& Introduction to Clinical Professor: Jerry Haeffel Prof Office Hours: 8am – 9:30am, confirm first by email

Contact: Email: [email protected]; Phone: 631-9429; 108 Haggar Hall

Course Web Page: http://www.nd.edu/~ghaeffel/Teaching.html

Learning Goals This course emphasizes the use of critical thinking skills for distinguishing science from pseudoscience in psycholo- gy. Picking up where Introduction to (PSY 30314) left off, this course takes up the torch of Popper, Meehl, and Lakatos to cover topics such as: (a) controversial therapeutic, assessment and diagnostic tech- niques, (b) weak theories, and (c) myths from "pop" psychology and every day life.

Perhaps most importantly, we will begin to “walk the walk.” This semester, you will learn how to fix and/or create Wikipedia pages to reflect the most up-to-date scientific data in clinical science. This is a way to inform the gen- eral public about science and pseudoscience and, in turn, make a real difference in the world. Your contribution will reach more people, and likely have a greater impact on the greater good than any journal article (which essen- tially 0% of the general population reads) possibly could. Indeed, Wikipedia is one of the most used sources for obtaining information about science for the general public. Here’s your chance to use what you’ve learned and make a dent in all that pseudoscience our there!

Grading 15% Paper 20% Class Presentations 30% Class Participation (Debate 5%) 35% Wikipedia Project (Final)

A (100-93); A- (92-89); B+ (88-87); B (86-80); B- (79); C+ (78-77); C (76-70); C- (69-67); D (66-60); F (<60)

Important PLEASE contact me if you are having trouble or would like to discuss the material-- stop by my office or email me.

Policies All submitted work must be your own. You are encouraged to discuss the readings and issues from class with your classmates. However, you must complete all course assignments individually. Remember, “As a member of the Notre Dame community, I will not participate in or tolerate academic dishonesty.” If you do not abide by the honor code, you will receive a 0 on the assignment and may receive a failing grade for the course. If you are un- sure about whether a particular behavior violates the honor code, then please ask.

Special Needs If you have a disability and need accommodations, then please contact the Office for Students with Disabilities (http:///www.nd.edu/~osd). If you qualify, you will receive a Course Accommodation Letter. After you receive this letter, please show it to me.

Assignment Descriptions • Class Participation – This is a discussion class. I repeat…this is a discussion class. You are expected attend all classes and ACTIVELY participate. This means TALK and THINK and BE ENGAGED in the course. I highly recommend coming up with at least 3 questions for each article you read. I will keep track of your participation in class discussions. You will also participate in one official debate this semester (self- report or neuroscience or replication crisis). Details about how to do this will be provided.

• Presentations -- You will present (and lead a discussion) twice during the semester. The first presentation will cover a psychological myth or question of your choosing. You must present evidence (via a hand-out or on slides) demonstrating the acceptance of the myth, and then data/science, which refutes the myth (must provide references – email me, I can help get you started on these!). Be sure to inspire class discussion. Be creative with this. Create discussion questions, call on classmates, create a game, show videos, or debate, etc.

Science & Pseudoscience -- Syllabus 1

Science & Pseudoscience Introduction to Clinical Psychology The second presentation must be based on a popular media article about a scientific finding that you find in- teresting. You should present/send the article to the class, and then discuss the actual study that the article is based on. Talk about the actual study design, theory, findings, etc. Was the article accurate? Were the con- clusions warranted? Are there other articles on the topic that shed light on any questions? Order of presen- tations will be determined by a random number generator.

