On June 17, 2020, the psychological science community said goodbye to Anders Ericsson, who history will remember as the researcher who found that it takes 10,000 hours of practice to become an expert. Sort of. Ericsson, Ralf Kampe, and Clemens Tesch-Römer (1993) recruited 30 student violinists (“best,” “good,” and “music teachers”). I admit to wincing at the label “music teachers” for the least-skilled group. They wrote, “We call the students from the department of music education the ‘music teachers’ because teaching is the most likely future profession for this group.” [I had to remind myself that teaching is a skill unto itself, just not the skill they were after in this particularly study.] All 30 participants had at least 10 years of violin-playing experience, so there were no novices in the group. The students kept a diary for one week. The “best” and “good” violinists practiced an average of 24.3 hours that week. The “music teachers” practiced 9.3 hours. Where does the 10,000 hours of practice come from? Ericsson et al. asked the violinists to estimate “the average number of hours of practice alone with the violin per week for each year since they had started playing the violin.” By multiplying the number of hours per week by 52 weeks, they calculated an estimate of number of hours of practice for each year. And then they added up the yearly totals. By the age of 20, the “best” and “good” students had accumulated 10,000 hours of practice. Because they were concerned that the music academy they had been attending for the last two years would artificially inflate the number of hours of practice, they dialed back the age to 18. How many hours of practice had the violinists accumulated by age 18? The “best” students had 7,410 hours of practice. The “good students” had 5,301 hours of practice. The “music teachers” had a mere 3,420 hours of practice. For comparison, Ericsson et al. asked 10 middle-aged, accomplished, professional violinists to estimate the number of hours they practiced each week for each year they played the violin up to age 18. They estimated 7,336 hours, virtually identical to the “best” students. A follow-up study with pianists found similar results. By age 18, the “best” pianists had amassed an estimated 7,606 hours of practice. By age 20, the total was over 10,000 hours. Ericsson et al. emphasized that it’s not just quantity of practice, but quality of practice. “[W]e argue that the differences between expert performers and normal adults reflect a life-long period of deliberate effort to improve” (Ericsson et al., 1993, p. 400). Experts have deliberately worked to improve their skills. They have not simply done the same—potentially wrong—thing hour after hour. “Does practice make perfect? ‘Practice makes perfect’—only if the practice is perfect” (Bennett, 1923, p. 49). ******** If you would like to make this an online discussion, provide the above information to your students (edit at will). While the link below goes to the NYTimes.com, consider linking to his obituary through your library’s database in case your students have exceeded the maximum number of free NYTimes.com articles for the month. Initial post Read Dr. Anders Ericsson’s obituary in the New York Times. Part A. Quote Find a quote from the obituary that you found interesting and in 100+ words of reflection, explain why. Be sure to use quotation marks for your quote; the quotation is not part of the 100+ word count. Part B. 10,000 hours (100+ words)      Having read Ericsson’s obituary and the information provided above, would you say that it takes 10,000 hours of practice to make someone an expert? Why or why not? How you would define “expert.” For example, when would you say that someone is an expert? Do think it matters at what point in life the hours of practice happens? Why or why not? Part C. Question If you had had the opportunity to ask Anders Ericsson a question, what would it have been? In 50+ words, explain why chose that question. Responses Please respond to the initial discussion posts written by at least two of your classmates. Part A. In 50+ words, respond to the quote chosen with at least two of the following: A compliment, e.g., "I like how... because...," I like that... because..." A comment, e.g., "I agree that... because...," "I disagree that... because..." A connection, e.g., "I have also thought that...," "That reminds me of..." A question, e.g., "I wonder why...," "I wonder how..."  Part B. In 50+ words, respond to the 10,000-hour reflection with at least two of the following: A compliment, e.g., "I like how... because...," I like that... because..." A comment, e.g., "I agree that... because...," "I disagree that... because..." A connection, e.g., "I have also thought that...," "That reminds me of..." A question, e.g., "I wonder why...," "I wonder how..."  Part C. In 50+ words, provide your reaction to the question to Ericsson in the initial post. Use at least two of the following: A compliment, e.g., "I like how... because...," I like that... because..." A comment, e.g., "I agree that... because...," "I disagree that... because..." A connection, e.g., "I have also thought that...," "That reminds me of..." A question, e.g., "I wonder why...," "I wonder how..."    References Bennett, H. (1923). Psychology and Self-Development. Ginn and Company. Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406. https://doi.org/10.1037/0033-295X.100.3.363 ... View more

"People with heightened conspiracy mentality appear to have adopted behaviors to prevent the spread of COVID-19 — at least until those behaviors were officially endorsed by the government." What are some of the psychological principles at work here? https://www.psypost.org/2020/06/conspiracy-mentality-linked-to-non-compliance-with-official-but-not-unofficial-coronavirus-prevention-measures-57186 #psychstudentrss ... View more

It’s valuable for students to learn a little bit about the researchers whose names plaster the insides of their textbooks. Each researcher comes from a background that matches that of at least some of our students. We want our students to think like this: “If they can become a respected psychological scientist, so can I.” This month (June 2020) we said goodbye to William Dement. Intro Psych instructors know his name because of his important sleep research. Obituaries are mini biographies that give us an opportunity to celebrate a person’s life. This discussion invites students to read Dement’s obituary and reflect on his contributions to psychological science. In the instructions below, I provide a link to the obituary on the New York Time website. Because the NYTimes limits the number of free articles available each month, however, it would be better if you provide a link to the obituary through your library’s database. If you’re not sure how to do that, contact your institution’s friendly librarian or your equally-friendly public librarian. While this is presented as an asynchronous online discussion, it may be easily adapted as a synchronous discussion or as a stand-alone assignment. The compliment/comment/connection/question framework is courtesy of Jenn Stewart-Mitchell. **** Initial post Dr. William Dement, sleep researcher, passed away on June 17, 2020. Read his obituary in the New York Times. Part A. Quote Find a quote from the obituary that you found interesting and in 100+ words of reflection, explain why. Be sure to use quotation marks for your quote; the quotation is not part of the 100+ word count. Part B. Research After reviewing Dement’s research as provided in both the obituary and your textbook, what do you think was his most important study? In 100+ words, describe the study, then explain why you chose it as his most important. Part C. Teaching In 50+ words, would you have wanted to take his class on sleep and dreams? Why or why not? Responses Please respond to the initial discussion posts written by at least two of your classmates. Part A. In 50+ words, respond to the quote chosen with at least two of the following: A compliment, e.g., "I like how... because...," I like that... because..." A comment, e.g., "I agree that... because...," "I disagree that... because..." A connection, e.g., "I have also thought that...," "That reminds me of..." A question, e.g., "I wonder why...," "I wonder how..."  Part B. In 50+ words, respond to the research selected with at least two of the following: A compliment, e.g., "I like how... because...," I like that... because..." A comment, e.g., "I agree that... because...," "I disagree that... because..." A connection, e.g., "I have also thought that...," "That reminds me of..." A question, e.g., "I wonder why...," "I wonder how..."  Part C. In 50+ words, provide your reaction to what was written in the initial post about taking his class. Use at least two of the following: A compliment, e.g., "I like how... because...," I like that... because..." A comment, e.g., "I agree that... because...," "I disagree that... because..." A connection, e.g., "I have also thought that...," "That reminds me of..." A question, e.g., "I wonder why...," "I wonder how..."          ... View more

