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Re: credulous personality disorder
> In honor of the piece sent out by Jim Guinee, I developed a new personali= > ty disorder that I plan on submitting to the work goup at the American > Psych= iatric Association that deals with personality disorders. I hope to > have it incl= uded in DSM V (or maybe VI: I think it will be coming out > six or seven months aft= er V). > - > 301.99 Credulous Personality Disorder (formerly Pseudoneurotic > Gullibility) Jeff, Maybe you should consider submitting your very humorous work to the Journal of Polymorphous Perversity (??). Of course, maybe that is where the original piece came from! Regards, Jim * Jim Guinee, Ph.D. Director of Training, Counseling Center Adjunct Professor, Dept. of Psychology/Counseling Dept. of Health Sciences President-Elect, Arkansas College Counselor Association University of Central Arkansas 313 Bernard HallConway, AR 72035USA (501) 450-3138 (office) (501) 450-3248 (fax) "Time is a great teacher, but unfortunately it kills all its pupils." -Hector Berlioz
adjunct guidance?
I wonder if others (adjunct or full time) might have some suggestions for the following query. I have a hard time finding qualified adjunct faculty--masters is a minimum. We have many fine adjuncts, but it is difficult to find those who appreciate science, critical reasoning skills, and also have real Knowledge of basic areas of psych, classic research, etc. When we bring them on board, they are observed by faculty and, of course, class evals are done for us all in each class. We have some general topic outlines of what we want covered in General and Child psych, but I am thinking of some kind of guideline to help adjuncts present critical thinking, emphasize a science perspective, and advise them in covering research studies with these goals in mind. Do any of you have something like this for your adjunct? Or heck, for any of the faculty? Many are masters level counselors, clinicians, and motivational speakers who bring in some nice anecdotes that make students happy, but they also are more comfortable talking as therapists than as educators, and the kind of topics discussed suggest their difficulties may be due to their acquired mental problem of CPD (see Ricker post). Just wonderin' Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: Intuition Gains Doctors' Notice
Just some thoughts on this news piece (thanks Jim). Aside from Jeff Ricker's wonderful diagnostic effort, I wonder how actual psych counselors and clinicians would respond? How would L. Witmer, the "founder" of clinical psych respond? He did not advocate talk therapy--something that came much later. Judith Orloff, the misguided psychiatrist mentioned in the piece, called herself a psychic psychiatrist in her early book on "second sight." Now she wants to improve the image of the psychic by employing the term intuition. I think this will work for her as it describes the "sensitive" and empathic experiences felt in a caring relationship. I think there are quite natural explanations for this, and much is self-deception, but I argued quite a while ago on this list that clinical workers and psychic readers have much in common--not that they should be equated, but that uncritical (cf. mindless) reliance on clinical relationships can promote some self-deceptive "insights" and "intuitions" not unlike those found in sincere psychic healers and fortune tellers. One of the authors mentioned in the article is T. M. Luhrmann. He argues that clinical/medical practice can be seen as divided between a tech oriented approach to the patient/client versus a humanistic, psychodynamic, find-your-own-voice-and-meaning-with-me approach. He favors the latter. Of course, science and skepticism, and critical reasoning are lumped with the nasty, cold, mechanistic, your-time-is-up-HMO approach, while the empathic, caring, build-a-relationship approach is coupled with the psychodynamic, humanistic, let-me-be-your-spirit-guide emphasis in alternative, new-age approaches. While simplistic, I think there are some valid points to this view. It is unfortunate that the emphasis on a more humane approach is being tied to a requirement to suspend critical reasoning, denigrate science, and embrace fantasy. Like I said, I am wondering what the responses will be in clinical (scientist-practitioner?) grad classes. One other thought---as with the emphasis on neurosciences---I wonder if part of the problem is the fact that psychologists have no consensus on what their subject matter is. What constitutes the psychological? Is it nothing but the physiological? I have my own answers here, but it seems to me that many clinical practitioners are being respectful of what they consider to be the valid psychological dimensions of their focus and practice in a field where the psychological is (seemingly) reduced to neural, biogenetic explanations. Are prescription privileges an effort to bridge both worlds--of powerful drugs and powerful magic? It is just that, in their heads, over time, with clinical experience, and befuddled psych education (unresolved mind-body issues), the psychological has become tied to meanings and values antithetical to science and principles of naturalism, determinism, and skeptical inquiry. Such cannot compare to the powers that come from forging mystical and quasi-religious relationships with devoted followers based on psychic intuitions. I suspect most clinical workers try to keep their feet in both worlds; they make efforts to respect both their psych/scientific education and their psych/practice skills and intuitions, but it may be rarer to find some working to resolve such issues. Back to grading finals, Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 As we get older, let's try to stand for more and fall for less. >A Los Angeles psychiatrist teaches her clients to use intuition as a >self-diagnostic tool. A UT graduate student trains people to use ESP to "see" >remote objects. Along with homeopathic and herbal remedies, such >untraditional methods of healing and solving problems are on the rise. And >the publishing world has noticed. The L.A. psychiatrist has two books out. >The Austin "remote viewer" is under contract for his first, a memoir of his >days spying for the Army. > >They're not alone. A desire to escape the limits of the rational world >appears to be driving a new surge in literature about tapping into the >extra-sensory. Recent books include: "Second Opinions: Stories of Intuition >and Choice in the Changing World of Medicine" (Viking, $24.95) by Harvard >Medical School researcher Jerome Groopman, psychic medium Rosemary Altea's >"You Own the Power" (Eagle Brook) and Russell Targ and Jane Katra's "Miracles >of Mind" (New World Library). > >Dr. Judith Orloff, the psychiatrist, is the daughter of two physicians (she >cites a total of 25 doctors in her family, on both sides) and on staff at >UCLA Medical School's Department of Psychiatry. She sees people as wanting >"something more heart-centered" than the coldly clinical treatment managed >health care often offers. > >Orloff began to value intuition when, early in her practice, she had a >feeli
Re: adjunct guidance?
