promote Psi Chi among project and with more members taking On the fi rst Th ursday of classes, the Southeastern Louisiana University current and future students! part in the eff ort! chapter held its fi rst all-member meeting Last year was an eventful year for the where service projects, the point chapter with meetings the last Monday University of Central Florida University of Louisville (KY) system, membership requirements, and of every month. Th e fi rst hour of every Th ousands of unwed, single teen mothers Th e chapter of Psi Chi is overjoyed upcoming events were discussed. Th e meeting, the chapter had a guest speaker around the country must endure the to announce the addition of 30 new chapter’s fi rst event of the year involved on topics relating to psychology. Dr. struggles of young motherhood alone. members, inducted on March 7, 2010. a bake sale in order to advertise Power Varnado-Sullivan (Psi Chi advisor) does Th ere are TV shows, movies, and books Th is momentous occasion, in which Cards, which off er great discounts to a presentation each semester on how to written about it with both happy and the chapter more than doubled in local restaurants in Fredericksburg, get into a graduation school. Dr. DeAnn sad endings. But not many people do size, was made special by speeches VA. Th e program raised over $300 and Johnson presented on the diff erent something about it. from Sarah Bishop (chapter president) a signifi cant number of Power Cards careers in psychology. She explained Th e Psi Chi chapter, Psi Chi decided and Dr. Suzanne Meeks (psychology were sold—a great success! Th e chapter the diff erence in the job opportunities, to help by volunteering to babysit the department chair). Th e enthusiastic has also hosted a Psychology GRE prep salary, and benefi ts with a master’s teen mothers’ children while they inductees were welcomed with open session and a Graduate School Forum for degree as opposed to a bachelor’s degree. went to school at the Beta Center. Th e arms as they received their membership all psychology majors at the university. Dr. Hunter McAlister spoke about Beta Center is a school and day care certifi cates. Th e event reinforced Psi Chi’s industrial technology and the diff erences center for teen mothers and mothers- obligation to the diligent and thoughtful University of Richmond from all the other specializations of to-be. According to Christine Sanwald application of psychological principles in In the 2009-10 academic year, the

45 Chapter Activities

chapter held three chapter meetings with department colloquia. In addition, to be creative and add their own personal campus that may not have been aware an average attendance of 13 members. the chapter served the community by touch. In October, Psi Chi took a trip of the mission of each organization. Th e An additional four executive meetings arranging a dominoes evening with a to the Fright Farm, a local haunted chapter had their tri-fold board and table were held for the purpose of event local nursing home (four members and attraction, where members experienced runner on display to draw in potential planning. Th e chapter also held two two faculty in attendance). anxiety and fear fi rst hand! Also in members. Scrapbook, brochures, and inductions, one in the fall in which 6 October, the chapter hosted Dr. Rochelle T-shirt designs conveyed the chapter’s members were inducted and one in the West Virginia University Cairns, a visiting health psychologist success on campus. spring in which 12 additional members Psi Chi has continued collaborating with from Ballarat, Australia, who spoke to Th e chapter of Psi Chi participated were inducted, raising its total currently the West Virginia Family Grief Center. classes and made a formal presentation in the university’s Instant CLASSic active membership to 41, double what it Th e center provides caring support to to the chapter. Not only did members which took place on October 7, 2010. was 2 years ago. grieving children and their families. learn from Dr. Cairns, but enjoyed CLASSic was the fi rst time in over 80 Th e chapter also hosted several Each month, the chapter donates the introducing her to the campus culture of years that the Colleges of Liberal Arts department events. In the fall, the food to cook a dinner for the children a football game! and Social Sciences had come together to chapter held a Welcome to New Psych and their families. It provides a great share an event and Psi Chi was honored Majors with 15 members in attendance, opportunity for the chapter to interact to partake in it. Th e Psi Chi chapter as well as a Halloween Parade, with 15 in and to provide them a home-cooked Southwest used this event as an opportunity for attendance. Prizes for best costumes were meal. Th e chapter also continues its work fund-raising, as well as recruitment and awarded. In the spring, the chapter held in sponsoring the Holding Every Life University of Houston (TX) networking. In the sense of fund-raising, a faculty-student meet and greet at its Precious (HELP) suicide prevention and Psi Chi attended the university’s annual Psi Chi had a table set up to sell popcorn, campus pub and grill with 20 people in mental health awareness program on Th e Cat’s Back event on August 23, 2010. hotdogs, baked goods, and other treats. attendance. Th e chapter also held a Grad campus, recently hosting a HELP movie Cat’s Back happens at the beginning of Th e chapter was able to recruit through School information panel with 5 faculty night, complete with popcorn! To fund each calendar school year to welcome this event by passing out brochures. Rubi and 3 grad student panel members and its service activities and other programs, students to the University of Houston Gonzales (vice-president) addressed the 20 students in attendance. Finally, it the chapter sponsors weekly pizza sales. and allow them to explore what the entire Colleges of Liberal Arts and Social hosted the Senior Banquet for the entire Students and faculty love the opportunity campus has to off er. Psi Chi was present Sciences about the mission of Psi Chi, department. to get a tasty lunch and help its club and at the organization fair to recruit for the its benefi ts, and the reasons to join. Th e Th e chapter also provided signifi cant honorary at the same time. Th e chapter chapter. Cat’s Back was an eff ective way networking aspect came through the service to its department by hosting also is in the midst of its annual T-shirt to spread the word about Psi Chi and carnival-like atmosphere of CLASSic, receptions following each of its three design contest, giving members a chance Psychology Club to new students on which provided an informal gathering