With the number of coronavirus infections rising in a number of locations, it’s particularly disturbing to see how many of those new cases are in young adults (see for example Florida, Texas, and South Carolina). It looks like many young adults do not see COVID-19 as a serious illness. Because this is a new illness, we don’t know what the long-term effects may be in survivors. At least some young adults are not considering the role they may play in giving it to someone else – someone that the virus may kill. And, yes, some of those young adults will end up hospitalized, taking up a bed that could be used by someone else. Since your Intro Psych class may be filled with a lot of young adults, the social psych chapter may be a good place to tackle some of what may be driving these risky coronavirus-related behaviors. While this is presented as an asynchronous online discussion, it may be easily adapted as a synchronous discussion or as a stand-alone assignment. The compliment/comment/connection/question framework is courtesy of Jenn Stewart-Mitchell. ******** Initial post Part A. Read “Don’t personalize, collectivise!” Find a quote from the article that you found interesting and in 100+ words of reflection, explain why. Be sure to use quotation marks for your quote; the quotation is not part of the 100+ word count. Part B. In 50+ words, reflect on the kinds of messages you are getting regarding the coronavirus. Would you say that the messages you are hearing about social distancing and wearing masks are more about what’s best for you as an individual or what’s best for everyone as a collective? Where are you hearing these messages? Part C. Regardless of what you personally think, imagine that you would like the young adults around you to wear masks and engage in social distancing. Identify three collectivist messages you could give them that would encourage either wearing masks or social distancing. Responses Please respond to the initial discussion posts written by at least two of your classmates. Part A. In 50+ words, respond to the quote chosen with at least two of the following: A compliment, e.g., "I like how... because...," I like that... because..." A comment, e.g., "I agree that... because...," "I disagree that... because..." A connection, e.g., "I have also thought that...," "That reminds me of..." A question, e.g., "I wonder why...," "I wonder how..."  Part B. In 50+ words, respond to the types of messages heard with at least two of the following: A compliment, e.g., "I like how... because...," I like that... because..." A comment, e.g., "I agree that... because...," "I disagree that... because..." A connection, e.g., "I have also thought that...," "That reminds me of..." A question, e.g., "I wonder why...," "I wonder how..."  Part C. In 100+ words, would you say that each of the messages given is more collectivist or individualistic? Explain for each. Do you think any of these messages would influence the behavior of any of the young adults in your life? Would who delivered the messages have an impact? Explain. ... View more

Johns Hopkins University is offering a free online course through Coursera titled Psychological First Aid. They estimate that the course takes six hours to finish. Course description: Learn to provide psychological first aid to people in an emergency by employing the RAPID model: Reflective listening, Assessment of needs, Prioritization, Intervention, and Disposition. Utilizing the RAPID model (Reflective listening, Assessment of needs, Prioritization, Intervention, and Disposition), this specialized course provides perspectives on injuries and trauma that are beyond those physical in nature. The RAPID model is readily applicable to public health settings, the workplace, the military, faith-based organizations, mass disaster venues, and even the demands of more commonplace critical events, e.g., dealing with the psychological aftermath of accidents, robberies, suicide, homicide, or community violence. In addition, the RAPID model has been found effective in promoting personal and community resilience. Upon completion of the course, participants receive a certificate. If you choose to offer this course for extra credit or as part of a slate of required assignments students can select from, students can submit the certificate as proof of completion. If you’d like to expand this into a larger assignment, ask students to reflect on the three most important things they learned: “What were the three most important things you learned from this psychological first aid course? Why was each important?” Alternatively, if you don’t want students to necessarily complete the course, you can ask students to share an experience from their own life, an experience from a friend or family member’s life, or even an experience from a TV show or movie where having someone present who was knowledgeable about psychological first aid would have been beneficial and why. ... View more

Because of the pandemic the Association for Psychological Science (APS) canceled their 2020 convention. In its place, they invited all of their poster presenters to upload their posters to the “APS Virtual Poster Showcase” which runs June 1, 2020 through September 1, 2020. If you’re teaching Intro Psych this summer, ask your students to register. Registration is free. This is an amazing opportunity for students to see current psychological research (hundreds of posters!) and, if they’d like, ask the researchers about their studies. While I have framed this activity as an online discussion forum, this can be adapted for discussion in a synchronous class or as a stand-alone assignment. Here are some discussion forum questions that would be appropriate for the Intro Psych development chapter. Amend the topic for other chapters. ***** There are several ways psychological scientists share their research. They will, for example, publish their research in peer-reviewed journals—journals where others who are doing similar research will review articles that have been submitted for publication, and offer critiques that will make the article better. Psychological scientists also present their research at conferences. In some cases, they’ll stand in front of an audience (just like your I do when I teach face-to-face) and talk about their research. In other cases, they’ll print a summary of their research on a big poster (something like 3 feet x 4 feet) and then post that on a bulletin board in a big hall with 50 to 100 other researchers and their posters. A poster session will typically last an hour. Conference attendees can visit the hall, read the posters, and ask each researcher questions about their studies. While we won’t be able to go to a psychology conference during this class, one conference’s research posters are coming to us. The Association for Psychological Science (APS) has asked the psychological scientists who had their posters accepted for presentation at this year’s APS conference to make their posters available online. Visit this webpage, and register for free for the Association for Psychological Science’s Virtual Poster Showcase. Once you’re registered, visit the posters. In the left navigation menu, click on “Virtual Posters,” and select “Cross-Cutting Theme Posters—Risk and Resilience During Emerging Adulthood.” Choose a poster title, and read the abstract—a short summary of the research. In your initial post, please address the following:   What is the title of the poster you’ve chosen? Who are the researchers? What college or university are they from? In 50+ words, why did you choose this particular poster? After viewing or downloading the poster, quote a sentence or two from the poster that stands out to you. In 50+ words, explain why you chose this quote. Lastly, after having read this research poster, in 50+ words, please share what else you would like to know about this topic. Please respond to the initial posts of two classmates. In each of your responses, use at least one of these types of comments to reply to the initial post’s answer to #3 and to #4. For example, in response to their quote, you may choose a compliment, and in response to what else they’d like to know about the topic with a question of your own. A compliment, e.g., "I like how... because...," I like that... because..." A comment, e.g., "I agree that... because...," "I disagree that... because..." A connection, e.g., "I have also thought that...," "That reminds me of..." A question, e.g., "I wonder why...," "I wonder how..."        ... View more

From the AARP to politicians to the health care industry to the popular media, there is a lot of concern over the challenges that the U.S. faces taking care of an aging population and the toll it might take on individual Americans to care for their aging parents.  These concerns are amplified by the fact that, unlike many other developed countries, the U.S. does not have a strong safety net to help with elder care.  An added complication is the new reality that many Americans taking care of aging parents are also raising their own children at the same time—a phenomenon often referred to as being in the sandwich generation.     As with many issues in a family studies course, this one has recently shifted from the professional realm to the personal realm for me when my own parents started having significant health problems right as my kids entered some very trying years of adolescence.  So, count me as a member of the sandwich generation.  That personal perspective helped to fine-tune my professional expertise on family processes and how what goes on within our intimate family lives offers us a way to think about the larger society and our place in it.  That is one of the core perspectives of Families Now , reminding us to think about our families as something that develops in fits and starts over long periods of time within contexts—large and small—that shape us from the outside in.  For example, multiple chapters (e.g., 6, 13, 15) in Families Now offer concrete ways to place our own experiences in such a context:  More people are caught in the “sandwich” in families because of a demographic crunch in society , one created by longer life expectancy (more aging parents to care for indefinitely), a declining birth rate (fewer kids to share responsibilities for any one aging parent), and delayed age at birth (more years in which there are kids at home while parents need care).   The historical economic and political marginalization of families of color in our society meant that, over time, they built stronger family and community networks of extended kin and non-kin to help people deal with the challenges of caring for aging parents (and raising children), so that social resources developed to deal with a dearth of other kinds of resources. The challenges of caring for aging parents has ripple effects across families and communities, as relationships between adult siblings can fracture in conflict and the strain on adult children can trickle down into their interactions with their own children. To build on this discussion, have your students estimate their chances of spending significant time in the sandwich generation based on their parents’ ages and different ages at which they want to become parents (if they do).  You can even have them factor in their siblings’ situations to figure out how much of that time will be shared.  Upon comparing different potential future experiences of the sandwich generation, you can lead a discussion of the ways that the government or community-based groups could help people—including, possibly, their future selves—with the challenges of caring for aging parents.   ... View more

