EMDR & ethics
Al Cone wrote: > > Linda, > > Thanks for your thoughtful response. I certainly have no desire to go to > war with a CMHC. That, and it does sound to me as if this guy is > pressuring her to let him do EMDR. That, I think, is quite different > from a physician saying, "take these herbs." You go home and either do or > don't take them. > I knew I should have said acupunture but didn't want to stir up that debate again ;-) I guess the bottom line for me is that she can still choose to do the EMDR or not. I've seen it done and it seems to me at best one gets some systematic desensitization or at worst - a waste of their money. Warm regards, linda -- linda m. woolf, ph.d. associate professor - psychology Web Page: http://www.webster.edu/~woolflm mailto:[EMAIL PROTECTED] Outside of a dog, a book is a man's (and woman's) best friend. . . . Inside a dog, it's too dark to read." - Groucho Marx Webster University 470 East Lockwood St. Louis, Missouri 63119
Re: EMDR & ethics
Linda, Thanks for your thoughtful response. I certainly have no desire to go to war with a CMHC. That, and it does sound to me as if this guy is pressuring her to let him do EMDR. That, I think, is quite different from a physician saying, "take these herbs." You go home and either do or don't take them. Al Al L. Cone, Ph.D. Professor & Chair Department of Psychology 701.252.3467 X 2604 Jamestown College 6019 College Lane [EMAIL PROTECTED] Jamestown, ND 58405
Re: critical thinking syllabus
At 09:29 AM 2/3/99 -0800, you wrote: >Maybe someone could tell all of us how to get into the archives :-) > The TIPS archive is available at: gopher://fre.fsu.umd.edu:70/ >From there you can choose to read the archives by month or search by month. To be honest, I don't like being limitted to searching one month at a time. It's possible to search more than one month at a time, but at this point I can't figure out how to explain it... when I'm more coherent I'll post that info... - Marc G. Marc Turner, MEd Department of Psychology Southwest Texas State University San Marcos, TX 78666 phone: (512)245-2526 email: [EMAIL PROTECTED]
An Option for Dealing with Students Who cheat
A project I have been working on (funded by the U.S. Dept. of Education) might be of interest when it comes to dealing with students caught cheating. I always thought it would be good to have an educational component to the disciplinary phase, especially for minor offenses and cases where confusion was likely at issue. The Multimedia Integrity Teaching Tool (on CD-ROM) attempts to fill that gap. If interested, check out the temporary web page (sorry about some still- exisiting "warts") at www.teleplex.bsu.edu/mitt If you want more info, I can put you on the mailing list. (The project will hopefully be ready to disseminate to other campuses by early fall.) Patricia Keith-Spiegel Director, Center for the Teaching of Integrity Department of Psychological Science Ball State University Muncie IN 47306
Delusions in the classroom: Teaching skepticism
If you have paid any attention to my posts over the last couple of years, you might recall that a continuing concern of mine is how best to teach and encourage a skeptical attitude with regard to students' beliefs about psychological matters. As strange as it may sound at first, an article on delusional disorders has given me some insight into how we might become better at teaching skepticism (a two-part series in _The Harvard Mental Health Letter_, Vol. _15_, Nos. 7 and 8, January and February, 1999). Let me explain. As you may already know, delusional disorders involve prominent delusional beliefs that are not bizarre (that is, they are not fantastic--e.g., the belief that the FBI is spying on your sexual behavior: it has been done), and are not coupled with a known organic problem or severe emotional disturbance. In fact, many people with delusional disorder may be using normal reasoning processes to understand strange experiences they have had: Delusions arise from experiences...that are felt to be unusual, significant, and urgently in need of explanation. A strange feeling, perception, or persistent thought occurs, and the person affected needs to make sense of it A delusional interpretation...provides immediate relief, just as performing a compulsive ritual brings relief from an obsessional thought. Unless the delusion is associated with a general deterioration of brain functions, ... IT IS COMPATIBLE WITH ADEQUATE AND EVEN SUPERIOR THINKING. ONCE THE DELUSION IS WELL ESTABLISHED, APPARENTLY CONTRARY EVIDENCE CAN EASILY BE IGNORED OR ACCOMODATED. (p. 2, No. 7; emphasis added) In other words, very intelligent people can make incorrect inferences, especially when they are trying to explain something unusual or very difficult to understand. In people who are predisposed to it, these beliefs may reach a delusional status. But such delusional beliefs, it seems to me, are only quantitatively different from the irrational beliefs of the rest of us: we all have firmly held beliefs for which there is little, no, or contradictory evidence. Once the false belief (whether delusional or not) is firmly established, it becomes very difficult to question it; and we all tend to process contradictory evidence in such a way that the belief is retained unscathed (or is even strengthened). The beliefs we have about psychological matters seem to me to be particularly prone to this problem: we all have had unusual mental experiences that not only were difficult to understand, but that we usually have felt were very important to explain. Furthermore, there are a host of culturally sanctioned explanations that we have been taught from our earliest years--explanations that often have little or no evidence in favor of them. These explanations tend to become engrained because they are taught so early and so pervasively (e.g., beliefs about memory, hypnosis, psychic abilities, etc.). These are culturally acceptable "delusions" that guide how we process new information, which only serves to strengthen them further. How is this way of looking at our false beliefs helpful for teaching skepticism? Since the sort of false beliefs we are trying to dispel in our classes (and in ourselves) seem similar in a qualitative sense to those of delusional people, perhaps we can gain some insight into how we might go about promoting skepticism by looking at therapies for delusional thinking. The type of treatment most effective for (nonorganic) delusional disorder is cognitive therapy: Cognitive therapists do not challenge the belief or immediately try to change it. Instead they show sympathetic interest [in the client's problems] Meanwhile they are learning how long the delusion has been present, how and when it comes and goes, and which experiences are supporting a delusional system. The patient may be asked to keep a daily log of these experiences. The therapist tries to understand what the delusion means to the patient, what concerns it reflects, what problems it solves, and how it interferes with the patient's life (p. 3, No. 8) This suggests that we should adopt an empathic and sensitive approach to teaching skepticism in our students. Instead of coming to class with our intellectual guns drawn, firing away at our students' beliefs (a tendency that I have to resist in myself), we should try to see what role these beliefs play in our students' lives and gently help them to consider evidence for and against them: The main therapeutic activity is not giving advice or providing interpretations but asking questions: What is the evidence for the [false belief]...? Do others seem to agree with you, and if not, why not? What other explanations are possible? The process begins with the beliefs that are least firmly held. (p.
