how to handle a student situation
Hi everyone: I have a question about how to handle a situation. I noticed that one of my teaching assistants (a female undergraduate student) had what appeared to be numerous small cut marks (maybe about one to two inches long) on top of four of her fingers (typically the part of the finger that the wedding ring goes on), as well as small cut marks on the base and side of her palm and the sides of her wrist. These marks only appeared on her right fingers, hand, and wrists. She is right-hand dominant. At first I thought these might have been marks made by a red pen, but on closer inspection they seemed to be cuts. Looks like they might be cuts from a razor blade or other sharp object. The cuts on the wrist are in a lateral direction--they run perpendicular to the direction in which the blood vessels run. I noticed them yesterday and they were still there today, although they were not as noticeable and seemed to have healed some. When I saw them yesterday I asked the student what happened to her hand and wrist. She responded, "Oh, I don't know" and changed the subject. She seems to try to hide these marks a little bit, but I haven't had problems noticing them. This student is very bright, has a lot of responsibility in the program, and has a lot of plans for the future with her career and her boyfriend. My concern is that this student might be involved in self-mutilating behavior. If this were a client of mine, I would not hesitate to ask about it. And I would certainly ask a client if I were to see it. However, because this is a teaching assistant--someone who essentially works for me--I'm not sure how to handle this. It's possible that it is not self-mutiliating behavior, but it raised my clinical antennae and I'm not sure how to proceed. I'm also wondering if I'm reading too much into this. Maybe they were just pen marks, maybe she got the marks for someplace else. I suppose the bigger question here is what do we as faculty do when it appears that our students have emotional or mental problems, but we are not certain. All advice welcome! Rod ___ Roderick D. Hetzel, Ph.D. Rochester Institute of Technology Department of Psychology George Eastman Building 18 Lomb Memorial Drive Rochester, New York 14623 [EMAIL PROTECTED] (email)
re: mentorship
Hi Patrice, Here are some websites you might find useful, although I don't know just what specific info they might have relevant to your question. http://www.ivc.cc.ca.us/PSIBETA/ http://www.psichi.org/content/ http://teachpsych.lemoyne.edu/ http://www.cur.org Also, you might take a look at the following on-line book: http://bob.nap.edu/readingroom/books/mentor/ Note that some of these addresses are more than a year old, so no guarantees that they'll still work. I'd be curious to see a compilation of whatever sources you find, when you get them together. Best, Pat Cabe http://www.peer.ca/mentor.html > I am compiling a list for a presentation of classroom-based activities > that can foster mentorship of students. Any suggestions would be greatly > appreciated. Thank you! > > ** Patrick Cabe, Ph.D. Department of Psychology University of North Carolina at Pembroke One University Drive Pembroke, NC 28372-1510 (910) 521-6630 [EMAIL PROTECTED] "Eternal vigilance is the price of liberty." Thomas Jefferson "There is the danger that everyone waits idly for others to act in his stead." Albert Einstein "Majorities simply follow minorities. Gandhi
Syllabi: Parapsychology
Hi Tipsters I'm thinking about teaching a new (for me) course on Parapsychology during our 4 week May term session. I would love to see syllabi from those of you who have taught a course like this in the past. I'd also like to hear suggestions about interactive features (other than students presentations, discussions, videos and lecture). Lexington is not exactly the hotbed of quacks who might come to class and speak to us. Any suggestions for speakers or travel to relevant sites would be most welcome. Thanks Marie Marie Helweg-Larsen, Ph.D. Transylvania University Lexington, KY
Re: humor/Rap Psychology
OK this one works. annette On Thu, 26 Oct 2000, Michael Sylvester wrote: > > who let the dogs out? -Pavlov > > who let the cats out?Thorndike > > who let the worms out? --McConnell(Worm runners digest) > > who let the monkeys out?---Harlow > > who let the geese out?---Lorenz > > who let the rats out?Tolman > > who let the pigeons out?---Skinner > > Further additions welcomed. > > > Michael Sylvester > Daytona Beach,Florida > > > > > > > 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: attitudes toward the mentall ill
Hi On Thu, 26 Oct 2000, Nathalie Cote wrote: > Hello, TIPS. One of my students is having difficulty finding a measure of > attitudes toward the mentally ill. She'd like to find a measure that is > general, but if she has to focus more narrowly on attitudes toward people > with one particular disorder she will. She's running out of time to find > these materials before she has to submit her research proposal for her > senior thesis to the IRB. Can you help? > Nathalie Two scales are: Opinions about Mental Illness Survey (OMIS), which has been around for decades Attitudes Toward Seeking Professional Psychological Help (ATSPPH) I can find out more about these and can get access to copies if you wish. Best wishes Jim James M. Clark (204) 786-9757 Department of Psychology(204) 774-4134 Fax University of Winnipeg 4L05D Winnipeg, Manitoba R3B 2E9 [EMAIL PROTECTED] CANADA http://www.uwinnipeg.ca/~clark
Sabbatical Leave Policies
Which of these are acceptable sabbatical arrangements at your college? 1 year at half salary. 1 semester at full salary. either of the above 1 year at full salary other: Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807
Hierarchy of memories
is there a hierarchy of memory effects? the auditory is supposedly stronger than the visual,but the olfactory is the strongest. Apparently,things that stink or are very odorous may leave a lasting impression on the memory One French artist dude apparently could recollect vivid scenes based on the smell of a petite madeleine. And how about Renaissance writers who kept rotten apples on their desks? Michael Sylvester,PhD Daytona Beach,Florida "Who let the dogs out?"