Helicopter parent is a phrase that gets tossed around a lot these days, rarely as a compliment.  It refers to the idea that modern parents hover over their children, vigilantly paying attention and ready to swoop in to take control at the first sign of trouble.  I see them all the time, not just in my research on families but in my own life as a parent who likes to see himself as not helicopter parenting, but, really, does any helicopter parent think they are helicoptering?  The point is that many American parents have become—or are thought to have become—overly involved in managing their children’s lives.   As a sociologist who studies child development with a focus on parenting, I unpack, contextualize, and complicate widely discussed ideas like helicopter parenting in Families Now .  In fact, I would argue that using parenting—and all the messy interactions and conflicted feelings it entails—as a window into the state of the family and the country is precisely what makes Families Now unique and necessary.  I think that helicopter parenting—any kind of parenting, really—is so much more than what goes on between parent and child.  For example, sections of Chapters 11, 12, and 13 of Families Now delve into the modern phenomenon of overly involved parents to connect such a personal experience to three macro-level forces:  The growing economic uncertainty of life in a globalized world, which motivates anxious parents to increasingly attempt to exert control over the children’s lives to ensure (in their minds) that they will be OK. The widening socioeconomic and racial/ethnic inequality that results in helicopter-type parenting working very well for families who already have power and status—helping their already advantaged children gain more advantages in schools and elsewhere—while being far harder to achieve and less likely to have the same impact for other families.  The convergence of the cultural evolution in the perceived starting point of adulthood and the insecurity of the modern labor market that increases the length of time that young people are dependent on their parents, which means that helicopter parenting is happening far past childhood and well into the 20s and 30s (and maybe even beyond!).   To continue this discussion, pose two scenarios to your students: 1) a sports team suspends a high-performing 13-year old for speaking disrespectfully to officials, and 2) a 22-year old does well on tests in a college math course but is given a low grade because of poor attendance.  Now, break the students into smaller discussion groups and pose the following questions: What are concrete examples of parental reactions to these situations that you would characterize as helicopter parenting? Can you articulate where the “line” is between helicopter and non-helicopter reactions? Does changing the identity of the young person in question from male to female, black to white, or low-income to high-income change how you think that parents would react or how “successful” their reactions would be in terms of serving their children’s interests? Bring the class together to determine where the consensus and disagreements arise, also providing opportunities for willing students to reflect on where their own parents fall in the spectrum of helicopter (or non-helicopter) parenting. ... View more

When people find out about the family research that I conduct as a social scientist, they often look at me quizzically and ask “that’s nice, but how useful is it?”  To them, advancing understanding of how families work seems less than important if that research is not directly leading to explicit plans of actions to help or change families in some way.  I do not agree with that sentiment, but I get where it is coming from to some extent.  There is the need to point out and explain social problems and the need to remedy such problems, and it certainly seems efficient if those two things are part of the same enterprise even if they do not have to be.  Yet, efforts to change families—even those that are grounded in sound research—often do not have any impact.  Partly, that is because families—like people—are hard to change.   One thing that is clear to me after many years in this line of work is that improving this less than ideal record of impact requires that we come together to construct beyond multifaceted approaches to problems facing families.  One theme of Families Now is that the core element of a multifaceted approach is that it links macro and micro levels of understanding of some problem or challenge. With such a macro-micro linkage, we can connect family policies to family interventions.  The former concern broad-scale efforts to shift the population of families in some intended direction, such as the federal welfare reform legislation discussed in Chapter 4 that was intended to increase employment rates in the population of low-income mothers and reduce the number of families on public assistance in the process.  The latter are targeted efforts to shift dynamics within families in some intended direction, such as community-based programs discussed in Chapter 15 to help improve the climate of relationships in families with children with chronic illnesses by providing emotional supports to those children’s siblings.  Surveying so many different policies and interventions collectively across the chapters in Families Now suggests to me—and I hope to your students—that family policy and intervention need to partner up.  Consider the discussion of some major government-funded programs in Families Now : An effort to increase the quality and health of marriages among low-income couples by improving their communication and interactions had disappointing results, and one criticism of this program was that it focused too much on what was going on between spouses and not enough on the outside external pressures (e.g., economic instability) on them.  An effort to improve the academic and health outcomes of young people from low-income families by moving them in large numbers to more affluent communities with greater economic opportunities did not consistently yield its intended benefits, and one criticism of this program was that it focused too much on the residential distribution of families across communities and not enough on the interpersonal dynamics (such as peer relations) that young people faced upon moving. In one case, a lot of money went towards something too micro, and, in another, it went towards something too macro.  Is there some meeting point? To delve deeper into these issues, pose the following challenge to your students.  The goal is to reduce the rate of child maltreatment (i.e., abuse or neglect) in families, and your state creates a blue-ribbon family to propose actions to achieve this goal.  Separate the students into groups representing different blue ribbon panels, and ask each group to sketch out one general plan to address this problem.  After the groups present their proposed plans to the class, lead a discussion of how much they lean towards the policy and intervention side and how they could balance these two approaches. ... View more

Across the various socioeconomic and racial/ethnic groups within our diverse population, there are more similarities in how people think about families and engage in family life than there are differences.  That does not mean that there are  no  differences.  On average, one group may look slightly or even significantly different from another, and, rather than obscure that variability, we should dive into it to figure out what it means.  As anybody who has taught a family class (or, watched the news really) knows, however, the identification of  difference  often leads to assumptions of  deficit .  In other words, there is a tendency—even among the well-meaning—to think about a single standard of family behavior and judge families who do not adhere to that standard as deviant.  That widespread tendency makes having important conversations that much more difficult, which makes progress that much harder to come by.    One thing that my training has given me is a constant voice in my head asking “what about history?” and “what about inequality?”  That perspective forces me to try to understand something happening right now in some family or group of families and go backwards in time to capture the historical trend getting us to this point  and  go up in terms of levels of society to capture the stratification of our society and how it trickles down into our family lives.  This perspective is woven through all chapters in  Families Now , and I think it is especially helpful in understanding many instances of socioeconomic and racial/ethnic differences in family life—thinking historically rather than simply contemporaneously, thinking macro instead of solely micro.  As a result, we can “cancel” deficit model and instead think of such differences in terms of the ways that the families adapt to their own unique sets of needs and challenges within their specific environments. To share some examples from Chapters 8, 11, and 12 from  Families Now : Social scientists now tend to discuss the significantly higher likelihood that low-income parents will have children when unmarried (vs. married) in terms of economics rather than morals.  They highlight how historical changes in the economy (e.g., rising inequality, declining job stability) have led economically vulnerable parents—much more than their economically stable counterparts—to view marriage as an insecure and unpredictable setting for having children. Qualitative studies have problematized the narrative around the relatively low rate of breastfeeding among African-American women over the last half-century, shifting the discussion from questions about good and bad maternal choices to highlight how they actively resist the too-narrow definitions of what it means to be a good mother that are imposed on them by the larger society. U.S. schools increasingly expect parents to be visibly involved in school activities, so the lower-than-average engagement of Latino/a parents was often interpreted by school personnel (and researchers) that they cared less about their children’s education than other parents.  More culturally informed research has revealed that such interpretations ignore the barriers that schools erect to Latino/a parents’ involvement but also the many ways that they support their children’s education that school personnel (and researchers) do not see.   To keep going with this discussion, present to your class the specific example, discussed in Chapters 2 and 8, in which the rate of fertility and extended family structures among Mexican immigrants in the U.S. is higher compared to the general U.S. population. Ask the students to explain this difference—why would Mexican immigrants have more children and more often live with other kin than, say, White non-immigrants in the U.S.? Remind students that the rates of fertility and extended family structures among Mexican immigrants in the U.S. is  also  higher than Mexicans in Mexico—what does that say about the use of any cultural explanations for the family behaviors of Mexican immigrants? If using both comparison points allows non-cultural explanations to emerge, what are those other kinds of explanations?  Does the idea of adaptation to the environment factor into these explanations? ... View more

