Psychology About.Com: Psychology American Psychological

Total Page:16

File Type:pdf, Size:1020Kb

Psychology About.Com: Psychology American Psychological Psychology About.com: Psychology Journals in I-O Psychology American Psychological Association Links on the Web A page that provides links for universities that support Psychology Provides information for professionals, the majors, links to helpful I-O public, and students. Includes a searchable job Psychology websites, and links to professional database. associations. Applied Skills and Knowledge Building Better Online Psychology Career Center Tips and Organizations: Industrial-Organizational advice for graduate school, preparing for the Psychology in the workplace. Graduate Record Exam, developing an academic wit, and getting good letters of recommendation. Careers in Forensic Psychology Information on the application of psychology to the criminal justice system. Professional I-O Psychology Network Cognitive Science Society Brings together Pursuing Psychology Career provides researchers from many fields who hold a information about the job of a psychologist. common goal: understanding the nature of the human mind. The Science and Practice of Industrial and Organizational Psychology Department of Psychology: University of West Florida offers small classes, personal attention from respected faculty, and hands-on experience working with local organizations. Social Psychology Network The largest social psychology database on the Internet, with more than 5,000 links to psychology-related resources. Forensic Psychology A site for topical and career information. Social Worker Online An excellent informational / job bank site for social work Google Directory offers various links with majors and professionals. information about the Psychology career. Tip sheets for Psychology Majors Houston Area Industrial-Organizational Psychologists provides a list of job opportunities in this field, mostly located in the Houston area. Who are I-O Psychologists? An informational job site that explores all areas of I-O Psychologist. Industrial-Organizational Psychology Links Industrial-Organizational Psychology: South Dakota State University provides information about the psychology field and a list of colleges and universities that offer this major. Industrial Organizational Psychology: University of Houston The graduate program's objective is to prepare students for careers as active contributors to the psychology of work. This objective is accomplished through academic research, coursework, and applied collaborative research. .
Recommended publications
  • The 100 Most Eminent Psychologists of the 20Th Century
    Review of General Psychology Copyright 2002 by the Educational Publishing Foundation 2002, Vol. 6, No. 2, 139–152 1089-2680/02/$5.00 DOI: 10.1037//1089-2680.6.2.139 The 100 Most Eminent Psychologists of the 20th Century Steven J. Haggbloom Renee Warnick, Jason E. Warnick, Western Kentucky University Vinessa K. Jones, Gary L. Yarbrough, Tenea M. Russell, Chris M. Borecky, Reagan McGahhey, John L. Powell III, Jamie Beavers, and Emmanuelle Monte Arkansas State University A rank-ordered list was constructed that reports the first 99 of the 100 most eminent psychologists of the 20th century. Eminence was measured by scores on 3 quantitative variables and 3 qualitative variables. The quantitative variables were journal citation frequency, introductory psychology textbook citation frequency, and survey response frequency. The qualitative variables were National Academy of Sciences membership, election as American Psychological Association (APA) president or receipt of the APA Distinguished Scientific Contributions Award, and surname used as an eponym. The qualitative variables were quantified and combined with the other 3 quantitative variables to produce a composite score that was then used to construct a rank-ordered list of the most eminent psychologists of the 20th century. The discipline of psychology underwent a eve of the 21st century, the APA Monitor (“A remarkable transformation during the 20th cen- Century of Psychology,” 1999) published brief tury, a transformation that included a shift away biographical sketches of some of the more em- from the European-influenced philosophical inent contributors to that transformation. Mile- psychology of the late 19th century to the stones such as a new year, a new decade, or, in empirical, research-based, American-dominated this case, a new century seem inevitably to psychology of today (Simonton, 1992).