Re: Double-dipping...again
Well, this is a toughie, but I think, given the context as explained below, that it is the same class with exactly the same assignment and that he never completed the class and got a grade in it before, and that he did make some corrections (I assumed based on feedback) that he should be OK. I guess I would tend to think of the first, incomplete run through the class as a "draft". At least, this is how I would handle it, I believe. annette On Tue, 2 Feb 1999, G. Marc Turner wrote: > Okay, I know this was discussed at some length not to long ago, but I've > had a new twist on the student turning in the same paper for credit twice. > > Normally, I see this with the student trying to turn in the same paper for > two different classes. Here's the twist... > > The student was in my class in a previous semester. Despite having a mid-B > in the course, he had to drop because of some outside problems. The first > assignment is the same as it was when he originally took my course. (You > can see this one coming...) So, he has turned in (what I believe to be) the > same paper this semester for the first assignment that he turned in > previously. I do not have a copy of the paper he turned in last time, > however the wording of this paper seems VERY familiar (and the black > streaks from the copy machine and the copied staple on the last page, etc.) > lead me to believe it's the same paper. This paper is a general thought > piece about what it means to the student when they hear that psychology is > a science, what they hope to gain from the course, etc. All things that > could easily be the same now as they were the first time he turned it in. > After looking a bit closer, I notice that he has probably corrected some of > the mistakes he made the last time he turned it in. > > So, should he get credit? Should I pull him aside after class and ask about > it? Should I be a really bad, lazy prof and just give him the same grade he > got last time and be thankful I have one less paper to grade? (the last one > was meant as a joke... though know that I think about it...) > > - Marc > > G. Marc Turner, MEd > Department of Psychology > Southwest Texas State University > San Marcos, TX 78666 > phone: (512)245-2526 > email: [EMAIL PROTECTED] > Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
EMDR & ethics
Al Cone wrote: > Several weeks ago Jim Guinee was kind enough to forward to us a nice long > list of quackeries from Quackwatch. One of them was EMDR. Without really > thinking too much about it, I forwarded Jim's post to a class of mine. > > Now it turns out that a student has a therapist in the community who wants > to use that technique with (on?) her. He tells her that he has had success > with it with other clients. She is hestitant, but wants me to butt out, > lest it mess up her relationship which otherwise is pretty good. It seems as if your student has made her wishes known. As an adult, she has the right to make her own choices and possibly mistakes. Your role as professor/teacher (here's a debate I don't want to resurrect!) is not one of parent. In addition, APA has made it clear that dual relationships are to be avoided. Thus, as professors/teachers our role is not also one of psychotherapist or caregiver/guardian. If you hear that a psychologist, psychiatrist, counselor etc. is behaving in a way that you believe is unethical, your responsibility is to report that individual to your state licensing board and the individual's professional organization. I'm not sure that using a treatment which is controversial (EMDR qualifies as such) would meet the criteria of unethical treatment. > > I am tempted to just let it go, since it doesn't seem to be harmful, but > I am concerned at the level of care she is getting from this man. My guess is that you have limited information concerning this individual and the treatment that they are offering. If I tell you that my doctor is recommending herbal therapy for a severe illness, you might be concerned about the level of care I am receiving. However, the doctor may also be recommending a variety of other traditional and nontraditional treatments. You simply do not have this information nor do you have knowledge concerning their skills or expertise. Therefore, as the treatment is questionable but probably not unethical (as defined by APA currently), and as the student wants you to "butt out", and as you probably do not want to become a third party in a therapy triangle, your best recourse is probably to "just let it go". My two shekels worth, linda -- linda m. woolf, ph.d. associate professor - psychology Web Page: http://www.webster.edu/~woolflm mailto:[EMAIL PROTECTED] Outside of a dog, a book is a man's (and woman's) best friend. . . . Inside a dog, it's too dark to read." - Groucho Marx Webster University 470 East Lockwood St. Louis, Missouri 63119
Psych grad school outside the U.S.