From a source you know you can trust on COVID-19-- the world's foremost scientific magazine Our sister company,  Scientific American , has brought together and made available dozens of articles on the coronavirus outbreak that we can share with you. It's an extraordinary resource on what the virus actually is, how it affects us, how it became a pandemic, what we can do to fight it, and how it will change us going into the future. View the articles on Scientific American. ... View more

Chapter 1 What is Health Psychology p. 2: Defining Health: Health is not merely the absence of disease, it is an optimal state of wellness that includes physical, emotional, and social well-being.  How does coronavirus and being socially isolated impact these different domains to influence people’s perception of their health? p. 4: The Biopsychosocial Model: The coronavirus pandemic is clearly a biopsychosocial phenomenon.  It influences individuals, families, communities, nations, and the world in similar and different ways.  How is this pandemic, and COVID-19, a biopsychosocial phenomenon at each of these levels? pp. 6 – 11: Health Around the World, Global Approaches, and Global Health Disparities: From the first case in Wuhan, China onward, each country has handled the coronavirus pandemic differently based on their political structure, economy, population, and perspectives.  We tend to have an ethnocentric view of the “right” ways to do things, but what are some of the features of different countries’ approaches that worked well to stem the contagion?  Why did these approaches work?  How much of a country’s success had to do with factors specific to that nation and its people? p. 13: Health Disparities in the United States: What trends in social disparities can you see in the effects of the coronavirus?  What factors in the U.S. have contributed to these health disparities and what is being done about them? p. 17: Historical Views of Health: Many people have said that the coronavirus pandemic is “unprecedented.”  But at the same time, comparisons to the Spanish Flu of 1918 are being made.  What can we learn from history regarding pandemics, and how has the 21 st century influenced the spread, medical treatment, and collective global understanding and awareness of this virus?  How will knowledge of history prepare us for the future? Chapter 2 Gathering Information on Health & Illness pp. 29 – 31: At the forefront of the coronavirus pandemic are the daily reports of incidence, prevalence, and mortality rates within regions, states, and nations.  Epidemiological research is at the heart of everything we know about the spread and global impact of this virus.  Take any recent news report of the COVID-19 predictions, death rates, projections for “flattening the curve,” and apply what you know about epidemiological research to help you understand how these results and conclusions are drawn. pp. 32-40 This chapter presents research methods, including clinical trials, the role of placebos, and the ethics of science, all of which are relevant when considering the factors influencing who was tested for COVID-19, how treatment decisions were made, the progress for testing for antibodies, and the development of a vaccine.  Additionally, there have been pharmaceutical agents and home remedies suggested that scientists have pointed out have no scientific or medical evidence to indicate that they work, and data that suggests they may actually be harmful.  How do you absorb this information in light of what you know about scientific research methods? p. 47: Around the World: The Health Threat of the Century: At the time this edition was published we did not know about coronavirus and COVID-19.  How would you change the focus of this “Around the World” feature now? Chapter 3 Health Beliefs and Behaviors pp. 52 – 53: Health Behaviors: Washing hands, wearing masks, staying six feet apart, not touching our faces—these are all health behaviors, some of which will be new to most of us.  Many people find it is especially difficult to change a behavior like touching the face.  How can we change this behavior?  What steps are necessary to create a new health habit?  Using the information from the textbook on health behavior and behavioral change, can you design a method for breaking the face-touching habit or increasing adherence to the 6-foot rule? p. 70: There are many ways our country, our towns, the businesses, schools, and organizations in our areas have used social engineering to help us follow restrictions designed to curb the spread of COVID-19.  Think and share with others the things that you’ve noticed with regard to social engineering.  p. 70: When counties and cities started opening again and people talked about the “new normal” after the COVID-19 outbreak, how do you think people’s behaviors changed?  Are there some health behaviors adopted during the pandemic that may not change?  Are there any ways in which you think the pandemic has changed your behavior permanently? Chapter 4 Health-Enhancing Behaviors p. 88: Patterns of Eating: The pandemic caused many shifts in our eating behaviors.  What factors (from stress eating, personality, to the patterns of eating mentioned in the textbook) may influence the way people eat while they are coping with the lifestyle changes brought about by social isolation, quarantine, and the restrictions associated with the COVID-19 pandemic? p. 92: The Benefits of Exercise: Many people were prevented from going to the gym or getting their regular exercise during the pandemic.  Maybe this has happened to you as well.  How challenging has it been to find new ways to get physical exercise?  What do these lifestyle changes tell us about our perception of the barriers to exercise?  How has this influenced your mental and physical well-being? p. 96: Sleep: There have been many news reports about the impact of the coronavirus pandemic on peoples’ sleep patterns.  From the textbook we know the importance of sleep for health and well-being.  How has this pandemic influenced your sleep?  What are the individual factors that seem to be affecting you? p. 102: Other Health-Enhancing Behaviors: Many people engage in preventative medicine and visit their doctors regularly for cancer screenings, routine blood work, and regular annual examinations.  With the lockdown and closure of medical offices and on non-essential medical visits, people’s preventive health behaviors have been impacted.  What do you think the long-term effects of this pandemic will be on people’s preventive health behavior in the future?  Will some people be more conscientious about keeping track of health or will they become more lax about getting regular medical check-ups?  How will this pandemic impact the medical profession? Chapter 5 Health-Compromising Behaviors p. 111: Why Take Risks?: The concept of risky behaviors has changed dramatically with the coronavirus pandemic.  As we know from this chapter, there are many factors that influence the perception of risk.  Looking at the theory of triadic influence, how can you explain the patterns in risk behaviors that you observed around you during this pandemic? p. 124: Eating Disorders: How did the perception of threat, the stress of the pandemic, and the perception of food availability or scarcity impact peoples’ consumption of food during the pandemic?  How might this have exacerbated eating disorders? p. 131: Substance Use and Abuse: How did the perception of threat, the stress of the pandemic, and social isolation, quarantine, and other restrictions influence peoples’ substance use during the pandemic?  How might this have exacerbated substance abuse disorders? Chapter 6 Understanding Stress pp. 153 – 171: Everyone reacts differently to stress.  However, the biopsychosocial stress process is common to most people.  From a biopsychosocial approach, how has the stress of COVID-19 influenced your life in each of these domains?  From the transactional approach, have you viewed the pandemic as a loss, threat, or challenge?  Were there acute episodes of stress within the chronically stressful time period of the pandemic?  How did you experience each of those events?  If you think about the developmental influence of the coronavirus, how might the stress of the pandemic be experienced differently by children, teens, and young-, middle-aged-, and older adults?  Are there particular things associated with the pandemic and the virus that are stressful at different stages of life? pp. 181 – 182: In this chapter we examine the link between stress and physical and mental health.  We delve into PTSD as well.  Can you think about how your health has been negatively affected by the stress of COVID-19?  Do you know any essential workers or people who were on the front lines in treating this virus?  Did they experience PTSD?  How has reading and watching the daily death tolls of this virus and the tragic stories of this pandemic influenced your mental and physical health? p. 182: Increased exposure to traumatic information from news and social media can have a triggering effect on those who have previously experienced trauma and PTSD.  How might the constant media attention create stress in all of us and exacerbate or trigger episodes of PTSD in those who have had previous trauma?  Think of someone who has experienced domestic violence being forced to quarantine at home in an unsafe environment, for example.  What signs could you look for if you were concerned about a loved one’s well-being?  Where would you recommend that they go to get help?  How does telemedicine and e-therapy provide assistance? Chapter 7 Coping with Stress p. 188: Coping Across the Lifespan: We have thought about how age might differentially influence how stress is perceived and experienced.  But how does age influence coping?  We know how important resources are to coping, but how did the coronavirus pandemic influence people’s resources and how did that, in turn, affect their coping? p. 191: Choosing the Best Fit: The matching hypothesis suggests that to cope well we need to tailor our coping strategies to the stressor.  In the many new and highly stressful experiences associated with coronavirus, how do you tailor your coping?  How do you identify those stressors that are problems that can be solved and those events that are not solvable but must be emotionally managed?  Can you think of examples of each of these?  What is the role of personal control in coping with COVID-19 and the coronavirus pandemic?  We know that things that are unexpected, unpredictable, and create change in our lives are the most stressful.  How has this virus impacted your life in these ways?  How do you cope?p. 208: In The News: When No News Is Good News: In this feature we look at how major traumatic events such as terrorism, natural disasters, and war impact peoples’ lives.  We look at resilience and how to go beyond coping to growth.  Specifically, this feature examines how we can control our exposure to the media to promote coping and resilience in the face of trauma.  There are many ways we can apply what we learn here to our own lives during COVID-19 and find ways to cope better, develop resilience, and even find opportunities for growth.  Can you apply these principles to your life and your experiences? Chapter 8 Symptom and Pain p. 212: Recognizing symptoms: Many people were very confused about the conflicting information regarding the symptoms associated with COVID-19, as the symptoms overlap with many strains of the flu, the common cold, or other respiratory infections.  Many people initially thought they might have had the virus, but when they sought medical treatment they were not tested.  Given that people are notoriously poor at recognizing, labeling, and seeking treatment for symptoms in general, how will the pandemic influence peoples’ perceptions of their internal physiological experiences and when they should seek treatment for them?  Think about the illness perception model.  Has the coronavirus pandemic changed what we interpret as concerning symptoms worthy of seeking medical care? p. 217: Delay in Seeking Treatment: Many factors influence when people seek treatment for disease.  In the unprecedented times of the coronavirus it became difficult to go to one’s primary care doctor, and many people feared going to the emergency center or urgent care because of the number of cases being treated in hospitals.  How do you interpret peoples’ delay behavior in terms of the anxieties and fears that this pandemic created for seeking medical care? Chapter 9 Cardiovascular Disease and Diabetes pp. 243 – 266: There are some research findings on COVID-19 that suggest that obesity and pre-existing conditions, as well as age, made the virus more dangerous and life-threatening for some people.  What are the physiological factors associated with cardiovascular disease and diabetes that might have elevated risk for COVID-19 for people who have these conditions? Chapter 10 Psychoneuroimmunology and Related Disorders pp. 267 – 296: People with immune disorders or compromised immune systems were at higher risk for COVID-19.  There are many accounts in the news about people who were in the midst of cancer treatment who were impacted by the virus.  It must have been extremely stressful for them.  How might these people have managed their risks and how might the changes in treatments impacted their mental and physical health during this pandemic? Chapter 11 Chronic and Terminal Illness pp. 301 – 303: Emotional Responses to Stress: The number of people who have died from COVID-19 worldwide is astounding.  Treatment in hospitals and other treatment facilities (such as nursing homes) required that people with the virus were kept quarantined and isolated, their only contact being with the medical staff overseeing their care.  Many people faced the end of their lives alone.  How do you think that exacerbated the emotional processes associated with death and dying? pp. 315 – 319: End of Life: In the early stages of the coronavirus as the alarming number of cases in countries like China, Italy and in New York City began rising, there was concern about the number of available ventilators and hospital beds to care for all those who were projected to become ill with COVID-19.  Several articles appeared in reputable news outlets about the ethical, moral, and practical challenges for hospital physicians in determining who should get life-saving equipment.  These challenges presented difficult end-of-life decisions and changed the way medical care was thought about during this crisis.  If you saw these news reports, what were your thoughts?  How did these discussions change the way you think about health care and end-of-life care? pp. 320 – 322: Coping with Loss: The pandemic has also impacted the way that we cope with loss, the way that we mark death, and the way that we grieve.  For example, in the time of quarantine and social distancing it became impossible to have funerals and bury the dead the way we might in other times.  Many families whose loved ones died from COVID-19 had to deal with the fact that they could not be with or say their goodbyes to their loved one, because they were being kept in isolation in hospitals/nursing homes and because COVID-19 deaths often happen very quickly with little time to prepare the family.  Families also could not hold ceremonies, funerals, memorial services, or worship the dead person in the desired way since gatherings of two or more people were against restrictions in many states.  ?  What additional emotional impact might this have on the grief process and how does it affect survivors? Chapter 12 Health Care Services, Systems, and Alternatives p. 327: There have been so many changes to the health care system and the way health care is performed due to the coronavirus pandemic, from telemedicine, to a cancellation of “elective” surgeries, to a shortage of supplies to protect health care providers and treat patients.  How will this pandemic change the health care profession?  How will it impact health care delivery?  How will hospitals change to be better prepared for the future?  What does this mean for our health care system nationally and globally? p. 328: Health Care Services: Nursing homes and other long-term care facilities were hit hard by COVID-19.  Some of the largest death rates are associated with these institutions.  What caused these high rates of contagion and high death rates?  How will these institutions need to change to be better prepared for the future?  What is the public perception of these health care institutions now?  How must that be repaired for the people to feel comfortable and safe placing a loved one in one of these facilities? p. 328: Health Care Services: The President of Bard College, Dr. Leon Botstein, gave a webinar for the parents of students of the college about how the coronavirus pandemic will affect students, faculty, staff, parents, and the future of education.  In it, he predicted that this pandemic will impact the importance of higher education in general, that more students will consider seeking education in the health care and medical fields, and that there will be an increased interest in biomedicine, medical and nursing training, and hospital and health care administration.  Do you agree? Chapter 13 Achieving Emotional Health and Well-being p. 357: Health & Well-Being: The individual wellness wheel shows the important pieces that go together to promote mental and physical health and well-being.  This pandemic has certainly presented challenges in many of these domains.  Through self-reflection can you think of the ways in which your emotional, intellectual, physical, social, environmental, financial, and spiritual life has been affected by the pandemic?  What did you need to do to preserve your well-being?  Are there things that you began doing during the pandemic that helped you to cope and stay well that you will carry into your future?  pp. 364 – 365: Resilience: What does the term “resilient” mean to you and how can we be more resilient in the face of a pandemic such as coronavirus? Chapter 14 The Future of Health Psychology Health psychology is at the foundation of everything that we learn about coronavirus and COVID-19.  It helps us to understand the data and information shared by the media, to understand the science and medical advances being made, to evaluate the global, federal, and local policies that have impacted our lives, and it helps us to think about how we, as individuals, fare through a crisis of such unpredictable and unprecedented magnitude.  What do you think the future of the field will look like?  What will the next edition of this textbook need to present?  Can you think about all the ways that what you have learned has been changed by what you now know about COVID-19 and the coronavirus pandemic?  When will this become history?  And what will the world look like when we are there? ... View more