• Research Paper – You are to, in ~ 5 pages (double-spaced), evaluate the scientific validity of a topic of your choosing. For example, you might hear a professor in one of your other classes talk about an interven- tion/therapy/topic that interests you (or of which you are skeptical)…or you might hear about a finding on the news or in the paper. As you know, it is important to learn whether or not what you're hearing/reading is "opinion" or backed by science. So, when you hear something of interest, take note, as it might be a good topic to further evaluate in a paper. You must get your idea approved by me (and no, you can’t do: full moon effect, something about effect of music on brain, or myers-briggs). In your paper, be sure to: a) Clearly state the topic/finding you are evaluating. Please describe where you heard/read about the topic or finding (e.g., in a class, on tv, in a book, etc.); b) Evaluate the degree to which the topic/finding does or does not meet any signs of pseudoscience; c) Go to the scientific literature (use PsycInfo or Web of Science) and determine if there is empirical support of the topic. If there are not studies of the specific topic, then use the existing sci- entific literature (which might be related to the topic or bear on the topic) to make a case for why or why not you believe the finding/topic to be valid or invalid. d) finally, make a conclusion about the validity of the top you heard, and then make recommendations for future research on the topic/finding. DUE DATE: MAY 10 by 10:30am

• Wikipedia Project – You will create (or significantly expand) a Wikipedia article that is of a topic related to this course and the goals of the APS initiative. Note: I am able to see how often you work on this, and how many words you are contributing each week. Try to stay on track with the goals set in the syllabus. DUE DATE: APRIL 27

Example Wikipedia Topics: * Clinical versus statistical judgment * Depression and chemical imbalance * Explanatory Style * Power Therapies * Positive thinking (links to optimism); self-affirmations * Beck’s cognitive trial * Empirically validated treatments * Suicidal ideation * Paul Meehl * Punishment not effective in changing long-term behavior (works in short term only) * Self-help books/ self-help * Playing hard to get does not work * Cycle of violence -- intergenerational cycles of violence * Labeling theory * Rosenhan * Alcohol and need for abstinence

• LOTS AND LOTS AND LOTS MORE IDEAS on APS WIKIPEDIA INITIATIVE WEBSITE • Check APS Wikipedia Initiative Portal for what topics need assistance • Check these sites: http://en.wikipedia.org/wiki/Category:Psychology_stubs http://en.wikipedia.org/wiki/Wikipedia:Requested_articles/Social_sciences/Psychology

Science & Pseudoscience -- Syllabus 2

Science & Pseudoscience Introduction to Clinical Psychology Date Topic(s) Assignment Due

January 17 • Introductions/Overview Read: Wikipedia for Class (PDF)

January 19 • Wikipedia - Basics Read: Welcome to Wikipedia (PDF) Read: Explore APS initiative (WEB-LINK) Read: 5 Pillars (WEB-LINK) DO: Create Account and Join APS initiative (WEB-LINK); also join the course using code below Not43313 (Spring 2017)258-000-Pro

January 24 • Wikipedia - Editing Read: 10 Rules Editing (PDF) Read: WikiMarkUp_Guide (PDF) Read: How To Get Help (PDF) DO: Wikipedia tutorial (minus registration as you’ve already done this) (WEB-LINK)

January 26 • Wikipedia - Using Sources Read: Advice for Choosing Articles (PDF) Read: Plagiarism (PDF) Read: Using Talk Pages (PDF) Read: Wikipedia Referencing & Code (PDF) DO: Practice editing and communicating in Wikipedia. Leave a message for me and a classmate via our talk pages

January 31 • Wikipedia/Depression Presentation Read: Wilson Redirect (PDF) – discuss! Read: Evaluating WParticles (PDF) Read: Editing Psychology (PDF) Read: Uploading Images (PDF) DO: Web of Science tutorial (PDF)

February 2 No Class!------à DO: Email me your Wikipedia Topic!

February 7 • Class Presentation #1 & #2 Read: Meehl_Case (PDF) – discuss! • Change how you argue forever! DO: Work on Bibliographies (due soon)

February 9 • Class Presentation #3 & #4 Read: Blood Test (PDF) • Critically Evaluating the News Read: Redei_14 (PDF) Diagnosing_Blood (WEB-LINK): DUE: Bibliographies (have > 20)

February 14 • Class Presentation #5 & #6 Read: The Gut_Dinin (PDF) – discuss! • Weird Science Read: Your Cat (PDF) – discuss! Read: Cat Parasite (PDF) – discuss! DO: Read articles from your Bibliographies