A while back, I wrote: "I have a student who is interested in attending graduate school in clinical or counseling psychology in Europe (she's most interested in Ireland). Does anyone know of resource materials for finding such schools? How is the psychology Ph.D. from a European university perceived in the U.S.? Is there any selection bias for applicants (do the universities pick first from their own citizens)? What could she do now as an undergraduate to better her chances? A few folks asked that I post the responses to the list so here they are: FROM KEN STEELE: Here is a contact person in Ireland that should be able to supply some relevant information. Dr M Keenan Psychology Dept University of Ulster Cromore Road Coleraine Co L'derry BT52 1SA [EMAIL PROTECTED] FROM JOE HATCHER: I'm one of the few Americans who went from US undergraduate school to graduate study in Europe. I studied in Belgium for several years before finishing my degree in the US. In the Belgian and German systems, there is no grad school admissions process like the one we have here (I'm speaking of 20 years ago, and doubt that there have been major changes). You essentially have to be invited to take a spot that has been vacated. I don't know about the systems in the UK, but wouldn't be surprised if they are somewhat similar. So, your student should be prepared for a system that operates very differently from ours. Also, since European students typically begin their "major" when they first enroll in university, and study little else, your student should also be prepared to compete with students with much more background in psychology than a psychology major from the US would have. Graduate school in Europe, in my experience, involves no coursework; that's all been done at the undergrad level. FROM PAUL W. JEFFRIES: Your student might want to take a look at the web site Psychology Departments in Britain and Ireland (http://www.psych.bangor.ac.uk/deptpsych/BIPsychDepts/BIPsychDepts.html) . The answers to your questions will vary from school to school. Another thing to keep in mind is that European universities do not typically have a lot of funds available for foreign students, so your student should think about how she will pay for school. Sherry Ferguson, Ph.D. Research Psychologist National Center for Toxicological Research/FDA 3900 NCTR Road Jefferson, AR 72079 phone: 870-543-7589 FAX:870-543-7682
Technology and Teaching
I am working with some IT folks here to advise on the use of technology in teaching. I was wondering if any of you have comments / suggestions / wishlists of what you do or do not use at your institutes that may apply to University of California. I would appreciate emails on the subject [EMAIL PROTECTED] thanks Tor Cross, Ph.D. Teaching Resources Center University of California - Davis One Shields Avenue Davis, CA 95616 (530) 752-6050
RE: Uh-oh -- Copyright one more time
WHOA!!! you mean that if you teach on TV, for example, for a 'distance learning' course you can use overheads of those same cartoons that I cannot use in class? Am I reading this right??? annette On Tue, 2 Feb 1999, Jim Clark wrote: > Hi > > Just after the posts on copyright, the following arrived on from > Edupage: > > > Edupage, 2 February 1999. Edupage, a summary of news about information > technology, is provided three times a week as a service of EDUCAUSE, > an international nonprofit association dedicated to transforming higher > education through information technologies. > > > EDUCATORS PUSH FOR EXPANDED COPYRIGHT LAW > Educators testified last week at a hearing organized by the U.S. Copyright > Office, advocating an expansion of the current law to give online > instructors the same exemptions now available to those who teach via > television and radio. Current copyright law explicitly allows > distance-education instructors to use copyrighted works, such as video clips > or photos, as part of their presentations without first gaining permission > from the copyright holders. However, that provision was written in 1976, > when most distance learning took place over audio and video networks. > Educators are now fighting to have that provision expanded to include > courses taught over digital networks, but publishers and the entertainment > industry are vigorously opposing such expansion, saying it could lead to > unlawful copying and distribution of digital works. (Chronicle of Higher > Education 5 Feb 99) > > > Best wishes > Jim > > > James M. Clark(204) 786-9313 > Department of Psychology (204) 774-4134 Fax > University of Winnipeg4L02A > Winnipeg, Manitoba R3B 2E9 [EMAIL PROTECTED] > CANADAhttp://www.uwinnipeg.ca/~clark > > > Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
REM sleep and Freud
After directing people to the web site abcnews.go.com/sections/living/DailyNews/dreams990126.html I commented: > > I suggest you forget the Freudian nonsense associated with the news > > item. The observations are the real news. > > --- On Tue, 2 Feb 1999, Jim Guinee wrote: > > Why is it automatically nonsense (please note: I am not a big fan of Freud)? > > On the other hand, I didn't really see anything in the article that gives any > credence to Freud. The writer seems to be making a huge (and unfortunate) > leap in logic. Is that what you're reacting to? > > Just curious (and thanks), > Dear Just Curious: It's automatically nonsense because Freud was an unprincipled madman and nothing he asserted bears the slightest resemblance to anything scientific. For "unprincipled madman", check out the bizarre and criminal treatment he was responsible for administering to poor Emma Eckstein or the equally bizarre Frink incident where he tried to get two of his patients to divorce their spouses and marry each other. For "unscientific" I note that his fairy-tale "theory" is so vaguely described that it can be used to support any outcome whatsoever (after the fact, of course). So the claim "Freud may have been right" in the news item is meaningless. Freud is _always_ right (and who cares). Sir Peter Medawar, a Nobel Prize winner in medicine, had it right when he said: "The opinion is gaining ground that...psychoanalytic theory is the most stupendous intellectual confidence trick of the twentieth century." But you're right about the leap in logic. There's no connection at all between the finding that brain-damaged people who don't have REM still dream, and anything that Freud may have said. I guess the journalist just thought it would be more interesting that way. He was wrong. -Stephen Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's Universitye-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Department web page at http://www.ubishops.ca/ccc/div/soc/psy
Racism, hatred, etc.