On the Facebook page for the Society for the Teaching of Psychology, Pooja V. Anand posted this excellent list of 16 “strategies for maintaining well-being during COVID19 Crisis.” Self-reflection : reflect on yourself, your values, goals Self-regulation : manage your emotions, create a daily routine Love of learning : learn new skills, develop new hobbies Flow : identify activities which you enjoy and engage in them Relationships : nurture your relationships, spend time with family, online conversations with friends Kindness : practicing random acts of kindness, being helpful Self-compassion : being kind to yourself, accepting yourself Mindfulness : focus on the present moment and current experiences Savouring : savour the little joys of life like time spent with family, doing your favourite activities like reading, writing Gratitude : count your blessings; express gratitude for the blessings in your life, appreciate what you have Optimism : cultivate optimism, expecting that good things will happen in the future Humour : make other people smile and laugh Growth : Use this challenging situation as an opportunity for growth Developing strengths: focus on developing your strengths Purpose and meaning : reflect on your purpose in life and what gives your life meaning Hope : set goals for the future, plan how you will achieve them and motivate yourself   Here are a few ways you can use this list with your students. Reflection assignment Give students this writing prompt: “In the last week, have you, a friend, or family member used any of these sixteen strategies? If so, pick one strategy, and provide an example of how you, your friend, or family member has used it. Of the strategies that you personally have not used, choose two and describe how you can work them in over next month.” Online discussion assignment For the initial post, use the same prompt as for the reflection assignment. For responses, ask students to reply to two or more classmates using Jenn Stewart-Mitchell’s three comments and a question (3C & Q) model: A compliment, e.g., "I like how... because...," I like that... because..." A comment, e.g., "I agree that... because...," "I disagree that... because..." A connection, e.g., "I have done something similar,...," "I have also thought that...," "That reminds me of..." A question, e.g., "I wonder why...," "I wonder how..."  Zoom discussion assignment If you’re teaching via Zoom, paste Anand’s list of strategies into or upload a file to chat (or make the list available in your learning management system). Next give students this discussion prompt before sending small groups of students to breakout rooms. “Which of these strategies is or would be easiest for you to engage in? What about it makes it feel easiest? Give an example of how you do it in your life or how you could do it. After everyone has shared their ideas, which idea does the group like the best? Identify a spokesperson to report out to the class.” After fifteen minutes, bring the class back together, and ask each spokesperson to identify the strategy and how it has been or could be implemented. Library database practice Assign, say, four of these sixteen strategies to each of your students. “Visit our library databases to find two peer-reviewed articles related to each of your assigned strategies. For each article, download the pdf and then upload it with your assignment. Note whether the findings reported in each article help support or help refute the argument that the strategy helps with well-being. Briefly explain each of your support/refute decisions.” That may be enough for this assignment. If you would like to expand it, here are some other possible additions. Write the references in APA format. Provide an annotated bibliography. Identify whether each study was correlational or experimental, and briefly describe how you know. Identify the variables in each study. If your students have not had practice using your library databases to date, contact your institution’s librarians for the best ways to help students get started on this assignment. Consider taking all of the resources your students found, compiling them into separate reference lists by strategy, and making those lists available to your students. ... View more