re: mentorship
I am compiling a list for a presentation of classroom-based activities that can foster mentorship of students. Any suggestions would be greatly appreciated. Thank you!
RE: Holiday odors and mood, memories
This subject is usually of great interest to my students! Odors do have the power to evoke memories (and feelings). Since the sense of smell utilizes a very direct route to the brain (like a hotline that gets infomation from the nose to the brain's ancient limbic centers (associated with memory and emotion) we seem to have a remarkable ability to associate certain smells with vivid personal episodes. To this day, when I smell cigars, I visualize my grandfather, dressed in his Sunday best(he only smoked cigars on Sunday). I also "see" my grandmother cooking Sunday dinner at the stove. The whole scene suddenly appears!! Janice Gearan, Assoc. Professor Mt. Wachusett Community College Gardner, MA -Original Message- From: Kirsten Rewey [mailto:[EMAIL PROTECTED]] Sent: Thursday, October 26, 2000 8:16 AM To: TIPsters Subject: RE: Holiday odors and mood, memories >= Original Message From "Mark S. Schmidt" <[EMAIL PROTECTED]> = Colleagues, I just got a request from a local reporter asking if I knew of any research on a possible association between Holiday odors (odors associated with the Fall holidays of Thanksgiving & Christmas) and emotions and memory. The request was a little vague, but I gathered that she is doing a piece on how the smells of Fall and the holidays might affect emotions and bring back fond memories of childhood Christmases, etc. I took a chance and said I'd try to find something for her. Is anyone familiar with any research along these lines? I remember a little about Robert Baron's work on odors and helping behavior, but that's about it. I'm going to hit the databases tomorrow but any help that the wise sages of TIPS could provide would be greatly appreciated!! I'll share what I find with the list. Thanks! Mark Mark - I don't have any research on odors & memories, per se, but I think there are two approaches you could take. First the cognitive concepts of encoding specificity and retrieval cues could apply. The retrieval cue would be the odor (cues us to remember the event, emotion, or holiday). And if the cue is really distinctive and hasn't been associated with other memories, then the cue should help us recall a specific event (i.e., be encoding specific). Second (and I think more probable), the odor-event association may be classically conditioned, where the odor is the CS and the event is the US/UCS. Hope this helps! Kirsten Kirsten L. Rewey Department of Psychology St. Mary's University of Minnesota 700 Terrace Heights, Box 1464 Winona, Minnesota 55987 Office: (507) 457-6991 Fax: (507) 457-1633
attitudes toward the mentall ill
Hello, TIPS. One of my students is having difficulty finding a measure of attitudes toward the mentally ill. She'd like to find a measure that is general, but if she has to focus more narrowly on attitudes toward people with one particular disorder she will. She's running out of time to find these materials before she has to submit her research proposal for her senior thesis to the IRB. Can you help? Nathalie * Nathalie Coté Assistant Professor of Psychology Belmont Abbey College 100 Belmont - Mt. Holly Road Belmont, NC 28012 (704) 825-6754
vivid teaching moments...