Psi Chi members from the Chapter of Hawaii Pacifi c University.

46 EYE ON PSI CHI | WINTER 2011 Chapter Activities

for organizations to get to know one cooperation and trust-building (as well Disorder Awareness, as she herself has Whittier College (CA) another. Th e atmosphere was enjoyed by as good old fashion fun!). Th e chapter been diagnosed with the disease. Th e two Th e Psi Chi chapter hosted various all— especially offi cer Kim Tran who had has also organized and arranged to women shared their stories of struggle service events and several annual her face painted with the Psi Chi symbol continue the Psi Chi Peer Tutoring and triumph along with Dr. Ruston. To events during 2009-10. To facilitate to show her support! Program, connecting volunteer tutors off er a clinical perspective of mental student/alumni interaction, the Student with students needing assistance with health, Alexandra Adame, PhD (assistant Achievement Dinner highlighted any psychology course. professor), also sat on the panel. Th e four current students’ summer internship and West women responded to many compelling research experiences and the Life Aft er Seattle University (WA) questions from the audience, and added Whittier alumni panel helped students Hawaii Pacifi c University Th e Psi Chi chapter hosted a screening their own voices to the many resonating prepare for the future. Th e chapter of Psi Chi got off to a and panel discussion of the documentary during Mental Illness Awareness Week. Th e chapter inducted 12 new quick start this fall with a variety of Unlisted: A Story of Schizophrenia in members on March 24, 2010. Th e annual activities. In addition to participating early October. Over 70 members of Seattle Pacifi c University (WA) Whittier Psi Chi Review award recipient in the university’s Club Carnival to help the university community attended to Th e chapter sponsored two activities this for excellence in research and writing, raise awareness of this honor society, watch the moving fi lm of one woman’s past year. Th e fi rst was a meeting open Jannae Navarro, was also announced at the chapter sponsored a social activity challenges with a schizophrenic father to all psychology majors and current the induction ceremony. along with the Psychology Club (a and to hear her speak as a member of the members of Psi Chi. Th e chapter also Th ree Whittier undergraduates beach picnic party) on October 2 and Psi Chi panel. Th e fi lmmaker, Delaney invited the campus ASSP activities presented at a professional conference, participated in a community service Ruston, MD, is a resident of Seattle and coordinator to the meeting to get her and eighteen Whittier, UCLA, University activity on October 3 by volunteering attended the event to lead a discussion input and ideas. Th ere was food and of Laverne (CA), and Biola University at the annual Children & Youth Day of mental illness within families. Also drinks supplied at the meeting. Th e (CA) students presented at the 9th Festival on the state capitol grounds. Th is on the panel was Dr. Cinda Johnson, second event was a movie night open to Annual Psi Chi Whittier Undergraduate is a daylong event for parents and their EdD (associate professor in the Seattle all students. Th e movie night was held Research Conference (Psi Chi WURC) children and consists of fun rides, food, University College of Education), whose on campus and popcorn and drinks on April 17. Dr. Ngoc Bui (Psi Chi and educational and information booths. focus is in special education. She has were supplied through Psi Chi funding. Western Regional Vice-President, At the beach picnic for students and personal experience with mental illness In addition to these events, the chapter University of Laverne) was guest speaker faculty of the psychology department, within her family. Her daughter, Linea developed a scholarship program for at Psi Chi WURC. attendees participated in water balloon Johnson is a recent graduate of Seattle students who were unable fi nancially to and egg tosses as a demonstration of University and is an advocate for Bipolar aff ord the member fees.

Chapter members of Whittier College (CA) welcome 12 new members at the spring induction ceremony.

WINTER 2011 | EYE ON PSI CHI 47 PSI CHI IInternationalnternational Merchandise now available online at www.psichi.org