Many people (parents especially) worry that all our screen time will impair our ability to function in real social situations. This study suggests that's not the case. Study: Screen Time Has Little Impact on Kids' Social Skills http://ow.ly/QsYR30qzWEg #psychstudentrss‌ ... View more

Netflix has made ten of their documentaries available on their YouTube channel. For many years, Netflix has allowed teachers to screen documentaries in their classrooms. However, this isn’t possible with schools closed. So at their request, we have made a selection of our documentary features and series available on the Netflix US YouTube channel.  Of particular interest to psychology instructors is the 5-episode documentary Babies. The episodes average 50 minutes in length. Netflix provides you with a few discussion questions for each episode. Even if you don’t use them, they’ll give you a better sense of what the episodes cover. Love Video Link : 2619 Crawling Video Link : 2620 First Words Video Link : 2621 Sleep Video Link : 2622 First steps Video Link : 2623 Another documentary of interest, Period. End of Sentence (27 mins) opens with a young woman talking about having to drop out of school because she didn’t have access to menstrual products. When the local women start manufacturing pads, it becomes an important source of income, and, presumably, a source of independence, both for the women who are earning money and the women who are using the pads. After covering adolescence, this documentary could be an interesting discussion starter for what most of your students probably take for granted. If you’d like, you can expand discussion on whether menstrual products should be taxed or should be provided by schools.   Video Link : 2624 Knock Down the House (87 mins) follows four women who ran campaigns against incumbents in the 2018 mid-term elections. There may be some good content here for social psychology or political psychology. Video Link : 2625 Take a look at the titles and descriptions of the other documentaries Netflix has made available via YouTube. Be aware that the links on that page go to Netflix, not their YouTube channel.  ... View more

With the entire Peanuts comic strip archive available freely online, there’s no reason not to use the genius of Charles Schulz to illustrate some of the psychological concepts we cover in Intro Psych. On September 27, 1961, Charlie Brown wonders how much Linus’s favorite teacher, Miss Othmar, gets paid. Linus cannot believe that Miss Othmar even gets paid. He is beside himself in anger. She teaches out of love for her pupils, Linus believes. Finally, his sister Lucy confirms what Charlie Brown said—Miss Othmar does indeed receive a paycheck. On September 30, 1961, Linus finds a way to come to terms with it. After covering belief perseverance, show your students the Peanuts comic strips for September 27, 28, and 29, 1961. At this point, Schulz has established that Linus holds a certain belief about his teacher that he just does not want to let go, and his sister, Lucy, has burst his bubble. Invite your students to discuss in pairs or small groups how belief perseverance may look for Linus. He has a strong belief that he does not want to give up: Miss Othmar teaches just for the love of her pupils. And, yet, he has been given information that contradicts this belief: Miss Othmar does indeed get paid. If Linus succumbs to belief perseverance—as we know he does—what might Linus do with this information that would allow him to continue to hold onto his belief that Miss Othmar teaches out of love? Once discussion dies down, ask groups to share their solutions. Finally, show how Schulz resolved it in his September 30, 1961 strip. If time allows, take this discussion one step further and ask students to apply some strategies that can help Linus—and ourselves—avoid falling into the belief perseverance trap. One strategy is to consider the opposite (Lord et al., 1984). What would that look like for Linus? “What if Miss Othmar got paid and kept the money?” Another strategy is to take the perspective of someone else (Yaniv & Choshen-Hillel, 2012). What other conclusions might Linus come to if he stepped into someone else’s shoes and thought about how that person would respond to the same information he has. For example, “What would Charlie Brown (or Lucy, or any other Peanuts character) say about Miss Othmar getting paid?” Conclude the activity by letting students know that seeing our own belief perseverance is not easy, but periodically considering the opposite and switching perspective to look as the evidence through someone else’s eyes can help us avoid the trap. References Lord, C. G., Lepper, M. R., & Preston, E. (1984). Considering the opposite: A corrective strategy for social judgment. Journal of Personality and Social Psychology, 47(6), 1231–1243. https://doi.org/10.1037/0022-3514.47.6.1231 Yaniv, I., & Choshen-Hillel, S. (2012). When guessing what another person would say is better than giving your own opinion: Using perspective-taking to improve advice-taking. Journal of Experimental Social Psychology, 48(5), 1022–1028. https://doi.org/10.1016/j.jesp.2012.03.016 ... View more

Feeling bored? Good! How boredom can lead to your most brilliant ideas - Manoush | TED-Ed http://ow.ly/mZ5730qvOz5 #psychstudentrss‌ ... View more