    [Show full text]
  • Cognitive Psychology
    COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology
    [Show full text]
  • Psychology CORE Requirements
    Psychology CORE Requirements Freshman Year Sophomore Year Junior Year Senior Year ___ COR 101 ___ COR 201 ___ COR 301 ___ COR 401 or 402 ___ COR 102 ___ COR 202 ___ COR 302 ___ COR 103 or 104 ___ COR 203 ___ FYS 101 or OGL 101 Required Foundation Courses Social Psychology Discipline Area ___ PSY 101 Introduction to Psychology (Select one course) ___ PSY 209 Behavioral Neuroscience ___ PSY 202 Organizational Psychology ___ PSY 204 Social Psychology ___ PSY 320 Psychological Statistics and Research MethodsI ___ PSY 321 Psychological Statistics and Research Methods II ___ PSY 290 Special Topics (With approval from Psych dept.) ___ PSY 322 Advanced Experimental Psychology ___ PSY 490 Advanced Special Topics (With approval from Psych dept.) ___ PSY 405 History and Systems ___ One Semester of Foreign Language at the second semester elementary level or higher Required Elective Completion of any additional Psychology elective excluding the following courses: Clinical Psychology Discipline Area (Select one course) PSY 200 Independent Study in Psychology ___ PSY 205 Theories of Personality PSY 400 Advanced Independent Study in Psychology ___ PSY 206 Abnormal Psychology PSY 406 Directed Research in Psychology ___ PSY 290 Special Topics (With approval from Psych dept.) PSY 407 Internship in Psychology ___ PSY 303 Psychological Testing ___ PSY 490 Advanced Special Topics (With approval from Psych dept.) Recommended Activities Cognitive/Developmental Psychology Meet with your Faculty Academic Advisor before registering for Discipline Area courses
    [Show full text]
  • Front Page Format for Journal Report
    Page 1 of 22 Are you eating your emotions?: An investigation into perceived stress and trait anxiety as predictors of binge-eating behaviour Stephenie Martland Supervised by: Dr Sarah Grogan April 2014 Page 2 of 22 Are you eating your emotions?: An investigation into perceived stress and trait anxiety as predictors of binge-eating behaviour ABSTRACT With the rising prevalence of eating disorders within the United Kingdom and the current equivocal findings regarding negative affect and disordered eating, the present research aimed to assess the predictive capacity of perceived stress and trait anxiety on binge-eating behaviours within the general population (N = 115). Via opportunity sampling, 32 males and 83 females took part in a questionnaire comprising of 3 separate well-established questionnaires, the Perceived Stress Scale, the IPIP HEXACO E:Anxi scale and the Three-Factor Eating Questionnaire. Pearson’s correlation coefficients and multiple regression analyses were computed. Findings indicated moderate significant positive correlations between the independent variables of perceived stress and trait anxiety and the dependent variable of disinhibition. However, multiple regression analyses did not replicate such results. Inconsistent with previous research, it can be concluded that perceived stress and trait anxiety are not significant predictors of binge-eating behaviour. The results are discussed regarding previous research and future research implications. PERCEIVED TRAIT ANXIETY BINGE EATING NEGATIVE DISORDERED KEY STRESS AFFECT EATING WORDS: Page 3 of 22 Introduction Over the past thirty to forty years, the prevalence of eating disorders has risen dramatically with the current estimate of around 1.1 to 1.6 million people suffering within the United Kingdom today (Disordered Eating, 2013; Beat, 2010).
    [Show full text]
  • Regulations of Connecticut State Agencies Psychologist Educational and Work Experience Requirements
    Regulations of Connecticut State Agencies Psychologist Educational and Work Experience Requirements Sec. 20-188-1. Definitions (a) "Accreditation by the American Psychological Association" shall mean that: (1) the program held provisional accreditation status or full accreditation status throughout the period of the applicant's enrollment, provided said provisional status subsequently progressed without interruption to full accreditation; or (2) the program held probationary accreditation status during the applicant's enrollment and, upon termination of said probationary status, subsequently achieved full accreditation. (b) "Recognized regional accrediting body" shall mean one of the following accrediting bodies: New England Association of Schools and Colleges; Middle States Commission on Higher Education; North Central Association of Colleges and Schools; Northwest Association of Colleges and Universities; Southern Association of Colleges and Schools; and Western Association of Schools and Colleges. (c) "Accreditation by a recognized regional accrediting body" shall mean that: (1) the institution held accreditation status or candidacy for accreditation throughout the period of the applicant's enrollment, provided said candidacy status subsequently progressed without interruption to full accreditation; or (2) the institution held accreditation status under probation or show-cause order during the applicant's enrollment and, upon termination of said probation or show-cause order, accreditation status was maintained without interruption.