At 10:46 AM 04/26/2000 -0400, Gary Peterson wrote: > I wonder if others (adjunct or full time) might have some suggestions >for the following query. I have a hard time finding qualified adjunct >faculty--masters is a minimum. We have many fine adjuncts, but it is >difficult to find those who appreciate science, critical reasoning skills, >and also have real Knowledge of basic areas of psych, classic research, etc. Hi Gary we have exactly the same problem and I'm not sure what the solution is. We try to observe and listen to the students, we make suggestions and have even made a handout for adjuncts who teach intro psych to encourage them to take a scientific perspective, but we still get a lot of story telling and personal anecdotes instead of teaching. One possibility for schools that are near PhD programs is to recruit graduate students in the middle of their scientific training. The people we've been hiring out of necessity are often not open to a scientific perspective so more mentoring and training is probably not the answer. We'd love to hear other solutions! Dawn >When we bring them on board, they are observed by faculty and, of course, >class evals are done for us all in each class. We have some general topic >outlines of what we want covered in General and Child psych, but I am >thinking of some kind of guideline to help adjuncts present critical >thinking, emphasize a science perspective, and advise them in covering >research studies with these goals in mind. Do any of you have something >like this for your adjunct? Or heck, for any of the faculty? Many are >masters level counselors, clinicians, and motivational speakers who bring in >some nice anecdotes that make students happy, but they also are more >comfortable talking as therapists than as educators, and the kind of topics >discussed suggest their difficulties may be due to their acquired mental >problem of CPD (see Ricker post). Just wonderin' Gary Peterson > >Gerald (Gary) L. Peterson, Ph.D. >Professor, Department of Psychology >Saginaw Valley State University >University Center, MI 48710 >[EMAIL PROTECTED] >1-517-790-4491 Dawn G. Blasko Ph.D. Associate Professor of Experimental Psychology Penn State Erie, The Behrend College Station Road Erie, PA 16563-1501 Office phone: 814-898-6081 http://www.pserie.psu.edu/hss/psych/blasko.htm
Liars Anonymous
Is there a support group for people who are compulsive liars? __ Do You Yahoo!? Send online invitations with Yahoo! Invites. http://invites.yahoo.com
Re: adjunct guidance?
Associated with this problem is a lack of rigor--and I think that what is happening quite often is that we pick up very junior people who are trying to get a tenure-track position someplace and so their evals need to be strong. Well, critical thinking, challenging classes and scientific evaluation are not the kinds of things that get "good" evaluations. I have talked to some of our part-timers who clearly have voiced such concerns over the evals, and who see the evals as being important to eventually 'landing' a position. So it is not a big stretch to think that they would try hard to do whatever it takes in the classroom to get the good evals. annette 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
Liars Anonymous
Pardon me. I was in a rush. One of my colleagues asked me if there was a support group for people who had problems with compulsive lies. I thought that surely one must exist and yet I can't find it. Maybe I am searching using improper words? Thank You. Ann Bolding Adjunct Instructor of Psychology Central Alabama Community College Childersburg, AL [EMAIL PROTECTED] __ Do You Yahoo!? Send online invitations with Yahoo! Invites. http://invites.yahoo.com
RE: Liars Anonymous
There is but htey never meet where or when they say they will! SorryToo many papers to grade. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: A Bolding [mailto:[EMAIL PROTECTED]] Sent: Wednesday, April 26, 2000 1:24 PM To: [EMAIL PROTECTED] Subject: Liars Anonymous Is there a support group for people who are compulsive liars? __ Do You Yahoo!? Send online invitations with Yahoo! Invites. http://invites.yahoo.com
Re: adjunct guidance?