Hi fellow seekers, I have a potentially odd question for the list. I had a professor once who, during a course that required a project as well as class work, was concerned that members of the class were falling behind and wouldn't get things done. He climbed up on the desk, balanced on one end with his arms flailing, and told us that many people planned their work this way, so that one push from sickness or personal problems or anything else would push them over the edge. He suggested that many of us were so accustomed to living on the edge that we didn't perceive ourselves as living that way, and that a better way was to live closer to the middle of the desk, scheduling your work so that you had time to absorb the problems life might throw your way without failing to get your work done. The picture of him teetering on the desk is unforgettable to me, and I think I learned something from this that would not have been accomplished by mere words. I've also found that I often try visual demonstrations to make points in class, sometimes when reaching for another way to explain a concept in research design and statistics or some other course. What I'm asking is for other examples of "found" teaching techniques or ways of illustrating a particular point, methods that may not rate a Teaching of Psychology article, but which someone has found useful nonetheless. Hope that makes sense, Joe Hatcher Ripon College Ripon, Wi [EMAIL PROTECTED]
Re: ...cephalon
On Thu, 26 Oct 2000, Renner, Michael wrote: > I loved Stephen Black's etymology lesson about brain terms, but I think I > have to take issue with one term: > > "...rhinencephalon (smell brain)" > > Doesn't it more literally translate as "nose brain"? (I like > it because it evokes better imagery.) Comments, Stephen? > Anyone? Absolutely right, but, hey! I'm just the messenger here. In my day, Craigie was the bible of rat neuroanatomy, so if he translates it as "smell brain", who am I to argue? I went back and took another look and what he actually says is "olfactory or smell brain", and other sources do use the term "olfactory brain" instead. But "nose brain" just smells fishy to me, etymological correctness notwithstanding. I also checked another classic, Gardner's _Fundamentals of Neurology_ and he has a few more translations. I hope Michael won't give me a hard time over these as well. Metencephalon is afterbrain, and myelencephalon is marrowbrain. The last sounds like a great name to call someone. -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 Check out TIPS listserv for teachers of psychology at: http://www.frostburg.edu/dept/psyc/southerly/tips/
humor/Rap Psychology
who let the dogs out? -Pavlov who let the cats out?Thorndike who let the worms out? --McConnell(Worm runners digest) who let the monkeys out?---Harlow who let the geese out?---Lorenz who let the rats out?Tolman who let the pigeons out?---Skinner Further additions welcomed. Michael Sylvester Daytona Beach,Florida
Holiday odors and mood, memories
>From: "Mark S. Schmidt" <[EMAIL PROTECTED]> >I just got a request from a local reporter asking if I knew >of any research on a possible association between Holiday >odors (odors associated with the Fall holidays of >Thanksgiving & Christmas) and emotions and memory. The request was >a little vague, but I gathered that she is doing a piece on how the >smells of Fall and the holidays might affect emotions and >bring back fond memories of childhood Christmases, etc. Rachel Herz has examined the role of odors as retrieval cues for autobiographical memories. She has a recent review of odor memory: Herz, R. S. (1996). Odor memory: Review and analysis. Psychonomic Bulleting & Review, 3, 300-313. A PsychInfo search on her work uncovered several other related publications: Herz, R. S. (1992). An experimenatl characterization of odor-evoked memories in humans. Chemical Senses, 17, 519-528. Herz, R. S. (1997). Emotion experienced during encoding enhances odor retrieval cue effectiveness. American Journal of Psychology, 110, 489-505. Herz, R. S. (1995). The emotional distinctiveness of odor-evoked memories. Chemical Senses, 20, 517-528. And, if we want to consider the effects of all that holiday music in the background, Rubin's work might be of interest: Schulkind, M. D., Hennis, L. K., & Rubin, D. C. (1999). Music, emotion, and autobiographical memory: They're playing your song. Memory & Cognition, 27, 948-955. Claudia Claudia J. Stanny, Ph.D.e-mail: [EMAIL PROTECTED] Department of PsychologyPhone: (850) 474 - 3163 University of West Florida FAX:(850) 857 - 6060 Pensacola, FL 32514 - 5751 Web:http://www.uwf.edu/psych/stanny.html
...cephalon
I loved Stephen Black's etymology lesson about brain terms, but I think I have to take issue with one term: "...rhinencephalon (smell brain)" Doesn't it more literally translate as "nose brain"? (I like it because it evokes better imagery.) Comments, Stephen? Anyone? Michael Renner
My wife's pencil...