    [Show full text]
  • Between Psychology and Philosophy East-West Themes and Beyond
    PALGRAVE STUDIES IN COMPARATIVE EAST-WEST PHILOSOPHY Between Psychology and Philosophy East-West Themes and Beyond Michael Slote Palgrave Studies in Comparative East-West Philosophy Series Editors Chienkuo Mi Philosophy Soochow University Taipei City, Taiwan Michael Slote Philosophy Department University of Miami Coral Gables, FL, USA The purpose of Palgrave Studies in Comparative East-West Philosophy is to generate mutual understanding between Western and Chinese philoso- phers in a world of increased communication. It has now been clear for some time that the philosophers of East and West need to learn from each other and this series seeks to expand on that collaboration, publishing books by philosophers from different parts of the globe, independently and in partnership, on themes of mutual interest and currency. The series also publishs monographs of the Soochow University Lectures and the Nankai Lectures. Both lectures series host world-renowned philosophers offering new and innovative research and thought. More information about this series at http://www.palgrave.com/gp/series/16356 Michael Slote Between Psychology and Philosophy East-West Themes and Beyond Michael Slote Philosophy Department University of Miami Coral Gables, FL, USA ISSN 2662-2378 ISSN 2662-2386 (electronic) Palgrave Studies in Comparative East-West Philosophy ISBN 978-3-030-22502-5 ISBN 978-3-030-22503-2 (eBook) https://doi.org/10.1007/978-3-030-22503-2 © The Editor(s) (if applicable) and The Author(s) 2020. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made.
    [Show full text]
  • PSY 324: Social Psychology of Emotion
    Advanced Social Psychology: Emotion PSY 324 Section A Spring 2008 Instructor: Christina M. Brown, M.A., A.B.D. CRN: 66773 E-mail: [email protected] Class Time: Monday, Wednesday, Friday Office Hours: 336 Psych MW 2:00-3:00 or by appt 1:00 - 1:50 pm Office Phone: (513) 529-1755 Location: 127 PSYC Required Readings Niedenthal, P. M., Krauth-Gruber, S., & Ric, F. (2006). Psychology of emotion: Interpersonal, experiential, and cognitive approaches. New York: Taylor & Francis. *The textbook is $35 Amazon.com and can be found on Half.com for as cheap as $26. Journal articles will be assigned regularly throughout the semester. These will be available as downloadable .pdf files on Blackboard. Course Description This course is on the advanced social psychology of emotion. Students will gain an understanding of the function of emotion, structure of emotion, and the interplay between emotion, cognition, behavior, and physiology. We will spend most of our time discussing theories of emotion and empirical evidence supporting and refuting these theories. Research is the foundation of psychology, and so a considerable amount of time will be spent reading, discussing, and analyzing research. There will be regular discussions that will each focus on a single assigned reading (always a journal article, which will be made available on Blackboard), and it is my hope that these discussions are active, thoughtful, and generative (meaning that students leave the discussion with research questions and ideas for future research). Although there will be some days entirely devoted to discussion, I hope that we can weave discussion into lecture-based days as well.