Between spending a lot of time thinking about what people need to know about psychology—and, thus, what we should cover in Intro Psych—and thinking about intimate partner violence (IPV), it is glaringly apparent that IPV belongs in the Intro Psych course.* One place to address the topic is in the social psychology chapter, right after covering foot-in-the-door. Ask students to use their web-enabled devices to visit this University of Michigan Sexual Assault Prevention and Awareness Center website or show the website on your screen. Briefly describe each of the eight tactics that may be used by an abuser. Set aside one tactic to use as an example of what you would like students to do during this activity. Divide your class into seven groups, assigning one tactic to each group. If you have a larger class (or want to use smaller groups), divide your class into, say, fourteen groups, where two groups will each be addressing the same tactic. Explain that each of these tactics may start with something small and then gradually increase in severity: foot-in-the-door. In one study, "[T] he women described how the violence occurred in a more or less insidious and gradual manner, first finding expression in the form of psychological violence through control, jealousy and disparaging comments about the woman, her relatives or friends, and attempts to circumscribe her existence"  (Scheffer Lindgren & Renck, 2008).  Because of the gradual escalation, the tactics can be hard to see. The goal of this activity is to make that gradual escalation visible, here, in the safety of the classroom. By knowing what to look for, you may be better able to see the warning signs or red flags in your own relationships or in the relationships of a friend or family member. Instructions to students: For your assigned abuse tactic, identify what the most severe demonstration of that abuse may be. Next, identify what you think may be the least severe demonstration of that abuse. Finally, fill in at least two intermediary steps. Using the tactic you set aside as an example, ask students for what the most severe demonstration of that abuse may be. For example, if you chose “Using Isolation,” the most severe may be the abuser not allowing their partner to communicate with anyone. Next, ask students what the initial foot in the door may look like. Perhaps the abuser doesn’t tell their partner when friends have called. Finally, ask students to fill in two intermediary steps, such as breaking their partner’s cellphone and perhaps, next, not allowing their partner to drive anywhere alone. Now ask students to take a couple minutes to think on their own to identify at least four foot-in-the-door steps for their assigned tactic. Least severe, somewhat severe, more severe, and most severe. Think of these as light yellow flags, bright yellow flags, orange flags, and red flags. A light yellow flag may seem harmless, but it could indicate the potential for escalation. Next, ask students to share in their assigned groups the behaviors that they identified. The group's task is to rank order the behaviors from least severe to most severe.  Once discussion winds down, ask groups to share their rank orderings. Detecting relationship patterns that may be unhealthy can lead to positive outcomes (Wuest & Merritt-Gray, 2008). Wrap up this activity by sharing with your students community or campus resources they can turn to for support. Be sure to include this national resource for your students’ friends and family who may not be local: The National Domestic Violence Hotline is available to “talk confidentially with anyone experiencing domestic violence, seeking resources or information, or questioning unhealthy aspects of their relationship.” Call them at 1-800-799-7233 or  text  LOVEIS to 22522. Or you can visit  thehotline.org  and click the “ Chat Now ” button in the top right corner of the page.   While these directions are for an in-class or live-video (with breakout rooms) class session, instructions may be adapted for an online class discussion board (ask students to post, say, four behaviors before seeing others' posts) or as a stand-alone assignment.   *Special thank you to social psychologist and intimate partner violence researcher Kiersten Baughman for sharing her expertise with me References   Scheffer Lindgren, M., & Renck, B. (2008). Intimate partner violence and the leaving process: Interviews with abused women. International Journal of Qualitative Studies on Health and Well-Being, 3(2), 113–124. https://doi.org/10.1080/17482620801945805 Wuest, J., & Merritt-Gray, M. (2008). A theoretical understanding of abusive intimate partner relationships that become non-violent: Shifting the pattern of abusive control. Journal of Family Violence, 23(4), 281–293. https://doi.org/10.1007/s10896-008-9155-x ... View more

During this please-stay-away-from-other-people time, I have been thinking a lot about people who are trapped at home with an abuser. Yesterday morning we went to the grocery store for our next two-week round of supplies. No, we didn’t buy toilet paper. We had just happened to stock up before COVID-19, and we are still well-supplied. We were in the snacks aisle, when I realized that I had passed the sour cream and onion potato chips. I turned around to retrieve them, when a large man substantially farther away than the recommended six feet said, “So you’re coming this way then?!” I replied, pointing behind me, “Oh, you want to go this way?” “Not anymore!!” With that, he and the woman who was with him turned around and went down another aisle. Later, as I exited the frozen food aisle, he and she were about to pass that aisle. He spotted me, came up short, glared at me, huffed, and made a wide swing around me. Clearly, the grocery store was to be his and his alone that morning, and I had ruined his plan.   I have been having a hard time shaking the memory of these interactions. It’s the woman who was with him that I keep seeing. She was small, both in size and demeanor. She said nothing and was expressionless. She stood at his elbow and when he moved, she moved.   Now, I admittedly have no idea what the nature of their relationship is, but my he’s-abusive alarms were ringing loudly. And there was nothing I could do about it. At my college, I’m part of the team that helped our faculty move their winter quarter classes online for the end of the quarter. We’ve spent the last week helping our faculty get geared up to spend all of spring quarter online. While my focus has been on our faculty working from home, I’ve had to dedicate some time to thinking about my own spring quarter class and the students who will be in it. And now I can’t help but think about everyone’s living situation. How many of our college’s faculty and staff are trapped at home 24/7 with an abuser? How many of our students? How many of your faculty, staff, and students? The National Domestic Violence Hotline (2020) reports Here’s how COVID-19 could uniquely impact intimate partner violence survivors: Abusive partners may withhold necessary items, such as hand sanitizer or disinfectants. Abusive partners may share misinformation about the pandemic to control or frighten survivors, or to prevent them from seeking appropriate medical attention if they have symptoms. Abusive partners may withhold insurance cards, threaten to cancel insurance, or prevent survivors from seeking medical attention if they need it. Programs that serve survivors may be significantly impacted –- shelters may be full or may even stop intakes altogether. Survivors may also fear entering shelter because of being in close quarters with groups of people. Survivors who are older or have chronic heart or lung conditions may be at increased risk in public places where they would typically get support, like shelters, counseling centers, or courthouses. Travel restrictions may impact a survivor’s escape or safety plan – it may not be safe for them to use public transportation or to fly. An abusive partner may feel more justified and escalate their isolation tactics. Please consider sharing this information with faculty, staff, and students. If you are living with an abuser, please call the National Domestic Violence Hotline at 1-800-799-7233 or text LOVEIS to 22522. Or you can visit thehotline.org and click the “Chat Now” button in the top right corner of the page. After relating my grocery store experience to a colleague, they said they kept thinking about the LGBTQ youth who are now trapped at home with unsupportive family. And now I keep thinking about them, too. Please consider sharing this information about how to get help from The Trevor Project (2020). If you are an LGBTQ youth who is struggling or an ally who knows someone who is struggling, please call the TrevorLifeline at 1-866-488-7386 or text START to 678678. Or you can visit TheTrevorProject.org on your computer to chat. And there are children and teens who are living with abusive parents, guardians, or others for whom school may have been their only reprieve. Please consider sharing this information about how to get help from Childhelp (2020) . If you are a teenager or child and you are being hurt by someone, know someone who may be, or are afraid that you may hurt someone, please call or text the Childhelp National Child Abuse Hotline at 1-800-422-4453 or visit Childhelp.org for live chat.   References Childhelp. (2020). https://www.childhelp.org/childhelp-hotline/ National Domestic Violence Hotline. (2020). https://www.thehotline.org/ The Trevor Project. (2020). https://www.thetrevorproject.org/ ... View more

Anyone else trying to figure out the best way to structure all our days at home? Check this out: How to gain control of your free time - Laura Vanderkam | TED-Ed http://ow.ly/aZn230qsHBn #psychstudentrss‌ ... View more

Happy National Puppy Day! Ever wondered what our canine friends are thinking? How they see the world? If so, check out the resources available here: The Science of Dogs - Science Friday http://ow.ly/dBMs30qs4w1 #psychstudentrss‌ ... View more

Like many of you and your students today (March, 2020) who are working from home. I am doing the same. While I am looking forward to the slew of research that is going to come out of this ABA experiment, this talk by Stanford economist Nicholas Bloom may be a preview of the kind of finds we're going to see.  Bloom starts talking about his research here at about the 6:30 mark. Video Link : 2586 After watching this video, ask your students to identify the independent variable and dependent variables. How were participants randomly assigned to conditions? Why was it necessary to use random assignment and not just let participants decide if they wanted to work for home or the office? According to Bloom, what are the “three great enemies of working from home?” Bloom adds that having choice of whether to work from the office or work from home is key. During COVID-19, almost all of us in education in the US and other parts of the world—faculty, staff, and students—have no choice but to work from home. How may this impact our productivity? To expand the discussion, ask students to explore the pros and cons of teleworking and working onsite. If your students were psychological scientists, how could they go about researching the relative impact of each of those pros/cons. In other words, if students thought that “too many distractions at home” was a reason to work onsite, how could students find out how many workers would identify that as a factor and how big of a factor it was in their decision. ... View more