I just received my issue of ToP and noted two articles relevant to one or two recent threads on teaching multiculturalism, racism, etc. See: Khan, S. R. Teaching an undergraduate course in the psychology of racism. V26, No. 1, 28-33 Craig, K. M. Teacing students about hate and changing awareness. V26, No. 1, 44-45. <>< <>< <>< <>< <>< <>< <>< <>< <>< <>< <>< <>< <>< Miguel Roig, Ph.D. Voice: (718) 390-4513 Assoc. Prof. of Psychology Fax: (718) 442-3612 Division of Social Sciences [EMAIL PROTECTED] St. John's University [EMAIL PROTECTED] 300 Howard Avenue http://rdz.stjohns.edu/~roig Staten Island, NY 10301 ><> ><> ><> ><> ><> ><> ><> ><> ><> ><> ><> ><> ><>
Body Language Activity
Hello Tipsters, Has anyone ever tried the activity, involving a card game, called "Body Language in the Classroom" by Timothy Coyne? The problem I have is that the game does not appear to be fully explained in the APA's _Activities Handbook_, vol. 1. I would certainly appreciate some clarifications concerning this game. Thank you. Andri Alizzi Sept-Iles College Quebec, Canada
Re: Patch Adams/Psychoneuroimmunology
> Michael Sylvester wrote: > > I am thinking of assigning Patch Adams as a demonstration of > > behavioral medicine and psychoneuroimmunology. > > I can recall reading where a Norman Cousins cured himself of > > cancer by watching WC Fields and Abbott and Costello movies. > > Patch Adams would seem to be right up the alley in > > demonstrating the power of laughter,humor in healing. > > Any comments? > > Michael Sylvester Ack! Here's an interesting reference (and you don't have to sit through Robin Williams): Lefcourt, H. M., Davidson-Katz, K., & Kueneman, K. (1990). Humor and immune-system functioning. HUMOR, 3, 305-321. Dave P.S. I'm thinking of assigning Debbie Does Dallas as a demonstration of the sexual response cycle. Any comments? === David J. Bennett Ph.D.Voice: 617/521-2603 Department of Psychology Email:[EMAIL PROTECTED] Simmons College 300 The Fenway ObQuote: Boston, MA 02115 "Life does not cease to be funny when people FAX: 617-521-3086 die any more than it ceases to be serious when people laugh." -George Bernard Shaw ===
sig file and neuron death
thanks to everyone who responded about my sig file. I will fix it! so far, no one has responded about the myth or fact of the 6000 neurons that die for every once of alcohol consumed. I was just curiious as to how one would go about counting these neurons and under what conditions the alcohol would be administered. Or would this be post-mortem in humans, with the researcher having to estimate amount of alcohol consumed? Post mortem in rats that had been exposed to specific amounts of alcohol? Seems pretty difficult to come up with an accurate count under any conditions. Carol Hayes begin: vcard fn: Carol A. Hayes n: Hayes;Carol A. org:Delta State University email;internet: [EMAIL PROTECTED] title: Assistant Professor of Psychology x-mozilla-cpt: ;0 x-mozilla-html: FALSE version:2.1 end:vcard
RE: Patch Adams/"impairment"
Some things I can resist, but temptation is not among them: Once a person has been "impaired" and prior to "repairing" them, they should first get a divorce. 2 cents... Peter Lawson, Ph.D. Psychology Department Century College White Bear Lake, MN 55110 [EMAIL PROTECTED] [EMAIL PROTECTED]
Re: critical thinking syllabus
I always assign them to critique a website and there are some excellent websites that tell you how to do that. If you check tips archive you will find several suggestions. I did not save them and don't even know how to check tips archive, but I know it is there. Maybe someone could tell all of us how to get into the archives :-) annette On Wed, 3 Feb 1999, Deborah Briihl wrote: > I have added a section of critical thinking about pop psychology into my > senior seminar class (alias "cram everything into that should have been > taught in their sophmore year class"). Anyway, this section will be about > 2-3 weeks of the basics and them doing research in this area about some > topic. Syllabi or basic activities to wake up these skills (please don't > ask me to tell them to buy another book - I already have them buy 2)? > I'm starting out with parapsychology as an example (have video tape, will > use). > Deb > Deb > > Deborah S. Briihl, Ph.D. > Dept. of Psychology and Counseling > Valdosta State University > Valdosta, GA 31698 > (912) 333-5994 > > Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
RE: Uh-oh -- Copyright one more time