    [Show full text]
  • Social Psychology Glossary
    Social Psychology Glossary This glossary defines many of the key terms used in class lectures and assigned readings. A Altruism—A motive to increase another's welfare without conscious regard for one's own self-interest. Availability Heuristic—A cognitive rule, or mental shortcut, in which we judge how likely something is by how easy it is to think of cases. Attractiveness—Having qualities that appeal to an audience. An appealing communicator (often someone similar to the audience) is most persuasive on matters of subjective preference. Attribution Theory—A theory about how people explain the causes of behavior—for example, by attributing it either to "internal" dispositions (e.g., enduring traits, motives, values, and attitudes) or to "external" situations. Automatic Processing—"Implicit" thinking that tends to be effortless, habitual, and done without awareness. B Behavioral Confirmation—A type of self-fulfilling prophecy in which people's social expectations lead them to behave in ways that cause others to confirm their expectations. Belief Perseverance—Persistence of a belief even when the original basis for it has been discredited. Bystander Effect—The tendency for people to be less likely to help someone in need when other people are present than when they are the only person there. Also known as bystander inhibition. C Catharsis—Emotional release. The catharsis theory of aggression is that people's aggressive drive is reduced when they "release" aggressive energy, either by acting aggressively or by fantasizing about aggression. Central Route to Persuasion—Occurs when people are convinced on the basis of facts, statistics, logic, and other types of evidence that support a particular position.
    [Show full text]
  • Redalyc. Social Psychology of Mental Health: the Social Structure and Personality Prespective
    Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Esteban Sánchez Moreno, Ana Barrón López de Roda Social Psychology of Mental Health: The Social Structure and Personality Prespective The Spanish Journal of Psychology, vol. 6, núm. 1, mayo, 2003 Universidad Complutense de Madrid España Available in: http://www.redalyc.org/articulo.oa?id=17260102 The Spanish Journal of Psychology, ISSN (Printed Version): 1138-7416 [email protected] Universidad Complutense de Madrid España How to cite Complete issue More information about this article Journal's homepage www.redalyc.org Non-Profit Academic Project, developed under the Open Acces Initiative The Spanish Journal of Psychology Copyright 2003 by The Spanish Journal of Psychology 2003, Vol. 6, No. 1, 3-11 1138-7416 Social Psychology of Mental Health: The Social Structure and Personality Perspective Esteban Sánchez Moreno and Ana Barrón López de Roda Complutense University of Madrid Previous research has revealed a persistent association between social structure and mental health. However, most researchers have focused only on the psychological and psychosocial aspects of that relationship. The present paper indicates the need to include the social and structural bases of distress in our theoretical models. Starting from a general social and psychological model, our research considered the role of several social, environmental, and structural variables (social position, social stressors, and social integration), psychological factors (self-esteem), and psychosocial variables (perceived social support). The theoretical model was tested working with a group of Spanish participants (N = 401) that covered a range of social positions. The results obtained using structural equation modeling support our model, showing the relevant role played by psychosocial, psychological and social, and structural factors.
    [Show full text]
  • Introduction to Cognitive Psychology (PSYC 230) Fall 2018 General Information
    Introduction to Cognitive Psychology (PSYC 230) Fall 2018 General Information Instructor Dr. Kendra Seaman Contact Info: [email protected] Office Hours: Tuesday, Thursday 11:00 AM – 12:00PM (and by appointment) | Davie 228 Teaching Assistants Fanting Kung | Contact Info: [email protected] Kayleigh Nemuth | Contact Info: [email protected] Meeting Time: Tuesday/Thursday 9:30 -10:45 AM, Murphey 116 Prerequisites: Psychology 101 Course Overview Course Overview. Cognitive psychology is the study of how we sense and interpret information from the world around us, incorporate this new information with our prior experiences, and determine how to respond to an ever- changing environment. While the main purpose of this course is to introduce you to the scientific study of the mind, you will also begin to understand the central role cognition plays in our everyday lives. The course will proceed in three distinct modules: Attention and Perception, Learning and Memory, and Higher Cognitive Function. Each module will end with a module exam and there will be a cumulative final exam. Written work will include both formal and informal writing assignments. You will also be expected to carry out several demonstration experiments from the on-line MindTap/CogLab library and participate in class polls and discussions. Course Learning Objectives. Upon completing this course, students should be able to: ▪ Analyze, evaluate, and compare major theories in cognitive psychology and relate new experimental results to these theories. ▪ Critically evaluate the quality of cognitive research and formulate logical arguments on the basis of theoretical or empirical analyses. ▪ Understand research methods in cognitive psychology, the strengths and weaknesses of these methods, and how these methods are being integrated with neuroscience to further our understanding of how the mind and brain function.