At 10:46 AM 4/26/00 -0400, you wrote: >I wonder if others (adjunct or full time) might have some suggestions >for the following query. I have a hard time finding qualified adjunct >faculty--masters is a minimum. We have many fine adjuncts, but it is >difficult to find those who appreciate science, critical reasoning skills, >and also have real Knowledge of basic areas of psych, classic research, etc. Gary, I think that you should start by having a strong department course syllabus that clearly articulates which ever goals you would like faculty to follow. My experience, however, shows that department syllabi are often somewhat vague about such goals. In addition, faculty (full- and part-time) should be 'gently' reminded that they have a professional responsibility to follow the general guidelines contained in department course syllabi. Too often the guidelines and recommendations made in these documents are simply forgotten. Think about it, folks: Except for those of you who routinely update syllabi (usually for accreditation purposes!!!), when was the last time that you reviewed a department course syllabus to make sure that you are following it to the best of your ability? As your course outlines evolve over the years, have you checked that they are 'in line' with the department syllabi? (shhh ... I haven't! ;-) ) Good department syllabi should also make specific textbook recommendations to help meet the department's goals. As you know, some intro. texts (e.g., Kalat; the one we currently use at our campus) lend themselves better for the type of approach that you advocate. Finally, one issue that I believe contributes to the type of problem you point out is the dilemma of breath vs. depth of coverage which we have previously discussed here. I am often uncomfortable with the apparent freedom with which faculty, even those within a single department, drop chapters/topics from coverage. Of course, I recognize the value of academic freedom and that covering material that one is not comfortable with can make for tough teaching. But, I just wish the profession had a better grasp on these problems. My 2 cents. Gee, it's been nearly a month since my last post and I didn't even comment on Elian! Miguel <>< <>< <>< <>< <>< <>< <>< <>< <>< <>< <>< <>< <>< Miguel Roig, Ph.D. Voice: (718) 390-4513 Assoc. Prof. of Psychology Fax: (718) 442-3612 Dept. of Psychology [EMAIL PROTECTED] St. John's University [EMAIL PROTECTED] 300 Howard Avenue http://area51.stjohns.edu/~roig Staten Island, NY 10301 ><> ><> ><> ><> ><> ><> ><> ><> ><> ><> ><> ><> ><>
Re: Liars
Title: Re: Liars Haven't come across any organized groups for compulsive liars, (perhaps Michael Quanty is right >There is but htey never meet where or when they say they will!<) but did come across these interesting bits of information: (from Beth Benoit University of Massachusetts Lowell) Liars use short sentences, the past tense and negative statements Summarised from an article by Cherry Norton, entitled 'Liars unmasked by the way they speak', in the Sunday Times and from an item by Nigel Hawkes, entitled 'Truth to tell, liars are not easy to spot', in the Times (Sept 8th '97). Bella DePaula, professor of psychology at the University of Virginia, has found, in a study of 3,000 people, that the following clues are the most useful indicators of whether somebody is lying: 'Liars say "I am not a crook" rather than "I am honest" ' * Lack of specific detail - not volunteering names of people and places * Short answers * Using the past tense * Using negative statements (for example saying "I am not a crook" rather than "I am honest") * Increased eye contact * Higher pitched voice In one experiment, the diaries kept showed that the student participants lied in 77 per cent of their conversations with strangers, 48 per cent with acquaintances and 28 per cent with good friends. Dr Richard Wiseman, psychologist at Hertfordshire University, believes that people's performance in detecting liars can be improved by up to 70 per cent. His hypothesis is that right-handers (who specialise in using the left-hand side of the brain to pick up verbal and linguistic clues) will be better at detecting liars than left-handers (who use both sides of the brain for the same task). Freeze frame videos reveal liars Summarised from an item by Mark Austin in the Sunday Times (Aug '97) entitled 'Candid camera exposes liars'. 'At one frame per second, the person's underlying micro-expressions are revealed' If a person who is lying is videoed at 25 frames per second, and one frame in 25 is picked out; and if then the selected frames are shown at a rate of one frame per second, the person's underlying 'micro-expressions' are revealed. Almost two thirds of 120 volunteers, in a study led by Dr Richard Wiseman at the University of Hertfordshire, were able to pick out the liars using this method, whereas only just over a third were able to do so with normal footage. Signs of lying were found to include: * moving the head a lot when talking * touching the face * a smile that does not engage the eyes * too much eye contact * short answers to questions * a big gap before answering a question * overcompensating for mistakes * sweat * dilated pupils.
grad perspective
Hi to all, I am currently a grad in experimental psych. These days, in order to get a teaching job, you must have teaching experience, with good evals. Student evals may not be the best appraisal of teaching quality, but it does seem to be the currency of the realm. I agree that adjuncts will "do whatever it takes" to get good student evals. I think the real solution to this problem is to not rely on adjuncts very much, but instead on faculty who (one hopes) have a vested interest and true commitment in teaching the "harder" topics well. Dawn Dawn Morales University of California, San Diego Department of Psychology 9500 Gilman Drive, MC-0109 La Jolla, CA 92093-0109