Jim Clark said: >What if you want to criticize the work that has been produced ... >for example, use cartoons to illustrate some of the negative >stereotypes of people with psychological disorders? Or use >materials from the KKK to disparage the attitudes and values they >depict? Jim: You are correct that to hide from criticism beneath the copyright law would not be healthy. However, it is also not possible to do so. The use of "parts" (meaning not to exceed about 10% of the original) in evlauation/criticism has always been legal. It would not, however, be legal to _copy_ an entire work to show to a class You could, however, _purchase_ a copy and show the whole thing in class! i.e., the critical issue in showing a video or any other "whole work" in a classroom setting (face to face teaching) is that there must be a legal copy (purchased!) for it to be shown and stay within the copyright provisions. Tim S. ___ Timothy O. Shearon, PhD Albertson College of Idaho Department of Psychology 2112 Cleveland Blvd Caldwell, Idaho [EMAIL PROTECTED] 208-459-5840
Re: Double-dipping...again
Okay, I've gotten several responses to this and all say about the same thing. However, Annette's post brought up the point that raised the question in my mind to begin with. At 06:59 AM 2/3/99 -0800, you wrote: >be OK. I guess I would tend to think of the first, incomplete run through >the class as a "draft". So, does this give him an unfair advantage in the grading of the assignment since no one else had the advantage of turning in a "draft" to be graded then given a second chance to turn in the paper for full credit? Admittedly, I would have looked at any drafts brought to me and given feedback on them. So, I guess it could be argued that he simply took advantage of the fact I'm willing to look at drafts and give feedback, but there's just something about it... I have decided to go ahead and accept the paper. Oh, and this is the only assignment that is exactly the same, so he'll have to do all new work from here on out... although he has already directly asked me about future assignments that would be the same and if he could just turn in the stuff he did last time... at least he's honest about it... - Marc --- G. Marc Turner [EMAIL PROTECTED]
Re: posting grades
G. Marc Turner wrote "I must admit I come close to being guilty of it. I post grades by the last 4 digits of the SS#. But, I also ask for permission to do this on a student information sheet I have them fill out the first day of class. I make a big deal out of the item that asks for permissionand let them know that if they do not want their grade posted by the last 4, that I will be more than happy to arrange an alternate way of posting >their grade or not post their grade at all if they would prefer." In the Wisconsin system we have recently (last year) been notified that any use of SS#s (even the last 4 digits) is now prohibited. :) Brad ** Brad Caskey, Ph. D. Professor of Psychology Psychology Department 410 South 3rd University of Wisconsin - River Falls River Falls, WI 54022 (715)-425-3306 e-mail: [EMAIL PROTECTED] ** Great Spirits have always encountered violent opposition from mediocre minds -Albert Einstein
life-span developmental psych
Hi Tipsters, I am at home with a bad case of the flu and I am working on some course descriptions for summer and fall. Thought I might be more creative with a fever! I am looking to update my course description for human development (life-span). I would love to see what other folks or departments have come up with. Thanks, linda -- linda m. woolf, ph.d. associate professor - psychology Web Page: http://www.webster.edu/~woolflm mailto:[EMAIL PROTECTED] Outside of a dog, a book is a man's (and woman's) best friend. . . . Inside a dog, it's too dark to read." - Groucho Marx Webster University 470 East Lockwood St. Louis, Missouri 63119
Re: neuron death
On Wed, 3 Feb 1999, Carol Hayes went: > Hi, tipsters! Can anyone enlighten me as to how the idea that 6000 > brain neurons die for every ounce of alcohol consumed came about? I have > heard this figure in several places, not the least of which was at the > U. of Tennessee medical school neuroanatomy department during a > chautauqua short course. thanks for any info! I can't enlighten you as to how it came about, but I can tell you it's nonsense. One obvious problem with it is that it doesn't account for dosage schedule. Consumption of more than 5 drinks per day, for decades, is associated with a 33% reduction of the number of neurons in the cerebellar vermis (when brains are compared across subjects at autopsy)--but that doesn't mean that a single drink in a teetotaller has a neurotoxic effect that's estimable by simple division. Or that it has any neurotoxic effect at all. My guess is that someone whipped out a pocket calculator and performed some simple division anyway, without giving the matter adequate thought. --David Epstein [EMAIL PROTECTED] Reference: Karhunen et al. _British Medical Journal_ 308: 1663-1667, 1994.