    [Show full text]
  • Saint Elizabeths Hospital Clinical Psychology Postdoctoral Fellowship Program 2020-2021
    Saint Elizabeths Hospital Clinical Psychology Postdoctoral Fellowship Program 2020-2021 Mark J. Chastang, MPA, MBA Chief Executive Officer Richard Gontang, Ph.D. Chief Clinical Officer Jonathan Dugdill, D.Clin.Psych. Director of Psychology Wendy A. Olson, Ph.D. Interim Director of Psychology Training 1 TABLE OF CONTENTS SAINT ELIZABETHS HOSPITAL HISTORY 4 History of Psychology at Saint Elizabeths 8 PROGRAM PHILOSOPHY AND TRAINING MODEL 10 FELLOWSHIP AIMS, OBJECTIVES AND COMPETENCIES 11 FELLOWSHIP PROGRAM DESCRIPTION 11 Program Components 12 Supervision 12 Psychological Assessment 12 Psychotherapy 13 Clinical Case Presentation 13 Seminars & Training Opportunities 13 Teaching 14 Research 14 Evaluation Procedures 14 Clinical Placements 14 Major Rotations 15 Admissions/Pretrial Units 15 Long-Term Units 16 Minor Rotations 17 Forensic Consult Service 17 Positive Behavioral Support Team 17 Neuropsychology/Neurology Clinic 17 Applied Clinical Research 17 Therapeutic Learning Centers/Groups 17 GENERAL INFORMATION 19 Work Hours, Stipend, Benefits, Leave 19 Number of Positions 19 TRAINING FACULTY 20 ELIGIBILITY 26 APPLICATION PROCEDURES 26 INTERVIEW DATES AND LOCATION 27 TRAINING POSITION OFFERS 27 PUBLIC DISCLOSURE 27 2 GREETINGS! We at Saint Elizabeths Hospital (SEH) are delighted that you are interested in our postdoctoral Fellowship in clinical psychology. Saint Elizabeths Hospital, in Washington, DC, is a publicly funded inpatient psychiatric hospital, with approximately 300 beds distributed among 12 forensic and civil units. Our Fellowship program offers the opportunity to hone your clinical skills while working with a severely mentally ill urban minority patient population. Our program provides the training needed to prepare you for your career as a psychologist in the mental health workplace. Our faculty is composed of excellent clinicians of diverse backgrounds, theoretical orientations, and skill sets who are role models for psychologists in public mental health.
    [Show full text]
  • Forensic Clinical Psychology
    ensic For Ps f yc o h l a o l n o r g u y o J ISSN: 2475-319X Journal of Forensic Psychology Editorial Forensic Clinical Psychology Hughe Lee* Department of Psychology, La Sierra University, California, USA DESCRIPTION go as victim advocates, who offer emotional support to victims of crime, connect them to resources, and help them navigate the Forensic psychology makes it both a challenge and a blessing, the system. They’ll also work as parole officers or in corrections or description of forensic psychology is very straightforward but welfare work , applying their knowledge of psychological state also complex. At a very basic level, forensic psychology is the law, courtroom procedures, and sensitivity to cultural issues to application of psychology to the legal system. However, there has profit their clients and community. been a great deal of debate about the breadth of topics that such a definition includes. Some believe that forensic psychology SIMILARITIES BETWEEN FORENSIC refers only to the clinical aspects of psychology, such as the PSYCHOLOGY AND PSYCHOTHERAPY assessment and treatment of mental illness. Others believe that forensic psychology should be interpreted more broadly and Forensic psychology may be a subset of psychotherapy . Both include nonclinical topics, such as eyewitness identification and forensic psychology and psychotherapy require a deep jury decision making. Our focus will be on only the clinical understanding of how the human brain works. Clinical and aspects of forensic psychology, so our definition of forensic forensic psychology graduates have in-depth knowledge of psychology is the application of the clinical practice of psychological state challenges, their causes and coverings , and psychology to the legal system.
    [Show full text]