Okay, okay... I got about a half-dozen comments privately to the general effect that it must have been a sight to see my wife march in to class naked, with nothing in her hand but a pencil. Ho ho, whatever. Note that the naked part was entirely missing from the comment I sent in. (Sheesh! Where are you're minds???) Hypothetically, if a student had guts enough to do so, going to class naked to take a test might have the same effect as the one I suggested about going to the test dressed to the nines. If it puts the rest of the class off their game, while not damaging one's own performance, then it could be a ploy that enhances one's competitive position relative to the rest of the class. I reckon the same thing could be said for wearing a Santa Claus suit or green hair or a clown nose Pat Cabe ** Patrick Cabe, Ph.D. Department of Psychology University of North Carolina at Pembroke One University Drive Pembroke, NC 28372-1510 (910) 521-6630 [EMAIL PROTECTED] "Eternal vigilance is the price of liberty." Thomas Jefferson "There is the danger that everyone waits idly for others to act in his stead." Albert Einstein "Majorities simply follow minorities. Gandhi
Re: AQ and copier/paper jam
Michael Sylvester wrote: > Now we can add AQ to the lists of assessment devices such as IQ and EQ. > According to the author (Schoff?) AQ is one's ability to deal with > adversity. There are different coping strategies in dealing with > adversity,such as quitting,climbing and some others I do not remember. > He gave the example of making copies from the copy machine,when all > of a sudden something goes wrong. Some people may try to fix the problem > such as unjamming(climbers) or give up (quitters). > How do you react when encountering problems with the copy machine? > And are there gender differences? > Do women profs react differently than men profs when encountering copier > problems? > According to the author,AQ has its foundation in Psychoneuroimmunology and > Cognitive Psychology. > It seems to be an idea which is more functional than EQ. Is there any literature on the reliability & validity of AQ? Does it overlap with IQ? Given the massive amounts of literature that show correlations between IQ (especially g) and success in everyday life, I wonder if there is enough evidence to treat it as a separate construct with its own acronym. -- --- John W. Kulig[EMAIL PROTECTED] Department of Psychology http://oz.plymouth.edu/~kulig Plymouth State College tel: (603) 535-2468 Plymouth NH USA 03264fax: (603) 535-2412 --- "What a man often sees he does not wonder at, although he knows not why it happens; if something occurs which he has not seen before, he thinks it is a marvel" - Cicero.
RE: Holiday odors and mood, memories
>= Original Message From "Mark S. Schmidt" <[EMAIL PROTECTED]> = Colleagues, I just got a request from a local reporter asking if I knew of any research on a possible association between Holiday odors (odors associated with the Fall holidays of Thanksgiving & Christmas) and emotions and memory. The request was a little vague, but I gathered that she is doing a piece on how the smells of Fall and the holidays might affect emotions and bring back fond memories of childhood Christmases, etc. I took a chance and said I'd try to find something for her. Is anyone familiar with any research along these lines? I remember a little about Robert Baron's work on odors and helping behavior, but that's about it. I'm going to hit the databases tomorrow but any help that the wise sages of TIPS could provide would be greatly appreciated!! I'll share what I find with the list. Thanks! Mark Mark - I don't have any research on odors & memories, per se, but I think there are two approaches you could take. First the cognitive concepts of encoding specificity and retrieval cues could apply. The retrieval cue would be the odor (cues us to remember the event, emotion, or holiday). And if the cue is really distinctive and hasn't been associated with other memories, then the cue should help us recall a specific event (i.e., be encoding specific). Second (and I think more probable), the odor-event association may be classically conditioned, where the odor is the CS and the event is the US/UCS. Hope this helps! Kirsten Kirsten L. Rewey Department of Psychology St. Mary's University of Minnesota 700 Terrace Heights, Box 1464 Winona, Minnesota 55987 Office: (507) 457-6991 Fax: (507) 457-1633
Human Operant Conditioning
I am writing a grant and would like to include equipment that would allow for human operant conditioning laboratory exercises and experiments. Does anyone know of equipment and/or manufactures that provide good tools for examining these fundamental principles of learning? Thanks, Rob Flint - Robert W. Flint, Jr., Ph.D. The College of Saint Rose Department of Psychology 432 Western Avenue Albany, NY 12203-1490 Office: 518-458-5379 Lab: 518-454-2102 Fax: 518-458-5446 Behavioral Neuroscience Homepage: http://academic.strose.edu/academic/flintr/ Department of Psychology Homepage: http://academic.strose.edu/academic/psychology/index.htm