EMDR & Ethics
Folks, I'm in a quandry. Several weeks ago Jim Guinee was kind enough to forward to us a nice long list of quackeries from Quackwatch. One of them was EMDR. Without really thinking too much about it, I forwarded Jim's post to a class of mine. Now it turns out that a student has a therapist in the community who wants to use that technique with (on?) her. He tells her that he has had success with it with other clients. She is hestitant, but wants me to butt out, lest it mess up her relationship which otherwise is pretty good. I am tempted to just let it go, since it doesn't seem to be harmful, but I am concerned at the level of care she is getting from this man. Another clinician who worked at this particular CMHC tells me that "they" were all trained last Summer, but that he, for one investigated it and was convinced of the position in Quackwatch before I forwarded to him. Opinions??? Al Al L. Cone, Ph.D. Professor & Chair Department of Psychology 701.252.3467 X 2604 Jamestown College 6019 College Lane [EMAIL PROTECTED] Jamestown, ND 58405
RE: Patch Adams/Psychoneuroimmunology
> > Because of the remote chance that you might run into > someone who is "humor > > impaired". ;) > > Then, isn't it our responsibility to "repair" that person? :-)) (ethical dilemma...little angel on one shoulder, little devil on the other...both talking as fast as they can. Alas, the angel wins.) Enough said. Paul Smith Alverno College
humor (was Patch)
If I recall correctly,isn't there some Candid Camera clips that have been interjected in the Social Psy paradigm? Compare and contrast Patch's Psychneuroimmunolgy and the Candid Camera demonstrations in Social Psychology. Michael Sylvester Daytona Beach,Florida
A & E Biography
Should have passed this on last week. A & E is doing -- as part of their biography series all this week -- shows on people who "give" advice. They've already done Dr. Laura of recent list discussion, and Dr. Ruth. I've never heard of the guy for tonight, but "Joycie" is on the schedule for either Thursday or Friday. They didn't comment on it, but they showed Dr. Ruth's first Yellow Pages listing and it had MD after her name! That, she ain't. Recall the old APA ethics casebook anybody. I seem to recall a case in which a guy falsely advertised his credentials, claimed it was an accident, but still got bounced from APA. So don't miss Brothers. A Al L. Cone, Ph.D. Professor & Chair Department of Psychology 701.252.3467 X 2604 Jamestown College 6019 College Lane [EMAIL PROTECTED] Jamestown, ND 58405
Re: Patch Adams/Psychoneuroimmunology
> Humor has no place in the teaching of psychology. My motto has always been > "don't rock the boat". > Paul Smith > Alverno College Could you please clarify the statement that "humor has no place in the teaching of psychology" please? Tapping foot, waiting. . . Dave === David J. Bennett Ph.D.Voice: 617/521-2603 Department of Psychology Email:[EMAIL PROTECTED] Simmons College 300 The Fenway ObQuote: Boston, MA 02115 "Life does not cease to be funny when people FAX: 617-521-3086 die any more than it ceases to be serious when people laugh." -George Bernard Shaw ===
Stress Assessment
One of our senior psychology majors is doing her thesis on the relationship between college student alcohol use and stress. She is looking for a relatively quick assessment instrument that will be given to students who are taking the CORE Alcohol and Drug Survey. Any suggestions on possible instruments will be appreciated. Also, she will appreciate any recommendations of current research that looks at the alcohol & stress relationship (not necessarily limited to the college population). Thanks for your help. Bob Hansen - Robert N. Hansen, Ph.D. Director, Counseling and Health Services & Assistant Professor of Psychology Westminster College 501 Westminster Avenue Fulton, MO 65251 573-592-5362 Fax: 573-592-5180
RE: Patch Adams/Psychoneuroimmunology
Dialogue between Paul C. Smith & Louis Schmier: > > > On Tue, 2 Feb 1999, Paul C. Smith wrote: > > > > > > > > Humor has no place in the teaching of psychology. > > > > > > > > Why? > > > > Because of the remote chance that you might run into someone who is "humor > > impaired". ;) > > Then, isn't it our responsibility to "repair" that person? :-)) > > No, it's our responsibility to teach them the subject matter which they enrolled in our class to learn, not to try to impose upon them personality traits which they may or may not want. Sorry, Patch. Some of us don't like going through life with the clown nose. --Robin > *** Robin Pearce"She had a ragged, weary voice, as if she had been Boston University berating a roomful of imbeciles the night before." [EMAIL PROTECTED]--Scott Spencer ***
Re: posting grades
On Wed, 3 Feb 1999, John W. Kulig went: > This year I experimented with posting by bogus name. The first time > I had them pick their own names, but this was a mistake. I got some > names like Bubbles, Love Machine, and the like, and other names that > were of marginal taste. This is also one of the oddities of communicating with students by e-mail: how _does_ one keep one's composure when replying to an academic query from a young woman whose username is (I'm not making this up) "titty-licious"? Now, about posting grades for large classes--use code numbers and put 'em up on the class Web site. Students _love_ this, especially if you're very prompt about it. (When the test is pure Scantron, you can easily have the grades posted by midnight on the day the test was given.) I've usually linked the grades page to a page of "frequently missed questions," with explanations for the correct answers. --David Epstein [EMAIL PROTECTED]
critical thinking syllabus