Looking for something fun to do while you're stuck in the house? Try one of these great brain craft ideas!  https://dana.org/article/diy-brainy-crafts-for-brain-awareness-week/ #psychstudentrss‌ ... View more

With colleges and universities moving their face-to-face classes online or into a live video format during this Spring 2020 COVID-19 outbreak, some faculty are being forced to confront an unpleasant reality: they don’t like how they sound or look when recorded. The mere exposure effect The more we see or hear something, the more—in general—we like it. That is called the mere exposure effect. Our voice Because of how the sound of our own voice travels from our throat to our ears, it sounds different in our heads than it does to the people around us. We have spent a lifetime listening to our voices produced that way, and so that is the voice we prefer. Microphones record our “outside” voice. Microphones pick up the sound of our voice as the people around us hear it. They like that voice because it’s the one they hear. We hate it because it doesn’t sound like our voice to us. It’s not the one we hear. Our face Symmetrical faces are perceived to be more attractive than asymmetrical faces. I hate to be the one to deliver this news, but your face probably is not symmetrical. And I know, speaking as one who does not have a symmetrical face. We have, again, spent a lifetime looking at our own faces—in a mirror. We much prefer this “mirrored” view of ourselves than we do, say, a photograph of ourselves, you know, the way other people see us. Try this. Take a photo of yourself. Use your phone’s or computer’s image editing tools to flip the photo to its mirror image. You will probably like the mirrored photograph more than the original—the view of yourself that you see most often. Ask your friends and family which one they prefer. Most often they’ll choose the original photo—the view of yourself that they see most often. No wonder we hate recording ourselves Recordings we make of ourselves don’t sound like us, and the view is not one we’re used to seeing. It’s a wonder that anyone ever consents to being recorded. Keep in mind that any recording you make is not for you. Your recording is—in the case of faculty—for your students. How you look and how you sound matches their reality. While you may not like it, they like matching the sound and face of the real you with the sound and face of the recorded you. And after all, your students are the ones your recordings are for. Check your recording software for a mirror image setting While there’s nothing I can do about your voice, some recording/webconferencing tools—like Zoom—include the ability to switch your webcam to mirror image. This feature was designed to better help you make sense of what you’re seeing on camera. In regular webcam view, it’s a challenge to get your stray hair back in place. Your right hand is on the left side of the screen and as you move your right hand toward your left, on the screen your right hand moves to the right. Everything is backwards! When you enable mirror image, it is just like you are looking in a mirror. Your right hand is on the right. When you move your right hand left, the webcam image of your hand also moves left. And you know what? Since this is how you see yourself all the time in your bathroom mirror, you’ll like how you look a lot more. But here’s the extra cool part. While the camera view looks like a mirror to you, it has not changed for your viewers. They will still see you as they would if they were standing in front of you. And that’s also the view that will be recorded. Not the mirror view. (Shout out to my colleague Eric Baer for showing me this in Zoom!) Theater vs. television/film While we are talking about recording yourself, now is a good time to remember that if you have spent most of your career standing in front of a classroom, you are a performer. Like theater-trained actors, you have honed your craft so that your gestures and emotions carry to the back of your classroom. Many theater-trained actors struggle when they go from the stage to the screen. Television and movie cameras are intimate machines—as are webcams. They are right up in your face, recording every wrinkle and every muscle twitch. Toning down your expressiveness for your webcam recording may not come easily to you. If you are wildly expressive on camera, don’t worry too much about it. Just know that it’s part of your “stage” presentation style. With practice, you could learn to dial it back, but that’s probably not worth your energy right now. No students are going to be harmed by your exuberance.   Go record yourself Go forth. Take a deep breath. And make a recording. ... View more

Timely piece from the World Economic Forum on pandemics and the psychology of uncertainty: http://ow.ly/4YWx30qosuI #psychstudentrss‌ ... View more

Have you ever tried an online dating app? Read about some trends here: Making Sense of Online Dating in 2020 | Psychology Today http://ow.ly/EqNQ30qn0e0 #psychstudentrss‌ ... View more

Photographer Noah Kalina took a photo of himself every day for 20 years. He put them all together into an 8-minute video. When he started this project on January 11, 2000, he was 19.5 years old. When this video ends on January 11, 2020, he was 39.5 years old. That’s 240 months in 480 seconds—one month every two seconds. If you play it at double speed, it will only take four minutes to show—one month every second. Once the recording starts to play, click the gear icon in the bottom right corner of the recording to change your playback speed.  Video Link : 2563 I have been thinking about this video since I first saw it. We watch people age all the time, but to watch it happen so quickly is… I’m not sure what. Jarring? Compelling? Both? This video could be a nice lead-in to your coverage of adulthood. Encourage your students to jot down their reactions as they watch. Afterwards, invite students to share their reactions in pairs/small groups or with the class as a whole. Kalina was born in early July, 1980. The first photo we have of him is in early January, 2000. As a rough starting point (within a few weeks), Kalina is about 19.5 years old in the first photo. In the development chapter, as you move from emerging adulthood to middle adulthood, use these video times to jump ahead in the recording. Approximate Age Video Time 19.5 0:00:02 20 0:00:14 21 0:00:38 22 0:01:02 23 0:01:26 24 0:01:50 25 0:02:14 26 0:02:38 27 0:03:02 28 0:03:26 29 0:03:50 30 0:04:14 31 0:04:38 32 0:05:02 33 0:05:26 34 0:05:50 35 0:06:14 36 0:06:38 37 0:07:02 38 0:07:26 39 0:07:50 39.5 0:08:02   Kalina has also compiled the photos into a collage. It’s difficult to see individual photos, but taken in its entirety, it’s just as compelling as the recording. ... View more

Well now this could be interesting. A New Netflix Show Will Tackle Life as a Department Chair. Academics Have Thoughts. - The Chronicle of Higher Education http://ow.ly/5z3n30qkUV8 #psychstudentrss‌ ... View more

Many cartoonists are excellent observers of the human condition. One of the best is Charles Schulz of Peanuts fame. With 50 years of comic strips, that’s 17,897 individual strips—drawn by him and him alone—Schulz’s characters can be a rich source of psychology examples. In this strip that ran most recently on May 5, 2019, Schulz gifts us with a beautiful example of classical conditioning. Students don’t need to be familiar with the characters to see the classical conditioning. If they are familiar with Charlie Brown and Lucy and the relationship these characters have with each other, they’ll better appreciate the humor. The characters are playing baseball. From the outfield, Lucy yells, “Hey, manager!” Charlie Brown, standing on the pitcher’s mound, looks at us with a queasy expression. He explains that hearing her say “Hey, manager!” is enough to give him a stomachache because every time she yells that, she follows it up with a stupid/dumb/sarcastic remark. In this particular case, she surprises him (and long-time Peanuts readers) by saying something else. In the last panel, though, Lucy reveals that she knows exactly what’s going on. I ask my students these questions about the strip: In this example, identify the unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response.  Use this example to explain generalization and discrimination. What would need to happen in order to bring about extinction? What would spontaneous recovery look like? While I do this as part of a larger homework assignment, it also works as an in-class discussion topic or as a lecture example. Through this example, I have learned that many of my students are not familiar with the Peanuts comic strip. I know who is and who is not familiar based on what they call Charlie Brown. Students who know it call him Charlie Brown. Students who don’t know it simply call him Charlie—which is jarring to my 52-year-old, US-born ears. ... View more