Science & Pseudoscience -- Syllabus 3

Science & Pseudoscience Introduction to Clinical Psychology

February 16 • Present Outlines! DO: Prepare Detailed Outline for class • Haeffel’s Stuff

February 21 • Class Presentation #7 & #8 Read: Public (PDF) – discuss! • Beliefs in Science Read: The Science of Why (PDF) – discuss! Read: Confident Idiots (PDF) – discuss! Read: Talk_Humans (PDF) – discuss! Read: DYK (PDF) DO: ~100 words

February 23 • Class Presentation #9 & #10 Read: Debiasing_Lilienfeld (PDF) – discuss! • Eliminating Read: Brain_Primed (PDF) – discuss! Read: Talking_Bias (PDF) – discuss! Read: I’m OK_Biased (PDF) - discuss! DO: ~300 words

February 28 • Class Presentation #11 & #12 Read: Learning_Dunlosky – discuss! • Debate Handout/Evaluation too DO: ~100 words

March 2 • Big in Class Work Day DO: ~300 words

March 7 • Peer Review Day DO: Have article ready for peer review

March 9 • Replication Crisis Debate Day! READINGS FOR DEBATERS ONLY! Read: Hardest Science_Cesario Read: The Value_Simons Read: Alleged Crisis_Stroebe Read: Welcome Back_Dijksterhuis Read: Overblown_Pashler Read: Theories_Ferguson Read: Utopia_Nosek Read: ScienceWorks_LFB (Email me for more…if you want to win J)

FOR NON_DEBATORS: DO: ~100 words

March 14 & 16 No Class -- Spring Break

March 21 • Class Presentation #13 & #14 Read: Placebo_Mayberg (PDF) – discuss! • Placebo Read: Strong Placebo (PDF) – discuss! Read: Gluten (PDF) – discuss! DO: ~100 words

March 23 • Class Presentation #15 & #16 Look: Genomind WEBSITE (WEB_LINK) • Practice Critical Thinking Read: Genomind (PDF) DO: ~ 300 words

Science & Pseudoscience -- Syllabus 4

Science & Pseudoscience Introduction to Clinical Psychology

March 28 • Class Presentation #17 & #18 Read: ADM_Kirsch – discuss! • Medical Doctors Read: Do Doctors – discuss! DO: ~100 words

March 30 No Class! Work though ------à DO: ~500 words

April 4 • Class Presentation #19 & #20 Read: OnlineDating_Aron (PDF) – discuss! • Online Dating Read: OnlineContact (PDF) – discuss! DO: ~100 words

April 6 • Neuroscience Debate Day! READINGS FOR DEBATERS ONLY! Read: Mistreat_Miller (PDF) Read: Frontiers_Decety (PDF) Read: Gage_Kihlstrom (PDF) Read: Cacioppo (PDF) (Email me for more…if you want to win J) FOR NON_DEBATORS: DO: ~300 words

April 11 • 2nd Peer Review Day Read: Polishing DO: Have article ready for peer review

April 13 • Discuss THE classic paper!!! Read: Slow Progress_Meehl (PDF) DO: ~300 words

April 18 • FaceBook/SmartPhones Read: Facebook_Wilson (PDF) – discuss! Read: Smartphone_Miller (PDF) – discuss! Read: Facebook_Dumber (PDF) – discuss! DO: ~fix up references, text, etc. wikipedia

April 20 • Parsimony in interventions Read: Wise_Walton (PDF) – discuss! Read: Predict Future (PDF) – discuss! DO: ~100 words

April 25 • Big Work Day! Read: Moving_Sandbox (PDF) if applicable Will move articles out of sandbox in class Today!

April 27 • Submit for “DYK” or “Good Article” FINAL Wikipedia Project DUE!

May 2 • Party and Reminders Read: Baloney (PDF) Read: Overconfident (PDF) DO: Bring favorite beverage

May 10 *** FINAL EXAM (Research Paper Due by 10:30 am) ***

Science & Pseudoscience -- Syllabus 5