I have added a section of critical thinking about pop psychology into my senior seminar class (alias "cram everything into that should have been taught in their sophmore year class"). Anyway, this section will be about 2-3 weeks of the basics and them doing research in this area about some topic. Syllabi or basic activities to wake up these skills (please don't ask me to tell them to buy another book - I already have them buy 2)? I'm starting out with parapsychology as an example (have video tape, will use). Deb Deb Deborah S. Briihl, Ph.D. Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (912) 333-5994
Re: Double-dipping...again
I don't see a problem here. One could argue that technically, as the student withdrew, nothing was every submitted. But maybe more importantly, why shouldn't he be allowed to turn in the same paper in response to the same assignment? What is it you want him to learn by asking him to disregard his first answer and create a second? I'd be more inclined to reward the fact that he corrected errors. Vinny Vincent Prohaska Department of Psychology Lehman College, CUNY Bronx, NY 10468-1589 [EMAIL PROTECTED]
Re: [TIPS]multicultural celebration
Michael Sylvester wrote: >There is some evidence that whites hardly think of themselves as > white, > however,in this culture African-Americans are more conscious of their > ethnic identity. White people can get a bit of a feeling of what the other position is like by spending some time in an all black - or Oriental - neighborhood, restaurant, store, or affair. White people do notice their color then (even if others don't) and in the process gain a tiny bit of understanding how others may feel. It's not necessarily a bad experience btw .. just a valuable experience. -- * John W. Kulig, Department of Psychology * Plymouth State College Plymouth NH 03264 * * [EMAIL PROTECTED] http://oz.plymouth.edu/~kulig * *** * "Eat bread and salt and speak the truth" Russian proverb * ***
neuron death
Hi, tipsters! Can anyone enlighten me as to how the idea that 6000 brain neurons die for every ounce of alcohol consumed can about? I have heard this figure in several places, not the least of which was at the U. of Tennessee medical school neuroanatomy department during a chautauqua short course. thanks for any info! Carol Hayes PS Is my signature file showing up on this post? i might be having some problem with it. thanks. begin: vcard fn: Carol A. Hayes n: Hayes;Carol A. org:Delta State University email;internet: [EMAIL PROTECTED] title: Assistant Professor of Psychology x-mozilla-cpt: ;0 x-mozilla-html: FALSE version:2.1 end:vcard
Re: posting grades
Some people here still post by the last 4 digits of the SS. I am told by our college officials that this is not proper either (most NH residents have SS numbers that start with 002 or 001, making it easier to figure out someone's grade.) I find it silly that someone would take the last 4 digits and try to figure out the full SS (there are easier ways to obtain grades, and, SS#s). But, such is the age we live in. This year I experimented with posting by bogus name. The first time I had them pick their own names, but this was a mistake. I got some names like Bubbles, Love Machine, and the like, and other names that were of marginal taste. So the second time I did it I created a master list of names from the History of Psychology (from Boring, actually) and they picked them. Most people preferred names that started with the same letter as their name. An interesting twist on this technique that I have seen a colleague use is to choose fake names that match the content of the course - so use names from physio psych (Sperry, Gazzaniga etc) for this course for instance. On a related issue, our registrar informed me that it was OK to create a web page with the bogus names and grades, so long as, with any posting, it is impossible to figure out someone else's grade. -- * John W. Kulig, Department of Psychology * Plymouth State College Plymouth NH 03264 * * [EMAIL PROTECTED] http://oz.plymouth.edu/~kulig * *** * "Eat bread and salt and speak the truth" Russian proverb * ***
RE: Patch Adams/Psychoneuroimmunology
On Wed, 3 Feb 1999, Paul C. Smith wrote: > Louis_Schmier wrote: > > On Tue, 2 Feb 1999, Paul C. Smith wrote: > > > > > > Humor has no place in the teaching of psychology. > > > > > > Why? > > Because of the remote chance that you might run into someone who is "humor > impaired". ;) Then, isn't it our responsibility to "repair" that person? :-)) Make it a good day. --Louis-- Louis Schmier [EMAIL PROTECTED] Department of History http://www.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, GA 31698 /~\/\ /\ 912-333-5947 /^\ / \/ /~\ \ /~\__/\ / \__/ \/ / /\ /~\/ \ /\/\-/ /^\_\/__/___/^\ -_~/ "If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills" -\
RE: Patch Adams/Psychoneuroimmunology
Louis_Schmier wrote: > On Tue, 2 Feb 1999, Paul C. Smith wrote: > > > > Humor has no place in the teaching of psychology. > > > Why? Because of the remote chance that you might run into someone who is "humor impaired". ;) Paul Smith Alverno College
Related to AEQ
Dear Tipsfolks, I am now on the editorial staff of the above-referenced, the Academic Exchange Quarterly, and I have 2 requests of my fellow list members. The first is for input for my quarterly column on online education. I am particularly interested in the experiences and comments of listmembers who have taught online classes; I would like to informally survey you about what seems to work well in online teaching, and what doesn't. Please feel free to respond to me off-list. The other is to let you'all know that the Quarterly is always seeking good articles related to teaching K-16. So, if you'd like to submit that really neat article about teaching that you wrote but have no takers for, or you have an idea for a good article, let me know. The deadline for the Summer issue is 2/15. The web address is www.uwm.edu/~sands/aeq/cfd.htm if you'd like more information. Thanks for letting me use this bandwidth to promote AEQ. Nancy Melucci If it's Tuesday, this must be LA Valley College. Garden Grove, CA
Fwd: [NEWPSYCH] Tone deafness
Gang: We can do a little interlist fraternization. What does cause tone deafness? Would it be physiological or due to other factors (poor training or the like)? Nancy "Did I REALLY agree to teach a 6:30AM Class?" Melucci Et al Colleges Garden Grove, CA I was dicussing the four lobes the other day in my General Psychology class and had a student ask me what caused someone to be tone deaf. Could someone help me out with this answer? Thanks, Nina $$ $ Nina L. Tarner$ Animal Learning/Physiological Psychology $ Kansas State University Department of Psychology $Manhattan, KS. 66506 539 Bluemont Hall $ (785) 532-6850 (msg) email: [EMAIL PROTECTED] $ (785) 532-7004 (fax) $$ $ __ To post to this list, send email to [EMAIL PROTECTED] To "UNSUBscribe NEWPSYCHLIST", send email to [EMAIL PROTECTED] James Cantor, NewPsychList Manager ([EMAIL PROTECTED])
RE: Patch Adams/Psychoneuroimmunology
On Tue, 2 Feb 1999, Paul C. Smith wrote: > > Humor has no place in the teaching of psychology. Why? Make it a good day. --Louis-- Louis Schmier [EMAIL PROTECTED] Department of History http://www.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, GA 31698 /~\/\ /\ 912-333-5947 /^\ / \/ /~\ \ /~\__/\ / \__/ \/ / /\ /~\/ \ /\/\-/ /^\_\/__/___/^\ -_~/ "If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills" -\
Re: [TIPS]multicultural celebration
On Tue, 2 Feb 1999, merrikay boylan wrote: > Hi List - > > In response to a couple of comments - > > The reason I have the students write about their own ethnic background > rather than a different one, is for a couple of reasons: > > 1. Many of the Euro-American students aren't aware that they HAVE an > ethnic background. This assignment causes them to learn that they > indeed are not Native Americans, but somewhere along the line their > family were immigrants. It is more often than not something they have > not realized or thought about. I find that this broader perspective > helps them to begin to develop an understanding, tolerance, and > appreciation for other cultures. In fact, in their papers, they often > state, "I didn't realize how much of my value system was from my > background - I just thought that's how things are." You know - charity > begins at home. > > 2. The text I use presents plenty of information about other cultures > so they are getting comparisons. > > These papers are SO much fun to read! It is a great assignment. > There is some evidence that whites hardly think of themselves as white, however,in this culture African-Americans are more conscious of their ethnic identity. Michael Sylvester Daytona Beach,Florida
Black History Month
just curious as to if any tipsters will take note of the contributions of Africans to Psychology? Possible seeds of contemplation could be: - the origins of the art and practice of psychological science in Ancient Egypt - the melanin hypothesis and the substantia nigra as the basis of soul - Kenneth B.Clark as the the first African-American President of the APA -Eurocentric individualism vs.African Collectivism -Global warming and the advantage of melanin types in the new evolutionary adaptation Michael Sylvester,Ph.D Hip-Hop University Daytona Beach,Florida
[TIPS]multicultural celebration
Hi List - In response to a couple of comments - The reason I have the students write about their own ethnic background rather than a different one, is for a couple of reasons: 1. Many of the Euro-American students aren't aware that they HAVE an ethnic background. This assignment causes them to learn that they indeed are not Native Americans, but somewhere along the line their family were immigrants. It is more often than not something they have not realized or thought about. I find that this broader perspective helps them to begin to develop an understanding, tolerance, and appreciation for other cultures. In fact, in their papers, they often state, "I didn't realize how much of my value system was from my background - I just thought that's how things are." You know - charity begins at home. 2. The text I use presents plenty of information about other cultures so they are getting comparisons. These papers are SO much fun to read! It is a great assignment. Merrikay Boylan, MS Cal State Univ Sacramento __ Get Your Private, Free Email at http://www.hotmail.com
[TIPS]Cheating
Hello again List members - As I was reading the many great ideas about how to handle academic dishonesty, I was reminded of my past work at a drug treatment clinic. Staff members often had their favorites, as a part of human nature, and clients would of course take advantage of that and try to manipulate staff (imagine that!). The point being, that occasionally a staff member might be tempted to let a client get away with breaking protocol "just this once" because we just knew that client really was doing well and would be ok if there were no consequences. The staff member therefore might be tempted to say nothing to the treatment team and let the breech or is it breach pass (surely not britches). Not to compare students with addicts (God forbid), or to say the student that cheats needs to be expelled, just that cheating might be one of those cases that should be decided by committee, just to keep us impartial. Now THAT's probably not going to happen just because of time and staff constraints, but the point stands. Merrikay Boylan, MS Cal State Univ Sacramento __ Get Your Private, Free Email at http://www.hotmail.com
